Book Review of How to Teach English
对英语老师教学的建议和意见英语作文
对英语老师教学的建议和意见英语作文English: As a student, I believe that providing a variety of learning materials such as multimedia resources, authentic materials, and interactive activities can greatly enhance the learning experience in an English classroom. English teachers should aim to create a dynamic and engaging learning environment that caters to different learning styles and preferences. In addition, personalized feedback and assessment on students' language skills and progress can help them better understand their strengths and areas for improvement. Incorporating real-life contexts and practical language use in lessons can also make learning English more relevant and meaningful for students. Overall, I think English teachers should strive to be supportive, approachable, and enthusiastic in their teaching approach to inspire and motivate students to excel in their English studies.中文翻译: 作为一名学生，我认为提供多样化的学习材料，如多媒体资源、真实材料和互动活动，可以极大地增强英语课堂的学习体验。
how to teach english
Book Review of How to Teach EnglishHow to Teach Englishby Jeremy HarmerForeign Language Teaching and Research Press,2010,203pp,￥27.9ISBN 978-7-5600-1902-4Reviewed by Li XianWhen I was a child, I was moved by the story of a great teacher ----Annie Sullivan. She was the teacher of a famous writer Hellen Keller. She taught Hellen, a blind and deaf girl, how to read, how to write, how to learn. She brought bright to Hellen and changed her life. From then on, I made up my mind to become a teacher like Miss Sullivan after I grow up. After learning English teaching, I found it is not easy to be a good teacher. But, it is possible if I do my best.Last month I read a book, How to Teach English, written by a famous educator Jeremy Harmer. English is one of the most widely used languages in the world. It is spoken by nearly three hundred million people：in England, the United States, Australia, Canada and many other countries. It is one of the working languages at international meetings and is more used than the others. It is said that 60 percent of the world's radio broadcasts and 70 percent of the world's mail are in English. Millions of books and magazines are written in English, too. English is really a bridge to knowledge. With the help of English we can learn modern science and technology faster and better form the developed countries. In this way we can serve our country better. In China there are thousands of English learners and they are keen on a good English teacher. As a good English teacher, you should learn how to teach English.How to Teach English is a complete manual of teaching English as a foreign language. It is complete because of its wide-range coverage from general issues about teaching and learning English up to specific problems that English teachers frequently encounter. Between these two extremes, readers can find almost everything dealing with teaching and learning English. Those who are interested in developing the teaching of language components may refer to Chapter 5. A brief review about sentence constructions, part of speech, noun types, verb forms are topics within this chapter. Not intending to dichotomize weakness and strength, bad and good, these topics indicate that the descriptions of grammar used in this book refer to traditional view of grammar. Chapter 7-10 deal with teaching the four language skills. They are, therefore, appropriate for those who want a practical, easy to understand reference of teaching listening, speaking, reading, and writing.As a teaching manual, as the writer says in its introduction, "How to Teach English" is a practical book concentrating on examples of teaching and teaching practices rather than on detailed analysis of learning theory. Its practical characteristic makes this book appropriate for novice teachers with even limited comprehension.Chapter one describe some of qualities which good teachers possess: an ability to give interesting class, using the full range of their personality; the desire to communicate with students, treating them all equally however tempting it is to do otherwise; and ‘knowing all their names’. Language teachers use with students should at all times be comprehensible, and, especially when giving instructions, it should be clear and well staged. Teachers need to walk a fine line between predictability and surprise, without lurching into either monotony or anarchy. Also a good teacher could respond flexibly to what happens in class, even while attempting to follow a pre-arrangedplan.Chapter two looked at what makes a good learner and talked about how learners differ from each other in age and level. Good learners take some of responsibility for learning themselves. Whilst being sensitive to their educational and cultural background, teacher should try and encourage the practice of self-study. Good learners are willing to experiment listen, ask questions and think about how to learn. This implies the desirability of using appropriate study skills. Choosing appropriate activity is also very important.Chapter three discussed the teachers’ physical presence, saying that we should pay attention to our proximity to the students, think about how much teachers move around the class, and consider the appropriate of our behavior in general. Teachers need to make contact with their students, especially eye contact. Teachers need to e clearly audible without shouting in a disagreeable and stressed the need for variety in the way teachers uses their voice. Different activities call for different voice, and the varied use of the voice makes for more interesting classes.Chapter four talked about the elements necessary to learn language in the real world: exposure, motivation and use. Three elements are necessary for successful teaching and learning in class: E(engage), S(study), and A(activate). Sometime these three elements can mix together and in different order. It also talked about different models which people have used to describe teaching such as PPP(presentation, practice and production), task-based learning(which puts the task first and language learning last) and communicative language teaching(with its twin emphasis on appropriate language use and activation methodology).Chapter five talked about how to describe language. It described this topic very comprehensively, from grammar to pronunciation.Chapter six said that students need to be exposed to language. They need to understand its meaning, understand its construction and practise it. In order to make sure students understand the meaning of words and grammar, the teacher can show objects, pictures and drawings. They can use mime, gesture and expression. They can check questions to make sure students understand concepts. They can use time lines for verb tenses or explain meaning by listing opposite meanings. They can get more advanced students to write dictionary definitions and then compare them with the real thing. Teachers should correct students’mistake in proper way. Ideally, students will be able to correct themselves but if they can’t, the teacher may do it or ask other students to help. However, we have to choose how to correct very sensitively.Reading, writing, speaking and listening are important parts of English learning. Chapter 7 to chapter 10, the author talked about this question in detail from the importance of each part, how to develop each skill, the principle teachers should keep and some suggestions.Chapter 11 looked at four different options for text book use when for some reason the teacher decides that the textbook is not appropriate for class: the options are omit, replace, add and adapt. The using of textbook is teacher’s skill. And the author gave some advices for textbook using. Chapter 12 talked about how to plan lessons. Planning helps to focus our minds it helps to have something to refer to in the middle of the class, it shows students that we are professional and that we care. Before making a plan teacher should keep 6 questions in mind: why do you want to do it? What will it achieve? How long will it take? What might go wrong? What will you need to do it? How will it fit in with what comes before and after it?Chapter 13 talked about 7 dilemmas teachers might encounter: what if students are all at different level? What if the class is big? What if students keep using their own language? What ifstudents are uncooperative? What if students don’t want to talk? What if students don’t understand the listening tape? What if some students-in-groups finish before everybody else?After reading this book, I ask myself time and again how to be a good English teacher.It is important that a good English teacher should have an excellent command of English. But this is no enough. And I think, there are a variety of elements that contribute to the qualities of a good English teacher. There are three main aspects: ethic devotion, professional qualities, and personal styles.The most important thing is that a good English teacher should like his or her job and love the students, should be responsible for the student. A teacher should be full of patience and imagination. Secondly, professional qualities are very important, and they are the most difficult. A good English teacher should be qualified for the profession and armed with a specific range of skills, strategies, knowledge, and abilities. With the help of these qualities, an English teacher can do better in the teaching of English. Thirdly, personal styles are necessary. Since language is always changing, language teaching can never come to an end. That needs more creation, communication, participation, discussion, activities and more new teaching conceptions.Karl Marx once said, “A foreign language is a weapon in the struggle of life.” I am a would-be English teacher, and it will take me a long way to become a good teacher. But I will try my best to be a good English teacher, and I believe I can. I am proud of this job because I will have such a glorious career in the world.“Teacher is the man who passes on principles, teaches skills and solves problems.” So do that w ell, you’ll become a good English teacher.