Classroom Procedures Procedure – What the teacher wants done

一年级英语上册 Unit 1 My classroom(第一课时)教案沪教牛津版

Unit 1 My classroom第一教时一、教学说明：1．我们将面对的是一年级的新生，周围的一切对这些孩子来讲都是陌生的，他们对英语充满着好奇和和期待。

2．大多数学生在入学前没有系统的学习过英语，学生的认知能力和智力水平都是有差异的，作为教师，班级学生的英语状况应尽量去了解以下，这样有助于课堂的教学。

3．因为是新学期的第一节课，而且教学内容是日常生活的一些问候语，因此尽量让学生在宽松的学习环境中学习。

二、教学内容1）认知内容：a.能听懂和会说How are you? Good morning, hello, hi等句子。

b.能对How are you? Good morning, hello, hi等有正确的应答。

2）能力要求：能用How are you? Good morning, hello, hi等句子在相应的情景中使用。

3）情感态度：通过创设情景，让学生在相互交流中正确、自然地表达问候语，学习在礼貌用语的同时感知西方礼节。

三、教学步骤：三、教学提示：1．媒体准备：布娃娃，图片，录音机，气球等2．教学关注点：1)学生对How are you? Fine, thank you.句式不易上口，教师要面向全体学生，鼓励每一位学生都能大胆地说出口。

2)关注学生的学习英语习惯和兴趣的培养，充分认识课外（包括家庭）是学生实践英语的良好场所。

3)教师要通过纯正的英语营造良好的教学氛围，力求扩大学生的语言输入量。

3．资料分享：1）九年义务教育课本3A有配套的两首歌曲：如<Hello, how are you?>和<Good morning>，教师也可以让学生通过朗读儿歌的方式诵读歌曲。

2）教学参考1A第3页也有让学生记住名字的游戏。

4．设计思路：1）把Let’s talk部分提前主要是出于这部分的内容情感的体验多一点，交际性强一些，更有利于刚入学的一年级新生。

2)课堂出示学生喜欢的公众人物，可以让教学活动更生活化。

英语课堂流程

英语课堂流程The English Class ProcedureAn English class typically follows a structured flow to ensure effective learning and engagement for students. The following is a description of a typical English class procedure.1. Warm-up Activity (10 minutes):The class starts with a warm-up activity to activate students' prior knowledge and set the tone for the lesson. This can be a brief discussion on a topic related to the lesson or a short quiz to review previously learned material.2. Introduction (5 minutes):The teacher introduces the objective of the lesson and provides an overview of what will be covered. This helps students understand the purpose of the lesson and what they can expect to learn.3. Presentation (20 minutes):The teacher presents new vocabulary, grammar rules, or language skills through various methods such as explanation, examples, and visuals. This part of the class aims to introduce and explain new concepts to students.4. Practice (25 minutes):Students engage in activities and exercises to apply what they have learned. These can include individual or group work, worksheets, role-plays, or interactive games. This allows students to practice the new language skills and reinforce their understanding.5. Feedback (10 minutes):The teacher provides feedback and correction on students' work during the practice activities. This helps students understand their mistakes and learn from them. The teacher may also answer any questions or address difficulties encountered by students.6. Production (20 minutes):This stage of the class focuses on promoting students' creativity and communication skills. Students are given the opportunity to use the language skills they have learned to express themselves, either through discussions, presentations, or writing exercises. This encourages students to use the language in a more authentic context.7. Review (5 minutes):The teacher briefly reviews the main points covered in the lesson to reinforce students' understanding and facilitate information retention. This ensures that students are able to consolidate their learning and recall the key concepts.8. Homework Assignment (5 minutes):The teacher assigns homework related to the lesson, which serves as a continuation of the learning process outside the classroom. This can include reading assignments, writing tasks, or online exercises. The teacher also provides guidance on how to complete the homework effectively.9. Conclusion (5 minutes):The class concludes with a brief summary of what has been covered and a preview of what will be covered in the next lesson.This helps to bring closure to the current lesson and prepare students for future learning.Overall, a well-structured English class procedure ensures that students receive a balanced mix of instruction, practice, and engagement. By following this procedure, students are given the opportunity to learn, practice, and apply their language skills effectively.。

