Lesson Five Language Teaching__ and Learning
冀教版三起点三下_Lesson 5 Where 精品课件
Where?
Enjoy a song
Look and say
Look, what’s this? 盒子；箱
Where is the cat?
在……里面；在里面 It’s in the box.
Where is the cat?
➢句型“Where is ...?”用来询问某人/物 的具体位置。where意为“在哪里”，是 特殊疑问词，和is连用时，可以缩写为 where’s ➢where引导的特殊疑问句常用“主语 +is/are in/on/under ...+其他.”来回答。
在盒子下面
Where is the cat?
It’s on the box.
Look and answer
It’s _____ the box.
Where is the cat?
Watch and read
2 Let’s play!
Look at the picture & answer: Where is the rabbit?
/aɪ/
nine
five
/aɪ/是双元音。发音时声带振动。发音时由/ɑː/ 音滑向/ɪ/音，前重后轻，口形由开到合。
4 Letters and sounds
m mouth
swim
n dance
nose
Letter m, /m/, /m/, /m/, /m/ is for mouth. Letter n, /n/, /n/, /n/, /n/ is for nose. …
Where is the cat?
在……上面；在……状态中 It’s on the box.
Unit5+口语课教案 高中英语人教版(2019)必修第一册 (1)
Unit5口语课教案Explore Different Kinds of English一、Teaching Objective:The main objective of this lesson is to explore different kinds of English language skills and techniques. Students will be able to understand and apply various forms of English, such as spoken, written, and creative expression. This will help them improve their overall English language proficiency.二、Teaching Points:1. Different forms of English language skills and techniques2. Importance of mastering different types of English3. Strategies for improving English language skills in each form4. Engaging in group discussions and activities to practice these skills三、Teaching Key Points:1. Understanding the different forms of English language skills and techniques2. Applying these skills in real-life situations3. Improving overall English language proficiency through diverse learning methods四、Difficulties:1. Overcoming the fear of making mistakes when practicing different forms of English2. Maintaining focus and engagement during group discussions and activities五、Student Analysis:This class is designed for high school students who are at an intermediate level of English language proficiency. They should have a basic understanding of grammar rules and vocabulary, but may struggle with applying these skills in real-life situations or expressing themselves creatively in English.六、Teaching Process:1. Introduction (5 minutes)-Briefly introduce the topic of exploring different kinds of English and their importance in today's globalized world.- Discuss common challenges that students may face when learning English and how this class can help overcome them.2. Formative Assessment (10 minutes)-Have students work in pairs to discuss their favorite ways to practice English (e.g., reading, writing, listening, speaking) and why they enjoy these activities.-Encourage students to share examples of how they have used English in their daily lives.3. Learning Objectives (15 minutes)-Introduce the different forms of English language skills and techniques (e.g., spoken, written, creative expression).-Discuss the benefits of mastering each form and how it can improve overall English language proficiency.- Provide examples of each form and discuss strategies for improving each skill.4. Application (20 minutes)-Break students into small groups and assign each group a specific form of English language skill or technique to explore (e.g., poetry writing, storytelling, debate).- Have students engage in group discussions and activities related to their assigned skill, using a variety of resources (e.g., books, articles, videos).- Encourage students to share their findings with the class and provide feedback on each other's work.5. Closing (5 minutes)- Review the key points covered in the lesson and emphasize the importance of practicing different forms of English in order to improve overall proficiency.- Ask students to reflect on what they learned in this lesson and what they plan to do differently moving forward to improve their English language skills.七、Homework:1. Write a reflection paper on the different forms of English language skills and techniques covered in the lesson. Discuss how you can apply these skills in your own life to improve your overall English language proficiency.2. Practice a new form of English language skill or technique outside of school by setting aside time each day to engage in the activity (e.g., reading a book in English, watching a movie without subtitles, joining an online forum to practice writing).3. Share your progress with your teacher or classmates by presenting your reflection paper or sharing your experiences practicing a new form of English language skill or technique.。
技工英语教案
教学难点
Theusageofsomelanguagepoints
教材处理
Addsomepicturesaboutthetopic
教学
方法
教法设计
Task-basedmethods,communicativemethods
学法设计
Cooperativemethods,self-directedmethods
LessonsixTheexcursion
LessonsevenFatherandson
LessoneightFuWa
LessonNineThepolicemanandtheThief
LessonTenDifferentCustoms
LessonElevenAchangeforfun
2.教学目标：
在原有的基础上，提高学生的学习效率，加强学生课后练习，提高学生的听、说、读、写能力。
教学大纲（教学
纲要）制定部门
教材全称
（编者、出版单位、出版时间、版次）
全国中等职业技术学校通用教材英语（第一册）
中国劳动社会保障出版社2007年第二版唐义均主编
主要教学参考书
（名称、编者）
全国中等职业技术学校英语课教学参考书孙涛唐义均主编
本课程本学期
教学时数
68
周学
时数
4
本学期教学周数
17
本课程
总时数
教材处理
Offersomesituationsaboutintroducing.
教学
方法
教法设计
Task-basedmethods,communicativemethods
大学综合英语第二册词汇选择题 2
18. The bank is offering a ___ to anyone who can give information about the robbery.
A) B) C) D) Prize Reward Bonus compliment
27. The opening between the rocks was very narrow, but the boys managed to ___ through.
A) B) C) D) Press Squeeze Stretch leap
28. This research has attracted wide coverage in the ___ and has featured on BBC television’s Tomorrow’s World.
A) B) C) D) Nutrition Expenditure Routine provision
35. The subject of safety must be placed at the top of the ___.
A) B) C) D) Agenda Bulletin Routine timetable
Joint Intensive Overall decisive
20. The university has launched a research center to develop new ways of ___ bacteria which have become resistant to drug treatments. A) Regulating B) Halting C) Interrupting D) Combating
人教版高中英语选择性必修三 Unit 4 第五课时 Reading and writing
T
Activity 3
Task 2 Scan the text again and complete the mind map.
Shackleton and five
Background of the story
_____m__e_m_b_e_r_s______ left Elephant Island to _lo_o_k__fo_r__re_s_c_u_e while the others _s_ta_y_e_d_on the island.
When rescued, they felt joyful and relieved.
It was their discipline and team spirit that made them go through the four months.
What’s the main idea of the passage?
1. The sailors wondered whether Shackleton would return to find them.T 2. The sailors did all they could to stay alive on Elephant Island. T 3. It was quite easy to find food on Elephant Island. F 4. Wearing too many clothes was very safe on the island. F 5. The sailors believed in Shackleton who helped them persevere in staying alive.
英语组教研活动类型(3篇)
第1篇Introduction:The English Language Department at [Your Institution's Name] has organized a comprehensive教研 activity aimed at exploring innovative approaches to English language teaching. This activity will provide an opportunity for teachers to share their experiences, discuss effective strategies, and engage in practical workshops. The following is a detailed outline of the教研活动的 structure and content.I. Opening Remarks and Introduction (15 minutes)- Welcome and introduction of the教研活动 objectives.- Brief overview of the day's schedule and activities.II. Keynote Speech: The Role of Technology in English Language Teaching (30 minutes)- Presentation by a renowned expert in educational technology.- Discussion on the integration of digital tools and platforms in the classroom.- Case studies of successful technology integration in English language teaching.III. Panel Discussion: Effective Teaching Strategies for Different Learning Styles (45 minutes)- Panelists representing various teaching styles and methodologies.- Topics for discussion: visual, auditory, reading/writing, and kinesthetic learning styles.- Strategies for identifying and accommodating different learning styles in the classroom.- Interactive activities demonstrating the application of these strategies.IV. Workshops: Practical Approaches to Teaching Grammar and Vocabulary (60 minutes)- Workshop 1: Grammar Teaching Techniques- Interactive grammar activities and games.- Role-playing exercises to practice grammar concepts.- Techniques for assessing students' grammar proficiency.- Workshop 2: Vocabulary Development Strategies- Strategies for teaching vocabulary in context.- Use of authentic materials and real-life examples.- Techniques for encouraging students to use new vocabulary in speaking and writing.V. Peer Observation and Feedback (60 minutes)- Small groups of teachers observe each other's classes.- Guidelines for providing constructive feedback.- Debriefing session to discuss observations and share insights.VI. Interactive Session: Technology-Enhanced Learning Activities (60 minutes)- Teachers collaborate to design technology-enhanced learning activities.- Focus on interactive whiteboards, online platforms, and mobile apps.- Sharing of best practices and ideas for incorporating technology into lesson plans.VII. Case Study Analysis: Success Stories in English Language Teaching (45 minutes)- Presentation of case studies showcasing successful English language teaching initiatives.- Discussion on the key factors contributing to these successes.- Reflection on how these initiatives can be adapted to different classroom settings.VIII. Closing Remarks and Wrap-Up (15 minutes)- Summary of the day's activities and key takeaways.- Encouragement for teachers to continue exploring innovative approaches in their teaching practice.- Announcement of follow-up activities and resources.IX. Feedback and Evaluation (10 minutes)- Collection of feedback forms from participants.- Analysis of feedback to identify areas for improvement in future教研活动.Conclusion:The教研 activity, "Innovative Approaches to English Language Teaching," aims to enhance the teaching and learning experience by exploring various methodologies and technologies. Through a combination of presentations, workshops, and interactive sessions, teachers will gain valuable insights and practical tools to implement in their classrooms. By fostering a collaborative environment and encouraging continuous professional development, this activity will contribute to the overall improvement of English language teaching at [Your Institution's Name].第2篇I. IntroductionTeaching and research activities are essential for the continuous improvement of English education quality. This article aims to introduce a type of English group teaching and research activity, which can enhance teachers' professional competence, improve teaching methods, and promote the overall development of English teaching.II. Activity Objectives1. To enhance teachers' professional competence and teaching skills.2. To promote the exchange of teaching ideas and methods among teachers.3. To foster a collaborative atmosphere for sharing experiences and solving problems.4. To explore innovative teaching approaches and strategies.5. To improve the quality of English teaching and learning.III. Activity TypesA. Lesson Planning and Teaching Method Exchange1. Introduction: This activity involves teachers sharing their lesson plans and teaching methods, which enables them to learn from eachother's strengths and improve their teaching skills.2. Implementation: Teachers can prepare and present their lesson plans and teaching methods in front of the group, followed by discussions and feedback from other participants.3. Benefits: This activity helps teachers to understand various teaching methods and adapt them to their own teaching context, thereby enhancing the effectiveness of their teaching.B. Case Study Analysis1. Introduction: Case study analysis is a type of activity where teachers analyze real-life teaching cases to identify problems, explore solutions, and discuss best practices.2. Implementation: Teachers can be divided into groups, each group analyzing a specific case study. Afterward, the groups present their findings and discuss the solutions to the case.3. Benefits: This activity enables teachers to apply theoretical knowledge to practical teaching situations, and