“Pass on principles” means that passing the principles of human to the students. This must be emphasized on teaching. As an English teacher, not only teaches students to learn English, but also teaches students how to carry out behavior of the human is more important. During teaching English knowledge to middle school students, we should educate them respect teachers and the elder, value society, unite classmates, work hard strong-willed and so on.Most students’ feeling is simple, genuine. How to teach them well? I think we should do the following points:First, believe students’ effort.When you come into contact with students, you must speak deeply and clearly, but respect them. For example, during class, if a student doesn’t listen carefully, you should give him a hint with the eyes. If he’s going on, you should walk towards him, and touch him lightly. Even worse, you must tell him in a low voice: “After class, you go to my office.” In the office, you mustn’t raise a hue and cry. You should be strict with him and say the principles with a mild tone. At last, you may use genuine feeling to move him, till he acknowledges sincerely.Teachers should encourage the students to work hard. When I was young I did not interested in English learning at all. After persuading and education of my English teacher in my middle school, my English was improved. From then on, I become excellent students. As long as you are patient enough, everyone could become good student finally. After all, students in middle school are children with reforming.Second, teachers should improve professional skill.Man’s life is full of learning. “To learn is never too late.” The world is developing, so does knowledge. As an English teacher, you must improve your listening, speaking, reading and writing skills, etc. It’s necessary to read more English, and you must speak English as much as possible. Ifthere is no intercommunicate surrounding, you must create it.Middle school students are 14 or 15 years old, and they have learnt English for 2 or 3 years. We should read newspapers and magazines about English. It’s necessary rite an article in English and learn something from workmates in modest, so that to learn others’ advantage, escaping your ow n shortcoming. In sum, you should learn something from others and make your own broad and profound knowledge.Third, become a good guider.Rich knowledge is necessary and important, an English teacher should help students become good behavior all their lives. This is more important. You should make the students prepare for the class, listen to it all their hearts, write carefully, let the students practice speaking English and use it all the time, this is the most important for the students to learn English. In every class, you should elect a few problems, copy them on the blackboard and solve them in class. The effect is very good. Becoming a good guider, a teacher is like a guider. It’s very important for a teacher to know how to guide the students to act their role well. Teacher must design carefully a lesson, assign time reasonably, lead students to listen, speak, read and write. In the class, you mustn’t speak too much, or it will waste time, you must remember all the time that “student is the leading actor”.Fourth, put affection on students.Many students have rich knowledge, exquisite emotion and attach importance to friendship between classmates feeling with teachers. They understand and care for their parents. A student writes a letter to his paren ts: “Dad and Mom, I have a good mark is the only answering for you. But every time, I haven’t got good mark. When I got home, I felt sorry for you with your care for me, you must be disappointed.” Does such a student need to critic? On the contrary, I thin k he need to be encouraged and be concerned about, we must put affection on them and guide them rightly. Above are my opinions, I think I will become an excellent teacher if I follow it.Comments 林雪萃：After reading your book review of How to Teach English, I recognized that you learned a lot. And you must pay great effort to finish this book review. But I advice you to read this book again and again, not because it is really a masterpiece but because you can learn more compared with what you have attained. First you just summarize each chapter but it’s not enough. You should get each chapter together and make it into your own words. You give your opinion about how to be a good teacher and I think it is ok. But I think as a review of a book, your opinion should relate to the book you read. So your opinion should be something about English Teaching Method.。
给外教提英语阅读意见的英语作文
给外教提英语阅读意见的英语作文Dear English Teacher,I hope you are doing well! I wanted to write to you about the books we have been reading in class for English. I really like learning English and reading the stories, but I have some thoughts on the books we could read that I hope you'll consider.The first thing I'll say is that I like when the books have pictures or illustrations. The pictures really help me understand what is happening in the story. When there are no pictures, it can be hard for me to imagine the characters and setting just from the words. The pictures also make it more fun and engaging for me as a reader. My favorite books are the ones with colorful, detailed pictures on every page.I also prefer when the books have fairly simple language and vocabulary words. I'm still learning English, so books with really advanced words I don't know can be frustrating and make it harder for me to follow along. I like when there are just a few more difficult words per book that I can learn. My English gets better when I can understand most of the words and phrases.Another thing I appreciate is when the books have relatable characters and storylines. Books about kids my age doing regularthings like going to school, playing sports, or having adventures with friends are a lot of fun for me to read. I can imagine myself in those situations. Books with crazy fantasy worlds or historical stuff from long ago are harder for me to connect with.As for topics of the books, I have a few preferences there too.I really enjoy books that are funny and make me laugh. Humor is great and makes reading way more enjoyable. I also like books with a little bit of a mystery or problem that gets solved - kind of like a mini-detective story. And books that teach me something new about animals, science, different cultures or far away places are super interesting to me.On the other hand, I'm not a huge fan of books that are too scary or have mean characters being bullies or hurting others. I know kids my age can handle a little bit of intensity, but I prefer to avoid really dark, creepy, or violent stories. It's just not as much fun for me.I also have a hard time when the books are part of a long, ongoing series. If I miss reading one book, then I'm really confused when I read the next one. I prefer when each book has a full story contained in just that one book, making it easier to follow along.As for the actual books we've read so far this year, I'll share some thoughts:I really enjoyed "The Day My Crayons Quit" because it was so imaginative and funny seeing the crayons coming to life and quitting their jobs. The pictures were amazing too."The Boxcar Children" book was pretty good, but it was hard for me to relate to since it took place a long time ago when kids had to live in a literal boxcar. The vocabulary was a little too advanced for me in some parts.I didn't like "Coraline" at all because it was way too creepy and spooky with the Other Mother villain. It actually gave me nightmares after reading it."The Story of Ruby Bridges" was an important book on civil rights history, but some parts were really sad when she faced racism and hatred from adults. I appreciated learning about that period though.Overall, those are just my opinions as a student! I know you have to choose books that are appropriate for our reading level and educational too. But I hope you'll consider mixing in some more fun, engaging, easy-to-read books that I can really enjoy.Reading is so much better when the book keeps me interested and entertained. Thanks for being an awesome teacher!Your student,[Your name]。
小学英语教师推荐书目
小学英语教师推荐书目小学英语教师推荐书目【一】英语类专业杂志：《中小学外语教学》《外语教学与研究》《英语课程标准》《英语课程标准解读》《剑桥英语教师丛书》《牛津英语教师宝库》《How to Teach English怎样教英语》，Harmer J.，外语教学研究出版社《英语教学成功之道Success In English Teaching》，Paul Davies Eric Pearse，上海外语教育出版社《Designing Tasks for the Communicative Classroom 交际课堂的任务设计》，Nunan，人民教育出版社《Developing reading skills 英语阅读教学》，Francoise Grellet，Cambridge University Press外语教学与研究出版社《Teachers handbook: Contextualized language instruction (2nd ed.)》，Shrum, J. L. E. W. Gilsan，Boston: Heinle Heinle外语教学与研究出版社《Teacher Learning in Language Teaching语言教学中的教师进修》，Freeman Richards，海外语教育出版社《英语教师行动研究》，王蔷，外语教学与研究出版社《英语学习策略》，程晓棠、郑敏，外语教学与研究出版社《第二语言习得研究概况》《英语史：从古代英语到标准英语》《ESL/EFL 英语课堂上的学习风格》小学英语教师推荐书目【二】《教育漫话》洛克《民主主义与教育》杜威《普通教育学》赫尔巴特《教育的目的》怀特海《被压迫者的教育学》弗莱雷《给教师的建议》苏霍姆林斯基《学校里教师不做的50件事》《爱的教育》《斯宾塞的快乐教育》《教育走向生本》《赏识你的学生》《不跪着教书》《世界经典教育案例启示录》《学习的快乐——走向对话》《教育的十字路口》《教育能够改变什么》《教师人文读本》《创造力危机—中国教育现状反思》《孩子们你们生活得怎样》《中国著名特级教师教学思想录》《孩子，把你的手给我》《老师怎样和学生说话》海姆.吉诺特博士《窗边的小豆豆》(日)黑柳彻子《学习，别听学校的》(德)菲拉费毕尔肯比尔小学英语教师推荐书目【三】英语文化类《安娜卡列尼娜》《包法利夫人》《战争与和平》《洛丽塔》《哈克贝里费恩历险记》《哈姆雷特》《了不起的盖茨比》《追忆似水年华》《契诃夫短篇小说集》《米德尔马契》《莎士比亚作品集》。
教学法笔记精校版How-to-Teach-English
How to Teach English笔记整理Unit One How to be a good teacherWhat makes a good teacher?How should teachers talk to students?How should teachers give instructions?Who should talk in class?What are the best kinds of lesson?How important is it to follow a pre-arranged plan?What makes a good teacher?Focus on moral education;Teachers’ character and personality;Care more about their students’ learning than their own teaching.How to be a good teacherHow should teachers talk to students?Rough-tuning:Unconscious simplification which both parents and teachers make;The modification of language that is suitable to students of different levelPhysical movement:Gestures, expressions, mimeHow should teachers give instructions?Rules: simple & logicalCheck:ask one to repeat your instructionask someone to translation your instruction into the students’ native languageWho should talk in class?Maximise STT (Student Talking Time)Minimise TTT (Teacher Talking Time)Who should talk in class?What is good TTT?Good TTT must follow the rule of “comprehensive input”The Input hypothesis is Stephen Krashen's attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashen's explanation of how second language acquisition takes place. So, the Input hypothesis is only concerned with 'acquisition', not 'learning'.According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence.For example, if a learner is at a stage 'i', then acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'.What are the best kinds of lesson?Try your best to break boredom:Change your clothes;Bahaving calmly and slowly one day if you are normally noisy and energitec;Variety of your class:Keep balance between predictable safety and unexpected variety.How important is it to follow a pre-arranged plan?A balance has to be struck between teachers attempting to achieve what they set out to achieve on the one hand and responding to what students are saying or doing on the other.Be flexible if your plan is interrupted by students.How important is the students’ motivation?What is motivation?Motivation refers to elements that push students to do learning activities.According to the source of motivation, it can be divided into intrinsic motivation and extrinsic motivation.Gardener and Lamber classified motivation of foreign language acquisition into instrumental motivation(工具型动机) and integrative motivation(融入型动机) from the perspective of social linguistics.Learners with instrumental motivation aim to reach their goal and treat the language just as one kind of tool, such as finding a good job and so on.Learners with integrative motivation desire to mix with the culture of the second/ foreign language and always show deep interest in the culture and people influenced by this language.How important is the students’ motivation?Conclusions of Gardner and Lamber’s theory:Highly motivated students do better than ones without any motivation at all.Integrative motivation was more powerful than Instrumental motivation.How important is the students’ motivation?How to provoke students’ interest and involvement in the class?Choice of topic, activity and linguistic content that students are interested in;Incentive mechanism: verbal commendation, honor, material reward, examinationHow to help students?Homework;Reading assignment;Practical activitiesWho is responsible for learning?Unit Four Lesson Planning4.4.1 Teaching aimsThe first thing to do in lesson planning is to decide the aims of a lesson, which include what language components to present, what communicative skills to practise, what activities to conduct and what materials and teaching aids to be used.Questions:What do you think are the aims of this part of the lesson?Three different teachers are about to teach the lesson. Below are their introductions to the lesson. Which teacher has the clearest idea of the aims of the lesson?Teacher A: Today we are going to learn Lesson 15. It’s question and answ er practice using a substitution table.Teacher B: Today we are going to practise present simple questions with “when…” and other time expressions.Teacher C: Today we are going to practise asking and answering questions using the present simple tense, so that we will learn how to talk about everyday activities.Unit 6 Teaching Pronunciation1. The role of pronunciation in language learning.2. The goal of teaching pronunciation.3.The aspects of pronunciation we need to teach.4. The ways to help student to improve pronunciation.6.1 The role of pronunciationWhy do learners make pronunciation errors?A particular sound may not exist in the mother tongue, so that the learners are not used to forming it and therefore tends to substitute the nearest equivalent he or she knows.A sound does exist in the mother tongue, but not as a separate phoneme---the learner does not perceive it as a distinct sound that makes a difference to meaning.