ELT Methodology

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(完整版)《英语教学法》unit_1_language_and_learning

III. Views on language learning
1) What are the psycholinguistic and cognitive process involved in language learning ?
2) What are the conditions that need to be met in order for these learning process to be activated ?
English teaching arning
A common question asked by middle school students:
Is there any shortcut in English learning?
The answer:
If they think English is a communication tool, then they will try to teach the functional sentences, such as “Hello.” “How do you do.” “Good bye!” when greeting people; or sentences for going shopping.
Four theories of language learning:
Behaviourist theory Cognitive theory Constructivist theory Socio-constructivist theory
Behaviourist theory :
Proposed by behavioural psychologist Skinner, he suggested that language is also a form behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism. One influential result is the audio-lingual method, which involves the “ listen and repeat ” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes are immediately corrected, and correct utterances are immediately praised

英语教学法教程全册配套PPT教学课件

learning this course?
a. To provide learners with some current but basic theories related to language, language learning and language teaching.
b. To help learners develop practical skills and techniques in teaching the language.
e. To help learners develop their own ideas about ELT and the awareness of putting these ideas in their own teaching practice in the future.
3. What do you expect to learn or what do you want to learn from this course?
Teaching is a personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching.
Howatt, A. P. R. A History of English Language Teaching. 上海：上海外语教育出版社, 1999.
Johnson, K. An Introduction to Foreign Language Learning and Teaching. 北京：外语教学与研究出版社, 2002.

英语课教研活动(3篇)

第1篇IntroductionThe purpose of this English classroom research and development (教研) activity is to explore effective strategies for enhancing English language learning in our school. By engaging in a collaborative教研session, teachers can share their experiences, discuss challenges, and brainstorm innovative teaching methods. This activity aims to foster a supportive learning environment and improve the overall quality of English instruction.I. BackgroundIn recent years, the importance of English language proficiency has been increasingly recognized in our school. However, despite the efforts of our dedicated teachers, there are still areas that need improvement. To address these challenges, we have organized this教研活动 to promote knowledge sharing and professional growth among the English faculty.II. Objectives1. To identify common challenges faced by English language teachers in our school.2. To discuss effective teaching strategies and resources that can be implemented in the classroom.3. To encourage collaborative planning and sharing of best practices among teachers.4. To enhance the overall quality of English language instruction.III. Activity StructureThe教研 activity will be conducted over a period of two hours and will consist of the following segments:A. Introduction and Icebreaker- Objective: To create a comfortable and collaborative atmosphere among participants.- Activities:1. A brief welcome speech by the教研 leader.2. A fun icebreaker activity to get everyone engaged and comfortable.B. Sharing of Experiences and Challenges- Objective: To identify common challenges faced by English language teachers.- Activities:1. Each teacher will share their experiences and challenges in teaching English.2. A group discussion to identify common issues and brainstorm potential solutions.C. Effective Teaching Strategies- Objective: To explore and discuss effective teaching strategies.- Activities:1. A presentation on various teaching strategies, such as project-based learning, cooperative learning, and technology integration.2. A roundtable discussion on how these strategies can be applied in the English classroom.D. Resource Sharing- Objective: To promote the sharing of teaching resources among teachers.- Activities:1. A showcase of innovative teaching materials and resources.2. A platform for teachers to exchange and discuss resources that have been successful in their classrooms.E. Collaborative Planning and Best Practices- Objective: To encourage collaborative planning and the sharing of best practices.- Activities:1. Small group discussions on how to create engaging lesson plans.2. A presentation of best practices from each group.F. Feedback and Reflection- Objective: To gather feedback and reflect on the activity.- Activities:1. A brief feedback session to discuss the strengths and areas for improvement of the教研 activity.2. A reflective activity to encourage participants to think about how they can implement new strategies and ideas in their own classrooms.IV. Expected OutcomesWe anticipate that this教研 activity will lead to the following outcomes:1. A deeper understanding of common challenges faced by English language teachers.2. Increased knowledge of effective teaching strategies and resources.3. Enhanced collaboration and communication among teachers.4. Improved overall quality of English language instruction.V. ConclusionThis English classroom research and development activity is a crucial step towards enhancing English language learning in our school. By fostering a collaborative and supportive environment, we can ensure that our students receive the highest quality of English instruction. We look forward to the positive outcomes of this activity and the continued growth of our English faculty.References- Brown, H. D., & Yule, G. (1983). Teaching the language skills: A practical guide. Cambridge University Press.- Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Education Limited.- Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Cambridge University Press.第2篇Introduction:The English language teaching and research department at our school has recently organized a comprehensive教研活动 aimed at enhancing thequality of English language instruction. This activity brought together teachers, educational experts, and administrators to discuss current teaching practices, explore innovative methods, and share insights into effective English language teaching. The following report details the highlights of the教研活动, including the objectives, methodologies, outcomes, and recommendations for future improvement.I. Objectives of the Research and Development Activity1. To identify the current challenges and strengths in English language teaching at our school.2. To explore and implement innovative teaching strategies that promote student engagement and language proficiency.3. To enhance the professional development of English language teachers through collaborative learning and knowledge sharing.4. To assess the effectiveness of the new teaching approaches and make necessary adjustments for continuous improvement.II. MethodologyThe教研活动采用以下方法进行：1. Pre-activity surveys: Teachers were asked to complete surveys regarding their teaching experiences, challenges, and areas for improvement.2. Workshops: Experts from various educational institutions were invited to conduct workshops on innovative teaching methods and student-centered approaches.3. Case studies: Successful teaching practices from other schools were presented and discussed to inspire new ideas.4. Group discussions: Teachers were divided into small groups to share their experiences, brainstorm solutions, and collaborate on lesson planning.5. Action research: Teachers were encouraged to conduct small-scale experiments in their classrooms to test new teaching strategies and gather feedback.III. Outcomes1. Enhanced teacher awareness: Participants gained a deeper understanding of the importance of student engagement, language proficiency, and cultural competence in English language teaching.2. New teaching strategies: Teachers learned about various techniques such as project-based learning, cooperative learning, and technology integration to improve student learning outcomes.3. Collaborative learning: The activity fostered a sense of community among teachers, promoting knowledge sharing and mutual support.4. Improved student performance: Preliminary results indicate that students who participated in the new teaching approaches showed improved language proficiency and engagement in the classroom.IV. Recommendations for Future Improvement1. Ongoing professional development: Regular training sessions and workshops should be organized to keep teachers updated on the latest teaching trends and best practices.2. Continuous evaluation: Regular assessments should be conducted to monitor the effectiveness of the new teaching approaches and make necessary adjustments.3. Technology integration: Schools should invest in technology resources to support teachers in implementing innovative teaching strategies.4. Collaboration with other schools: Establishing partnerships with other educational institutions can facilitate knowledge sharing and collaborative research.5. Parental involvement: Encouraging parental involvement in theirchild's language learning can contribute to a more conducive learning environment.Conclusion:The English language教研活动取得了显著成果，不仅提高了教师的教学水平和学生的语言能力，还促进了教师之间的合作与交流。

外语教育学教学大纲

《外语教育学》教学大纲【本文由大学生电脑主页[ ] —大学生的百事通收集整理】●本课程教学的目的《外语教育学》是一门探讨英语教学规律的专业性教育学科，它的任务在于揭示英语教学过程的本质和规律，研究和探讨英语教学的路子、方法和技能，对学生进行专业思想教育。

通过该门课程的学习，学生应能增强对英语教学的认识，了解当代国内外语言学和应用语言学的最新理论，能将英语的教与学上升到理论去认识，用正确的理论知识去指导、评价和进行英语教学实践，并能根据中国英语教学的实际科学地进行制订教学计划、实施教学计划、评价教学效果诸方面的工作。