develop criticalthinking and problem-solving skills.C. Workshop on Innovative Teaching Techniques1. Introduction: This activity focuses on exploring and implementing innovative teaching techniques in English classes.2. Implementation: Participants can attend workshops conducted by experts or experienced teachers, where they learn about new teaching methods, tools, and resources.3. Benefits: This activity helps teachers stay updated with the latest teaching trends and incorporate innovative techniques into their teaching practice.D. Peer Observation and Feedback1. Introduction: Peer observation and feedback involve teachers observing each other's teaching sessions and providing constructive feedback to enhance their teaching performance.2. Implementation: Teachers can be paired up to observe each other's classes, followed by a feedback session where they discuss strengths, weaknesses, and areas for improvement.3. Benefits: This activity promotes a culture of continuous improvement and professional growth among teachers.E. English Language Teaching and Research Conference1. Introduction: An English language teaching and research conference brings together teachers, researchers, and experts in the field to share their research findings, teaching experiences, and insights.2. Implementation: Participants can attend workshops, presentations, and panel discussions on various aspects of English language teaching and research.3. Benefits: This activity provides a platform for teachers to expand their knowledge, network with professionals, and stay informed about the latest developments in the field.IV. ConclusionIn conclusion, English group teaching and research activities play a vital role in enhancing teachers' professional competence, promoting the exchange of teaching ideas, and improving the quality of English education. By engaging in various activity types, teachers can continuously develop their skills, adapt to new teaching trends, and create a more effective and engaging learning environment for their students.第3篇Introduction:The English Language Teaching (ELT) field is continuously evolving, and it is crucial for educators to engage in regular research and development activities to stay updated with the latest trends and methodologies. One effective way to foster professional growth and collaboration among teachers is through教研活动。
英语教学法教程重点EnglishLanguageTeaching
第一章1. Views on language: Structural view, Functional view, interactional view.2. Views on language learning and learning in general: Behaviorist theory, Cognitive theory, Constructivist theory, Socio-constructivist theory.3. Elements that contribute to the qualities of a good English teacher: Ethic devotion, professional qualities, personal styles. ④补充的excellent teachers: flexibility, encouragement, enthusiasm, leading by example, integrity, never stop learning, good communication.4.Excellent teachers: Flexibility, Encouragement, Enthusiasm, Leading by example—e.g. risk taking, Integrity, Never stops learning, Good communication.5. Stage 1 language development ,stage 2 learning from other`s experience learning the received knowledge learning from one`s own experience as a learner. Stage3 professional competence.第二章1.The ultimate goal of ELT: the ultimate of foreign languageteaching is to enable students to use the foreign language in work or life when necessary. Thus we should teach that part of the language that will be used (rather than all part of the language).2Components of communicative competence:Linguistic competence,Pragmatic competence,Discourse competence,Strategic competence,Fluency.3 3 principles of communicative language teaching:communication principle , task principle , meaningfulness principle4 the key assumption in CLT is that students learn the language through engaging in a variety of communicative activities,5 6 criteria for Evaluating how communicative classroom activities are:a. Communicative purpose:b. Communicative desire:c. Content, not form:d. Variety of language:e. No teacher intervention:d. No material control:6 Definition of task: a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention in principally focused on meaning rather than form. (Nunan 1989:8)Four components of a task: a purpose ,a context ,a process , a product.7 Four sets of questions when designing tasks:(how to design tasks?)--- What is the objective of the task?--- What is the content of the task?--- How is the task to be carried out?--- In what situation is the task to be carried out?7. 5个设计任务的步骤：a. Think about students’ need, interests, and abilitiesb. Brainstorm possible tasksc. Evaluate the listd. Choose the language itemse. Preparing materials第三章1. Figure 3.1 Framework of objectives in the new National English Curriculum:Learning Strategy: Cognitive, Self-management, Communication, Resourcing Language skills: Listening, Speaking, Reading, WritingLanguage knowledge: Phonetics, Grammar, Vocabulary, Functions, Topics Cultural awareness: Knowledge, Understanding, AwarenessAffect and attitudes: International, Perspectives, Patriotism, Confidence, MotivationQuestions: What is the main aim of English language teaching?What is it composed of?What are the relations among all the components?What are the major characteristics compared with the 1992 Syllabus? The new curriculum is designed to promote the students ‘overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided to a few subcategories as shown in the diagram. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.2. LEVEL 2 covers Grade 5 and Grade 6LEVEL 3 to LEVEL 5 are intended for the junior high school phase from Junior 1 to Junior 3(also named Grades 7-9)LEVEL 6 and 7 are required of every senior high school studentLEVEL 7 is requirement for every senior high school leavers语言教学的目标（课程目标）Overall Language Ability ①language knowledge: phonetics, grammar, vocabulary, functions,topics ②language skills: listening, speaking, reading, writing ③learning strategy: cognitive, self management, communication, resourcing ④affect and attitude: inte rnational, perspectives, patriotism, confidence, motivation ⑤cultural awareness: knowledge, understanding, awareness.第4章一、what ‘s a lesson plan :A lesson plan is a framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve it. In other words, teachers need to think about the aims to be achieved, materials to be covered, activities to be organized, and techniques and resources to be used in order to achieve the aims of the lesson.2. P52: what can teachers benefit from lesson planning? (para. 2, totally there are 6 ideas)Firstly, a class plan makes the teacher aware of the aims and language contents of the lesson.Secondly, it helps teacher distinguish the various stages of a lesson and see the relationship between them so that the activities of different difficulty levels canbe arranged properly and the lessons can move smoothly from one stage to another.Thirdly, proper lesson planning gives teachers the opportunity to anticipate potential problems that may arise in class so that they can be prepared with some possible solutions or other options for the lesson.Fourthly, good lesson planning gives teachers, especially novice teacher, confidence in class. They know what they are going to do next therefore they can pay more attention to Ss’ reaction and performance in class rather than themselves.Fifthly, when planning the class, the T also becomes aware of the teaching aids that are needed for the lesson.Last but not least, planning is a good practice and a sign of professionalism.3. P53: principles for good lesson planningAimVarietyFlexibilityLearnabilityLinkage4. P54: what does macro planning involve?a. Knowing about the profession: the T should get to know which language areas and language skills should be taught or practiced in the course, what materials and teaching aids are available, and what methods and techniques can be used.b. Knowing about the institution: the T should get to know the institution’s arrangements regarding time, length, frequency of lessons, physical conditions of classrooms, and exam requirement.c. Knowing about the learners: the T should acquire information about the Ss’age range, sex proportion, social background, motivation, attitudes, interests, learning needs and other individual factors.d. Knowing about the curriculum/syllabus: the teacher should be clear about the principles, purposes, requirements and targets specified by the curriculum or syllabus. She/ He should also be aware of the methodological suggestions and assessment requirement for the course.e. Knowing about the textbook: in China, teaching is generally based on a textbook provided to a teacher. Therefore, teachers should not only know the curriculum well but also know the textbook well interms of its philosophy of teaching, organization of learning contents, major topics, recommended teaching methodology, unit components and ways of assessment.f. Knowing about the objectives: the T should get to know what the learners are expected to achieve and able to do after one semester or a year’s learning so that he/she can design suitable activities to meet the objectives.5. P55-60: 8 components of a lesson plan (micro planning) Background informationTeaching aimsLanguage contents and skillsStages and proceduresTeaching aidsEnd of lesson summaryOptional activities and assignmentsAfter lesson reflections6. P59: models for teaching a new structure-based lesson andfor a skill-oriented lesson (see the bold words)Models for teaching a new structure-based基于结构lesson: Presentation, Practice, ProductionModels for teaching a new skill-oriented 导向lesson: Pre-reading, While-reading, Post-reading7. 阅读教学的步骤Pre-reading: 1. Arouse interest and introduce topics. ( lead in)2. Teach key new words/phrases, predict content, etc. ( pre-tasks) While-reading: 1. Focus on overall understanding.2. Focus on detail understanding/teach new words and sentences.Post-reading: Encourage personal response.第五章1. Classroom management is the way teachers organize what goes on in the classroom.It contributes directly to the efficiency of teachingand learning as the most effective activities can be made almost useless if the teacher does not organize them efficiently. As the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.2. Efficient classroom management can be achieved when the following six conditions are met:a. The teacher plays appropriate roles.b. The teacher provides clear instructions.c. Students are grouped in a way suitable for the learning activities.d. The teacher asks appropriate questions.e. There is discipline as well as harmony in the class.f. The Ss’ errors are treated properly.3. Roles of the teacher:ControllerAssessorOrganizerPrompterParticipantResource-providerTeacher’s new roles(Guides researchers )①controller: control the pace; control time; control the whole class.②assessor: assess the students’ work; correct mistake; organize feedback. ③organiser: design and organize tasks④prompter: give appropriate prompts; ⑤particip ant: join students ⑥resource-provider：instruction materials. ⑦new roles: facilitator; guide; researcher.4. Classroom instructionsGiving directions to tasks or activitiesProviding explanation to a concept or language structureSetting requirementsChecking comprehensionDrawing attentionMotivating learnersGiving feedbackAssigning homework对无纪律课堂的方法measures ①act immediately②stop the class ③rearrange the class④change the activity⑤talk to students after class ⑥create a code of behavior5. Student groupingWhole class workPair workGroup workIndividual study6. Discipline here refers to a code of conduct which binds a teacher and a group of Ss together so that learning can be more effective.7. What contribute to discipline: classroom management, T’s behavior, S’s motivation.8. Questioning in the classroom: Ts use questions to focus Ss’ attention, to invite thinking and imaginations, to check understanding, to stimulate recall of information, to challenge Ss, and to asses learning.课堂问题的建议advice about problems in class①deal with it quietly ②don’t take things personally③don’t use threats有效的课堂指令规那么rules to follow for making instructions effective：①use simple instructions and make them suit the comprehension level of the students. ②use the mother-tongue only when it is necessary. ③give students time to get used to listening to English instructions and help them make an effort to understand them.第7章一．Grammar presentation1. Purpose: Ss perceive明白得the structure—its form and meaning—in both speech and writing, and take it into short-term memory.2. 3 ways used in presentation: the Deductive method演绎法, The Guided discovery method, the Inductive method归纳法.3. P105. Guided discovery method的步骤a. Create a content. （创设一个语境，用简练、明了、易懂的语言从视和听两个方面来。