(sheep/ship)The learners have the actual sounds right, but have not learnt the stress patterns of the word or group of words, or they are using an intonation from their mother tongue which is inappropriate to the target language.What should be taught to the beginners, pronunciation or phonetic?Pronunciation is more important than phonetic. Stress and intonation are as important as the sounds themselves and should be taught from the very beginning.Whether pronunciation needs special attention or focus in language teaching depends on manyLearners whose native language has similar sounds to English are less likely to have problems with pronunciation.Learners who have more exposure to English need less focus on pronunciation.Adult learners need more focus on pronunciation because they are more likely to substitute English sounds with sounds from their native language.Beginning Chinese learners of English should focus on pronunciation and their ability to identify and produce English sounds themselves, because phonetic transcripts are more abstract and less meaningful. When should we teach phonetic?Phonetic rules regarding what sounds a letter or a cluster of letters should be pronounced are helpful for students to develop the ability to cope with English pronunciation and they should be introduced at a suitable stage. Beginners of English, specially young learners, should be avoided to teach phonetic.Stress and intonation are as important as the sounds themselves and should be taught from the very beginning.In the example below, differe nt intonations for “Sorry” indicate different meanings. A neutral tone would6.2 The goal of teaching pronunciation1. What’s considered as a good pronunciation?A good pronunciation means:1) to pronounce correctly all the speech sounds of the language and all the combinations in their proper order not only isolated words, but also in sentences;2) to pronounce sentences fluently at the speed required by the situation with correct stresses, linking of sounds, rhythm, pauses and intonation.As a matter of fact, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation.2. Why most learners of English as a foreign language cannot acquire native-like English pronunciation?Critical period hypothesisThe amount of exposure to EnglishIndividual ability.Critical Period HypothesisAccording to Chomsky’s theory, if humans do not learn a foreign language before a certain age, then due to changes such as maturation of the brain and speech organs, it becomes impossible to learn the foreign language like a native speaker.The amount of exposure to EnglishIt is another factor that determines if the students can acquire native-like English pronunciation. At the present time, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation.6.3 Aspects of Pronunciation1. Single Stress i.e. important , complain, medicine2. Main stress and secondary stress i.e. interpretation3. Double stress i.e. thir teen, Chi nese4. Varieties of English i.e. advertisement (Br. E) advertisement(Am. E)5. Stress shifts i.e. import (n.), import (v.) record (n.), record (v.)6. Stress for emphasis i.e. I’m a teacher because I like people.7. Sentence stress: content words vs. structural wordsIntonation1. Falling intonation(statements, special questions, exclamation, commands)2. Rising intonation(general questions, requests, remarks of concern andapology, partings)3. Combined intonation(tag questions, compound sentences)Read the following sentences:You haven’t finished, / have you?Where there is a will, / there is a way.She can speak fairly well,/ but by no means perfect.6.4 Practising soundsPerception practiceUsing minimal pairsWhich order?Same or different?Odd man outCompletionProduction practiceListen and repeatFill in the blanksMake up sentencesUse meaningful contextUse picturesUse tongue twistersPerception practicePerception practice is aimed at developing the students’ ability to identify and distinguish betw een different sounds. Correct perception of sounds is vital for listening comprehension. Below are some examples of perception practice of English sounds.Using minimal pairs.Minimal pairs are two words which have only one different sound. The teacher reads either word2. Which order?The teacher reads each group of words in different order and the students mark the words with 1, 2, 3 .The teacher can read the words several times in different order.3. Same or differentThe teacher reads pairs of words and asks the students to tell if the pairs of words are the same or different.The words should not be written out.Here is an example(D for “different” and S for “same”):met meet (D)well well (S)well will (D)4. Odd one outThe teacher reads a group of words a time and the students identify the different word or sound.The words are not written out.Below are some examples:bit bit bit pit (No.4 is different.)lid led lid lid (No. 2 is different.)bag bag back bag (No. 3 is different.)5. CompletionThe teacher reads a series of words which have only one different sound. The students complete the words they hear.Here is an example:_ate _ate _ate _ate _ate _ate _ate _ateFor the words:gate late mate fate date hate rate and KateProduction practiceProduction practice is aimed at developing students’ ability to produce sounds. Producing distinct and understandable sounds is very important for effective communication.Here are some types of production practice activities:Listen and repeatFill in the blanksMake up sentencesUse meaningful contextUse picturesUse tongue twistersListen and repeatThe students repeat what the teacher says, the content with taps or the English songs.This activity can practice individual sounds, words, and sentences.Fill in the blanksThe students fill in the blanks in sentences with words which contain certain sound.Here is an example:a. Children love to _play_ games.b. Black and white make _grey_d. Hurry up. Don’t be _late_for school.e. We study in the same class. We are _classmates_.Make up sentencesThe students are given a group of words containing the same sound or similar sounds.They should make up sentences as many from the given words as possible.The sentences do not have to be realistically meaningful and logical.Humourous sentences are preferred.Use meaningful contextThe sounds to focus on are embedded in a meaningful context and students perform meaning tasks. Students can role play the dialogue:A: What’s wrong with you, Ann?B: I hate this horrible job.A: What job?B: Washing socks.A: What do you want to do?B: I want a holiday.Use picturesThe students produce meaningful language based on pictures.Use tongue twistersTongue twisters are fun and motivating, and the relaxing atmosphere halps students overcome inhibition. Give students a few minutes to practice by themselves, then ask them to perform in front of the whole class.Examples of tongue twistersShe sells sea shells on the seashore.Five wives drank five bottles of fine wine.Peter Piper picked a peck of pickled peppers. If Peter Piper picked a peck of pickled peppers, where is the peck of pickled peppers that Peter Piper picked?6.5 Practising stress and intonationPractising stressWord-level stress: stress the proper syllable in multi- syllabic wordsPhrase-level stressThe most important thing in practicing stress is making the students be aware of where to stress the word or phrase. Below are three ways to show the stress pattern of words, phrases and sentences.Use gestures. The teacher can indicate the stress by clapping hands or using arm movements as if conducting music.Use the voice. The teacher can raise the voice to indicate stress. This can be done with some exaggeration sometimes.Use the blackboard. The teacher can highlight the stress by underlining them or writing them with colored chalks or in different size.Practicing intonationIntonation can greatly affect the invention of the speaker’s message. Intonation is used by native speakers to express meanings in many subtle ways such as surprise, complaint, sarcasm, friendliness,and is very difficult to teach.Ways to indicate change of intonation:Use rising or falling arrows, such as and .Mark change of intonation is to draw lines as shown below.Unit7 Teaching GrammarIn this unit, we are going to discuss how to teach grammar. Although grammar is usually integrated with the teaching of other language components, we still consider it necessary to introduce ways to “focus on form”. We will mainly talk about the following:1. The role of grammar in ELT2. Methods for grammar presentation3. Methods for grammar practice7.1 The role of grammar in ELTDiscussion:Why do we learn grammar? (The importance of grammar)B. Can’t we learn English without learning its grammar, as we do with mother tongue?Before trying to find out how something can be done it isnecessary to decide whether it should be done, the value ofgrammar in foreign language teaching has been a focusof debate for decades and no conclusion is in sight.Task 1:Read the following assumption about grammar in English learning and decide if you agree with them or not. When you have finished, compare results with your partner. Try to give your7.2 Grammar presentation methodsAs we know grammar is so complicated that we need various methods to teach it. Among the methods for teaching grammar, the deductive method and the inductive method have been discussed and used most frequently..Deductive method (演绎法)Present the rules Explain Example Apply the rules ConclusionExamplea. 强调句句型结构It + is(was) +被强调部分+ that (who) + 句子其他成分b. Take a sentence as an example to explain the structurec. For instanceIt was your sister that (whom) Tom met in the zoo yesterday.It was in the zoo that Tom met your sister yesterday.Read the two sentences and try to find the differences between them.d. Apply in the practice____________that the trade between the two countries reached its highest point.A: During the 1960s B: That it was in the 1960sC: It was in the 1960s D: It was the 1960se. EvaluateDeductive method⑴The deductive method relies or reasoning, analyzing and comparing.