●学习方法指导1．采用任务型教学方法，既强调知识的学习与理解，有结合教学案例的示范和讨论加深理解。

2．结合学生的教学实际和已有经验，调动他们的积极性，请学生结合理论学习谈体会和认识。

3．布置小论文，进行交流和讨论，以利学生互相学习，共同提高。

4．将学生论文推荐给相关杂志，鼓励学生进行教学研究，理论联系实际的学习。

●本课程的重、难点1．在保证该课程教学的科学性和系统性的前提下，着重突出外语教育学的实用性。

有关本学科的基本概念、基本知识和基本技能，作为教学的重点，要求学生牢固掌握并熟练运用。

2．课堂讲授实行启发式，力求作到少而精，突出重点，讲清难点，并注意将学生分析问题和解决问题的能力放在重要位置。

3．难点是如何理论联系实际，要尽可能借助英语教学实际中的一些典型实例，深入浅出地阐明其基本思想，以开拓学生的思路，并积极引导学生将主要精力放在教学方法和理论的具体应用上。

●本课程教学基本内容及课时分配和教学环节安排第一章总论［教学目的］通过本章的教学，使学生明白学习英语教学法的必要性和重要性，以及英语教学法的性质、内容和作用，英语教学环境及简史，使学生对该课程有一个全面的认识。

计划4课时。

［教学内容］Chapter 1 General Introduction1.1. Background Knowledge of Language Teaching and Learning1.2. Context of Language Teaching and Learning1.3. A Brief History of ELT Methodology第二章外语学习理论［教学目的］通过本章的教学，使学生懂得学生是教学的主体，是内因，教学是一种双边活动。

英语教学法流派Approaches and Methods in Language Teaching.ppt

4. 教授新课文：教师出示一幅表述课文内容的图画。一边讲解图画，一边检查学生是否理解。讲解后根据图画提问，要求学生回答。
5. 学生两人一组根据图画提问与回答。全班唱一首英语歌结束一课。
Advantage
Ss’ correct pronunciation and better oral skills are developed because no native language is used.
2. Only everyday vocabulary and sentences were taught.
3. Grammar was taught inductively.
4. New teaching points were introduced orally.
5. Concrete vocabulary is taught through demonstration, objects, and pictures. Abstract vocabulary is taught by association of ideas.
Until the 19th century, grammar –translation method became widely approved and used in the whole world.
1. Understanding and memorization of complicated grammatical rules of languages were regarded as important means of development mentality.
Background
In the late 19th century in Europe, for economic development, the communication among nations became more frequent. Foreign language learning was highly demanded. Oral communication became the main goal of foreign language teaching.