英语课堂教学的基本环节

英语课堂教学的基本环节Teaching aim: Introduce three methods of English classroom modals. Let the students know the basic procedure of teaching English lessons.Teaching key point: a PPP lesson framework.Teaching procedure:I: Introduce the three modals of English lessons.1.五环节: 1.组织教学2.复习检查(复习旧知识)3.讲授新知识(呈现、介绍新知识)4．巩固（言语活动操练）5．布置家庭作业2.五步法：1.复习(revision, Teacher: memory activator强化记忆者)2.介绍( presentation, Teacher: demonstrator示范演示者)3.操练(dills, Teacher: organizer \ conductor组织者、指挥)4.练习(practise,Teacher: refree\ supervisor\listener裁判员、监督者、监听者)5.巩固运用（consolidation）3.三P教学模式: Presentation Practice Production4. 三阶段：Pre-reading while- reading Post-readingII. A PPP Lesson FrameworkTeaching stage are the major steps that language teachers go through in the classroom .Procedures are the detailed steps in each teaching stage. The most popular teaching stages are three P’s model, A PPP lesson is divided into three phases: Presentation, Practice and Production1.Presentation :introduce the new language well in the first phase of the lesson (At thebeginning of a PPP lesson, only the teacher knows the new language item and how to use it. The teacher presents and teaches this language to the students by demonstrating it to them (modeling the language)2.Practice: students need to have plenty of activities to help them to practice the newlanguage. First in a very controlled way and gradually adding more of their own language to it.3.Production: The students need time to use the new language they have learned in orderto communicate with each other .The new language becomes part of the students' own knowledge of language and they should be able to use it easily, together with other English that they have learned before.3- stage model:Three stage model is frequently adopted in listening and reading lesson. In this model, the Pre- stage involves preparation work, The while-state involves activities or tasks that the students must perform while they are reading or listening. The post- stage provides a chance for students to obtain feedback on their performance at the while-stage. This last stage may also involve some follow-up activities, in which students relate what they have read or heard to their own life and use the language freely。

小学课堂教学classroom teaching

一、小学英语教师的基本素质
学生问卷结果：
1、一个活泼、开朗、友善的教师，能以其人格魅力去影响学生，引导他们积极上进； 2、一个能说地道英语的教师，能以其优美的语音、语调去感化、吸引学生，指导学生接触一门新的语言，带领他们感受一种新的文化； 3、一个多才多艺的教师，能以绘画和歌曲来丰富自己的课堂教学； 4、一个能熟练使用各种教学媒体的教师。
（二）行动基本功
1．站立。
不好的站立姿态：
好的站立姿态：
（2）站立的视觉覆盖面
较小的视觉覆盖面：
较大的视觉覆盖面：
（3）站立的定位
教师在课堂教学中的站立应根据学习任务和活动的变化而变化：
2．走动
3、展示
不能引起学生充分注意的展示行动：
能够引起学生充分注意的展示行动：
4、倾听
4.能听懂简单的英语指令,会做一些英语游戏。
B.对听力的训练 1.目的是训练和培养学生听英语的基本能力,养成听英语的良好习惯; 2.听的形式主要有:课堂用语、听说练习、语音练习、课
堂练习、听写。
3.讲究听的训练形式和方法 (习惯：多听、勤听、会听、喜欢听、习惯听) (训练方法 : 带着问题去听;先听后看 )
1．舞蹈基本功。
2、歌唱基本功
3、绘画基本功
（1）学习画基本组块：
（2）学习画基本的点和线：
──在确认学生的词汇极为有限的这样一个前提下，应当如何使自己的课堂语言表达保持应有的流畅性？ ──在十分有限的教室学习环境中，应当如何使自己的课堂语言表达保持应有的真实性？ ──在由6－12 岁不同水平的学习群体中，应当如何用自己的英语和学习者进行有效的信息沟通？ ──在具有不同个性的学习者群体中，应当如何用特定的英语与学习者进行有效的情感沟通？ ──在具有不同学习方式的学习群体中，应当如何用英语进行有效的教学指导？

小学英语口语教案

设计意图：小学英语新课程标准强调指出：英语教学要重视对学生实际语言运用能力的培养，强调课程从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。

也就是说，要通过适合儿童年龄、心理和生理特点的生动活泼的课堂活动，把学习英语与用英语做事情联系起来，创设良好的语言环境和语用环境，使学生在愉快和自信的情绪中，保持积极的学习态度，在大量的语言实践中形成语感，养成良好的英语学习习惯。

这是我们贯彻“新课程标准”，运用“新课程标准”教学的关键所在。

第1课时我将本课教学分为以下几个环节：一、课前寻找、激发兴趣本课涉及的生词不多，但它和我们的生活息息相关，一提出问题就收到了意想不到的效果，同学们马上就想知道平常我们口中称呼的爸爸、妈妈、爷爷、奶奶的英语叫法。

我没有告诉他们答案，让他们自己去找。

象dad(爹地), mom(妈咪)这些称呼在他们接触英语前都从港台电视上所熟知。

上课时百分之百的同学会说dad(爹地), mom(妈咪)，大多数同学会说(uncle)安可,(aunt)安娣。

从一开始就刺激了同学们强烈的好奇心，使他们产生强烈的求知欲。

二、歌曲导入、初步感知唱英语歌是学习英语的一种好方法。

课前一首歌，可以使学生精神饱满，思想集中，做好上课准备。

课中一首歌，不仅能减轻学生的心理负荷，减少疲劳，又使学生在轻松愉快的气氛中学会新词、新句型。

课外几首歌，有利于开展第二课堂活动，以巩固所学知识。

例：教学本课时，我们以歌曲导入，播放“Boy and Girl”：“I’m a boy and you are a girl. I’m a girl and you are a boy. Do you want to be my fr iend?”根据歌词中提到的boy, girl出示男孩，女孩的图片，并让说到该性别单词的学生站起来大声说。