⑵How to teach:First, the teacher writes an example on the board or draws attention to an example in the textbook. Then teacher explains the underlying rules regarding the forms and positions of certain structural words. The explanations are often done in the student’s native language and using grammatical terms. Sometimes, comparisons are made between the native language and the target language or between the newly presented structure and previously learned structures.Finally the students practice applying the rule to produce sentences with given prompts.⑶The deductive method is often criticized:a. it teaches grammar in an isolated way;b. little attention is paid to meaning;c. the practice is often mechanical.⑷The method is not without merits.a. it could be very successful with selected and motivated students.b. it could save time when students are confronted with a grammar rule which is complex but which has to be learned.c. it may help to increase students’ confidence in those examinations which are written with accuracy as the main criterion of success.B. Inductive method（归纳法）1.Present the rule in the contest.2.Give more examples.3. Ask students to focus on the use of the structure.4. Apply the structure to produce sentences.5. Get the students to work out the rule.6. Elicit theInductive method⑴In the inductive method, the teacher induces the learners to realize grammar rules without any form of explicit explanation. It is believed that the rules will become evident if the students are given enough appropriate examples.⑵How to teach:For example, in order to present the two forms" this is” and “these are”, the teacher will first hold up a book, saying “This is a book.” He will do the same showing other objects.Then the teacher holds up several books and says “These are books.” After several similar examples, it is hoped students will understand “These are” is used with plural forms of nouns.Then students are invited to apply the newly learned structure to produce sentences with given visual aids or verbal prompts. The teacher tries to say nothing except to correct when necessary.Finally, but optionally, the teacher may elicit the grammar rule from the students.⑶. It is believed the inductive method is more effective in that students discover the grammar rules themselves while engaged in language use. This is especially true with grammatical regularities which are easily perceived, understood and applied.In practice, the distinguish between the deductive method and the inductive method is not always apparent. Perhaps a blend between the two is indeed more appropriate.7.3 Grammar PracticeIt is widely believed that practice is of vital importance in the teaching and learning grammar. But what is practice? What kind of practice is most effective? How can practice be conducted in a language classroom?According to Ur. “practice may be defined as any kind of engaging with the language on the part of the learn er, usually under the teacher supervision, whose primary objective is to consolidate learning” (Ur, 1988:11).Before we make a further study of practice. We should remember that one way to teach grammar is by means ofPresentation Practice ProductionPresentation stage:Introduce new language, focusing on its meaning, form and function. It’s important that the students understand the new language.Practice stage:Students work through activities from being controlled to being free in order to practice the new language in different situations. The emphasis at this stage is on accuracy.Production stage:Students have the chance to use the new language freely and incorporate it into their existing language. The emphasis at this stage is on use and fluency.Ur further predicts that the following factors contribute to successful practice:Pre-learning. Practice is more effective when new language is clearly perceived and taken into short-term memory by the learners.Volume and repetition. The more language the learners are exposed to or produce, the more they are likely to learn. The learners should have plenty of time and opportunities to listen, speak, read and write. Success-orientation. Practice is most effective if it is based on successful practice. Heterogeneity. Practice should be able to elicit different sentences and generate different levels of answers from different learners.hints and prompts.Interest. Interest is an essential feature of successful practice. Learners who are bored find it difficult to concentrate and theirattention wanders.Mechanical PracticeMechanical practice involves activities that are aimed at form accuracy. By doing mechanical practice, the students pay repeated attention to a key element in a structure. Substitution and transformation drills are most frequently used in mechanical practice.In SUBSTITUTION DRILLS, the students substitute a part in a structure so that they get to know that part functions in a sentence. Sometimes certain prompts are given. Below is an example:Substitute the underlined part with the proper forms of the given words.green lawn clean house pretty garden nice flowersIn this exercise, the students are expected to produce sentences like:Mrs. Green has the greenest lawn in town.Mrs. Green has the cleanest house in town.Mrs. Green has the prettiest garden in town.Mrs. Green has the nicest flowers in town.When doing substitution drills, the students also need to change the forms of the given prompts. It is believed that substitution drills that involve changes in forms are effective than those in which students simply replace the target part with another word.The transformation drills, the students change a given structure in a way so that they are exposed to another similar structure. The type of exercise helps the students to have a deeper understanding of how the structures are formed and how they are used. Below is an example of transformation:Change the following sentences into the past tense. Use the adv. given in the brackets.Now he lives in London.(last year, Paris)We have English and math today. (Yesterday, music and P.E)He gets up at seven. (This morning, eight)Last year he lived in Paris.Yesterday we had music and P.E.This morning he got up at eight.Meaningful PracticeIn meaningful practice the focus is on the production, comprehension or exchange of meanings though the students “keep an eye on ” the way newly learned structures that are used in the process.Meaningful practice usually comes after mechanical practice. For example, after the presentation and mechanical practice of adjective comparatives and superlatives.Using prompts for practiceUsing prompts has also proved to be an effective way of grammar practice.The prompts can be pictures, mimes, tables or key words. Practice based on prompts is usually meaningful practice.Ø Using picture prompts.Ø Using mime or gestures as promptsØ Using information sheet as promptsØ Using key words or key phrases as promptsØ Using chained phrases for story tellingØ Using created situations①Using picture prompts: the students are asked to produce sentences based on the pictures provided.②Using mime or gestures as prompts: the teacher can invite the students to ask questions like: “what were you doing at 7 o’clock yesterday evening?”or “What do you like to do in your spare time?”instead of answering the questions directly the teacher acts out the answers by miming and invites the students to guess the answers.③Using information sheet as prompts: Students can be asked to describe each person using the information provided and then add and tell each other their own likes.④Using key phrase or key words as prompts: The students are asked to produce language based on pictures and key phrase provided by the teachers.How many? playgroundboysgirlschildren⑤Using chained phrase for story telling. The students try to tell a story based on given prompts. Here is an example:7 o’clock –got up –had breakfast –hurried to school –school closed –surprised--?⑥Using created situations. In classroom situations, it is very difficult to find a real need and a real purpose for genuine communication in English among the students. However, teachers can create a situation for students to practice the language in a communicative way.Unit 8 Teaching V ocabularyAims of the unit:Although vocabulary is usually integrated with the teaching of reading, we still consider it necessary to introduce ways to learn and consolidate vocabulary.Assumptions about vocabulary and vocabulary building.Methods for presenting new vocabulary items.Ways to consolidate vocabulary;Ways to help students develop vocabulary building strategies.8.1 V ocabulary and vocabulary buildingUnlike the controversial role of grammar in foreign language learning, the role of vocabulary seems to have received more consistent understanding. However, uncertainty still remains regarding what constitutes a vocabulary item, which vocabulary items should be taught and learned, and how vocabulary can be taught and learned most effectively.Task IRead the following assumptions about vocabulary in English learning and decide if you agree with them or not.8.2 Presenting new wordsDifferent teachers have different ways to present new words. Whatever methods are used, the following suggestions may help teachers:Prepare examples to show meaning. Examples are best if they are created by the teachers themselves rather than taken from dictionaries.Ask students to tell the meaning first.Think about how to show the meaning of a word with related words such as synonyms, antonyms etc. Think about how to check students’ understanding.Think about the context in real life where the word might be used. Relating newly learned language to real life promotes high motivation.6) Think about possible misunderstanding or confusing that students may have.8.3 Consolidating vocabularySome ways are more effective for students to consolidate their vocabulary, say in groups, through various activities and under the teacher’s supervision.Below are some vocabulary consolidating activities that can be done in class.LabellingStudents are given a picture. They are to write the names of objects indicated in the picture. A competitive element can be introduced by making the first student to finish the winner.Spotting the differencesStudents are put into pairs. Each member of the pair receives a picture which is slightly different from one another and then, by a process of describing, questioning and answering, discover what thedifferences are.Describing and drawingOne student has a picture, the other a blank piece of paper and a pencil. The student having the picture must tell his partner what to draw so that the drawing ends up the same as the original picture.Playing a gameStudents are shown a picture or a tray with many objects on it, or a series of different flash cards or magazine pictures. They have one or two minutes to memorise as many of the objects as they can. The cards, pictures or tray are then taken away and the students have to say what they saw, or write down everything they can remember seeing, then compare their answers with the rest of the class.Using word thermometersThese are useful for indicating different degrees in size, speed, age, distance, emotion and etc. Students are given a list of words in jumbled order. They have to place these words in the correct place on the thermometer.Using word seriesStudents construct the series following an example.Example: Cutlery: knife, fork, spoonVehicles: , , ,Furniture: , , ,Buildings: , , ,Word bingoThe teacher thinks of an area of language (e.g. shopping) that the students have recently been studying. Students draw nine squares (3 *3 ) on a piece of paper and put nine words connected with shopping in the squares. The teacher then calls out, one at a time, words connected with shopping. If the students have the word in the squares, they cross it out. The first student to cross out all the words in the squares is the winner. The game can be played for more than one round.Word associationThe teacher says a key word, e.g. travelling. The students then have to write down all the words they can think of connected with travelling. They have a time limit, e.g. two minutes. When time is up, the person with the highest number of acceptable words in the winner.Odd man outThe teacher writes a set of words on the blackboard and asks the students to find the “odd man out”. For example, in the set “cheese, eggs, oranges, bread, soap, and meat”, the word “soap” is the “odd man out”.Synonyms and antonymsThe students are given a list of words and asked to find pairs of words, either synonyms or antonyms. The words in the box below are six pairs of synonyms and six pairs of antonyms. Can you find them?Using word categoriesStudents put the jumbled words in the middle into the boxes marked with different categories.Using word net-work。