英语教学法术语

英语教学法术语The Terms of English Language Teaching Methodology英语教学法术语Aachievement test 成绩测试acquisition 习得，语言习得acquisition 语言习得顺序active mastery 积极掌握active vocabulary 积极词汇，主动词汇affective filtering 情感筛选aim,objective 目的，目标analysis of errors 错误分析analytic approach 分析教学法，分析法analytical reading 分析性阅读application to practice 运用于实践applied linguistics 应用语言学approach 教学路子aptitude test 能力倾向测验Army method 陆军法associative learning 联想性学习auditory discrimination 辨音能力auditory feedback 听觉反馈auditory memory 听觉记忆auditory perception 听觉audio-lingual method 听说法audio-visual method 视听法aural-oral approach 听说教学法，听说法aural-oral method 听说法Bbasic knowledge 基本知识basic principle 基本原则basic theory 基本理论basic training 基本训练basic vocabulary 基本词汇behaviourism 行为主义bilingual 双语的bilingual education 双语教育blank filling 填空Cchain drill 链式操练，连锁操练choral repetition 齐声照读，齐声仿读class management 课常管理classroom interaction 课常应对cloze 完形填空coach 辅导cognitive approach 认知法common core 语言的共同核心，语言共核communicative drill 交际性操练communicative exercise 交际练习communicative langunge teaching 交际派语言教学法，交际教学法community language learning 集体语言学习法comparative method 比较法communicative approach 交际法comprehensible input 不难理解的输入comprehensive method 综合法computer-managed instruction 计算机管理教学concord and coordination 默契与配合console 控制台consonant cluster 辅音连缀context 上下文controlled composition 控制性作文course density 课堂密度course design 课程设计cramming method 灌输式cue word 提示词curriculum 课程，教学大纲curriculum development 课程编制，课程设计cultrual objective,aim 教养目的cclical approach 循环教学法，循环法Ddeductive learning 演绎性学习deductive method 演绎法delayed auditory feedback 延缓听觉反馈demonstration 演示demonstration lesson 示范教学describe a picture in writing 看图说话describe a picture orally 描写语言学diagram 图解diagnostic test 诊断性测验dicto-comp 听写作文direct application 直接应用direct comprehension 直接理解direct learning 直接学习direct method 直接教学法Eeducational objective, aim 教育目的EFL 英语作为外语EGP 通用英语ELT 英语教学English as a Foreign Language 英语作为外语English as an International Language 英语作为国际语言English environment 英语环境English for Academic Purposes 学术英语English for general prupose 普通英语English for General Purposes 通用英语English for specific purposes 专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语English medium school 英语授课学校English teaching;teaching English 英语教学WSD（English as a Second Dialect）英语作为第二方言WSL（English as a Second Language）英语作为第二语言ESL Programme（English as a Second Language Programme）英语（第二语言）教程ESP（English for Special Purposes）专用英语EST（English for Science and Technology）科技英语evaluation 评语，评价examination 考试examination question 考题experimental method 实验法extensive reading 泛读external speech 外语言语extra-curiculum activity 课外活动extra-curriculum club,group 课外小组Ffacial expression 面部表情feedbace 反馈film projector 电影放映机filmstrip 电影胶片final stage 高级阶段first language 第一语言，母语formative evaluation 自由作文free practice 自由练习frequency of word 词的频率al approach 功能法al syllabus 功能派教学大纲word 功能词Ggeneral linguistics 普通语言学gestalt style 格式塔式（学习），整体式（学习）gesture 手势getting students ready for class 组织教学global learning 整体式学习，囫囵吞枣式学习global question 综合性问题gradation 级进法，分级递升法graded direct method 循序直接法grading 级进法，分级递升法；评分grammar lesson 语法课grammar method 语法法grammar translation method 语法翻译法grammatical analysis 语法分析group reading 集体朗读group training 集体练习guided composition 引导性作文Hheuristic method of teaching 启发式教学法heurstics 启发法；探索法humanistic approach 人本主义教学法Iidealism 唯心主义imitatiom 模仿immersion programme 沉浸式教学imparting knowledge 传授知识incomplete plosive 不完全爆破independent composition 独立作文individualized instruction 个别教学individual training 个别练习inductive learning 归纳性学习inductive method 归纳法inflection,inflexion 词形变化information,processing 信息处理initial beginning stage 初级阶段inner speech 内语言语in-service training 在职培训instructional objective 语言教学目标integrative teaching 综合教学integrated approach 综合教学法，综合法intelligent memory 理解性记忆language training 强化教学intensive training 精读intermediate stage 中级阶段interpretation 头口翻译International Phonetic Alphabet 国际音标Jjuncture 连读，音渡junior high school 初级中学junior school 初级学校junior sceondary school 初级中等学校junior-senior high school 初高中junior technical college(or school) 初级职业学院（或学校）junior year 大学三年级Kkey words 基本词，关键字kinesics 身势语，身势学kinesthetic memory 动觉记忆knowledge 知识knowledge structure 知识结构Llanguage acquisition 语言习得language acquisition device 语言习得机制language arts 语言技能language competence,or knowledge 语言知识language learning capability 语言学习能力language laboratory;lab 语言实验室language leaning capacity 语言学习能力language pedagogy 语言教育language performance 语言行为language program design 语言课程设计language test 语言测试learning by deduction 演绎性学习learning by induction 归纳性学习learning process 学习过程learning style 学习方式lesson conducting 教课lesson plan 课时计划，教案lesson preparation 备课lesson type 课型linguistics 语言学linguistic competence 语言能力linguistic method 口语领先教学法living language 活的语言long-term memory 长期记忆look-and-say method 看图说话法Mmeaningful drill 有意义的操练neabubgful exercise 有意义的练习meaningful learning 理解性学习means of teaching 教学手段mechanical drill 机械操练mechanical exercise 机械练习mechanical memory 机械记忆mechanical translation 机器翻译medium of instruction 教学媒介语，教学语言memory 记忆，记忆力memory span 记忆幅度memorizing 用记记住method 方法methodology of teaching 教学法methodology of teaching English 英语教学法microteaching 微型教学mim-mem method 模仿—记忆法minimal pair 最小对立体（一种辨音练习）model 模型modeling 示范教学modern equipment 现代化设备modern language 现代语言monitor hypothesis 语言监控说mother tongue 母语motivation 引起动机Nnative language 本族语natural appoach 自然教学法，自然法natural method 自然法needs analysis 需要分析new lesson 新课nine-pile grading 九堆法notional approach 意念法notional-al syllabus 意念-功能派教学大纲notional syllabus 意念大纲、意念派教学大纲Oobservation lesson 观摩教学objective 教学目标optimum age hypothesis 学习最佳年龄说operating principle 操作原则oral approach 口语教学法，口语法oral exercise 口语练习oral method 口授法oral reading 朗读order of acquisition 语言习得顺序organization of teaching materials 教材组织organs of speech 发音器官outside reading 课外阅读overlearing 过量学习Ppaired-associate learning 配对联想学习法pair work 双人作业，双人练习passive vocabulary 消极词汇pattern drill 句型操练pattern practice 句型练习pdeagogical grammar 教学语法pedagogy 教育法peer teaching 同学互教penmanship handwriting 书法perception 知觉performance objective 语言实践目标personality 个性philosophy 哲学phoneme 音素phonetics 语音法phonetic method 按字母音值拼读法phonology 音位学picture 图画phasement test 分班测验plateau of learning 学习高原practical objective 实用目的practice effect 练习效应practice of teaching 教学实践presentation of new materials 提出新材料pre-teaching 预教primary of speech 口语领先principle of communication 交际性原则principle of teaching 教学原则problem solving 习题解答production stage 活用阶段，产出阶段productive exercise 活用练习productive mastery 活用掌握productive vocabulary 活用词汇proficiency 熟练program desing 课程设计psycho-linguistics 心理语言学psychological method 心理法Qqualified teacher 合格教师question band 试题库questionnaire 调查问卷questions 提问Rrapid reading 快速阅读，快读rate of reading 阅读速度readability 易读性read by turns 轮读reading 阅读reading lesson 阅读课reading method 阅读法reading speed 阅读速度reading vocabulary 阅读词汇，阅读词汇量receptive language knowledge 接受性语言知识receptive vocabulary 领会词汇reformed method 改良法regression 回看，重读reinforcement 巩固reinforcement lesson 巩固课repetition drill 复述操练repetition-stage 仿照阶段response 反应retelling 复述retention 记忆teview;tevision 复习review（revise）and check up 复习检查review（revision）lesson 复习课rewriting 改写rhythm 节奏role-play 扮演角色rote learning 强记学习法，死记硬背Sscanning 查阅，扫瞄school practice 教学实习scientific way of thinking 科学的思想方法second language 第二语言segment 音段，切分成分semantics 语义学seminar 课堂讨论sentence completion 完成句子short-term memory 短期记忆sight vocabulary 一见即懂的词汇silent reading 默读silent way 沉默法，静授法simplification 简写simplified reader 简写读本simulation 模拟，模拟性课堂活动simultaneous interpretation 同声翻译situational method 情景法situational language teaching 情景派语言教学法，情景教学法situational method 情景教学法situational syllabus 情景派教学大纲situation reinforcement 情景强化法skimming 略读，济览slide 幻灯片slide projector 幻灯片socialized speech 社会化言语socio-linguistics 社会语言学soft ware 软件speech disorder 言语缺陷speech pathology 言语病理学speech perception 言语知觉speech reading 唇读法speed reading 快速阅读，快读speelling 正字法spiral approach 螺旋式教学法，螺旋法spoken lauguang 口语stage of teaching 教学阶段stick drawing;mathch drawing 简笔画stimulus and response 刺激与反应stress accent 重音，重读structuralism 结构主义（语言学）structural method 结构法student-centered 学生中心student-centered learning 学生为主学习法student teacher 实习教师student teaching 教育实习submersion programme 沉浸式教程substitution 替换substitution table 替换表subvocal reading 默读suggestopaedia 暗示教学法syllabus 教学大纲syllabus design 教学大纲设计syllabus for middle school English 中学英语教学大纲synthetic approach 综合性教学法，综合法synthetical reading 综合性阅读Ttarget language 目的语，译文语言teacher’s book 教师用书teacher’s manual 教师手册teaching experience 教学经验teaching objective,aim 教学目的teaching procedure 教学过程teaching tools;property 教具teaching words in isolation 孤立教单词theory of teaching 教学理论TEFL 英语（外语）教学TESL 英语（第二语言）教学TESOL 对非英语民族教英语time allotment 时间分配total physical response method 整体动作反应法transformation drill 转换操练translation method 翻译法transformational generative grammar 转化生成语法Uunconscious 潜意识underclassman 低年级学生undergraduate 大学本科生undergraduate course 大学本科课程undergraduate school 大学本科学院undergraduate special 大学特殊课程unified studied 统一课程university high school 大学附属中学university of the air 广播电视大学updating courses/training 现代化课程/训练upgrading courses/training 进修课程/训练upperclassman 高年级学生use and usage 使用和用法utterance 语段Vverbal association 词语联想verbal learning 语言学习，单词学习video 电视，影象videotape 录象磁带visual perception 视觉visual aid 直观手段visit a class 听课visual memory 视觉记忆vocabulary control 词汇控制Wword association 词际联想word list 词表word study 词的研究word frequency 词汇重复率written language 书面语。

摘要

摘要摘要( abstract) 也称为内容提要，通常在学术论文中都必须附有摘要，其位子应放在论文的正文之前，对整个论文内容的概述。

无论对专业读者还是对非专业读者而言，摘要都是一个非常重要的文件。

摘要如果和论文一起发表，则被称为一次性出版物摘要，主要用于帮助读者评价文章内容及其潜在作用，使读者不必阅读全文就可以了解论文的内容。

除此之外，摘要也可以被单独收入文摘机构出版的摘要期刊如：生物学文摘(Biological Abstract)、化学文摘（Chemical Abstract）等，称为二次性出版物摘要。

此类脱离论文独立成篇的摘要主要用于方便读者检索文摘、收集信息，帮助研究者寻找新的研究领域。

1.1 摘要的定义摘要的英文术语：有两个词汇，一个是 abstract, 一个是 summary根据美国国家标准学会 ( American National Standards Institute ) 于1971年通过并颁布的《美国国家文摘写作标准》（American National Standards for Writing Abstracts）规定，abstract 不应与 summary 混同。

Abstract 对一篇论文的主要内容以精炼的文字进行高度概括，使读者不必阅读论文全文即可迅速了解论文内容，或者让读者对即将阅读的文章有思想准备，或者让读者判断是否有通读全文的必要。

文中只对论文信息进行浓缩，而不加主管评论或解释，可以脱离原文而独立成篇。

字数通常在100 –150 个词左右，更确切地说，约为原文长度的1% - 5%(有的杂志规定摘要平均为全文的 3% - 5% )。

现在越来越多的用法是abstract。

尤其是放在索引资料中一律要用abstract 这个术语，在论文的题目下也通常要用这个词。

Summary (概要) 与 abstract 无明显差别。

严格地说，summary 一般附在论文的后面，对论文的主要结论和成果进行再叙述。

英语教学实践法(3篇)