在这种活泼欢快的气氛中，在这种互动的形式下，既训练了学生“听”的能力，又让他们初步感知了有关他们性别的英语单词。

teachingprocedures

Teaching proceduresTime Teacher’s activities Students’ activities Purpose5′Step 1. lead in1.Showing the Ss apicture of Liu Xiang andask them to saysomething about LiuXiang.2.To get them to learn somenew words through brainstorms 1.Look at the picture andtry to say something aboutLiu Xiang either inEnglish or Chinese.2.To learn the new words.To check the homeworkand to lead in to somenew word5′Step 2 Read (skimming)1. Get the Ss to read thepassage in Activity2 . Getthem to choose thesentence that bestexpresses the main idea.2. Get them to check theanswer in pairs. 1. Read quickly and thenfinish Activity2individually.2. Discuss and check inpairs1.To practice readingskills and get main ideas..8’Step 3. Read and match1.Play the tape and get the Ss to follow silently. Find out the main idea of each paragraph. Present the five topic sentences on the screen by computer. A. Liu Xiang isn’t an overnight success.B. Life as a sporting hero has just started for Liu Xiang.C. Now that he is well known Liu Xiang will be asked to do many thingsD. With the help of a special programme, Liu was trained and he got gold medals.E. What’s next for Liu Xiang ? He’ll go for more medals for China.2. Get the Ss to check the answers. 1.Look at the screen,follow the tape andmatch the topicsentences with eachparagraph individuallyfirst.2.Get them to check ingroups of four.1.To read for the mainidea of each paragraph.Learn to sum up andhelp to understand thewhole passage2. Help them to get thecorrect answers byhelping each other.13′Step 4 Read aloud1.Play the tape and getthe Ss to readaloud and finishActivity 3(Completethe time line with thenotes.2.Get them to read the passage again and then check their answers in groups. 1.Listen to the tape , readthe passage aloud.Then do Activity 3 alone.2.Read the passage againthen check the answers ingroups.1.To practice readingand learn aboutdetails, to check theirunderstanding.2.To enable the Ss toform good readinghabits, to readcarefully.5′Step 5 Pair work1. Get the Ss to answerthe questions in pairsorally first. Then afterchecking the answers withthe whole class get themto ask and answer inpairs. 1 Get them to answer thhequestions in pairs first.Then ask and answer inpairs aloud.2To help the Ss tounderstand the passagebetter, to notice somedetails of the passage.5’Step 6 Discussion1.Get the Ss to work in groups and to discuss any difficulties they meet and if they can’t solve them themselves, they can ask for help.2.Get them to focus on the key phrases draw lines under them.(compare with, compare to compare with 是“把…….和……比较”如We compare the translation with the original. 而Compare to 是“把……比作”的意思。

小学英语口语教案

设计意图：小学英语新课程标准强调指出：英语教学要重视对学生实际语言运用能力的培养，强调课程从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。

也就是说，要通过适合儿童年龄、心理和生理特点的生动活泼的课堂活动，把学习英语与用英语做事情联系起来，创设良好的语言环境和语用环境，使学生在愉快和自信的情绪中，保持积极的学习态度，在大量的语言实践中形成语感，养成良好的英语学习习惯。

这是我们贯彻“新课程标准”，运用“新课程标准”教学的关键所在。

第1课时我将本课教学分为以下几个环节：一、课前寻找、激发兴趣本课涉及的生词不多，但它和我们的生活息息相关，一提出问题就收到了意想不到的效果，同学们马上就想知道平常我们口中称呼的爸爸、妈妈、爷爷、奶奶的英语叫法。

我没有告诉他们答案，让他们自己去找。

象dad(爹地), mom(妈咪)这些称呼在他们接触英语前都从港台电视上所熟知。

上课时百分之百的同学会说dad(爹地), mom(妈咪)，大多数同学会说(uncle)安可,(aunt)安娣。

从一开始就刺激了同学们强烈的好奇心，使他们产生强烈的求知欲。

二、歌曲导入、初步感知唱英语歌是学习英语的一种好方法。

课前一首歌，可以使学生精神饱满，思想集中，做好上课准备。

课中一首歌，不仅能减轻学生的心理负荷，减少疲劳，又使学生在轻松愉快的气氛中学会新词、新句型。

课外几首歌，有利于开展第二课堂活动，以巩固所学知识。

例：教学本课时，我们以歌曲导入，播放“Boy and Girl”：“I’m a boy and you are a girl. I’m a girl and you are a boy. Do you want to be my friend?”根据歌词中提到的boy, girl出示男孩，女孩的图片，并让说到该性别单词的学生站起来大声说。