中学英语课程与教学论智慧树知到课后章节答案2023年下湖北师范大学
中学英语课程与教学论智慧树知到课后章节答案2023年下湖北师范大学湖北师范大学第一章测试1.What does the functional view of language see language? ( )A:a communicative tool to build up and maintain social relations betweenpeopleB:a linguistic system made up of various subsystemsC:a linguistic system and a means for doing thingsD:a system of categories based on the communicative needs of the learner答案:a linguistic system and a means for doing things2.The interactional view of language believes that language is ________ ( )A:a communicative tool to build up and maintain social relations betweenpeopleB:a linguistic system made up of various subsystemsC:a linguistic system and a means for doing thingsD:a system of categories based on the communicative needs of the learner答案:a communicative tool to build up and maintain social relationsbetween people3.The structural view of language sees language as a linguistic system made upof various subsystems.（）A:错 B:对答案:对4.The influential result of the behaviourism is the audio-lingual method.（）A:对 B:错答案:对5.Teachers should reflect on their work only after they finish a certain periodof practice.（）A:对 B:错答案:错6.What qualities are considered good qualities of a good teacher? ( )A:Hard working, disciplinedB:Kind, humorous, well informed C:Well prepared, dynamic D:Patient答案:Hard working, disciplined;Kind, humorous, well informed;Well prepared, dynamic;Patient7.In the past century, language teaching and learning practice has beeninfluenced by different views of language, they are ( )A:The functional view of languageB:The linguistic view of languageC:The interactional view of languageD:The structural view of language答案:The functional view of language;The interactional view of language;The structural view of language8.The second stage of the development of teachers’ professional competenceinvolves ( )A:practiceB:learningC:reflectionD:Training答案:practice;learning;reflection第二章测试1.What is the ultimate goal of foreign language teaching? ( )A:Enable students to speak standard English.B:Enable students to achieve fluency of English language structure.C:Enable students to use the foreign language in work or life.D:Enable students to achieve accuracy of English language structure.答案:Enable students to use the foreign language in work or life.2.What is the possible solution to bridge the gap between classroom languageand real-life language? ( )A:Task-based teaching and learning B:Engage——study——activateC:Presentation, practice and production D:Communicative language teaching答案:Communicative language teaching3.What is linguistic competence concerned with? ( )A:Knowledge of language itself, its form and meaningB:Strategies one employs when there is communication breakdown due to lack of resourcesC:Appropriate use of the language in social contextD:Ability to create coherent written text or conversation and the ability to understand them答案:Knowledge of language itself, its form and meaning4.CLT is the further development of TBLT.（）A:对 B:错答案:错5.Pragmatic competence concerned with appropriate use of the language insocial context. ( ）A:对 B:错答案:对6.Teachers need to address these sets of questions when design task ( )A:How is the task be carried out?B:What is objective of a task?C:In what situation is the task to be carried out?D:What is the content of the task?答案:How is the task be carried out?;What is objective of a task?;In what situation is the task to be carried out?;What is the content of the task?7.What are the main features of communicative competence? ( )A:Linguistic competence and pragmatic competenceB:Strategic competenceC:FluencyD:Discourse competence.答案:Linguistic competence and pragmatic competence;Strategic competence;Fluency;Discourse competence.8.Which ones are true about six criteria for evaluating how communicativeclassroom activities are? ( )A:The activity should be designed to control what language the studentsshould use.B:When students are doing the activity. They must focus on the form, not on the meaning.C:The activity should involves the students in performing a realcommunicative purpose rather than just practicing language for its own sake.D:The activity must be designed to be done by students working bythemselves rather than with the teacher.答案:The activity should involves the students in performing a realcommunicative purpose rather than just practicing language for its own sake.;The activity must be designed to be done by students working bythemselves rather than with the teacher.第三章测试1.在英语学科核心素养的四个要素中, 语言能力构成英语学科核心素养的基础要素;文化意识体现英语学科核心素养的价值取向;思维品质体现英语学科核心素养发展的心智特征, 学习能力构成英语学科核心素养发展的重要条件和保障。
精通版四年级英语上册Unit 1 This is my new friend Lesson 5 教学设计2.doc
Unit 1 this is my new friend lesson 5 教学设计【教学目标】I. Teaching Aims:A. Linguistic Factors:Letters: U u--uniform, V v--vest, W w--watch, X x--box, Y y--yacht, Z z--zebroNew V ocabulary: doctor, nurse, driver (3 skills)Target Language: What’s your mother?She’s a doctor.Language Functions: Introduce his/her mother to others.B. Task Activities: Learn to read and write the letters.Learn to read and write the words.Learn to read and say the new dialogue.C. Intelligence Development: Develop the ability for fast response.D. Moral Education: Get along well with others.Enjoy English.【教学重难点】II. Key & Difficult Points:A. Letters, new vocabulary and target language.B. Dialogue.C. Group work.【教学准备】IV. Teaching Aids:A tape recorder, pictures and some letter cards.【课时数】1课时【教学过程】I. Teaching Procedures:Step One: GreetingsStep Two: Warm-up1. Review the letters, words and drills they’ve learned last lesson.2. Act out the dialogues they’ve made in role.Step Three: Presentation1. Learn the letters: U u--uniform, V v--vest, W w--watch, X x--box, Y y--yacht, Z z--zebro. (Use the letter cards.)(Write the new letters on the blackboard.)2. Learn the new vocabulary “doctor, nurse, postman” by using the pictures.(Write the new words on the blackboard.)3. Le arn the target language “What’s your mother?She’s a doctor.”.4. Learn the dialogue.Step Four: Practice1. Ask the students to listen to the tape recorder, and repeat after it.2. Let the students practice the dialogue in groups.3. Get the students to act out the dialogue in role.4. Let’s chant.My father is a doctor.My mother is a nurse.My uncle is a postman.My aunt is a driver.Step Five: AssessmentMake the assessment individually, in groups and in chorus.【课后练习作业】VI. Homework:Must do: Copy the letters and the new vocabulary.Read the dialogue and recite it.Choose to do: Make innovation.Make up new dialogues in groups.Prepare for the next lesson. 【板书】Unit 1 This is my new friend. Lesson 5U u V v W w X x Y y Z z。
北师大版小学英语五年级上册第五单元Unit5
Unit 5Lesson 1 Our townTeaching Aims:1.Review the structures:What is Ken doing?He’s reading (the map).2.Learn the structures:Where is the (supermarket)?It’s (near) the (park).It’s between the (zoo) and the (school).3.Have the students understand this story.4.Enable the students act this story in the scene, and have them get interesting in the study.Teaching important and difficult points:1.Enable the students understand the story.2.Enable the students act the story in their groups.Teaching Aids: wall pictures, tape, cards.Teaching steps:Step 1 Set the scene1.Show a map and write “a map” on the blackboard. Model the word for the students. Have them repeat it.2.Elicit “town” from the map, and write it on the blackboard. Have them repeat it.Step 2 Model the dialog1.Present the cards of this Unit. Hold up the card of park. Say the word and have the students repeat it.2.Repeat the procedure for the other cards.3.Take the words into the sentences.A: What’s this?B: It’s a (park).4. Show word “between”. And then, have two students come to the front, and the teacher stand between them so that have the students understand its meaning. Have the students read it after the teacher.5.Repeat the procedure for word “near”.6.Write dialog “Where is the (supermarket)?”“It’s (near) the (park).” on the board and explain it. Model to read. Have the students repeat.7.According to the map, do action “Ask and Answer”.Step 3 Talk about the storyHave the students open their books at page 50 and 51. Point to the title “Our town”. Read the words aloud to the students. Then ask some questions about the each picture.Step 4 Story1.Play the tape without stopping. Have the students look at the pictures asthey listen.2.Play the tape again, pausing after each new picture. Have the students repeat the words each time.Step 5 Set homeworkEncourage the students to try to introduce where are their house in their town.板书设计：Lesson 1 Our town教学反思：Lesson 2 Words to learnTeaching Aims:1.Review the structures:Where is the (movie theater)?It’s (behind) the (school).It’s between the (park) and the (train station).2.Learn the vocabulary about some buildings.3.Have the students get interesting in the study.Teaching important and difficult points:Enable the students use the buildings for asking and answering. Teaching Aids: vocabulary cards, sentences cards, and tape.Teaching steps:Step 1 Review1.Review the words about some buildings who had learned. Ask, “What’s this?” Elicit, “It’s a (school).”2.Do action “Read them out quickly”.Step 2 Words to learn1.Have the students open their books at page 52. When the teacher play the tape, have them touch the matching words.2.Play the tape again. This time, stop the tape after each word and have the students repeat it.3.Play the tape again without stopping. Have the students say the words along with tape.4.Pick up the cards and model the words. Have the students repeat one by one.5.Divide the students into five groups, having a competition “Say it out quickly!”(游戏规则：教师任意抽取一张建筑名称卡片，让各组学生抢答，哪一组最快说出这个单词哪一组就能获得一分奖励。
初级中学英语教师资格考试学科知识与教学能力试题及解答参考(2025年)
2025年教师资格考试初级中学英语学科知识与教学能力自测试题及解答参考一、单项选择题（本大题有30小题，每小题2分，共60分）1、In the following sentence, which option should fill in the blank to make it grammatically correct and meaningful: “She___an important document to the meeting.”A. bringB. broughtC. bringsD. has broughtAnswer: B. brought解析: 该句中需要的是过去时态，因此选择B. brought。
2、Which of the following is NOT a part of the 5C framework in English teaching?A. CommunicationB. CultureC. CooperationD. ContinuationAnswer: D. Continuation解析: 5C框架包括Communication（交流）、Culture（文化）、Cognition（认知）、Comprehension（理解）和Cohesion（连贯性），而Continuation并不是5C框架的一部分。
3、The present perfect tense is best used to describe an action that:A) Happens frequentlyB) Has just occurred or recently happenedC) Will occur in the futureD) Is in the process of happeningAnswer: B解析：Present perfect tense (has/have + past participle)通常用于描述一个刚发生或最近发生的动作，它强调的是动作的完成及其对现在的影响。
外研版新标准英语五年级上册全册教案(一年级起点)2
外研版新标准英语五年级上册全册教案（一年级起点）2teaching plan 9月21日titlense book 9 module2 revision aims1get students to review the new dialogue and the new words2through this lesson, get the students to grasp adj. and “they sell……。