第1篇In the rapidly evolving field of education, the traditional methods of teaching English have been supplemented and sometimes replaced by innovative approaches that leverage technology and emphasize student-centered learning. This article outlines a comprehensive English teaching practice method that integrates technology and student-centered learning to enhance the learning experience for students.I. IntroductionThe English language is a global lingua franca, and the ability to communicate effectively in English is essential in today's interconnected world. However, teaching English effectively requires more than just imparting grammatical rules and vocabulary; it involves engaging students in meaningful activities that foster language acquisition and critical thinking skills. This teaching practice method aims to achieve these goals by incorporating the following key components:1. Technology integration2. Student-centered learning3. Interactive and collaborative activities4. Continuous assessment and feedbackII. Technology IntegrationThe integration of technology in English teaching can provide numerous benefits, including increased engagement, personalized learning, and access to a wealth of resources. Here are some ways to integrate technology into English teaching:1. Interactive Whiteboards and Projectors: Use interactive whiteboards and projectors to display lessons, videos, and other multimedia content. This allows for dynamic and interactive lessons that keep students engaged.2. Educational Software and Apps: Utilize educational software and apps that cater to different learning styles and levels of proficiency. Examples include language learning apps like Duolingo, grammar and vocabulary practice software, and online dictionaries.3. Online Learning Platforms: Create or use existing online learning platforms that provide structured lessons, quizzes, and assignments. These platforms can also facilitate communication and collaboration among students and teachers.4. Social Media and Communication Tools: Encourage students to usesocial media and communication tools like WhatsApp or Slack for language practice, group projects, and peer feedback.5. Virtual Reality (VR) and Augmented Reality (AR): Explore the use of VR and AR to create immersive language learning experiences. For example, students can practice English by interacting with virtual environmentsor by overlaying English language content onto real-world objects.III. Student-Centered LearningStudent-centered learning shifts the focus from the teacher to the student, allowing learners to take an active role in their education. Here are some strategies to implement student-centered learning in English classes:1. Project-Based Learning: Assign projects that require students to research, plan, and present information. This encourages students to use English in real-life contexts and fosters critical thinking and problem-solving skills.2. Flipped Classroom: Use the flipped classroom model, where students watch instructional videos or complete readings at home and use class time for activities and discussions. This allows for more personalized learning and more time for interactive tasks.3. Group Work and Peer Collaboration: Divide students into groups and assign them tasks that require collaboration. This promotes communication skills, teamwork, and mutual support among students.4. Reflective Learning: Encourage students to reflect on their learning experiences through journal entries, discussion, or presentations. This helps students to internalize their learning and set personal goals.5. Choice and Autonomy: Give students a choice in their learning activities, such as selecting topics for presentations or projects, or deciding on the type of assessment they prefer. This empowers students and increases their motivation.IV. Interactive and Collaborative ActivitiesInteractive and collaborative activities are essential for creating a dynamic and engaging learning environment. Here are some examples:1. Role-Playing and Simulations: Use role-playing activities to simulate real-life situations and encourage students to practice English conversationally. Simulations can also be used to teach grammar and vocabulary in context.2. Game-Based Learning: Incorporate educational games and activitiesthat are both fun and effective in teaching English. Examples include word searches, crosswords, and language puzzles.3. Discussion and Debate: Organize class discussions and debates on topics of interest to the students. This helps students to develop their critical thinking and public speaking skills.4. Language Labs: Utilize language labs where students can practice listening, speaking, and pronunciation in a controlled environment.V. Continuous Assessment and FeedbackContinuous assessment and feedback are crucial for monitoring student progress and providing timely guidance. Here are some strategies for effective assessment and feedback:1. Formative Assessment: Use formative assessments, such as quizzes, class discussions, and peer reviews, to gauge student understanding and provide immediate feedback.2. Summative Assessment: Administer summative assessments, such as exams and presentations, to evaluate student learning at the end of a unit or course.3. Self-Assessment and Peer Assessment: Encourage students to assess their own work and provide feedback to their peers. This promotes metacognition and collaborative learning.4. Constructive Feedback: Provide specific, constructive feedback that focuses on strengths and areas for improvement. Feedback should be supportive and encourage students to take ownership of their learning.VI. ConclusionIncorporating technology and student-centered learning into English teaching can significantly enhance the learning experience for students. By leveraging technology, promoting student-centered approaches, engaging students in interactive activities, and providing continuous assessment and feedback, teachers can create a dynamic and effective learning environment that prepares students for success in the globalized world.第2篇Introduction:The field of English language teaching (ELT) is constantly evolving, with new methodologies and techniques being introduced to enhance the learning experience. This paper proposes an effective methodology for English teaching practice that combines various teaching strategies and techniques to cater to the diverse needs of learners. The methodology focuses on student-centered learning, interactive activities, and the integration of technology, ensuring that students not only acquire language skills but also develop critical thinking and cultural awareness.I. Student-Centered Learning1. Needs Analysis:Before implementing any teaching methodology, it is essential to conduct a needs analysis to understand the specific requirements and goals of the students. This involves assessing their current level of English proficiency, identifying their strengths and weaknesses, and determining their learning objectives.2. Personalized Learning Plans:Based on the needs analysis, develop personalized learning plans for each student. These plans should outline the learning goals, activities, and resources tailored to meet the individual needs of each student.3. Active Participation:Encourage active participation in the classroom by involving students in discussions, group activities, and role-plays. This approach promotes engagement, motivation, and a deeper understanding of the language.II. Interactive Activities1. Pair and Group Work:Utilize pair and group work to enhance communication skills and collaboration. Assign tasks that require students to work together, such as role-plays, debates, and problem-solving activities. This fosters teamwork and encourages students to share their thoughts and ideas.2. Games and Simulations:Integrate games and simulations into the teaching process to make learning more enjoyable and memorable. Games such as "Pictionary," "Jeopardy," and "Simon Says" can help reinforce vocabulary, grammar, and pronunciation skills.3. Project-Based Learning:Implement project-based learning activities that require students to research, plan, and present information. This approach promotes critical thinking, research skills, and the application of language in real-life situations.III. Technology Integration1. Online Resources:Utilize online resources such as educational websites, e-books, and interactive learning platforms to provide additional support andpractice opportunities for students. These resources can be accessed both inside and outside the classroom, allowing for flexible and self-paced learning.2. Digital Tools:Incorporate digital tools such as presentation software, video conferencing, and collaborative platforms to facilitate communication and collaboration. These tools can enhance the learning experience by providing interactive and engaging activities.3. Mobile Learning:Encourage mobile learning by developing mobile apps and websites that offer language practice exercises and interactive lessons. This allows students to learn anytime, anywhere, using their smartphones or tablets.IV. Assessment and Feedback1. Formative and Summative Assessment:Implement a balanced assessment strategy that includes both formative and summative assessments. Formative assessments, such as quizzes, class discussions, and peer evaluations, provide ongoing feedback to students and teachers. Summative assessments, such as exams and projects, measure the overall progress and achievement of the students.2. Constructive Feedback:Provide constructive feedback to students, focusing on their strengths and areas for improvement. Feedback should be specific, actionable, and encouraging, helping students to identify their learning goals and develop their skills.3. Self-assessment and Reflection:Encourage students to engage in self-assessment and reflection bysetting personal learning goals and evaluating their progress. This promotes metacognition and helps students become more aware of their learning process.Conclusion:This effective methodology for English language teaching practice combines student-centered learning, interactive activities, and technology integration to create a dynamic and engaging learning environment. By focusing on the needs of the students, promoting active participation, and utilizing innovative teaching techniques, this methodology aims to equip learners with the necessary language skills, critical thinking abilities, and cultural awareness to succeed in the globalized world.第3篇摘要：随着我国英语教育的不断发展，传统的英语教学模式已无法满足新时代对英语教学的需求。

英语实践教学形式(3篇)