在这种活泼欢快的气氛中，在这种互动的形式下，既训练了学生“听”的能力，又让他们初步感知了有关他们性别的英语单词。

12 The Lexical Approach词汇教学法

▪ It reflects a belief in the centrality of the lexicon to language structure, L2 learning, and L use, and in particular to multiword lexical units or “chunks” that are learnt and used as single items.
Approach: Theory of Learning
– Noticing similarities, differences, restrictions, and examples contributes to turning input into intake, although formal description of rules probably does not help. – Acquisition is based not on the application of formal rules but on an accumulation of examples from which learners make provisional generalizations. Language production is the product of previously met examples, not formal rules. – No linear syllabus can adequately reflect the nonlinear nature of acquisition.
Approach: Theory of Language
▪ Chomsky’s influential theory of language about the lexical view holds that only a minority of spoken sentences are entirely novel creations and that multiword units functioning as “chunks” or memorized patterns form a high proportion of the fluent stretches of speech heard in everyday conversation. ▪ The role of collocation is also important in lexically based theories of language. Collocation refers to the regular occurrence together of words. Different types of lexical units play a central role in learning and in communication.

Classroom Rules 英语课堂

Classroom Procedures and Behavior Plan for 3rd and 4th Grade Please read and discuss this packet with your child, and sign the correct portions at the end.. Cut on the dotted line and return to school as soon aspossible. Thank you!Classroom ProceduresProcedures are important in our everyday lives. They help us to know how to go about the things we need to do in an acceptable and efficient way. There are also procedures in our classroom.. Below you will find some of the procedures that will become part of our everyday routine.Morning Routine:1.Enter the room quietly.2.Unpack your backpack and put items away in their correct spots.3.Bring your jacket, backpack, and lunchbox to the hallway.4.Make sure your homework is complete and handed in. (Don’t forget toturn your clothespin!)5.Make sure you have 2 sharpened pencils.6.Begin morning work.Afternoon Routine:1.Check that you have written any homework assignments down.2.Collect all books, notebooks, and items that you need to take home.3.Raise your hand to have your assignment book checked.4.Get your items from the hallway.5.Pack up at your desk.6.Wipe your desk with a wipe and sit quietly until dismissal.Seeking Help and Getting the Teacher’s Attention:Please Raise:One Finger: “I wish to speak.”Two Fingers: “I wish to leave my seat.”Three Fingers: “I need your help.If a student wishes to leave his or her seat during class and the teacher has given the okay, he or she may get up to do what he or she needs to do. If the student needs to use the bathroom, he or she must take the bathroom pass before leaving.Transitioning Between Subjects/Getting Ready for Snack or Lunch1.When the teacher gives the okay, immediately stop what you are doingand put any materials away.2.Wait for instructions on what materials or items to take out next.3.If getting ready for snack or lunch, wait to be sent to the hallway foryour lunchbox.4.If we are preparing to go to a special or to lunch, remain in your seatuntil the teacher has called you to be lined up.Procedure for Chapel1.Before Chapel students will be allowed to use the bathroom so that theywill not need to leave during the Chapel service.2.After lining up the class will walk quietly to the gym and will sit in thearea designated for 3rd and 4th grade.3.During Chapel there will be no fooling around or talking.4.At the end of Chapel, students will remain seated until the teacher haslined the class up to be dismissed.Classroom Rules1.Be kind, respectful, and helpful.2.Follow directions the first time they are given.3.Keep hands and feet to yourself.If you choose to break a rule:First time: You will receive a warning.Second time: You will have a silent snack or silent lunch.Third time: You will be sent to speak to Mr. VondellFourth time: There will be a call made to your parents.Rewards:Praise (daily)Positive Notes Home (random)Prize box (Time frame will vary.) You will receive a sticker for each day that you do not receive a warning about the rules. When you have filled in your sticker chart you may choose something from the prize box! (You may also receive stickers in other ways, such as outstanding behavior, completed homework, good test grades, or going out of your way to be kind, respectful, or helpful!)‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐Students: I have read this packet and I understand it. I will honor it while in this classroom. Name: _____________________________ Date: __________________Parents: I have read this packet with my child and discussed it with them. I understand it and will support it.Signature: _____________________________ Date: __________________Teacher: I will be fair and consistent in administering the behavior plan in my classroom. Signature: _____________________________ Date: __________________。

沪教牛津版英语小学1一年级上册全册教案【新教材】

沪教版一年级上册英语全册教案对教材的分析与理解一．教材特点1．它主要提供了学生熟悉的家庭、学校的日常生活内容（School, Myself, Autumn and Family），通过课堂教学活动使学生能表达各自的爱好，交流各自的有关信息，所以这本教材是以听、说为主的。