there are…….”3 enable the students to use adj. to describe the supermarket.focus1let students grasp the 4-skill words: heavy, lift,sell,sometimes,restaurant 2help students grasp the key sentences：there are many fruits.this one is heavy.they sell different things. there are restaurants at the supermarket”3difficult point: to use adj.words to describe the goods in supermarket.aidscards tape activity-books teacher's activitystudents’activityre-preparation teaching processⅰ.warming up ⅱ. revision1sum up the 4-skill words.heavy, lift, sell, sometimes, restaurant2sum up the important drills in this lesson.. there are many fruits.this one is heavy.they sell different things. there are restaurants at the supermarket”3 sum up the grammar and useful phrases. ⅲ. exercisesⅳ.reading comprehensionsⅴ.homeworkreviewthis module.preview next module.sing a song or chant.1read and spell the words, then make sentences by the words.2read and spell the sentences.3practise it in oral way.ⅲ..finish the exercises.ⅳ.finish the reading materials.4family-familiescome frombe from3adj.big-smalldirty-cleanlight-heavynew-oldbad-goodbeautiful-uglyl ong-shortcolors1一般现在时，某物is(are)+形容词。
英语教学法 第二版 课前问题答案总汇
Unit 1 Language and Learning2. Three views of languageStructural view: language as a linguistic systemThe functional view: a linguistic system but also as a means for doing things.The interactional view:a communicative tool3. Four Language Learning Theories1)Behaviorist theory2)Cognitive theory3)Constructivist theory4)Socio-constructivist theory4. What makes a good language teacherprofessional competence1)Ethic devotion: warm-hearted, caring, enthusiastic, hardworking, well-prepared2)Professional qualities: resourceful, well-informed, professionally-trained, authoritative, disciplined, accurate, creative3)Personal styles: patient, attentive, flexible, humorous, dynamic, intuitive5. How can one become a good language teacherWallace’s (1991) ‘reflective modelStage 1: language developmentStage 2: learning, practice, reflectionGoal: professional competenceUnit 2 Communicative Principles and Activities1 Language use in real life vs. traditional pedagogyLanguage used in real lifeTo perform certain communicative functionsBoth receptive skills and productive skillsContext-relatedLanguage taught in the classroomTo focus on forms (structures or patternsTo focus on one or two language skills and ignore the otherTo isolate language from its context2. The goal of CLTThe goal of CLT is to develop students' communicative competence,2 What is communicative competenceboth the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations3.Five components of communicative competence1)Linguistic competence,2)Pragmatic competence,3)Discourse competence,4)Strategic competence5)Fluency3.Implications for teaching and learning:（同上）4.Principles in communicative language teaching1)Communication principle:Activities that involve real communication promotelearning.2)Task principle: Activities in which language is used for carrying out meaningful tasks promote learning.3)Meaningfulness principle:Language that is meaningful to the learning supports the learning process.-_-||4.Main features of communicative activitiesA classification of communicative activities1)Functional communicative activitiesIdentifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationFollowing directionsReconstructing story-sequences…2)Social interaction activitiesRole-playing through cued dialoguesRole-playing through debate or discussionLarge-scale simulation activities….Six criteria for evaluating communicative activities1)Communicative purpose2)Communicative desire3)Content, not form4)Variety of language5)No teacher intervention6)No materials controlTBLT:a further development of communicative language teaching. it share the same beliefs, as language should be learned as close as possible to how it is used in real life. however, it stressed the importance to combine form-focused teaching with communication-focused teachingA task is believed to have four components:1)a purpose,2)a context,3)a process, 4)a product.6.Differences between PPP and TBLT1.The way students use and experience language2.TBL can provide a context for grammar teaching and form-focused activities7.Problems with CLT1.Is it practical in the Chinese context?2.How to design the syllabus for classroom teaching?3.Is it suitable for all age level of learners or all competence level of learners?7.Constraints of TBLT1.It may not be effective for presenting new language items2.Time: teachers have to prepare task-based activities very carefully.3.Culture of learning4.Level of difficultyUnit 3National English Curriculum3.1 A brief history of foreign language teaching in China1)A phase of restoration (1978-1985)2)A phase of rapid development (1986-1992)3)A phase of reform (1993-2000)4)A phase of innovation from 20002,Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3)Develop competence-based objectives, and allow flexibility and adaptability4)Pay close attention to the learning process, and advocate experiential learning and participation5) Attach particular importance to formative assessment, and give special attention to the development of competence.6)Optimize learning resources, and maximize opportunities for learning and using the language.3.3Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability3.4 Design of the National English CurriculumNine competence-based levelsLevel 2,For 6th graders-_-zLevel 5,For 9th gradersLevel 7,For senior high school leaversUnit 4 Lesson Planning1.what is a Lesson plana Lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it1.Why is lesson planning important?1)Makes teachers aware of the aims and language contents of the lesson,2)Helps teachers distinguish the various stages of a lesson and see the relationship between them3)Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4)Gives teachers, esp. novice ones, confidence in class;5)Raises teachers’ awar eness of the teaching aids needed;6)Planning is a good practice and a sign of professionalism2.Principles for good lesson planning1)Aim,2)Variety,3)F lexibility, 4)Learnability ,5)Linkage3.Macro planning vs. micro planningMacro planning; is planning over timemicro planning: is planning for a specific lesson3Macro planning involves:1) Knowing about the course:2) Knowing about the institution:3) Knowing about the learners:4) Knowing about the curriculum/syllabus5)Knowing about the textbook6)Knowing about the objectivesponents of a lesson plan1)Background information2)Teaching aims3)Language contents and skills4)Stages and procedures5)Teaching aids6)end of lesson summary7)optional activities and Assignments8)after-lesson reflection5.Sample lesson plansUnit 5 Classroom Management1.What roles does the teacher playBefore the class---PlannerDuring the class---1 Controller, 2 Assessor, 3 Organizer ,4 Prompter , 5 Participant, 6 Resource-providerAfter the class---Evaluatornew roles: facilitators, guides, researchers2.Rules to follow for making instructions effectiveTo use simple instructions and make them suit the comprehension level of the students. To use the mother-tongue only when it is necessary.3. What are the most common types of Ss grouping?Whole class workPair work,Group work,Individual study:4.How to maintain discipline?P.79When students are engaged in learning, they will be disciplined.Q: How to engage students in learning?1)Ss are clear about learning purpose;2)Ss are able to do the work but find it challenging;3)Ss are emotionally, physically and intellectually involved by the tasks;4)The presentation, variety and structure of the work and activities generate curiosity and interest;5)Ss have opportunities to ask questions and try out ideas;6)Ss can see what they have achieved and how they had made progress;7)Ss get a feeling of satisfaction and enjoyment from the work.4 Harmer’s suggestions on measures for undisciplined acts and badly behaving Ss1). Act immediately2). Stop the class3).Rearrange the seats4).Change the activity5).Talk to Ss after class6).creat a code of behavior4. In order not to hurt the Ss,Ur’s advice on problems in class:1).Deal with it quietly2).Don’t take thin gs personally3).Do not use threats5How to ask effective question1)Questions should be closely linked to the learning objectives in the lesson;2)Questions should be staged so that the level of challenge increases as the lesson proceeds;3)There should be a balance between closed and open, lower-order and higher-order questions;4)Wait time is important to allow students to think through their answers;5)Ss should be provided opportunities to ask their own questions and seek their own answers;6)A secure and relaxed atmosphere of trust is needed and ss’ opinions and ideas are valued.6. correct dealing with errors and mistakeswe need to be clear whether the task or activity is focusing on accuracy or fluency.How to correct error：1)Direct teacher correction2)Indirect teacher correction3)Self correction4)Peer correction5)Whole class correctionUnit 6Teaching Pronunciation1.The role of pronunciationOn the value of teaching pronunciation, there are different opinions:1.Students do not need to learn pronunciation because pronunciation will take care of itself as the students develop overall language ability.2.Failure in pronunciation is a great hindrance to language learn.2. The goals of teaching pronunciation:目的1)Consistency 连贯性: To be smooth natural2)Intelligibility可理解性:To be understandable to the listeners3)Communicative efficiency: To help convey the speakers’ meaning3. Three aspects of pronunciation to teach?Stress, intonation, rhythm5. Ways of practicing soundsPerception practice :Using minimal pairs,Which order,Same or different,Odd one out, CompletionProduction practice: Listen and repeat,Fill in the blanks,Make up sentences,Use meaningful context,Use pictures,Use tongue twisters6. Practicing stress:Use gestures, use the voice, use the blackboard7. Practicing intonation:Use hand or arm movement to indicate change of intonatonrising/falling arrows;draw linesUnit 7. Teaching Grammar1.The role of grammar in language learningGenerally speaking, Chinese EFL learners need a certain degree of mastery of English grammar (grammatical competence is essential for communication). However, it should be noted that learning grammar itself is not the ultimate goal of learning English.2.ways of presenting/ teaching grammar1the deductive method2the inductive method3the guided discovery method3. grammar practice activitiesMechanical practicemeaningful practiceTwo types of practice can be combined.Using prompts (pictures, mimesor gestures, information sheet, key phrases or key words, chaind phrases, created situations) has proved to be an effective way of grammar practice.Unit 8 Teaching Vocabulary1. What does knowing a word involve?its pronunciation and stress;its spelling and grammatical properties;its meaning;how and when to use it to express the intended meaning.Vocabulary learning “involves at least two aspects of meaningThe first aspect involves the understanding of its denotative and connotative meaning. The second aspect involves understanding the sense relations among words.”Collocation , Synonyms,antonyms,hyponyms, Receptive and productive vocabulary2. List some ways of presenting new words1) Try to provide a visual or physical demonstration whenever possible,2) Provide a verbal context to demonstrate meaning.3) Use synonyms or antonyms to explain the meanings.4) Use lexical sets or hyponyms to show relations of words and their meanings.5) Translate and exemplify,6) Use word formation rules and common affixes7) Teach vocabulary in chunks.8) Think about the context in real life where the word might be used.9) Think about providing different context for introducing new words.10) Prepare for possible misunderstanding or confusion that student may have.3. Some vocabulary consolidation activities that can be done in class. (12)1) Labeling2) Spot the differences:3) Describe and draw4) Play a game:6) Use word series7) Word bingo:9) word association10) Synonyms and antonyms:11) categories12) Use word net-work13)use the internet resources for more ideas4. Developing vocabulary building strategies.1). Review regularly:2). Guess meaning from context:3). Organize vocabulary effectively:4). Use a dictionary:5)keep a vocabulary notebook6).Discovery strategiesUnit 9Teaching Listening1.The reason why such difficulties arise can be quire complicated. however, one major reason for students’ poor listening is often neglected in language due to1) Lack of teaching materials (audio and video tapes);2) Lack of equipment (tape