书评英语作文九年级
探索英语书评的魅力：九年级的视角As a ninth-grader delving into the world of English literature, I have come to appreciate the art of book reviews. They offer a unique perspective on the books we read, allowing us to understand not just the plot but also the deeper themes, characters, and the author's craftsmanship. In this essay, I aim to explore the essence of English book reviews, focusing on how they can enrich our understanding of literature and foster critical thinking skills.Book reviews, essentially, are evaluations of books. They involve analyzing the content, style, and impact of a book, often focusing on its themes, characters, plot, and language. In the context of English literature, book reviews are not just about summarizing the story; they are about understanding the author's intentions, exploring the literary devices used, and evaluating how well the book achieves its objectives.For ninth-grade students, book reviews can be a powerful tool for developing critical thinking skills. By analyzing a book, we learn to identify themes, motifs, andsymbols, and to understand how these elements contribute to the overall message of the text. This process involves close reading, which helps us appreciate the subtleties of language and the author's craft.Moreover, book reviews encourage us to form opinions and express them clearly. They teach us to justify our views with evidence from the text, thus fostering a habit of rational and analytical thinking. This skill is invaluable not just in academic settings but also in real life, where we need to evaluate information, make informed decisions, and communicate our ideas effectively.In writing a book review, it is important to strike a balance between being objective and subjective. We need to present the facts about the book accurately while also expressing our own feelings and opinions. This balance ensures that our reviews are both informative and engaging, appealing to a wide audience.In conclusion, book reviews are an integral part of understanding and appreciating English literature. They foster critical thinking skills, encourage analytical reading, and help us form and express opinions. As ninth-graders, we should embrace the challenge of writing book reviews, as they will not only improve our English skills but also prepare us for the demands of higher education and beyond.**探索英语书评的魅力：九年级的视角**作为一名九年级的学生，我深入探索英语文学的世界，逐渐领略到了书评的魅力。
小升初精品全英教案（全掌握）
小升初精品全英教案（全掌握）第一篇：小升初精品全英教案(全掌握)The 2 week the 4 plan Teaching aims 1Teaching the students to pracitice the apologize words.2 Teaching the students to master the invitations and the response.3According to this lesson, let students to know how to use it.Not only for the study, but also for the realized.Let the students to know we live in one world, and we should keep in touch with others.4 Help the students to train the abilitily of useing the rules.Teaching important point 1Teaching the students to pracitice the apologize words.2 Teaching the students to master the invitations and the response.Teaching difficult point 1Teaching the students to pracitice the apologize words.2 Teaching the students to master the invitations and the response.Teaching aids Students book blackboard Teaching Procedures T: Good morning, boys and girls!ndth S: Good morning, _______(teacher’s name).T；How are you today? S: I’m ok, thank you.and you?T: I feel go od.what’s the weather like today? S：Today is cloudy T: Who can answer my questions? Which class are you in? S: I am in Class_____(the name of students’ class)Grade 6 T: Can you talk about last Spring Festival S: Spring festival is my favorite st spring festival I was happy.I went to Beijing with my mother.I visited the Great Wall.I ate a lot of delicious dumplings.And my mother bought a very beautiful coat for me.I went to my hometown to visit my grandparents.They were all happy.We watched TV together.And we cooked noodles.I helped my grandparents in Spring Festival, too.I watched the flowers, washed the clothes and cleaned the room.I was happy, because I helped st spring festival I was very happy.T:Thanks.ok.Today’s English sentence is “Once bitten, twice shy!”(The first teacher show the sentence“Once bitten, twice shy!” on the blackboard.And teacher teaches the students to read 3 times.And teacher can find 2-3 students to read the sentence.Then teacher tells the meaning of the sentence.Then teacher needs to give students an example.)Step 2Revision 1 let the students have a dictation.T: Please take out your dictation book, I will deictic the words of vocabulary of O.(Find a student to read the sentences of PEP, and then other students follow him to read it.)2 Review the English sentence we learnt last lesson.Ask the students to say it T:Yester day we learnd the reponce about apologies.If I say sorry,who can give the sentences to answer it, at least you must say four: S:It does’t matter.S:That’ all right.S:Never mind.S: That’s Ok(Show the pictures of meaning about the lesson we learned last lesson and find the partners to make a dialogue.The winner can get a point.)Step 3New lessons 1 Teacher asks some question about invitation T: Who can tell me What is an invitation? And who knows the information in an invitation? 2 If the students don’t know it,then tell them that invitation is way to invite someone to do something or help you to do something.Either kind of invitation must do three things: Invite the reader to the gathering．Offer a reason for the gathering．Give the date, time, and place of the gathering．Often formal invitations include“RSVP”and a telephone number．The RSVP notation means“Please let us know if you plan to attend.”It informs invited guests that the host is expecting an immediate telephone reply to facilitate plans for the event．If an invitation includes“Regrets only”，it will require a reply only if the invited guest cannot attend． 4 Ask the sudentesto look at the PPT, , tell them the day after tomorrow will be Amy’s birthday party, Amy want to invite Zhang Peng , what would she say? S: The day after tomorrow will be my birthday party, can you come to my birthdat party? T: Yes, we can say that.But if you want invite someone to do something, you’d better not use this sentence.We can say “Would you like to my birthday party”, this sentence is more politly than that one.(When we use “would”, it means we want someone agree with me or do something.And the word “would” always connect with “you”.)5 T: Who can give other sentences about invitation? S: Sorry, I don’t know.T: Ok, Please look at the blackboard, I will write some sentences about invitation.Would you like to come with me? I wonder if you can....Would you mind if I ask you.....? Would you want some coffee? Would you plesae....? Are you free this afternoon? Is it possible that you can...? T:Plesase wirte these sentences on you note book, and then follow me to read it 6 Give the students a conversation, and ask the students according this to make a sentence T: Mike want Jack to watch movie with him,if you are Mike, what would you say? S1:I wonder if you can to the cinema with me? T: Yes, you are right, what else? S2:I’d like to invite you to watch movie.T:Great,who has different opain? S3: Is it possible that you can watch movie with me? T: Wonderful, also we can say that.After then , ask the student to read these sentences Summary This lesson let the student to know how to invite to others, according this lesson, let the students to know we live in one world, and we should keep in touch with others(When we use “would you…?” this word connects with “some…”to tell the meaning that we want someone agree with use.And we can use the word “any”in this question sentence.)Homework 1 Dothe exercise on P114 2Copy the Engliosh sentence we learnt for three times Bb design Either kind of invitation must do three things: Invite the reader to the gathering． Offer a reason for the gathering．Give the date, time, and place of the gathering． Usefel sentences Would you like to come with me? I wonder if you can....Would you mind if I ask you.....? Would you want some coffee? Would you plesae....? Are you free this afternoon? Is it possible that you can...? Reflection第二篇：小升初全英自我介绍!Goodafternoon, teachers and classmeats!Today, I`m very happy to make a speech here.Now, let me introduce myself.My name is ma shou chuan.My English name is sky.I`m 12.I come from Class3 Grade 6 of Zhongsahnlu No.1Primary School.[ˈpraim əri sku:l]My hobby(兴趣)['hɒbi]is verywidespread（.广泛）[ˈwaɪdspred]I like playing ping-pong.Because I think it`s very interesting.And I like to play the flute andcucurbit: [ kju(:)'kəbit ]flute: [ flu:t ]I`d like to eat potatoes.They`re tasty.,I like Chinese calligraphy very much.Becauseshe is Chinese traditional culture.And I like math best.It`s fun.On the weekend or every night, I like reading books in my room.I have a happy family.My father isa teacher.My mother is a teacher too.they are hard-working.And I`m a good student.My dream is to be amathematician[ˈmæθəməˈtɪʃn], becauseI want to make a contribution[ˈkɒntrɪˈbju:ʃn] to mankind.It's my pleasure to study with all of you, I hope that we can help each other and achieving together in the future.I'm willing to be everyone's friend.Thank you for listening!第三篇：初中英语全英教案A teaching plan教材分析学情分析Contents: 1.Vocabulary： 2.Structure: 3.Dialogue: 4.listening: Objectives:1.Teaching Aims and Demands(1)Instructional ObjectivesBe able to use the new words and phrases:(2)Ability Objectives Be able to use listening skills to comprehend their dialogues, such as listen for specific information etc.Be able to use what they learned to describe what they can do and give responses.Be able to use the language they learned to finish a dialogue and a short passage.