2．教材中无论是单词、句子，还是对话、游戏，甚至是一首歌都配上了图画和文字，能帮助学生看图说词，看图说话，也能启发老师组织课堂教学活动。

3．每个单元的五个部分不是孤立的。

是相互联系的，围绕着一个主题编写的。

4．它非常注意学习内容的反复和重现(例如1A Unit1 / book ruler pencil pen bag , 在Unit2/ Give me a ruler/rubber… One bag, two pencils …six rubbers等。

而Unit2中学习的数字在Unit3 又以I’m five years old.得以复现) ，增强学生的理解和记忆。

二．教材结构：1．Oxford English For Grade One (IA)分有四个主题：School Myself Autumn Family 每一个主题又分二个Sub-topic每个Sub-topic分成五个部分（Let’s talk .Let’s learn. Let’s play.Let’s enjoy and Let’s act ）2．Let’s act 的内容要求老师发命令，学生作动作，学生发命令，学生作动作。

Let’s talk是让学生学会在不同的情景中说话的内容，也就是在Situation中学说话.Let’s learn在Let’s talk的学习基础上让学生认词，在教学字母时，当然不要求拼写单词，只要能看图说词，或者能看卡片说词。

而这些词又是根据Let’s talk的Situation中选出来的，所以学会了这些词又要放回情景中去操练和巩固。

Let’s play是为巩固以上几个部分而设计的游戏和活动。

课堂流程标准

课堂流程标准As an educator, I truly believe that having a standardized classroom procedure is essential for creating a productive learning environment. 作为一名教育工作者，我坚信确定课堂流程对于营造高效的学习环境至关重要。

When students know what to expect and what is expected of them, it helps them feel more comfortable and focused during class. 当学生们知道该期望什么、需要做什么时，会帮助他们在课堂上感到更加舒适和集中精力。

Consistency in the classroom procedures can also help build a sense of routine and structure, which can be comforting for students. 课堂流程的一致性还可以帮助建立一种例行公事和结构感，这对学生来说是一种安慰。

Moreover, a standard classroom procedure can save time and reduce disruptions, allowing for more time to be spent on actual instruction. 此外，一个标准的课堂流程可以节省时间和减少干扰，从而更多地用于实际教学。

Incorporating a set procedure for transitions between activities can help minimize downtime and keep the pace of the lesson moving smoothly. 在活动之间加入一套过渡规程可以帮助减少空闲时间，使课程进度顺畅。

班级服务流程英语

班级服务流程英语Classroom Service Process.The classroom service process is an integral part of ensuring a smooth, effective, and engaging learning environment for students. It involves various steps that aim to meet the needs of the students, promote their academic growth, and foster a positive classroom culture.1. Understanding the Classroom Environment.The first step in the classroom service process is to understand the unique characteristics and needs of the classroom environment. This involves assessing the physical setup of the classroom, including the layout of desks and chairs, lighting, and ventilation. It also entails understanding the technological resources available, such as projectors, computers, and other educational tools.2. Establishing Classroom Rules and Procedures.Once the physical environment is assessed, the next step is to establish clear classroom rules and procedures. These rules should be designed to promote a safe, respectful, and orderly learning environment. They should also be communicated effectively to students, and regularly reinforced through consistent enforcement.3. Planning the Curriculum.Planning the curriculum is a crucial aspect of the classroom service process. This involves selecting appropriate content, developing lesson plans, and ensuring that the curriculum aligns with the learning objectives and needs of the students. Teachers should also consider the diversity of their students and tailor the curriculum to meet the needs of different learning styles and abilities.4. Delivering Effective Lessons.Delivering effective lessons is essential for promoting student engagement and academic success. Teachers shoulduse a variety of teaching methods, including lectures, discussions, group work, and hands-on activities, to engage students and foster active learning. They should also provide opportunities for students to ask questions and seek clarification, and provide timely feedback on their performance.5. Monitoring Student Progress.Monitoring student progress is crucial for assessing the effectiveness of the classroom service process. Teachers should regularly assess student performance through tests, quizzes, homework, and classroom observations. They should also maintain regular communication with students and parents to identify any areas of concern and develop strategies to address them.6. Providing Support and Resources.Providing support and resources is an important aspect of the classroom service process. Teachers should be available to answer student questions and provide guidancewhen needed. They should also provide access to additional learning resources, such as textbooks, online databases, and library materials, to support student learning.7. Encouraging Parental Involvement.Encouraging parental involvement is essential for building a strong support system for students. Teachers should communicate regularly with parents to share information about their child's progress, identify areas of concern, and discuss strategies to support their child's learning. They should also invite parents to participate in classroom activities and events to foster a sense of community and partnership.8. Evaluating and Improving the Process.Finally, evaluating and improving the classroom service process is crucial for continuous improvement. Teachers should periodically review their practices, identify areas for improvement, and seek feedback from students, parents, and colleagues. They should also stay up-to-date witheducational research and best practices to ensure thattheir classroom service process remains effective and responsive to the changing needs of students.In conclusion, the classroom service process is a multifaceted and ongoing effort that requires careful planning, execution, and evaluation. By understanding the classroom environment, establishing clear rules and procedures, planning the curriculum, delivering effective lessons, monitoring student progress, providing support and resources, encouraging parental involvement, and evaluating and improving the process, teachers can create a positive, engaging, and effective learning environment that supports the academic and personal growth of their students.。