players, VCRs, VCDs, computers);3) Lack of real-life situations where language learners need to understand spoken English 2 What do we listen to in everyday life? (Ur, 1996)Loudspeaker announcements1.Radio news2.Lesson, lecture3.Conversation, gossip4.Instructions5.Watching television6.Watching movies7.Telephone conversations8.Interview9.Shopping10.Story-telling11.Meetings12.Negotiations13.Theater show3.The characteristics of listening in real life1) Spontaneity2) Context3) Visual clues4) Listener’s response5) Speaker’s adjustment4 Principles of teaching listening:1). Focus on process:2). Combine listening with other skills:3). Focus on comprehending meaning:4). Grade difficulty level appropriately:4. model of teaching listening:bottom-up model up- bottom model5.the teaching of listening generally follows three stages:pre-listening stagewhile-listening stage,post-listening stage.Unit 10Teaching Speaking1.what are the differences between spoken and written language?SpokenspontaneousSentences are often incomplete, ungrammatical, and full of hesitations, false starts, and redundancies.If it is not recorded, spoken language can’t be listened to again. It is expected to be understood immediately.WrittenWell-plannedSentences are often carefully constructed and well organized.Written language is comparatively speaking permanent. It can be read as often as necessary.2.Principles for teaching speaking1) balancing between accuracy-based practice and fluency-based practices :2) Contextualizing practice3) Personalizing practice4) Building up confidence5) Maximizing meaningful interactions6) Helping students develop speaking strategies7)making the best use of classroom learning environment to provide sufficient language input and practice for the students.3.how can we design speaking activities:1). Maximum foreign talk:2). Even participation3). High motivation4). Right language level4.Types of speaking activitiesLittlewood’s (1981) framework for defining s peaking activities:Pre-communicative activitiesStructural activitiesQuasi-communicative activitiesCommunicative activitiesFunctional communication activitiesSocial interaction activities5,How to organise speaking activities.Using group work in speaking tasksUnit 11 Teaching Reading1. Effective readers do the following:1) have a clear purpose in reading;2) read silently;3) read phrase by phrase, rather than word by word;4) concentrate on the important bits, skim the rest, and skip the insignificant parts;5) use different speeds and strategies for different reading tasks;6) perceive the information in the target language rather than mentally translate;7) guess the meaning of new words from the context, or ignore them;8) have and use background information to help understand the text.3. Skills readers need:1.Specifying a purpose for reading2.Planning what to do/what steps to take3.Previewing the text4.Predicting the contents of the text5.Checking predictions6.Skimming the text for the main idea7.Scanning the text for specific information8.Distinguishing main ideas from supporting details9.Posing questions about the text10.Finding answers to posed questio…4.The role of vocabulary in reading:Day & Bamford (1998): efficient reading begins with a lightening-like automatic recognition of words, which frees one’s mind to use other resources to construct meaning. Helping ss to develop the ability of automatic word recognition is the basis for developing their reading skills.The way to develop sight vocabulary is to read extensively (‘Familiarity breeds automaticity’)5. Some principles for teaching reading(:1)The selected texts and attached tasks should be accessible to the students.2)Tasks should be clearly given in advance.3) Tasks should be designed to encourage selective and intelligent reading for the main meaning4) Tasks should help develop students' reading skills5) Teachers should help the students not merely to cope with one particular text in front of them but with their reading strategies and reading ability in general.6)Teachers should help the students to read on their own.6.three models of teaching reading1). Bottom-up modelletters---words---phrases---clauses---sentences---paragraphs---whole discours2). Top-down modelbackground knowledge--- guess meaning from the printed page3)Interactive model7.Three stages of reading:Pre-reading activities; *Predicting* Setting the scene* Skimming* ScanningWhile-reading activities;1)Focusing on the results of readingMultiple-choice questions;T/F questions;open questions,paraphrasing, translation2)Focusing on the process of understandingInformation transfer activities, ( with a transition device)comprehension questionsUnderstanding referencesMaking inference s …Post-reading ActivitiesTraditional: questions; paraphrasing; translationSuggestion:*Discussion*Role -play* Gap-filling* Retelling* WritingReading comprehension questions1).Questions for literal comprehension.2).Questions involving reorganization or reinterpretation.3).Question for inferences.4).Questions for evaluation or appreciation..5）question for personal responseUnit12 Teaching Writing1.What do we write?Writing is a real-life reality. We write letters, journals, notes, instructions, posters, essays, reports, menus, etc.2.Why do we write?We write for various reasons1)to convey messages,2)to keep a record of what is in our mind,3)to communicate with their teacher4)to raise awareness of how language works,5) to become more familiar with the linguistic and social conventions of writing in English, etc.3.How do we write?Writing can be both collaborative and solitarywe all have our own ways of writing.4.A communicative approach to writingSs are motivated by authentic writing tasks that have some communicative elements. Writing for a specific recipient (e.g. a friend, parent)Writing for an intended audience: creative writing intended to be read by other people 5.Problems in writing tasks1)They are mainly accuracy-based.2)They are designed to practice a certain target structures.3)There is insufficient preparation before the writing stage.4)There is no sense of audience.5)There is no sense of authenticity.6)Ss are given ideas to express rather than being invited to invent their own.7)There is no opportunity for creative writing, for expressing unusual for original ideas.8)Many of them are test-oriented.6.How to make a writing task more creative and communicative?Questions that the writer considers:Why should I write about the sports I like? (for communication)For what purpose?Who is going to read my writing? (a sense of audience)7.A process approach to writingFeatures of process writing1)Focus on the process of writing that leads to the final written product;2)Help ss understand their own composing process;3)Help ss build repertoires of strategies for prewriting, drafting, and rewriting;4)Give ss time to write and rewrite;5)Place central importance on the process of revision;6)Let ss discover what they want to say as they write;7)Give ss feedback throughout the composing process to consider as they attempt to bring their expression closer and closer to intention;8)Encourage feedback both from the instructor and peers;9)Include individual conferences between T and S during the process of composition Procedures of process writing1)Creating a motivation to write;2)Brainstorming;3)Mapping;4)Free writing;5)Outlining;6)Drafting;7)Editing;8)Revising;9)Proofreading;10)Conferencing.8.Motivating students to write1)Make the topic of writing as close as possible to ss’ life.2)Leave ss enough room for creativity and imagination.3)Prepare ss well before writing.4)Encourage collaborative group writing as well as individual writing.5)Provide opportunities for ss to share their writings.6)Provide constructive and positive feedback.7)Treat ss’ errors strategically.8)Give ss a sense a achievement from time to time.9.Designing writing tasksWriting tasks should be motivating and communicative.Self-study sample tasks on pagesing the Internet to promote process writing。
英语教学设计英文版
英语教学设计英文版IntroductionEnglish language teaching plays a vital role in today’s globalized world. It is essential for individuals to have a strong foundation in English in order to communicate effectively in various international platforms. This document presents an English langu age teaching design that aims to enhance students’ language skills and promote interactive learning.Target AudienceThe target audience for this English language teaching design includes middle school students aged 12-15. These students have basic knowledge of English but need to strengthen their language skills in areas such as reading, writing, listening, and speaking.Learning ObjectivesThe primary learning objectives of this English language teaching design are: 1. Improve students’ vocabulary and grammar knowledge. 2. Enhance students’ reading comprehension skills. 3. Develop students’ writing skills. 4. Enhance students’ listening and speaking abilities. 5. Promote cultural understanding and global awareness.Lesson PlanLesson 1: Vocabulary BuildingIn this lesson, students will be introduced to a variety of new vocabulary words. The teacher will use visual aids and real-life examples to help students understand the meaning of these words. Students will then practice using the vocabulary in context through various activities such as creating sentences and participating in group discussions.Lesson 2: Reading ComprehensionIn this lesson, students will improve their reading comprehension skills through the analysis of short stories or articles. The teacher will guide the students in understanding the main ideas, identifying supporting details, and making inferences. Students will also practice summarizing the texts and answering comprehension questions to ensure their understanding.Lesson 3: Writing SkillsThis lesson will focus on developing students’ writing skills. Students will learn different types of writing, such as descriptive writing, narrative writing, and persuasive writing. The teacher will provide writing prompts and guide students through the writing process, including prewriting, drafting, revising, and editing. Students will also have the opportunity to peer-review their classmates’ work and provide constructive feedback.Lesson 4: Listening and SpeakingIn this lesson, students will work on improving their listening and speaking abilities. The teacher will play audio recordings or videos of native English speakers and engage students in listening activities. Students will then practice speaking through role plays, presentations, and group discussions. The teacher will provide feedback on pronunciation, fluency, and accuracy to help students enhance their spoken English.Lesson 5: Cultural UnderstandingIn this final lesson, students will learn about different cultures and develop a sense of global awareness. The teacher will present various cultural topics and encourage students to discuss and share their own cultural experiences. This activity aims to promote cultural acceptance, understanding, and appreciation among the students.Assessment MethodsTo evaluate the students’ progress, various assessment methods will be utilized throughout the teaching design. These methods include quizzes, written assignments, oral presentations, and project-based assessments. These assessments will gauge t he students’ understanding, application, and integration of the English language skills taught.ConclusionThis English language teaching design aims to provide middle school students with a comprehensive learning experience to enhance their English language skills. By focusing on vocabulary building, reading comprehension, writing skills, listening, speaking, and cultural understanding, this design aims to create an interactive and engaging classroom environment where students can thrive and excel in their language skills.。
《高级英语1》教学大纲
《高级英语2》教学大纲课程编号：02107609学时：72学分：4课程类别：专业必修课面向对象：英语专业本科三年级学生课程英文名称：Advanced English (2)一、课程的任务和目的高级英语属于英语专业高年级阶段课程。
它是基础阶段的综合英语课程在高层次上的延续。
高级英语是一门训练学生综合英语技能尤其是阅读理解、语法修辞与写作能力的课程。