第1篇In the ever-evolving field of education, the teaching of English has become more dynamic and diverse. Traditional methods of teaching, while effective in many aspects, are being complemented and sometimes replaced by innovative practices that cater to the needs of the 21st-century learner. This article explores various forms of English实践教学，highlighting their effectiveness and potential challenges.1. Blended LearningBlended learning combines traditional classroom instruction with online resources and technology. This approach allows students to engage with the language in multiple ways, both inside and outside the classroom. Here are some key aspects of blended learning in English teaching:Online Platforms: Utilizing online platforms like Blackboard, Moodle, or Google Classroom, teachers can create interactive lessons, assign homework, and facilitate discussions. These platforms also enable students to access materials and resources at their own pace.Interactive Tools: Incorporating interactive tools such as quizzes, polls, and videos can enhance student engagement and motivation. For example, teachers can use Kahoot! or Quizizz to create fun and interactive quizzes.Flipped Classroom: In a flipped classroom, students watch instructional videos or read materials at home, and then use class time for activities like discussions, group work, or project-based learning. This approach allows for more personalized learning and encourages students to take ownership of their education.Collaborative Learning: Blended learning encourages collaboration among students through online forums, discussion boards, and group projects. This fosters critical thinking and problem-solving skills, as well as communication and teamwork.2. Project-Based Learning (PBL)Project-based learning involves students in real-world, inquiry-driven activities that promote deep understanding and application of the language. Here are some examples of PBL in English teaching:Community Service Projects: Students can engage in community service projects, such as organizing a fundraising event or creating a public service announcement, and use English to communicate with stakeholders and document their work.Cultural Exchange Programs: Pairing students with peers from different countries can facilitate cultural exchange and language practice. Students can collaborate on projects that explore their respective cultures and share their experiences.Research Projects: Students can conduct research on a topic of interest and present their findings in English, using various forms of media, such as presentations, videos, or podcasts.Capstone Projects: At the end of a course or program, students can create a capstone project that demonstrates their mastery of the language and subject matter. This could involve creating a website, writing a research paper, or developing a multimedia presentation.3. GamificationGamification involves incorporating game-like elements into educational activities to increase engagement and motivation. Here are some ways to gamify English teaching:Point Systems: Assigning points for completing tasks, participating in discussions, or demonstrating language proficiency can create a sense of competition and encourage students to strive for excellence.Badges and Rewards: Awarding badges or rewards for reaching certain milestones can provide students with a sense of accomplishment and motivate them to continue learning.Leaderboards: Creating leaderboards to track student progress canfoster healthy competition and encourage students to challenge themselves.Game-Based Learning: Using educational games, such as language learning apps or online platforms like Duolingo, can make learning English fun and interactive.4. Technology IntegrationIntegrating technology into English teaching can enhance student engagement and provide access to a wealth of resources. Here are some examples of technology integration:Interactive Whiteboards: Using interactive whiteboards allows teachers to create dynamic lessons that engage students and facilitate collaboration.Laptops and Tablets: Providing students with laptops or tablets can enable them to access online resources, complete assignments, and participate in virtual discussions.Podcasts and Videos: Incorporating podcasts and videos into lessons can provide authentic examples of the language in use and expose students to different accents and dialects.Social Media: Using social media platforms like Twitter, Facebook, or Instagram can help teachers connect with students and share resources, as well as facilitate communication and collaboration.5. Language ImmersionLanguage immersion involves immersing students in an environment where the target language is the primary means of communication. This can be achieved through various means:Field Trips: Organizing field trips to places where English is spoken can provide students with authentic language experiences and cultural insights.Exchange Programs: Participating in exchange programs with schools in English-speaking countries can allow students to practice the languagein a real-world context.Language Immersion Programs: Enrolling students in language immersion programs, such as those offered by some schools or educational institutions, can provide them with an immersive language experience.ConclusionIn conclusion, English实践教学形式多种多样，旨在提高学生的学习兴趣、培养他们的语言能力，并帮助他们更好地适应21世纪的社会需求。

浅谈外语院校_英语+法律_复合型人才之培养

浅谈外语院校“英语+法律”复合型人才之培养屈文生华东政法大学[摘要] 本文简要论述了复合型人才的基本内涵，国际型、复合型“英语+法律”人才培养的必要性；文章依据ESP（专门用途英语）理论，结合外语院校实际，从课程设置、教学手段、师资建设、以及教学对象等四个方面探讨了复合型“英语+法律”人才培养的模式。

[关键词] 英语专业；复合型人才；英语+法律一、引言复合型人才的培养虽然是个老话题，但又是一个常议常新的话题。

在英语中，“复合型”的表述不尽统一，有的人将之称为“combined”、有的人称为cross- disciplinary，有的称为inter –disciplinary，还有的人谓之trans-disciplinary。

我们认为，复合型人才称为inter –disciplinary talents要好一些，把它“回译”或“倒译”过来，就是“学科交叉型人才”。

对“复合型人才”这一说法的基本内涵，认识也不尽一致。

我们英语专业所谓的“复合”并不是英语和另一门专业知识的简单相加，它还应有“多学科交叉且协同”的意思。

一味地强调简单相加，一方面会增加学生的学习负担，使其无法按时完成学业，另一方面也不能保证真正学到相关学科的知识。

国际型、复合型人才培养的要求，也非今日才得以提出。

在英美等国，传统的大学教育以学习“七艺”以及Liberal Arts为主，即文法、逻辑、修辞的“三艺”，以及几何、天文、算术、音乐的“四艺”等，这样的教育称为“博雅教育（通识教育）”i[①]（Liberal Education）。

中国现代大学从诞生起就吸取了西方现代大学的先进理念。

蔡元培任北京大学校长时就指出：“大学者，‘囊括大典，网罗众家’之学府也”。

蔡元培奠定了北大兼容并蓄，学术独立，思想自由的精神气质。

至于外语院校复合型人才之培养，事实上，至少在20世纪30年代，清华大学外文系主任、著名学者吴宓就曾经说，外文系学生应该“（甲）成为博雅之士；（乙）了解西洋文明的精神；（丙）熟读西方文学名著；（丁）创造今日的中国文学；（戊）交流东西方的思想”。