班级常规事务处理流程

班级常规事务处理流程英文回答：Classroom Routine Procedure.1. Entering the Classroom.Students enter the classroom quietly and sit in their assigned seats.They take out necessary materials (pencils, notebooks, etc.) and put them on their desks.They wait for the teacher's instructions.2. Morning Work.Students complete the morning work assignment as directed by the teacher.They may work independently, with a partner, or in a small group.They are expected to work quietly and efficiently.3. Whole-Group Instruction.The teacher leads a whole-group lesson for the entire class.Students listen attentively, taking notes and asking questions when appropriate.They participate actively in class discussions and activities.4. Small-Group Work.Students may be divided into small groups for various activities, such as projects, experiments, or discussions.They work together to complete the assigned task,sharing ideas and supporting each other.They are expected to stay on task and be respectful of others in their group.5. Independent Work.Students work independently on assignments or projects as directed by the teacher.They may use resources such as textbooks, computers, or manipulatives.They are expected to be focused and productive during this time.6. Transitions.When transitioning between activities, students follow the teacher's directions quickly and quietly.They move to the next area or task without disruptingthe flow of the lesson.They are expected to be respectful of others during transitions.7. End of Class.Students clean up their work area and put away materials.They push in their chairs and make sure the classroom is tidy.They wait for the teacher's dismissal before leaving the classroom.中文回答：班级常规事务处理流程。

课堂流程完备

课堂流程完备As a teacher, one of the greatest challenges is to design a classroom flow that is both efficient and effective. 作为一名教师，设计既高效又有效的课堂流程是最大的挑战之一。

Having a well-prepared classroom flow can significantly affect the learning experience of students. 一个备足的课堂流程可以显著影响学生的学习体验。

Therefore, it is essential for educators to carefully plan and execute the classroom procedures in order to create a conducive learning environment. 因此，教育工作者需要精心规划和执行课堂程序，以创造一个有利于学习的环境。

First and foremost, a well-prepared classroom flow starts with thorough lesson planning. 首要的是，一个备足的课堂流程始于充分的备课。

Teachers need to have a clear understanding of the learning objectives and outcomes they want to achieve. 老师们需要清晰地了解他们想要实现的学习目标和成果。

This will help them structure the flow of the classroom activities in a way that aligns with the desired learning outcomes. 这将帮助他们以符合期望学习成果的方式构建课堂活动的流程。

流程和方案的英文单词

流程和方案的英文单词Processes and Procedures.Processes and procedures are two essential components of any organization. They provide a framework for how work is to be done and ensure that tasks are completedefficiently and effectively. While processes and procedures are often used interchangeably, there are some key differences between the two.Processes.A process is a series of steps that are followed to achieve a specific goal. Processes are typically more complex than procedures and may involve multiple departments or individuals. They are often documented in the form of a process map or flowchart.Some examples of processes include:The order fulfillment process.The product development process.The customer service process.Procedures.A procedure is a set of instructions that describes how a specific task is to be performed. Procedures aretypically more detailed than processes and may includestep-by-step instructions, checklists, and other resources. They are often documented in the form of a written document or a training manual.Some examples of procedures include:The procedure for opening a new customer account.The procedure for processing a purchase order.The procedure for closing a customer account.The Importance of Processes and Procedures.Processes and procedures are essential for any organization that wants to operate efficiently and effectively. They provide a number of benefits, including:Improved efficiency: Processes and procedures help to streamline work and reduce the amount of time it takes to complete tasks.Reduced errors: Processes and procedures help to ensure that tasks are completed correctly and consistently.Increased productivity: Processes and procedures help to increase productivity by providing employees with aclear understanding of what is expected of them.Improved communication: Processes and procedures help to improve communication between departments and individuals.Reduced risk: Processes and procedures help to reduce risk by providing a framework for how work is to be done.Creating and Implementing Processes and Procedures.The process of creating and implementing processes and procedures can be complex and time-consuming. However, itis important to take the time to do it right. The following steps can help you to create and implement processes and procedures that are effective and efficient:1. Identify the need for a process or procedure. The first step is to identify the need for a process or procedure. This can be done by observing work processes, talking to employees, and identifying areas where there is room for improvement.2. Develop the process or procedure. Once you have identified the need for a process or procedure, you need to develop it. This involves identifying the steps that need to be taken, the resources that will be needed, and the responsibilities of the individuals involved.3. Document the process or procedure. Once you have developed the process or procedure, you need to document it. This can be done in the form of a process map, flowchart,or written document.4. Train employees on the process or procedure. Onceyou have documented the process or procedure, you need to train employees on how to use it. This can be done through classroom training, online training, or on-the-job training.5. Monitor and evaluate the process or procedure. Once you have implemented the process or procedure, you need to monitor and evaluate it to ensure that it is working effectively. This can be done by collecting data on the process or procedure, observing how employees are using it, and identifying areas where there is room for improvement.Conclusion.Processes and procedures are essential for any organization that wants to operate efficiently andeffectively. They provide a number of benefits, including improved efficiency, reduced errors, increased productivity, improved communication, and reduced risk. By following the steps outlined in this article, you can create and implement processes and procedures that will help your organization to achieve its goals.。