通过阅读和分析内容广泛的材料，包括涉及政治、经济、社会、语言、文学、教育、哲学、法律、宗教及自然科学等方面的名家作品，扩大学生的知识面，加深学生对社会和人生的理解，培养学生对名篇的分析和理解能力、逻辑思维能力与独立思考的能力，增强对文化差异的敏感性，巩固和提高学生英语语言技能。
目的在于训练学生综合英语技能尤其是阅读理解，语法修辞，语言运用与写作能力。
本课程通过阅读和分析广泛的材料，系统的讲授有关英语文体类型，谋篇策略，修辞手段和阅读技巧等方面的知识，从而进一步扩大学生的知识面，培养学生根据课文的文体类型和实际内容，采用有针对性的阅读方法进行分析和阅读欣赏的能力，提高学生逻辑思维与独立思考的能力，巩固提高学生的各种英语语言技能。
通过该课程的学习，使学生的英语水平在质量上有较大的提高。
进一步培养学生听、说、读、写、译的综合技能，为学好不同的专业课打下扎实的基础，同时它又是一门为学生提供文化鉴赏、文学欣赏、人生感悟、语言品味、提升写作技能乃至增强教学能力的重要课程。
二、课程教学内容与要求(一) 基本要求1．词汇领会式掌握6500单词(其中复用式掌握的单词为3300)，以及由这些词构成的常用词组(中学和基础阶段所掌握的单词包括在内，但不包括专业英语的词汇)，并具有按照构词法识别生词的能力。
2．阅读能力能顺利阅读语言难度较高、内容广泛、体裁多样的文章，掌握中心大意以及说明中心大意的事实和细节，领会作者的观点和态度，能就文章的内容进行预测、分析、推理、判断和综合概括，能分析篇章结构，阅读速度达到每分钟100词。
(完整版)英语教学法教程试题库辅修
英语教学法教程试题库Unit 1Part I Read the following statements or questions and choose the best answer for each statement or question.1. Much of human behavior is influenced by their_____ _____A. experiencesB. wisdomC. knowledgeD. parents2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom?A. teaching attitudeB. definitions of languageC. structural view of languageD. functional view3. What does the structural view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist theory? BA. Grammar translationB. Audio-lingualC. Task-based teaching and learningD. Communicative teaching7.What are the characteristics of audio-lingual method?nguage is learned by constant repetition and the the reinforcement of the teacherB.Mistakes were immediately corrected, and correct utterances were immediately praised.C.Students should be allowed to create their own sentences based on their understanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities of a good teacher?A.Ethic devotion, professional qualities and personal stylesB. Ethic devotion, professional qualities and individual freedomC. Individual freedom, professional qualities and personal stylesD. Ethic devotion, personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching?A.Learning from other’s experiencesB.Learning the received knowledgeC.Learning from one’s own experiences as a teacherD.All of the above10.What qualities are considered good qualities of a good teacher? DA.Kind, humorous, well informedB.Hard working, disciplinedC.Well prepared, dynamic and patientD.All of the abovePart 2 Answer the following questions.1.A good teacher should possess many good qualities. List three qualities you think are the most important and explain reasons.Unit 21.What is the ultimate goal of foreign language teaching?A.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the possible solution to bridge the gap between classroom language teaching and real-life language use?A.Task-based teaching and learningB. Communicative language teachingC. Presentation, practice and productionD. Engage---study---activate3.What is linguistic competence concerned with?A.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to understand themC.Strategies one employs when there is communication breakdown due to lack of resourcesD.Knowledge of language itself, its form and meaning4.What is pragmatic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning5.What is discourse competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning6.What is strategic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning7.What is fluency competence concerned with?A. Appropriate use of the language in social contextB. Ability to link units of speech together with facility and without strain or inappropriateslowness or undue hesitationC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning8.What are the principles of communicative language teaching?munication principle, task principle and meaningful principlemunication principle, accuracy principle and meaningful principlemunication principle, fluency principle and meaningful principlemunication principle, task principle and purpose principle9.What are the listening and speaking activities in traditional pedagogy?A.Listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard.B.Answer the questions according to what is heard; produce responses based on given cluesC.Retell what is heardD.All of the above10.What are the five components of communicative competence?A.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluencyB.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracyC.grammar competence, pragmatic competence, discourse competence, strategetic competence and fluencyD.grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracyPart 2 answer the following questions1.What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy?Unit 4Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What should be included in a lesson plan?A.Aims to be achievedB.Materials to be coveredC.Activities to be organizedD.All of the above2.What are the principles for good lesson planning?A.Aim, variety, flexibility, learnability and linkageB.Aim, preparation flexibility and linkageC.Aim, micro-planning, macro-planning and flexibilityD.Aim, micro-planning, macro-planning and variety3.What are the guidelines for writing teaching aims in a lesson plan?A.Clear, briefB.Specific, students-orientedC.Specific, teacher-orientedD.Both A and B3.What are language contents?A.Structures, vocabulary, functions and topicsB.Pictures, vocabulary, communication and topicsC.PPT, structures, aims and summaryD.Structures, aims, functions and topics4.What are very commonly used teaching procedures and stages?A.Presentation, practice and productionB.Pre-reading, while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B4.What is the function of optional activities?A.Backups in case the lesson goes too fast and there are a few minutes left.B.Prepared for good studentsC.Prepared for bad studentsed for emergency5.Which part is to be finished after a lesson in a lesson plan?A.Teaching aidsB. End of a lesson summaryC. Optional activities and assignmentsD. After lesson reflectionPart 2 answer the following questions1.What benefits can language teachers get from planning a lesson?2.Explain five principles for good lesson planning in detail.3.What does macro planning involve?4.What are components of a lesson plan?unit 5Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What are the possible roles of a teacher?A.Controller, assessorB. Organizer, prompterC. Participant, resource-providerD. All of the above2.What role does a teacher play in the following activity?The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.A.ControllerB. AssessorC. OrganizerD. Prompter3.What role does a teacher play in the following activity?T: do you have any hobbies?S: yes, I like singing and dancing.T: Uhm, and...?S: I also collect coins.T: Oh, really, how many...have you already...collected?A.ControllerB. AssessorC. OrganizerD. Prompter4.What role does a teacher play in the following activity?The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 willform group, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.A. ControllerB. AssessorC. OrganizerD. Prompter5.What role does a teacher play in the following activity?When a student has made a sentence with borrow, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper.”A. ControllerB. AssessorC. OrganizerD. Prompter6.What role does a teacher play in the following activity?While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.A.ControllerB. AssessorC. participantD. Resource-provider7.What role does a teacher play in the following activity?The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket.A. ControllerB. AssessorC. OrganizerD. Prompter8.What role does a teacher play in the following activity?When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.A.ControllerB. AssessorC. OrganizerD. Prompter9.What role does a teacher play in the following activity?When students are doing a group-work task, the teacher joins one or two groups for a short period of time.A. ControllerB. AssessorC. participantD. Resource-provider10.What role does a teacher play in the following activity?the teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.A.ControllerB. AssessorC. OrganizerD. Prompter11.What role does a teacher play in the following activity?The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.A. ControllerB. AssessorC. participantD. Resource-provider12. When is appropriate for the teacher to give classroom instructions to students?A. Give directions to tasks or activities, checking comprehension, giving feedbackB. Providing explanations to a concept or language structure, drawing attentionC. Setting requirements, checking comprehension, assigning homeworkD. All of the above13.Why do novice teacher often have problems giving clear instructions?A.Their language proficiency is lowB.They are fresh form the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners14.What are not good rules to follow for making instructions effective?e simple instructions and make them suit the comprehension level of the studentse the mother tongue only when it is necessarye body language to assist understandingD.Not model the task or activity before letting students move into groups or pairs15.Which of the following is the time when students work as a whole class?A.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed16.Which of the following is the time when students work in a pair?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed17.Which of the following is the time when students work in groups?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed18.Which of the following is the time when students study by themselves?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed19.Which of the following is the advantage of whole class work?A.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to the work.D.It is less stressful.20.Which of the following is the advantage of pair work?A. It is an ideal way to show materials and do presentations together.B. It allows students to work together rather than under teacher’s guidance.C. It reinforces a sense of belonging among a group of members.D. It is very stressful.Part 2 answer the following questions1.What six conditions have to be met in order to achieve efficient classroom management?Unit 6Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following is true about pronunciation teaching?A.Learners whose native language has similar sounds are less likely to have problems with pronunciation.B.Learners who have more exposure to english need less focus on pronunciation.C.Beginning Chinese learners of english need a certain degree of focus on pronunciation.D.All of the above2.What is the realistic goal of teaching pronunciation?A.ConsistencyB. IntellegibilityC. Communicative efficiencyD. All of the above3.Which of the following do not belong to minimal pair?A.Will wellB. Till tellC. Fill fellD. Well well4.Which of the following belong to pronunciation perception practice?ing minimal pairs, odd one outB. Which order, completionC. Same or differentD. All of the above5.Which type does the following production practice belong to?The students repeat what the teacher says. This activity can practice individual sounds, individual words, groups of words, and sentences.A.Listen and repeatB. Fill in the blanksC. Make up sentencesD. Using meaningful context6. Which type does the following production practice belong to?She sells sea shells on the seashore.A.Make up sentencesB. Using meaningful contextC. Using picturesD. Using tongue twisters7.What are the ways of practicing stress?e gesturesB. Use the voiceC. Use the blackboardD. All of the above8.What does the falling intonation on the statement “he is moved to Gla sgow.”indicate?A.