Why should we write the thesis

Why should we write the thesis?To write a thesis before graduation is a must for every university graduate.By writing a thesis, we may get some experience and some basic methods for furt her theoretical study and research and the ability to solve problems.It is the reflection of a student’s study in college.Whether a student has such an ability to write a thesis or to solve problems in his /her field is one basis for a unit to accept him/her or not.How long should we prepare for writing a thesis?One year or soWhat do we need when we write a thesis?Firstly, for English major, most important of all, it is English knowledge and ability t hat based on your language skills, especially writing skill and grammar knowledge. Secondly, the way of writing is also important.A good title, some人人听力网good ideas to support thesis statement, right languag e and standard format are what we need.the language style is something that we should pay much attention to, for example: Wording: we prefer big word to small one;Sentence: Long sentences are quite expectable.How do we write a thesis? How many steps should we follow?Generally speaking, when we write a thesis, we follow 10 steps:1. Choose a subject: that is, what you are going towrite about. For English major, we may apply:2. Choose a title/Title a paper;3. Collect materials for reference in writing;4. Analyze the collected materials;5. Sort out the data and arguments;6. List references;7. Make up an outline;8. 1—3 drafts;9. Proofread;10. the last version.What subjects may we choose to write?English and American Literaturethe Practice and Theory of TranslationEnglish LanguageEnglish LinguisticsEnglish GrammarEnglish PhoneticsEnglish LexicologyEnglish RhetoricLanguage and CultureELT MethodologyTeaching English in Middle SchoolEnglish Teaching Research and Surveythe History of… (All mentioned above)Chapter 2 Subject and TitleHow to Choose a Suitable SubjectWhenever you plan and write a paper, you should keep these questions in mind:What is my subject and what do I know about it?Choose a subject that you care about and know about (or can find out about). Who is my audience?What you say about your subject depends GREatly on who reads it. You must choose a subject that will interest your audience and try to present it interestingl y.What is my purpose?You always 人人听力网communicate for a purpose—either to inform, to persuade, or to entertain.What must You Write in a thesis?In the limited space of a thesis, you can’t say everything, so you must settle on th e most important, most relevant, and most interesting.Factors Influencing the Choice:there are several factors which will influence your decision on which subject you ar e going to write about:InterestExperienceScience valueAbilityScope of knowledgePurpose…How to Get a Title?We have two ways to get a title:Given by teachersDesigned by yourselfthey both have their advantages. For the former, you will have a definite direction t o guide you to the end, while, for the latter, it can be more flexible for you and ev erything depends on yourself.What Is a Good Title?A good title, usually created after some paragraphs or a theme is written, does tw o things:1. It suggests what the subject of the thesis will be;2. It sparks the reader’s interestSome Basic Kinds of TitlesNo-nonsense descriptive title: E.g.:Advantages and Disadvantages of Multimedia TeachingTwo-part titles E.g.:Sugar: the Hidden DrugRhetorical question. then answer the question in your theme. E.g.: What can be done about CET-4?Some Basic Kinds of TitlesRelate the title to the method of development used :Descriptive: Portrait of a TeacherIllustration: Three Roles I PlayComparison: Crazy English: the New AllPhysical Response ApproachContrast: Pleasures and Problems of Owninga ComputerDefinition: A Definition of CLTPersuasion: the Need for Discipline inUniversityClassification: Three Types of EducationProcess: How to Teach Young ChildrenEnglishHow long should a title usually be?A title is usually four to five words long and is rarely an entire sentence. (1—10 w ords is more practical.)Notice: We can’t write anything with the title ―On…‖, because this small ―on‖ is too big for us.Notice: the title i人人听力网s centered on the page above the body of the thesis a nd separated from it by one inch.A puzzleWhat is ―make a fuss over a trifle‖?That is a principle for us when we write a thesis: Write as much as possible on a small title. When we write a thesis, we must make a full consideration of whether the possibility to choose a―big‖ or a ―small‖ topic comparatively.Disadvantages for a ―Big‖ TopicA big topic needs collecting more materials. So it is more difficult for beginners. Hard to control. If there are too many sides in a thesis for us to make clear, the chance to be successful is very slim.Hard to make clear about the statement within limited words (about 6000 words). E verything will stay on the surface.Time problem (2-3months)NoticeReme mber: to see a student’s standard of writing isn’t by how ―big‖ his or her topi c is, but by his or her ability to find problems, analyze problems and solve proble ms.TitlingCommonly, we can divide titling into four levels, for example:Subject: ELT MethodologyLimited subject: Modern EnglishTeaching MethodsInitial topic: CLT : A ModernTeaching MethodTopic: CLT in Grammar TeachingAssignmentChoose a subject that you would be likely to write about and try to title your paper. Consideration:When we make a title of a thesis, what factors should we consider?Chapters 3 Materials and ReferencesHow to collect materials?Collect ample materialsCollect the original or first-hand materialsCollecting materials is a process, a process of researchingNoticeWe should also be careful with the following points:1) It is wrong and impossible to try collecting all the materials that have little to do with what you are writing.It is most important of all to collectthe most important and most typical materials that you need.2)Don’t be afraid that you can’t collect enough materials.You can get materials by many channels:A. LibraryB. Reading roomC. InternetD. BookstoreE. Teachers人人听力网F. Friends3) Understand your materials completely and make good use of the materials. Don’t cut the meanings in the materials into broken pieces without any relations.4) Not only collect the materials that support your arguments, but also colle ct the materials that don’t support your arguments. Only in this way can your writing be p roved to be scientific, and your arguments can hold water.What should we write down when we collect and read materials?While we are collecting and reading materials, try to form the habit of taking notes, including: the author, title, edition, press, publishing place and time, page, etc. for a book; magazine, volume, page, author, title and publishing place and time for a magazine, or else.A Puzzle剪刀+糨糊=?―the Sci ssors--paste Trick‖ is a very popular way among some peopleto produce papers.Notice: After we’ve got enough materials, we should sort out and analyze the mate rials carefully and consider whether what you are going to writeabout is scientific and valuable or not, and whether it is possible for you to write y ours, and then you may decide the title of your thesis after you have read enough materials and decided on the theme. Now it will be clear what you are going to write about and next is to read for the arguments to support your statement. References参考书目人人听力网Bolinger, D. L. Interrogative Structures of American English [M]. Alabama: the Univ ersity of Alabama Press.Eckman, F.1977. Markedness and the contrastive analysis hypothesis [J]. Language Learning 27: 315-330.Weber, E. 1993. Varieties of Questions in English Conversation [M]. Amsterdam: Jo hn Benjamins.刘月华，1988，语调是非句[J]，《语言教学与研究》第二期。

ELT+Methodology 英语教法发展

ABDELMJID SEGHIR am.seghir@
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• Method or methodology?
• Method= what experts have conceptualized. • Methodology= What Ts do. • SO:
examining a textbook for its match to particular framework is an analysis of…
ABDELMJID SEGHIR Am.seghir@
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My own methodology
Practices and principles Everyday spoken language Methods Direct method. CLT Desuggestopedia TPR
April 25th, 2011
Conclusion
ABDELMJID SEGHIR am.seghir@
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• Introduction
•
April 25th, 2011
ELT is a field that has gone through considerable changes and developments. The trends to ELT have always been renewed according to the new emerging needs of every era. The abundance of the literature on ELT methodology has become problematic to many practitioners who no longer know what to choose. Innovative approaches have been thought of as new solutions to the inadequacies of the previous methods and approaches. Eclecticism; a solution or a “Frankenstein monster”?

英语具体的教学目标和计划

英语具体的教学目标和计划## English Language Teaching Objectives and Curriculum Planning.Introduction.The English language has become a global lingua franca, essential for communication, education, and economic development. As such, English language teaching (ELT) has gained paramount importance in educational institutions worldwide. To ensure effective ELT, it is crucial to establish clear teaching objectives and develop a comprehensive curriculum. This article will delve into the specific objectives of ELT and present a framework for curriculum planning.Teaching Objectives of English Language Teaching.The primary objectives of ELT are to enable learners to:Communicate effectively: Engage in meaningful communication in spoken and written English in various contexts.Develop language proficiency: Enhance their proficiency in English grammar, vocabulary, pronunciation, and discourse.Foster critical thinking: Develop critical thinking skills through analysis, interpretation, and evaluation of English texts.Appreciate diverse cultures: Gain insights into the cultural contexts surrounding the English language and its speakers.Prepare for future endeavors: Equip learners with the English language skills necessary for further education, employment, and global citizenship.Curriculum Planning Framework for English Language Teaching.1. Needs Assessment:Identify the specific language needs of the target learners.Consider factors such as age, level of proficiency, learning styles, and future goals.2. Curriculum Design:Content: Determine the language content to be covered, including grammar, vocabulary, reading, writing, speaking, and listening.Methodology: Select appropriate teaching methods and techniques to facilitate effective language acquisition.Assessment: Establish assessment procedures to monitor learner progress and provide feedback.3. Implementation:Lesson Planning: Develop detailed lesson plans that align with the curriculum objectives.Materials Selection: Choose authentic and engaging materials that support language learning.Classroom Management: Create a positive and supportive learning environment.4. Evaluation:Formative Assessment: Regularly assess learner progress to identify areas for improvement.Summative Assessment: Evaluate learner achievement at the end of a unit or course.Program Evaluation: Review and revise the curriculum and teaching practices as needed to ensure ongoing effectiveness.Specific Curriculum Modules.The English language curriculum can be divided into specific modules, each with its own objectives and activities:Grammar: Focuses on understanding and applying English grammar rules.Vocabulary: Aims to expand learners' vocabulary and enhance their word usage.Reading: Develops reading comprehension and critical thinking skills.Writing: Enhances writing proficiency in various formats, including essays, reports, and creative writing.Speaking: Promotes effective oral communication through practice and feedback.Listening: Improves listening comprehension and allowslearners to engage with authentic English audio materials.Culture: Introduces learners to the cultural aspects of English-speaking countries and fosters intercultural understanding.Conclusion.Establishing clear teaching objectives and developing a well-planned curriculum are essential for successful ELT. By aligning curriculum content, methodology, and assessment with the specific needs of learners, educators can create effective learning environments that enable students to achieve their language learning goals. A comprehensive and dynamic curriculum, regularly evaluated and revised, provides a solid foundation for English languageproficiency and empowers learners to communicate effectively, navigate diverse cultures, and thrive in a globalized world.。