小学英语口语教案

设计意图：小学英语新课程标准强调指出：英语教学要重视对学生实际语言运用能力的培养，强调课程从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。

也就是说，要通过适合儿童年龄、心理和生理特点的生动活泼的课堂活动，把学习英语与用英语做事情联系起来，创设良好的语言环境和语用环境，使学生在愉快和自信的情绪中，保持积极的学习态度，在大量的语言实践中形成语感，养成良好的英语学习习惯。

这是我们贯彻“新课程标准”，运用“新课程标准”教学的关键所在。

第1课时我将本课教学分为以下几个环节：一、课前寻找、激发兴趣本课涉及的生词不多，但它和我们的生活息息相关，一提出问题就收到了意想不到的效果，同学们马上就想知道平常我们口中称呼的爸爸、妈妈、爷爷、奶奶的英语叫法。

我没有告诉他们答案，让他们自己去找。

象dad(爹地), mom(妈咪)这些称呼在他们接触英语前都从港台电视上所熟知。

上课时百分之百的同学会说dad(爹地), mom(妈咪)，大多数同学会说(uncle)安可,(aunt)安娣。

从一开始就刺激了同学们强烈的好奇心，使他们产生强烈的求知欲。

二、歌曲导入、初步感知唱英语歌是学习英语的一种好方法。

课前一首歌，可以使学生精神饱满，思想集中，做好上课准备。

课中一首歌，不仅能减轻学生的心理负荷，减少疲劳，又使学生在轻松愉快的气氛中学会新词、新句型。

课外几首歌，有利于开展第二课堂活动，以巩固所学知识。

例：教学本课时，我们以歌曲导入，播放“Boy and Girl”：“I’m a boy and you are a girl. I’m a girl and you are a boy. Do you want to be my fr iend?”根据歌词中提到的boy, girl出示男孩，女孩的图片，并让说到该性别单词的学生站起来大声说。

在这种活泼欢快的气氛中，在这种互动的形式下，既训练了学生“听”的能力，又让他们初步感知了有关他们性别的英语单词。

小学英语口语教案

小学英语口语教案文档编制序号：[KKIDT-LLE0828-LLETD298-POI08]设计意图：小学英语新课程标准强调指出：英语教学要重视对学生实际语言运用能力的培养，强调课程从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。

也就是说，要通过适合儿童年龄、心理和生理特点的生动活泼的课堂活动，把学习英语与用英语做事情联系起来，创设良好的语言环境和语用环境，使学生在愉快和自信的情绪中，保持积极的学习态度，在大量的语言实践中形成语感，养成良好的英语学习习惯。

这是我们贯彻“新课程标准”，运用“新课程标准”教学的关键所在。

第1课时我将本课教学分为以下几个环节：一、课前寻找、激发兴趣本课涉及的生词不多，但它和我们的生活息息相关，一提出问题就收到了意想不到的效果，同学们马上就想知道平常我们口中称呼的爸爸、妈妈、爷爷、奶奶的英语叫法。

我没有告诉他们答案，让他们自己去找。

象dad(爹地), mom(妈咪)这些称呼在他们接触英语前都从港台电视上所熟知。

上课时百分之百的同学会说dad(爹地), mom(妈咪)，大多数同学会说(uncle)安可,(aunt)安娣。

从一开始就刺激了同学们强烈的好奇心，使他们产生强烈的求知欲。

二、歌曲导入、初步感知唱英语歌是学习英语的一种好方法。

课前一首歌，可以使学生精神饱满，思想集中，做好上课准备。

课中一首歌，不仅能减轻学生的心理负荷，减少疲劳，又使学生在轻松愉快的气氛中学会新词、新句型。

课外几首歌，有利于开展第二课堂活动，以巩固所学知识。

例：教学本课时，我们以歌曲导入，播放“Boy and Girl”：“I’m a boy and you are a girl. I’m a girl and you are a boy. Do you want to be my friend”根据歌词中提到的boy, girl出示男孩，女孩的图片，并让说到该性别单词的学生站起来大声说。