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have told me before9.What does the falling intonation on the question “where do you live ?” indicate?A . I am telling you something you do not knowB. I have not finished yetC. I am asking a genuine questionD. I know you have tole me before10.What is reflected as important in the following example?A.Would you please turn down the radio a little bit?B.Sorry. ↘（no, I do not want to.）Or B. Sorry? ↗（what did you say?）A.StressB. IntonationC. SoundsD. PitchPart 2 answer the following questions1.Why cannot most learners of english as a foreign language acquire native like English pronunciation?Unit 7Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true?A.Grammatical competence is essential for communicationB.There is a positive role of instruction for grammar learningC.Grammar teaching can enhance learner proficiencyD.Grammar learning is completely useless for children.2.Which of the following is not grammar presentation method?A.Deductive methodB. Inductive methodC. Guided discovery methodD. Communicative teaching method3.Which of the following steps are typical for the deductive grammar teaching method?A. Give examples→explain rules→students do practice activitiesB. Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentencesC. Explicit rules are give to students→Authentic language data is provided→apply the new structure to produce sentencesD. All of the above4.What are two grammar practice activities?A.Mechanical practice and meaningful practiceB.V olume practice and communicative practiceC.Interest practice and meaningful practiceD.Mechanical practice and success oriented practice5.What are two broad categories of knowledge?A.Implicit knowledge and explicit knowledgeB.Obvious knowledge and unobvious knowledgeC.Inductive knowledge and deductive knowledgeD. Refereed knowledge and inferred knowledgeUnit 8Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true about vocabulary?A.a vocabulary item can be more than one wordB.V ocabulary can not be taught. It must be learned by the individuals.C.Words is best learned in contextD.An English-English dictionary is an important aid for students.2.What does it mean to know a word?A.knowledge its pronunciation and stressB.know its spelling and grammatical propertiesC.know its meaning and know when and how to use itD.all of the above3.what meaning is referred to if we say the meaning of “dog” is an animal with fourlegs and a tail, often kept as a pet or trained for work?A denotative meaning B. connotative meaningC. extended meaningD. inspired meaning4.What meaning is referred to if we say the meaning of “dog”is friendship andloyalty?A denotative meaning B. connotative meaningC. literal meaningD. labeled meaning5. What is referred to if we say “see a movie, watch a play, look at a picture”?A. denotative meaningB. connotative meaningC. collocationsD. synonyms6. What do the following examples indicate?Big, huge; enormous, immense; male, masculineA.synonymsB. antonymsC. hyponymsD. collocations7.What are two categories of vocabulary?A.receptive vocabulary and productive vocabularyB.innate vocabulary and learned vocabularyC.familiar vocabulary and unfamiliar vocabularyD.new vocabulary and old vocabulary。
2024年度Teacher Recruitment Exam English Teaching De
Teacher Recruitment Exam English Teaching DesignTemplate•Overview of English Teaching Design•Design of teaching content andmethods•Analysis of learner characteristics•Design of teaching objectives andevaluation criteria •Teaching process and activity design •Teaching Reflection and Improvement Strategies 目录01 Overview of English Teaching DesignThe definition and importance of instructional designDefinitionInstructional design refers to the systematic planning of instructional materials, activities,and assessments to facilitate learning and ensure student achievement of desired outcomes ImportanceEffective instructional design is crucial in English language teaching as it helps create astructured and engaging learning environment that cats to the needs and abilities ofstudents, enabling them to acquire language skills effectivelyGoalsTo promote language acquisition and development through meaningful andauthentic communicationTo foster cross cultural understanding and awareness through the exploration ofdiverse topics and themes•To cultivate critical thinking and problem-solving skills through analytical and evaluative tasksPrinciplesStudent centered: Designs should be tailed to meet the interests, needs, andabilities of individual studentsCommunicative: Activities and materials should resource active participationand interaction among studentsAuthenticContent and resources should reflect real world contexts and purposes to enhance reliability and engagementCollaborativeGroup work and pair work should be integrated to promote cooperation and teamworkDesignSteps1. Analyze learners' needs, interests, and abilities2. Set clear and achievable learning objectives3.Selectappropriateteaching methodsand strategies4.Designengaging andinteractive learningactivities 5.Create or adapt resources and materials to support learningDesignDesign•Plan for assessment and evaluation ofstudent learningDesignProcessesNeeds Analysis:Identify students'current level of English proficiency,learning styles, and interests through surveys,interviews,or diagnostic testsCurriculum Planning:Develop a comprehensive current that aligns with the learning objectives,taking into account theDesignLesson Planning01Prepare detailed lesson plans that outline the specificobjectives, activities, resources, and assessments for each classsessionMaterial Development02Create or adapt textbooks, worksheets, multimedia resources,and other supplementary materials to enhance learningAssessment and Evaluation03Design formative and summary assessments to monitor studentprogress, provide feedback, and inform instructional decisions02 Design of teaching content and methodsSelection and organization of teaching contentContent Selection CriteriaChoose content that is age appropriate, aligns with current goals, andcorporations real world examples to engage studentsOrganizing PrinciplesOrganize content theoretically, logically, or by skill level to ensure a logical andcoherent flow of instructionIntegration of Language SkillsIncorporate all four language skills (listening, speaking, reading, and writing) intolesson plans to promote comprehensive language developmentThe selection and application of teaching methods Communicative Language Teaching (CLT)Utilize CLT to resource student interaction and communication through roleplays, group discussions, and simulationsTask Based Language Teaching (TBLT)Implement TBLT by designing tasks that require students to use language forauthentic purposes, such as problem solving or project based learningBlended LearningCombine online resources and classroom instruction to create a dynamic andinteractive learning environmentInnovation and Practice of Teaching Methods•Differentiated Instruction: Tailor instruction to meet the needs ofdiverse learners through differentiated activities, assessments, andresources•Collaborative Learning: Foster collaborative learning through groupwork, peer tutoring, and collaborative projects to promote studentengagement and teamwork•Integrating Technology: Level technology tools such as interactivewhiteboards, language learning apps, and online resources to enhancestudent learning and engagement•Reflective Practice: Regularly reflect on teaching practices, studentprogress, and less outcomes to continuously improve instructionalstrategies and techniques03 Analysis of learner characteristicsCognitive characteristics of learnersLearning StylesIdentify if students are visual,auditory, or kinetic learners to tailor teaching methodsPrior KnowledgeAssess students' previousknowledge and experiences todetermine starting points andpotential gapsCognitive Abilities Evaluate students' reasoning, problem solving, and critical thinking skills to design appropriate lesson plans and activitiesAttention Advisor students' attributes rewards learning English to address any barriers and foster a positive learningenvironment MotivationIdentify students' interestsand goals to create engagingand motivating less plans Anxiety Recognize and address any language related Anxiety students may have to ensure a comfortable learning experienceEmotional factors of learnersCulturalBackground Knowledge and respect students'cultural backgrounds to create inclusive and relevant teaching materialsLanguageBackgroundAssess students'firstlanguage and any previouslanguage learning experiencesto understand potentialtransfer issuesSocialEnvironmentAdvisor students'socialenvironments,such as familysupport and peer groups,tounderstand how they mayinfluence learningLearner's social cultural background04 Design of teaching objectives and evaluation criteriaDefine clear and specific teaching objectives that align with the current requirements and student needsUse action verbs to describe the expected learning outcomes and levels of achievement Ensure that the teaching objectives are measurable and achievable within the given timeframeCommunicate the teaching objectives to students at the beginning of the course to set clear expectationsThe formula and expression of teaching objectivesDevelop evaluation criteria that are consistent with the teaching objectives andcurrent requirements Design assessments that are valid, reliable, and fair to all studentsThe formulation and implementation of teaching evaluation standardsUse a combination of quantitative and qualitative assessment methods toevaluate studentperformance Provide timely and constructive feedback to students on their performance and areas for improvementEstablishment of teaching evaluation and feedback mechanism01Establish a systematic process for collecting feedback fromstudents, peers, and other stakeholders02Encourage open and honest communication by creating a safeand supportive environment for feedback03Analyze the collected feedback to identify strengths,weaknesses, and areas for improvement in teaching practices04Use the feedback to develop an action plan for improvingteaching effectiveness and student learning outcomes05 Teaching process and activity designAnalysis ofteachingobjectives Clearly define the knowledge, skills, and attributes that students are expected to acquire by the end of the lessonStudentassessmentIdentify students' currentlevels of expertise and areasthat require improvementthrough diagnostic tests,interviews, or previousperformance recordsLesson planningOrganize the content intological sequences thatfacilitate studentunderstanding, ensuring asmooth transition from onetopic to anotherPlanning and arrangement of the teaching processDesign and implementation of teaching activities Engaging introductionCreate an interesting and relevant opening activity to capture students' attention and motivate them toparticipate in the lessonInteractive activitiesIncorporate a variety of interactive activities such as role plays, group discussions, and simulations toengage students and enhance their language skillsDifferent instructionDesign activities that cat to different learning styles and abilities, allowing all students toparticipate and make progressMultimedia resourcesUtilize audio, visual, and digital resources such as videos,podcasts, and interactive websites to enhance students' learning experiences要点一要点二Authentic materialsIncorporate authentic texts such as newspapers, magazine articles, and real life examples to expose students to real world language useCollaborative toolsLevel collaborative tools such as Google Docs or Padlet to resource student collaboration, creativity, and critical thinking要点三Integration and utilization of teaching resources06 Teaching Reflection and ImprovementStrategies01 02 03Reflection on teaching contentExamining the alignment of lesson plans with current goals, assessing the effectiveness of teaching materials and resources used, and considering the relevance and interest of topics covered for students Reflecting on teaching methods Evaluating the variety of teaching techniques utilized, such as lectures, discussions, group work, and interactive activities, and considering how well these methods involve students and facilitated learningReflecting on student learningAssessing students' understanding, engagement, and progress through observation, questioning, and feedback, and considering how to address any identified learning gaps or challengesThe Content and Methods of Teaching Reflection03Seeking feedback from peers and me 01Incorporating active learning strategies: Implementingtechniques such as think air share, role plays, simulations,and case studies to resource active participation andcritical thinking among students02Utilizing technology in the classroom: Integrating digitaltools and resources, such as online databases, interactivewhiteboards, and educational apps, to enhance student engagement and support differentiated instructions Strategies and Measures for Teaching ImprovementTHANKS感谢观看。