英语教学实践展示(3篇)

第1篇IntroductionEnglish language teaching (ELT) has evolved significantly over the years, moving away from traditional, teacher-centered approaches to morestudent-centered and interactive methods. This paper presents a comprehensive English teaching practice that integrates various innovative techniques to enhance language learning. The practice focuses on fostering a positive learning environment, encouraging student participation, and utilizing technology to make the learning experience more engaging and effective.ObjectiveThe primary objective of this English teaching practice is to improve students' language proficiency by:1. Promoting active learning through interactive activities.2. Encouraging autonomy and critical thinking skills.3. Utilizing technology to facilitate communication and collaboration.4. Assessing learning outcomes through formative and summativeevaluation methods.Methodology1. Classroom Setup and EnvironmentThe classroom is designed to be an inviting and comfortable space where students feel at ease and motivated to learn. Desks are arranged in groups to encourage interaction, and visual aids such as posters, charts, and whiteboards are used to support teaching and learning activities.2. Lesson PlanningLessons are meticulously planned to cater to the diverse needs and learning styles of students. The following components are included inthe lesson planning process:- Warm-up Activities: To energize students and activate prior knowledge.- Main Content: To introduce new vocabulary, grammar, and language structures.- Interactive Activities: To promote student engagement and participation.- Assessment: To monitor progress and provide feedback.3. Interactive ActivitiesTo make the learning process more dynamic, the following interactive activities are incorporated into the lessons:- Group Work: Students work in small groups to complete tasks, fostering collaboration and teamwork.- Role-Playing: Students act out scenarios to practice speaking and listening skills.- Games: Educational games such as "Simon Says" and "Guess the Word" are used to reinforce vocabulary and grammar.- Quizzes: Quick, fun quizzes are conducted to assess understanding of the lesson material.4. Technology IntegrationTechnology is utilized to enhance the learning experience and make it more engaging:- Interactive Whiteboard: Used for displaying lessons, conducting polls, and allowing students to interact with the content.- Online Resources: Websites and apps such as Duolingo, BBC Learning English, and TED-Ed are used to provide additional practice and exposure to authentic language.- Video Conferencing: Used for virtual classroom sessions and to connect with native speakers or other classes around the world.5. AssessmentAssessment is conducted through a variety of methods to ensure a comprehensive understanding of students' progress:- Formative Assessment: Daily quizzes, class discussions, and peer evaluations are used to monitor progress and provide timely feedback.- Summative Assessment: Tests, exams, and projects are used to evaluate students' overall language proficiency at the end of each unit or semester.Case Study: Lesson on Present TenseTo illustrate the effectiveness of this teaching practice, let's consider a lesson on the present tense:- Warm-up Activity: A quick game of "Simon Says" to practice commands in the present tense.- Main Content: Introduction of present tense vocabulary and grammar through a PowerPoint presentation.- Interactive Activity: Group work on a task that requires students to create a dialogue using the present tense.- Technology Integration: Use of an interactive whiteboard to display vocabulary and grammar rules, and online resources for additional practice.- Assessment: Daily quiz to assess understanding of the present tense, and peer evaluation of group work.ConclusionThis English teaching practice demonstrates the importance ofintegrating interactive and engaging activities into the classroom to enhance language learning. By fostering a positive learning environment, encouraging student participation, and utilizing technology, students are more likely to develop their language skills and become confident, competent users of English. As ELT continues to evolve, it is crucialfor educators to adapt and implement innovative practices that cater to the needs of today's learners.第2篇IntroductionEnglish language teaching (ELT) has evolved significantly over the years, with a growing emphasis on student-centered approaches and interactive learning experiences. This paper aims to showcase a practical English teaching methodology that integrates various innovative techniques to enhance students' language skills. The methodology focuses on communicative language teaching, technology integration, andpersonalized learning, providing a comprehensive framework for effective English instruction.BackgroundThe teaching context is a secondary school in a suburban area with a diverse student population. The students range from beginners to advanced levels, with varying learning styles and abilities. The curriculum covers all four language skills: reading, writing, listening, and speaking. The goal is to equip students with the necessary language proficiency to communicate effectively in both academic and real-life settings.Teaching Methodology1. Communicative Language Teaching (CLT)The foundation of the teaching methodology is CLT, which emphasizes communication as the primary goal of language learning. This approach encourages students to use the target language in real-life contexts, fostering fluency and confidence. Here are some key strategies employed:- Role-playing and simulations: Students engage in role-plays and simulations to practice different scenarios, such as conducting interviews, participating in debates, or solving problems in groups.- Pair and group work: Collaborative activities, such as discussions, presentations, and group projects, promote interaction and allow students to practice their speaking and listening skills.- Task-based learning: Assigning tasks that require students to use the target language in context, such as writing letters, designing posters, or creating presentations, helps reinforce language skills.2. Technology IntegrationTechnology plays a crucial role in enhancing the learning experience. The following tools and resources are utilized:- Interactive whiteboards: Used for displaying lessons, videos, and activities, enabling students to engage visually and kinesthetically.- Online platforms: Websites like Edmodo, Quizlet, and Kahoot! are employed for quizzes, games, and homework assignments, providing instant feedback and opportunities for self-assessment.- Language learning apps: Apps like Duolingo and Rosetta Stone are recommended for supplementary practice and reinforcement of language skills.3. Personalized LearningRecognizing that students have different learning styles and abilities, the methodology emphasizes personalized learning. Here are some strategies used:- Differentiated instruction: Assigning varied tasks and activities based on students' proficiency levels, ensuring that all learners are challenged and engaged.- Learning stations: Setting up different stations with various activities, allowing students to choose their preferred learning style and pace.- Student portfolios: Encouraging students to maintain portfolios of their work, providing them with a sense of accomplishment and a reference for their progress.Case StudyTo illustrate the effectiveness of the methodology, let's consider a case study involving a group of 10th-grade students. The class was divided into two groups based on their proficiency levels. The lower-level group was introduced to basic grammar and vocabulary through interactive whiteboards and online platforms. The higher-level group engaged in more advanced activities, such as analyzing literary texts and participating in debates.Over the course of the semester, both groups demonstrated significant improvements in their language skills. The lower-level group showed an increase in their grammar accuracy and vocabulary knowledge, while the higher-level group improved their critical thinking and public speaking abilities. Student feedback indicated that the interactive and engaging nature of the lessons made learning enjoyable and motivated them to strive for excellence.ConclusionThe English teaching methodology presented in this paper has proven to be effective in enhancing students' language skills. By integrating CLT, technology, and personalized learning, educators can create an immersive and dynamic learning environment that caters to the diverse needs of their students. As language learning continues to evolve, it is crucial for educators to adapt and implement innovative teaching practices to ensure that students are equipped with the necessary skills to thrive in an increasingly interconnected world.第3篇Introduction:The field of English language teaching has evolved significantly over the years, with educators adopting various innovative methods to enhance student learning and engagement. This teaching practice showcase presents a comprehensive approach to English language teaching, focusing on innovative techniques, student-centered activities, and the integration of technology. The following sections delve into themethodologies employed, student engagement strategies, and the overall impact of these practices on the learning process.I. Methodologies Employed1. Task-Based Language Teaching (TBLT):Task-Based Language Teaching is a method that emphasizes the use of authentic tasks in the classroom. These tasks are designed to mimicreal-life situations, allowing students to practice English in context. In this practice, activities such as role-playing, debates, and group discussions are incorporated to develop students' speaking, listening, reading, and writing skills.2. Communicative Language Teaching (CLT):Communicative Language Teaching focuses on communication as the primary goal of language learning. By engaging in real conversations and activities, students are encouraged to use English in a meaningful way. This approach promotes interaction, collaboration, and critical thinking skills among students.3. Technology Integration:The integration of technology in English language teaching has proven to be highly effective in enhancing student engagement and motivation. This practice showcases the use of digital platforms, educational apps, and online resources to facilitate learning. Tools such as interactive whiteboards, educational websites, and language learning software are utilized to create interactive and engaging lessons.II. Student-Centered Activities1. Flipped Classroom:The flipped classroom model involves students watching instructional videos or reading materials at home, and then using class time for practice and application. This approach encourages students to take ownership of their learning, as they are expected to be prepared for class discussions and activities.2. Project-Based Learning (PBL):Project-Based Learning involves students working on long-term projects that require research, collaboration, and the application of English language skills. This method fosters critical thinking, problem-solving, and creativity. Students are encouraged to present their projects to the class, promoting peer learning and engagement.3. Gamification:Gamification is the use of game design elements in non-game contexts to encourage engagement and motivation. In this practice, educational games, quizzes, and interactive activities are incorporated into lessons to make learning fun and interactive. Points, badges, and leaderboards are used to motivate students and track their progress.III. Student Engagement Strategies1. Active Learning:Active learning techniques, such as think-pair-share, jigsaw, and peer teaching, are employed to keep students engaged and involved in the learning process. These strategies promote interaction, collaboration, and critical thinking among students.2. Inquiry-Based Learning:Inquiry-Based Learning encourages students to ask questions, investigate, and explore topics of interest. By guiding students through the research process, teachers can foster their curiosity and critical thinking skills.3. Reflection and Feedback:Regular reflection and feedback sessions are conducted to assess student progress and provide guidance. This practice helps students to identify their strengths and weaknesses, allowing them to set personal goals and improve their language skills.IV. Impact on Learning ProcessThe innovative teaching practices and student engagement strategies implemented in this English teaching practice showcase have had a significant positive impact on the learning process. Some of the observed outcomes include:1. Increased student motivation and engagement: The use of innovative methods and activities has made learning more enjoyable and interactive, leading to higher levels of student engagement.2. Improved language skills: Students have shown significant progress in speaking, listening, reading, and writing skills, as they are provided with ample opportunities to practice and apply the language in real-life contexts.3. Enhanced critical thinking and problem-solving abilities: The integration of inquiry-based learning and project-based activities has helped students develop critical thinking and problem-solving skills.4. Improved collaboration and communication: The emphasis on communication and collaboration in the classroom has fostered a positive learning environment, where students support and learn from each other.Conclusion:This English teaching practice showcase demonstrates the effectiveness of innovative methodologies, student-centered activities, and technology integration in enhancing student learning and engagement. By adopting these practices, educators can create a dynamic and engaging learning environment that promotes language proficiency, critical thinking, and personal growth.。