(3)Educational ObjectivesArousing students’ interest and helping them learn by using pictures.Building their confidence by step by step approach and careful scaffolding.2.Teaching Importance To master the key vocabularyTo understand and use the target language To master the usage of the different forms of “can” in the target language.3.Teaching Difficulties To enable the students to understand the sentence patterns to talk about the ability activities.To enable the students to use the target language The students learned the structure “can do sth”, So it’s difficult and important to let them understand it can also be used to talk about the ability activities.4.Teaching Aids Multi-media computer, Tape recorder and so on.5.The Teaching Methods(1)Communicative teaching method.(2)Audio-visual teaching method.(3)Task-based teaching method.6.Studying Ways(1)Let the Ss pass “Observation—Imitation—Practice” to study language.(2)Let the Ss pay attention to the key information in listening practice.(3)Enable the Ss to study English language by Communication.(4)Let the Ss know that conclusions and being good at thinking are necessary to learn English well.Proceduresand Time Allotment: 2 Task1: Warming-up(2mins)Before class, get Ss to enjoy an English song for about 2 minutes to warm them up.The purpose of the task-based activities is to Interest the students Task 2:Lead-in(3mins)e the PPT to lead in the new lesson..show some pictures and teach the words and phrases: 2.ask Ss read the words together.Task3: Play a game(4mins)Task 4: Presentation(8mins)The purpose of the task-based activities is to let the students learn to cooperate with each other and practice the language points, improve the students’ abilities of speaking.Task5: Representations(5mins)Task 6.Listening(5mins)1.Ask Ss to open their books and turn to Page 59.Look at part 1b, look at the conversations and make sure the students understand the conversations and what to do.Then play the tape for three times.For the first time the students only listen to understand the whole general meaning of the conversations.For the second time the Ss pay attention to the activity in each conversation and write them in the blanks.For the third time the Ss pay attention to the time that the activities in each conversation are done and number the conversations(1-3).Ask some Ss to check their answers.2.Practice the conversations in 1b.Then make your own 3 conversations.The purpose of the task-based activities is to practice listening and improve the students’ abilities of lis tening.Task 7.Make a survey(7mins)Give the students several minutes to prepare the survey using the target language to ask and answer, next fill the form : Finally ask two groups of the students to report their results.For example: Task 8.Summary(4 mins)Summarize the key language points in groups , and show them on the screen to help the Ss take notes.Task 9.Homework(2mins)1.Consolidate and review theexpressions of the lesson.2.Write a short passage about the results of the survey.Blackboard design第四篇：Module1-4全英教案Module1 The Great Wall1、Teaching preparing:Students book：Module1Unit 1Activity1, 2, 32、Teaching task: A．basic object:Key words：thousand postcard more kilometerKey sentences: “These postcards are great!” “It‟s a picture of the Great Wall.”“Tell me more about the Great Wall.”“How long is it?B.To learn “thousandkilometermillion ” C．Review: The using way of the verb …be‟ 2．Talking about some famous places.3、Teaching point: words：thousandkilometermillion postcardmore4、T eaching difficulty:kilometerthousandmillion“Tell me more about the Great Wall.“It‟s a picture of the Great Wall.”5、Task design: words： postcardmorethousandkilometermillionSentences: “These postcards are great!” “It‟s a picture of the Great Wall.”“Tell me more about the Great Wall.”“How long is it?”“It‟s about six thousand seven hundred kilometers.”的句型。
暑假计划英语作文带翻译模板
暑假计划英语作文带翻译模板暑假的时候，是我们最开心的时候，在这个时候我们可以放心的玩，没有写不完的作业，但是也要制定一个暑假计划。
下面是小编给大家整理的暑假计划英语，供你参考!暑假计划英语作文篇1老师发的暑假作业有语文、数学和英语，每本一共还不到60页，我要每天认认真真的把各门写一张，写完后要仔细检查，按这样一个月就能写完了，万一哪天因为特殊的事情写不成，也不用担心暑假作业写不完。
每天七点整准时读二十分钟的精彩文章。
准备暑假期间阅读8本以上的课外书。
必须是有用的或我喜欢的书。
每天至少读一个小时，增加知识量。
每天两天写一篇，发一篇博文。
如果要旅游，或参加夏令营时可以宽松一点。
平时要严格管住自己每写一篇都要多修改几遍，才能发到博客里，尽量写得通顺和生动，每篇都要向努力。
假期我报了两个暑假班，街舞班和英语班，我准备上英语班提前1小时在家默写单词，复习和预习课文内容。
上完学习班回家先教妈妈学当天学的英语内容(我经常做妈妈的老师)。
街舞每天也要好好学习，回家给家人表演。
我在小牛顿科学实验班报了一个去北京的夏令营，一共有七天，这回我可要好好地和老师、同学在北京玩玩了。
回家后写一篇好作文。
那七天要学会自己管理好生活，过一个快乐的夏令营。
除了以上的计划外，锻炼身体也是很重要，每天要在室外运动最少一小时。
假期里我还要爸爸教会我游泳。
过一个充实的暑假。
Teachers have Chinese, maths and English summer homework, each less than 60 pages in total, I want serious write each one every day, carefully check, after you write can be finished by a month, one thousand which day not because of the particular things, also don't have to worry about summervacation homework.Read for twenty minutes at seven o 'clock every day. Prepare to read more than 8 books during the summer vacation. Must be useful or my favorite book. Read at least one hour a day to increase your knowledge.Write a journal every day for two days and post a blog post. If you want to travel, or go to a summer camp, be easy. In order to be able to post a blog, try to make it as smooth and vivid as possible.During the vacation, I took two summer classes, street dance classes and English classes, and I prepared my English class to write the words, review and preview the text in one hour. I went home to teach my mother the English language of the day (I often do my mother's teacher). The street dance should also be studied every day and go home to perform for the family.I went to Beijing for a summer camp in the small Newtonian science experiment, and for seven days, I had to play with my teachers and classmates in Beijing. Write a good composition when you go home. The seven days to learn to manage your life and a happy summer camp.In addition to the above plan, it is also important to exercise your body for at least an hour a day. During the holiday, I also asked my father to teach me to swim. Have a full summer vacation.暑假计划英语作文篇2The final exam is over, and the summer holiday has come to us gradually.During the summer vacation, my mother often took me to skate skating rink, but I really wanted to go to the wild. In the wild environment, you will feel how fresh air here is, there arebirds and fish everywhere, it feels great! Summer vacation is not a daily fun for me. I am a primary school student. I have a lot of homework to write and practice writing. I used to think my words were bad, so now I need to practice more.I have to do some housework for my family. At ordinary times can be single-minded I write my own job, this time is the home of mother contracted for in all work, must go to work to earn money, even when tired to take care of me and try to come, so also learn to help their families to share a little responsibility, like real Yang ordinary mom clean up the house or to learn cooking with my mother, let mother you come home from work with food. And mom and dad can no longer have to worry that I'm not taking care of myself at home. Labor can exercise a person's ability, also can help father and mother to reduce burden. Now that I am a second year student, I should be self-reliant and can't bother my parents any more.What a wonderful summer I have! As long as the summer vacation, I can do a lot of what I want to do, class, your summer vacation plan how to spend?暑假计划英语作文篇3Do you want to know what my summer vacation is like?This year, because of my excellent performance, I bought a perfect summer vacation!I only need to finish the required homework one day, and I can jump rope, kick the shuttlecock, skate, play chess, and so on. And exercise has become one of my daily things, sit-ups 20, push-ups 20, jump rope 100... These exercises gave me a strong body. Sleep makes us healthy. Taking a nap can help us grow faster on a regular basis. I grow a lot of knowledge by sticking to two hours a day. In this "paradise on earth", I can also play 30minutes computer, watch an hour TV and other "preferential activities" waiting for me to get the lead. I have a personal interest in writing and writing. My father's composition is very good. As the saying goes, "the tiger father has no dog", I believe that one day it will be "blue rather than blue".Although I don't have a lot of homework this summer, I feel like I have a full summer vacation and a great summer vacation! What about your summer vacation?暑假计划英语作文篇4After a semester busy learning, we finally ushered in the summer vacation. In order to have a meaningful summer vacation, I especially ahead of the summer vacation plans, hope I can complete according to the plan.My summer vacation plan is mainly divided into three parts. The first part is: finish the summer vacation homework. Before summer vacation homework because I have no plan, every time is close to the school before hurriedly catch up on my homework. Plan in this summer vacation I all do for an hour every morning and afternoon summer vacation homework, I believe the efforts of the two hours a day will make me high quality finish the homework during the summer vacation. The second part is: learn to swim. Can see other children in the pool before free swimming, I very envy, also learned last year, but he did not insist on, no society. This year's summer vacation, I'm going to night ok and dad go to swimming pool to swim, let my dad taught me, I also want to serious efforts to study. The third part is to help my mother do housework. Already in the sixth grade, but I also seldom help mother do the housework, every time the holiday at home are bustling about mother, I just play. This summer vacation, I help my mother do one thing must be at least once aday, reduce the burden of the mother.With the above detailed plan, I determined to: must complete according to the plan, change your procrastination is lazy, let oneself have a meaningful summer vacation.暑假计划英语作文篇5In addition to my intense and fulfilling study life, I have a relaxing and enjoyable holiday. That rich and rich content, enriched my life, also added some fun and carefree to the child's career.Taking a walk after tea is my daily compulsory course. Stroll near the village of flowers and plants, breathing the fresh air, and the bird companion, to enjoy a rich rose, lily of the noble and pure, strange flowers, dinner and beautiful magnolia, canna's brilliant, I will gently said to myself: "life is beautiful." I feel the color of my side with sincerity, and enjoy the beautiful colors around me with enthusiasm. I involuntarily issued from the heart: "I, belong to nature!"More often, I would dive into the ocean of books, breathe the smell of the book, and feel the joy of strolling. In the history of the sea, I will be furious for the emperor of qin shi huang to burn the books and Confucianism, for the tragic and sad tears of the farewell my concubine, for zhuge liang "to go to die before the death of the master" to lament; Stroll the palace of literature, I gradually realize the treasure chai helpless, dai jade talent, experience of Mary's stubbornness, colin weak, experience of the early morning rain listen "yu, qian zhongshu's" fortress besieged "...My summer vacation is a poem, a green leaf, a song...暑假计划英语作文篇6Day by day passed, the day is not far away from the holidays.Let me plan my summer vacation plans right.First: My plan is simple, I do not want to make a sightseeing tour, I just want to "work" for employees? You definitely want to know, I am a not yet reached 18 years of age, who would hire me ah? Ha, I am aunt to help sell things to take care of his younger brother, giving them decompression. I do not pay, I do not want any reward. As long as my dear cousin, I am very happy with, because I know money can not be happy, to more money, I do not will be very happy. As long as you can and brother together, I will be happy.Second: get up around 9:00 every day, after dinner, homework, finish the job went to "work" if tired, I and my brother play, I believe, brother, laughter can help me unpack. Back home, I will one day happen to write in the diary.Third: play, rest assured, I have measured, and when the play when not playing this is my summer vacation plans, I hope to leave, I can write on me to do, and I believe I will do. 译文：一天一天的过去了，离放假时日子不远了。