小学英语口语教案

设计意图：小学英语新课程标准强调指出：英语教学要重视对学生实际语言运用能力的培养，强调课程从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。

也就是说，要通过适合儿童年龄、心理和生理特点的生动活泼的课堂活动，把学习英语与用英语做事情联系起来，创设良好的语言环境和语用环境，使学生在愉快和自信的情绪中，保持积极的学习态度，在大量的语言实践中形成语感，养成良好的英语学习习惯。

这是我们贯彻“新课程标准”，运用“新课程标准”教学的关键所在。

第1课时我将本课教学分为以下几个环节：一、课前寻找、激发兴趣本课涉及的生词不多，但它和我们的生活息息相关，一提出问题就收到了意想不到的效果，同学们马上就想知道平常我们口中称呼的爸爸、妈妈、爷爷、奶奶的英语叫法。

我没有告诉他们答案，让他们自己去找。

象dad(爹地), mom(妈咪)这些称呼在他们接触英语前都从港台电视上所熟知。

上课时百分之百的同学会说dad(爹地), mom(妈咪)，大多数同学会说(uncle)安可,(aunt)安娣。

从一开始就刺激了同学们强烈的好奇心，使他们产生强烈的求知欲。

二、歌曲导入、初步感知唱英语歌是学习英语的一种好方法。

课前一首歌，可以使学生精神饱满，思想集中，做好上课准备。

课中一首歌，不仅能减轻学生的心理负荷，减少疲劳，又使学生在轻松愉快的气氛中学会新词、新句型。

课外几首歌，有利于开展第二课堂活动，以巩固所学知识。

例：教学本课时，我们以歌曲导入，播放“Boy and Girl”：“I’m a boy and you are a girl. I’m a girl and you are a boy. Do you want to be my friend?”根据歌词中提到的boy, girl出示男孩，女孩的图片，并让说到该性别单词的学生站起来大声说。

在这种活泼欢快的气氛中，在这种互动的形式下，既训练了学生“听”的能力，又让他们初步感知了有关他们性别的英语单词。

英语口语教案修订稿

英语口语教案集团档案编码：[YTTR-YTPT28-YTNTL98-UYTYNN08]设计意图：初一英语新课程标准强调指出：英语教学要重视对学生实际语言运用能力的培养，强调课程从学生的学习兴趣、生活经验和认识水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力。

也就是说，要通过适合儿童年龄、心理和生理特点的生动活泼的课堂活动，把学习英语与用英语做事情联系起来，创设良好的语言环境和语用环境，使学生在愉快和自信的情绪中，保持积极的学习态度，在大量的语言实践中形成语感，养成良好的英语学习习惯。

这是我们贯彻“新课程标准”，运用“新课程标准”教学的关键所在。

我将本课教学分为以下几个环节：一、课前寻找、激发兴趣本课涉及的生词不多，但它和我们的生活息息相关，一提出问题就收到了意想不到的效果，同学们马上就想知道平常我们口中称呼的爸爸、妈妈、爷爷、奶奶的英语叫法。

我没有告诉他们答案，让他们自己去找。

像dad(爹地), mom(妈咪)这些称呼在他们接触英语前都从港台电视上所熟知。

上课时百分之百的同学会说dad(爹地), mom(妈咪)，大多数同学会说(uncle)安可,(aunt)安娣。

从一开始就刺激了同学们强烈的好奇心，使他们产生强烈的求知欲。

二、歌曲导入、初步感知唱英语歌是学习英语的一种好方法。

课前一首歌，可以使学生精神饱满，思想集中，做好上课准备。

课中一首歌，不仅能减轻学生的心理负荷，减少疲劳，又使学生在轻松愉快的气氛中学会新词、新句型。

课外几首歌，有利于开展第二课堂活动，以巩固所学知识。

例：教学本课时，我们以歌曲导入，播放“Boy and Girl”：“I’m a boy and you are a girl. I’m a girl and you are a boy. Do you want to be my friend”根据歌词中提到的boy, girl出示男孩，女孩的图片，并让说到该性别单词的学生站起来大声说。

Classroom Procedures Procedure – What the teacher wants done

一年级英语上册 Unit 1 My classroom(第一课时)教案 沪教牛津版

英语课堂流程

英语课堂教学的基本环节

小学课堂教学classroom teaching

小学英语口语教案

teachingprocedures

小学英语口语教案

12 The Lexical Approach词汇教学法

Classroom Rules 英语课堂

沪教牛津版英语小学1一年级上册全册教案【新教材】

课堂流程标准

班级服务流程 英语

班级常规事务处理流程

课堂流程完备

流程和方案的英文单词

小学英语口语教案

小学英语口语教案

小学英语口语教案

英语口语教案修订稿

一年级英语上册 Unit 1 My classroom(第一课时)教案沪教牛津版

班级服务流程英语