英语教学法流派(英语)

3. The native language is overused. There is little use of the target language.
4. the teacher emphasizes accuracy rather than fluency .
1. 复习：默写单词；个别与集体背诵上一课课文第几段等等。
T: Zhang, please stand up. (After Zhang stood up.)
T: (To the class): Now Zhang is standing, but you are all sitting.
T: (To Zhang): Zhang, please go to the door.
2.It can foster students’ ability of reading comprehension and producing grammatically correct sentences and develop students’ ability of analyzing and solving problems.
Disadvantage
1 Major fallacy of Direct Method was belief that
second language should be learned in way in which first language was acquired - by total immersion technique. But obviously far less time and opportunity in schools, compared with small child learning his mother tongue. 2 It takes much time for teachers to explain complicated words.

英国毕业论文methodology怎么写

英国毕业论文methodology怎么写又到了一年的毕业季，毕业论文写作是很多同学学习生涯的一次意义重大的考验。

不仅需要扎实的专业知识，熟练的数据分析能力，还需要一个非常合适的research question作为切入点。

毕业论文可以说从literature review，methodology到data collection，data analysis的每一个重要的环节都是一道坎。

Literature review文献要新颖，结构要明确，层次要严谨，内容不能太泛。

毕业论文Methodology方法要正确，data 要显著，分析要到位等等。

这些工作繁重，难度又大的任务往往另学生头疼不已。

在这里，Essayphd团队详细讲解一下英国毕业论文methodology该怎么写。

毕业论文每个国家的标准不尽相同，英国是对毕业论文要求非常严格的国家。

其毕业论文有一套固定的格式需要按照那个格式来写。

（干货，请做好笔记）Methodology中文意思是方法论，顾名思义就是你写这篇毕业论文所运用的方法是什么，以及为什么用这样的方法，最后是怎么做。

既然是方法论，那就涉及到哲学的部分。

所以英国毕业论文methodology写作第一步就是要确定你的研究哲学理论基础也即phylosophy。

Phylosophy又分为3中，第一种positivism也就是实证主义。

既然是实证主义一般就是事实说话，用严谨的数据分析来验证某一项结论或者假设。

Positivism一般用于自然科学例如商科等毕业论文写作。

需要用到定量分析，这种情况就是要收集数据做data analysis了。

而数据又可以分为primary data 和 secondary data。

看看你要做的课题的具体情况是需要自己去收集一手数据（例如问卷调查等等）还是二手数据（例如公司年报，股票证券数据等等）去做数据分析。

第二种phylosophy是interpretivism也即解释主义。

ENGLISHLANGUAGETEACHINGMETHODOLOGE课件英语教学法

Engage learners in meaningful tasks to develop language skills and foster communication.
Collaborative learning
Promote cooperation and interaction among learners to enhance language learning.
environment that encourages active participation.
Scaffolding and differentiat ed instruction
Provide
appropriate
support and
adapt instruction
based on learners'
Direct Method
2
rules. Popular in the 19th century.
Oral-based approach emphasizing
speaking and listening skills. Early 20th century.
3
Audio-Lingual Method
Technology-enhanced learning
Utilize digital tools and resources to support language learning and practice.
Content and Language Integrated Learning (CLIL)
2 Importance of effective ELT
Methodology

methodology 复数

methodology 复数
Methodology，翻译成中文是「方法论」。

这个词在研究领域中经常被提及，是指一种关于研究方法的思考方式。

在研究过程中，选择合适的方法论对于研究结果的准确性和可信度有很大的影响。

Methodology的复数形式是methodologies。

在现代社会，由于
不同的学科领域，不同的研究主题和不同的研究方法，形成了众多不同的方法论。

这些方法论包括实证主义、解释主义、文化相对主义、后现代主义等。

不同的方法论有不同的研究思维方式和研究方式。

实证主义是一种重视实验和统计数据的方法论。

在社会科学领域，实证主义强调应该通过研究数据和测试推断来验证假设。

而解释主义则强调个体的经验和意义，认为社会现象应该通过理解、解释和描述来理解。

文化相对主义则认为不同的文化有不同的价值观和行为准则，需要通过文化特定的方法来研究。

后现代主义则认为研究者的主观立场和研究对象的语言和文化可以影响研究结果。

这样，研究者应该意识到自己的偏见，并通过批判思维来评估和解释数据。

无论是哪种方法论，都有其优点和缺点。

选择合适的方法论取决于研究者对研究对象和研究目标的理解，以及数据的可获得性和可靠性。

在实践中，研究者可能会使用多种方法论来深入研究一个问题，或将不同方法论的思考方式和方法结合起来使用。

总之，methodology的复数形式methodologies代表了研究领域中多种不同的思考方式和方法，这些方法有各自的优势和限制，研究者应该根据研究对象和目标的不同，合理选择和使用方法论，以达到
更准确和可信的研究结果。