英文说课稿
英文说课稿英文说课稿范文集合十篇作为一名默默奉献的教育工作者，通常需要用到说课稿来辅助教学，说课稿有利于教学水平的提高，有助于教研活动的开展。
怎么样才能写出优秀的说课稿呢？下面是店铺精心整理的英文说课稿10篇，仅供参考，希望能够帮助到大家。
英文说课稿篇1Good morning, teachers. T oday I’m very glad to show my teaching plan here. The lesson I’m going to talk about is from lesson 1, unit 1, PEP book 1. Generally, I’ll teach this lesson from the following aspects: teaching material, teaching aims, teaching and learning methods, teaching procedures and blackboard designing.Firstly, let’s look at the teaching material. This unit discusses about the stationery. And this lesson is the first one of this unit. It consists of two parts: Let’s learn and Let’s do. In Let’s learn, it requires Ss to master the new words "pencil, pen, crayon, ruler, eraser". Ss have learned some words about stationery. They’re still very interested in that. So they’ll be interested in this new lesson.Secondly, let’s talk about the teaching aims. The New Curriculum Standard points out that the objective of English in the basic educational stage is to develop Ss’ ability of language using. According to that and the teaching material, I’d like to make the following aims:First, knowledge aims: Enable Ss to master the new words "pencil, pen, cr ayon, ruler, eraser" and the structure "I like…".Second, ability aims: Develop Ss’ basic ability of listening and speaking. Enable them to use the structure freely in the realsituation.Third, emotion aims: Develop Ss’ consciousness of cooperation and competition.Fourth, learning strategy aims: Enable Ss to pay attention to the observation and communication.Fifth, culture aims: Make Ss understand the differences between Chinese and English culture.According to the analysis of material and the characteristics of pupils, I think the teaching importance of this lesson is the 5 new words and the new structure. The teaching difficulty is to use the words and the structure freely in the real situation.Thirdly, I’d like to analyze Ss and show you my teaching and learning methods.Grade 3 is the first year to learn English. Ss are very curious about English. They’re active and competitive. Also, they are good at imitating. But, their attention can’t be kept long. So it requires us to use attractive teaching man ners to hold Ss’ attention. Based on the psychoanalysis and Ss’ interests, I mainly use the task-based approach, which embodies the idea of the New Curriculum Standard and can help Ss keep their passion for English. In order to help Ss finish the task effi ciently, I’ve prepared activities such as TPR, chanting, singing, game, etc. I also arrange individual work, pair work and group work for Ss to practice. Besides, praise is very important. When they have a chance to speak, and have done a good job, they can get a star or something like that on their books. It’s very important to keep Ss’ interests.Fourthly, we come to the most important part—the teaching procedures. It can be divided into 5 steps: warm-up, presentation, practice, extension and homework.First, let’s look at step 1 "Warm-up".In this part, I’ll get the Ss to sing a song and do some revision.The purpose of singing a song is to attract Ss’ attention and make a relaxing atmosphere for Ss to concentrate on the English class. The revision aims to help Ss review the words and sentences they have learned before and get them prepared for the new lesson.Step 2 "Presentation".As we know, children are characterized by image thinking. They can understand the content easily with the help of the gestures. After the new words are taught, a small conclusion can help them master better. And chant is a good way to strengthen their memory and make the poor feel confident, as well as their pronunciation and intonation. The chant in this part is like this: A pen, a pencil, I can see. A pen, a pencil, for you and me. And it’s necessary to present the new words in different ways to avoid boredom and tediousness.Step 3 "Practice".Traditionally, there aren’t many chances offered for Ss to talk in the class. That’s not a proper way to learn English. So I’ll try some activities in my lesson, such as games and role play. Games aim to stimulate Ss’ interests in English and strengthen their memories of what’s been learned before. And also train their consciousness of cooperation and competition. Role play is a good way to improve their ability of language using.Step 4 is Extension.This step is very important and necessary. I mainly put key points and difficulties in this part. Also, I’ll praise Ss’ behavior in this class.It can make Ss know more clearly about what they have learned in this class, and proper complements can help them hold their interests.Step 5 "Homework".（1） Listen and read the new words after class.（2） Finish the exercise book.Ss will forget the new lessen soon if they don’t practice. It’s necessary to give some proper assignment. And it’s also an important feedback.Fifthly, I’ll show you my blackboard designing. I divide the whole class into 4 groups. Each group can get a star when any one of t hem does a good job. And that’s a competition that can keep their attention. （Write the new words and the structure on the board.）英文说课稿篇2Background of English teaching in primary school: It is not a long history that English is as a subject in primary school in our country and the main instructional aims of teaching English in primary school is to cultivate pupils’ basic abilities of their listening and speaking and their good sense of the English language. Our boys and girls are exposed to English for the first time, so it is very important to develop their keen interest in English.I. Contents:Today I’m going to talk about Part B of Unit 2, PEP Primary English, Book 3. This lesson includes two parts: Let’s talk and let’s practice. In section 1, it main ly deals with the dialogue about What’s in the schoolbag? and the answers. And in section 2, it provides a real situation for the Ss to prastise the pattern: How many n.(pl.) do you have? And the answer: I have 23 n.(pl.)II. Teaching aims1. Aims on the knowledge(1) To enable the Ss to understand and speak: My schoolbag is heavy. What’s in it? Thank you sooooooo much. Make sure that Ss can use these sentences in real situations.(2) To help Ss to finish the survey.(3) Let Ss finish the assessment of Let’s check in this unit.2. Aims on the abilities(1) To develop Ss’ abilities of listening and speaking.(2) To train the Ss’ ability of working in groups.(3) To foster Ss’ abilities of communication and their innovation.3. Aims on the emotion(1)To foster Ss’ consciousness of good co-operation and proper competition.(2) To lead Ss to show their loveliness to the poor.III. Key-points of this lesson(1) To help Ss ask and answer the question: What’s in it?(2) To enable Ss to study in groups and co-operate skillfully.(3) To develop Ss’ interest in English.IV. Difficult points(1) To help the Ss ask and answer the question What’s in it? and make sure they can use the plural nouns correctly.(2) To finish the survey by themselves.V. Teaching methodsAs we all know: the main instructional aims of learning English in primary school is to cultivate pupils’ basic abilities of listening and speaking and their good sense of the English language. So in this lesson I’ll mainly use Task-based teaching method. That is to say, I will let the Ss learn in real situations,finish a task by making a survey to help the Ss to get a better understanding of the key structure of the dialogue. I will arrange four kinds of activities: singing, guessing game, finishing a survey and having a competition. And in this lesson a recorder, CAI, school things and a printed form will be needed. Students should prepare some school things.英文说课稿篇3各位老师下午好！今天我说课的内容是初中英语教材八年级Unit 4 T opic 1 Plants and animals are impontant to us一、本话题的分析本话题围绕谈论跟描述自然界的风光动植物及生存资源——---森林跟水引入本话题的主要语法项目：形容词的比较级跟最高级；为今后学习现代科技跟历史遗迹的知识打下基础，同时通过Which do you like better/best?以及Paiwork的反复操练，进一步提高学生，听、说、读、写综合素质能力。
《School things：Lesson 1》(教学设计)人教精通版(2024)小学英语三年级上册
Unit2《School things：Lesson1》（教学设计）-2024-2025学年人教精通版（2024）小学英语三年级上册一、教材内容本课时是新教材人教精通版（2024）小学英语三年级上册Unit2《School things》中的《Lesson1》。
主要围绕学习文具相关的词汇和简单的句型展开。
教材中通过生动的图片和情境对话，呈现了单词“book”（书）、“bag”（书包）、“pen”（钢笔）、“pencil”（铅笔）以及句型“I have a...”（我有一个……）。
例如，在教材的对话情境中，场景：两个学生在教室里，一个学生拿着书包说“I have a bag.”，然后从书包里拿出一本书说“I have a book.”，接着拿出一支钢笔说“I have a pen.”，再拿出一支铅笔说“I have a pencil.”。
通过这样的情境，引导学生理解和运用这些词汇和句型来描述自己拥有的学习文具。
二、教学目标（一）知识目标1.学生能够准确听、说、认读单词“book”“bag”“pen”“pencil”。
2.学生能够理解并运用句型“I have a...”来表达自己拥有某种学习文具。
（二）能力目标1.学生能够在实际生活情境中准确运用所学单词和句型来描述自己的学习文具。
2.培养学生的观察力、模仿力和口语表达能力。
（三）情感目标1.激发学生学习英语的兴趣，培养他们积极参与课堂活动的意识。
2.引导学生养成爱护学习文具的好习惯。
三、教学重难点（一）教学重点1.掌握单词“book”“bag”“pen”“pencil”的发音、拼写和意义。
2.熟练运用句型“I have a...”进行表达。
（二）教学难点1.单词“pencil”的发音，以及“pen”和“pencil”的区分。
2.让学生能够灵活运用句型“I have a...”在不同情境中进行交流。
四、教学准备1.多媒体课件，包含相关的图片、动画、音频等。
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Book Review of How to Teach EnglishBy Jeremy HarmerPrinted in Malaysia, VVP, 2001, ¥ 27.9ISBN 0582 29796 6Reviewed by **English is one of the most widely used languages in the world and also one of the official language at international meetings. English is really a bridge to knowledge. With the help of English we can learn modern science and technology faster and better from the developed countries. In China students are asked to learn English from the third grade in elementary school. And almost all college opened the English major, including thousands of English learners expected to be English teachers. To be a good English teacher, the premise is to know how to teach English.How to Teach English is about teaching English as a foreign or second language: what it is about and how to do it. It is a book designed for people at the start of their teaching career, at the stage where they are just about to do, or have just done --- an initial teacher training course. It is designed to be divided into 13 chapters, one task file and 3 appendixes.Chapter 1 described some of the qualities which good teachers possess ：an ability to give interesting classes, using the full range of their personality; the desire to emphasize with students, treating them all equally however tempting it is to do otherwise. The author investigated the kind of language teachers use with students. It should at all the times be comprehensible, and, especially when giving instructions, it should be clear and well staged. What's more, teachers must be able to respond flexibly to what happens in class, even while attempting to follow a pre-arranged plan.Chapter 2 discussed what makes a good learner and talked about learners differ from each other in age and level. This chapter stressed that good learners take some of responsibility for learning themselves and they are willing to experiment, listen, ask questions and think about how to learn. Because learners 'different levels, what is important is to choose language and activities appropriately. Otherwise, learners will lose their attentions.In the front part of chapter 3, it mainly discussed the teachers 'physical presence, such as ,we should pay attention to our proximity to the students, think about how much we move around the class, and consider the appropriacy of our behavior. In the last part of it, the author mentioned the seating arrangement and different students groupings. Every arrangement and way of grouping have their advantages, which teachers should skillfully use them in class. No matter how the seats are arranged, teachers must keep in touch with what‘s going on and involve all the students in different situation. Chapter 4 talked about the elements necessary to learn language: exposure, motivation, use and the necessary elements for teaching: E(engage), S(study), A(activate). And it also looked at different models which people have used to describe teaching such as PPP (presentation, practice and production), Task-Based Learning and Communicative Language Teaching.Chapter 5 described language from aspects of nouns, verbs, adjectives, adverbs,prepositions, determines and conjunctions; from pronunciation to writing.Chapter 6 discussed the many ways in which teachers can help students to understand the construction of words, sentences and grammar and talked about how teachers can get students to practice the language they are studying including choral or individual repetition, using prompt words to get students to make new sentences, asking students to practice questions and answers in pairs or asking students to write their own sentences. Besides, an important part of a teacher‘s job is to correct students when and if they make mistakes. Ideally, students will be able to correct themselves but if they can‘t, the teacher may do it or ask other students to help. But, do choose the right time to correct their mistakes.From chapter 7 to chapter 10, the author discussed the ways to teach reading, writing, speaking and listening in detail.For both learners and teachers, textbook is necessity. Chapter 11 looked at four different options for textbook use when for some reason the teacher decides that the textbook is not appropriate for the class: the options are omit, replace add and adapt. And the author told the teachers the way to choose textbooks.Chapter 12 talked about how to plan lessons. Planning helps to focus our minds, it helps to have something to refer to in the middle of the class, it shows students that we are professional and that we care. Before making a plan teacher should keep six questions in mind: why do you want to do it? What will it achieve? How long will it take? What might go wrong? What will you need to do it? How will it fit in with what comes before and after it?Chapter 13 looked at 7 specific situations that teachers might encounter: what if students are all at different levels? What if the class is very big? What if students keep using their own language? What if students are uncooperative? What if students do not want to talk? What if students do not understand the listening tape? What if some students-in-groups finish before everybody else?Nowadays in China, our government is carrying out the curriculum reform. Faced with the new curriculum, English are expected to change in many ways. Our old Grammar –translation method is out of date and has a lot of problems. Because the new understanding about language which is not a system of linguistic knowledge but a means for communication, we should try some new useful method discussed in this book, such as, Communicative Language Teaching method, Task-based Language Teaching method. Communicative Language Teaching has had a thoroughly beneficial effect since it reminded teachers that people learn languages not so that they ‗know‘ them, but so that they can communicate. Giving students different kinds of language, pointing them to aspects of style and appropriacy, and above all giving them opportunities to try out real language within the classroom humanized. But here is a big problem in real class --TTT. English is our second language, we lack of the language environment except for the English class. However, in most English classes, teachers always are afraid that the students will not understand and talk too much in class. The teacher became the main speaker and on the contrary, students have no chance to speak and communicate. I think the students talking time is very important, especially with getting the students speak the language they are learning in class.Because when they speak, no matter they are right or not, they can get involved in this English circumstance, also can get the help and correction from teachers.In one class no matter the subject is, the teacher is a necessary part. And, teacher roles are related ultimately to assumptions about language and language learning at the level of approach. Based on the functions the teacher performs in different activities, Harmer defines the teacher‘s role as controller, assessor, organizer, prompter, participant and resource-provider. Teacher must control the pace so that activities run smoothly and efficiently. Assessing the student‘s performances and organizing feedback can help students improve. When students are not sure how to start an activity, or what to do next, or what to say next, the teacher should give appropriate prompts. Besides monitoring the class, the teacher can also join one or two groups as an ordinary participant, which makes students regard it a good chance to practice English with someone who speaks it better than themselves. And the last role, resource-provider: the teacher, just like a full jug, pours knowledge into the students, empty mugs. Furthermore, the teacher‘s roles are not static. They change with the development of the society, such as, facilitators, guides, researchers, and so on.Which impressed me most in this book are the three elements that are necessary for successful language learning in classrooms. They are ―engage, study, activate‖. Engage is the point in a teaching sequence where teachers try to arouse the students‘ interest, thus involving their emotions. According to the result of the survey Jeremy did, if a good teacher want to achieve this point, his or her class must be interesting, then students will not be bored. Otherwise, they will not emotionally engage with what is going on. I quite agree with Jeremy that the students can learn better when they are engaged. The next element is study. And it is also a link for students to gain new knowledge. This study activity is rather than simply sentence explanation and practice to enable students to master the pronunciation, grammar, vocabulary and other linguistic knowledge. The last element—activate describes exercises and activities which are designed to get students using language as freely and communicatively as they can. This part also can be regarded as production link. If students do not have a chance to activate their knowledge in the safety of a classroom, they may find transferring language acquisition and study into language use in the real world far more problematical.One of inevitable thing during the procedure of learning is making mistakes. All students make mistakes at various stages of their language learning. It is part of the natural process they are going through and occurs. A nd here comes to the teachers‘ vital role to correct students. Corrections help students to clarify their understanding of the meaning and construction of language. But because it involves pointing out people‘s mistakes, we have to be careful when correcti ng since, if we do it in an insensitive way, we can upset our students and dent their confidence. Jeremy Harmer suggest that in general, the teacher‘s job is to point out when something has gone wrong –and see if the student can correct herself or himself. Maybe what they said or wrote was just a slip and they are able to put it right straightaway. Also he suggests that we can do this by asking if one of their colleagues can help out or by explainingthe problem ourselves. And when to correct is also important. Generally, it is best not to interrupt students during fluency work unless communication breaks down. It would be better that the teacher takes a note in his or her mind and try to do the correction after the students‘ performance.There is another point I appreciate is that How to Teach English this book provides us the concrete principles and suggestions of teaching reading, listening, speaking and writing. In addition, it provides several examples of teaching procedures group by the different levels of students ranging from beginners to intermediate to advancers. And we must choose the right method to teach according to the specific class. For instance, the Audio-lingual method is suitable for teaching speaking. But, we must be flexible to use all these methods. Because the method is great does not mean it will work well in our classes.What‘s more, the book taught me that if I want to be a good teacher, we must improve myself and be a good learner. In the same class, the students are not the only learners, the teacher is also a learner. Students are in different levels though they are in the same class. Thus, teachers are supposed to learn from their students and get to know more information. Like, students, teachers must have a reflection of each class ：whether students enjoyed and got knowledge from designed activities, and such this kind of questions. And as a teacher, he or she must develop appropriate linguistic competence; acquire relevant content knowledge; develop a repertoire of teaching skills; acquire contextual knowledge; develop identity as a language teacher; develop learner-focused teaching; acquire specialized cognitive skills; learn how to theorize from practice; join a community of practice… In order to become a language teaching professional, the teacher still has a long way to learn and practice.What I learned from this book are far more than these points I mentioned before. This book is a complete manual of teaching English as a foreign or second language. It is complete because of its wide range coverage from general issues about teaching and learning English up to specific problems that English teachers frequently encounter. Between these two extremes, readers can find almost everything dealing with teaching and learning English. It is a really great reference book for English teachers.Comment by ：Obviously, the reviewer benefits a lot from this book. From her introduction I can see that the reviewer handles the contents clearly and well. Then the reviewer talks about China's curriculum reform and states her thoughts about Chinese education. It's good that the reviewer not only points out many defects of China's education but also applies the methods and techniques in this book to design her ideal class and teaching. The reviewer specially talks about the ESA. On the whole, she can't agree with Jeremy's opinion more. She illustrates a lot of Jeremy's opinion by her understanding like giving further explaination for Jeremy. While I do not see any of her questions about this book. I suggest to question while learning from a book. I hope the reviewer can remember what she learned from this book for ever and apply them into her class in the future.。