英语教学法教程试题库辅修
英语教学法教程试题库Unit 1Part I Read the following statements or questions and choose the best answer for each statement or question.1. Much of human behavior is influenced by their__________A. e*periencesB. wisdomC. knowledgeD. parents2. Whatis the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom"A. teaching attitudeB. definitions of languageC. structural view of languageD. functional view3. What does the structural view of language see language"A. a system of categories based on the municative needs of the learnerB. a municative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language"A. a system of categories based on the municative needs of the learnerB. a municative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language"A. a system of categories based on the municative needs of the learnerB. a municative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist theory" BA. Grammar translationB. Audio-lingualC. Task-based teaching and learningD. municative teaching7.What are the characteristics of audio-lingual method"nguage is learned by constant repetition and the the reinforcement of the teacherB.Mistakes were immediately corrected, and correct utterances were immediately praised.C.Students should be allowed to create their own sentences based on their understanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities of a good teacher"A.Ethic devotion, professional qualities and personal stylesB. Ethic devotion, professional qualities and individual freedomC. Individual freedom, professional qualities and personal stylesD. Ethic devotion, personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching"A.Learning from other’s e*periencesB.Learning the received knowledgeC.Learning from one’s own e*periences as a teacherD.All of the above10.What qualities are considered good qualities of a good teacher" DA.Kind, humorous, well informedB.Hard working, disciplinedC.Well prepared, dynamic and patientD.All of the abovePart 2 Answer the following questions.1.A good teacher should possess many good qualities. List three qualities you think are the most important and e*plain reasons.Unit 21.What is the ultimate goal of foreign language teaching"A.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the possible solution to bridge the gap between classroom language teaching and real-life language use"A.Task-based teaching and learningB. municative language teachingC. Presentation, practice and productionD. Engage---study---activate3.What is linguistic petence concerned with"A.Appropriate use of the language in social conte*tB.Ability to create coherent written te*t or conversation and the ability to understand themC.Strategies one employs when there is munication breakdown due to lack of resourcesD.Knowledge of language itself, its form and meaning4.What is pragmatic petence concerned with"A. Appropriate use of the language in social conte*tB. Ability to create coherent written te*t or conversation and the ability to understand themC. Strategies one employs when there is munication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning5.What is discourse petence concerned with"A. Appropriate use of the language in social conte*tB. Ability to create coherent written te*t or conversation and the ability to understand themC. Strategies one employs when there is munication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning6.What is strategic petence concerned with"A. Appropriate use of the language in social conte*tB. Ability to create coherent written te*t or conversation and the ability to understand themC. Strategies one employs when there is munication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning7.What is fluency petence concerned with"A. Appropriate use of the language in social conte*tB. Ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationC. Strategies one employs when there is munication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning8.What are the principles of municative language teaching"A.munication principle, task principle and meaningful principleB.munication principle, accuracy principle and meaningful principleC.munication principle, fluency principle and meaningful principleD.munication principle, task principle and purpose principle9.What are the listening and speaking activities in traditional pedagogy"A.Listen to te*ts either read by the teacher or pre-recorded on the tape; repeat what is heard.B.Answer the questions according to what is heard; produce responses based on given cluesC.Retell what is heardD.All of the above10.What are the five ponents of municative petence"A.Linguistic petence, pragmatic petence, discourse petence, strategetic petence and fluencyB. Linguistic petence, pragmatic petence, discourse petence, strategetic petence and accuracyC.grammar petence, pragmatic petence, discourse petence, strategetic petence and fluencyD.grammar petence, pragmatic petence, discourse petence, strategetic petence and accuracyPart 2 answer the following questions1.What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy"Unit 4Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What should be included in a lesson plan"A.Aims to be achievedB.Materials to be coveredC.Activities to be organizedD.All of the above2.What are the principles for good lesson planning"A.Aim, variety, fle*ibility, learnability and linkageB.Aim, preparation fle*ibility and linkageC.Aim, micro-planning, macro-planning and fle*ibilityD.Aim, micro-planning, macro-planning and variety3.What are the guidelines for writing teaching aims in a lesson plan"A.Clear, briefB.Specific, students-orientedC.Specific, teacher-orientedD.Both A and B3.What are language contents"A.Structures, vocabulary, functions and topicsB.Pictures, vocabulary, munication and topicsC.PPT, structures, aims and summaryD.Structures, aims, functions and topics4.What are very monly used teaching procedures and stages"A.Presentation, practice and productionB.Pre-reading, while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B4.What is the function of optional activities"A.Backups in case the lesson goes too fast and there are a few minutes left.B.Prepared for good studentsC.Prepared for bad studentsed for emergency5.Which part is to be finished after a lesson in a lesson plan"A.Teaching aidsB. End of a lesson summaryC. Optional activities and assignmentsD. After lesson reflectionPart 2 answer the following questions1.What benefits can language teachers get from planning a lesson"2.E*plain five principles for good lesson planning in detail.3.What does macro planning involve"4.What are ponents of a lesson plan"unit 5Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What are the possible roles of a teacher"A.Controller, assessorB. Organizer, prompterC. Participant, resource-providerD. All of the above2.What role does a teacher play in the following activity"The teacher gives students 2 minutes to skim a te*t, and when time is up, he asks students to stop and answer some questions.A.ControllerB. AssessorC. OrganizerD. Prompter3.What role does a teacher play in the following activity"T: do you have any hobbies"S: yes, I like singing and dancing.T: Uhm, and..."S: I also collect coins.T: Oh, really, how many...have you already...collected"A.ControllerB. AssessorC. OrganizerD. Prompter4.What role does a teacher play in the following activity"The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will form group, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.A. ControllerB. AssessorC. OrganizerD. Prompter5.What role does a teacher play in the following activity"When a student has made a sentence with borrow, "I borrowed a paper to write a letter〞, the teacher says, "Well, we don’t say a paper, we say a piece of paper.〞A. ControllerB. AssessorC. OrganizerD. Prompter6.What role does a teacher play in the following activity"While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.A.ControllerB. AssessorC. participantD. Resource-provider7.What role does a teacher play in the following activity"The teacher asks a student a question "Have you ever bought clothes with problems"〞 If the student doesn’t seem to be ready, the teacher says "for e*ample, a shirt without...〞 and points to the buttons on his own shirt or jacket.A. ControllerB. AssessorC. OrganizerD. Prompter8.What role does a teacher play in the following activity"When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.A.ControllerB. AssessorC. OrganizerD. Prompter9.What role does a teacher play in the following activity"When students are doing a group-work task, the teacher joins one or two groups for a short period of time.A. ControllerB. AssessorC. participantD. Resource-provider10.What role does a teacher play in the following activity"the teacher asks students to produce conversations (either orally or in writing) by using particular patterns or e*pressions they have just learned.A.ControllerB. AssessorC. OrganizerD. Prompter11. What role does a teacher play in the following activity"The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.A. ControllerB. AssessorC. participantD. Resource-provider12. When is appropriate for the teacher to give classroom instructions to students"A. Give directions to tasks or activities, checking prehension, giving feedbackB. Providing e*planations to a concept or language structure, drawing attentionC. Setting requirements, checking prehension, assigning homeworkD. All of the above13.Why do novice teacher often have problems giving clear instructions"A.Their language proficiency is lowB.They are fresh form the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners14.What are not good rules to follow for making instructions effective"e simple instructions and make them suit the prehension level of the studentse the mother tongue only when it is necessarye body language to assist understandingD.Not model the task or activity before letting students move into groups or pairs15.Which of the following is the time when students work as a whole class"A.When all the students are under the control of the teacherB.When students work in pairs on an e*ercise or a taskC.When students work in small groupsD.When students are e*pected to work on their own at their own speed16.Which of the following is the time when students work in a pair"A. When all the students are under the control of the teacherB. When students work in pairs on an e*ercise or a taskC. When students work in small groupsD. When students are e*pected to work on their own at their own speed17.Which of the following is the time when students work in groups"A. When all the students are under the control of the teacherB. When students work in pairs on an e*ercise or a taskC. When students work in small groupsD. When students are e*pected to work on their own at their own speed18.Which of the following is the time when students study by themselves"A. When all the students are under the control of the teacherB. When students work in pairs on an e*ercise or a taskC. When students work in small groupsD. When students are e*pected to work on their own at their own speed19.Which of the following is the advantage of whole class work"A.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to the work.D.It is less stressful.20.Which of the following is the advantage of pair work"A. It is an ideal way to show materials and do presentations together.B. It allows students to work together rather than under teacher’s guidance.C. It reinforces a sense of belonging among a group of members.D. It is very stressful.Part 2 answer the following questions1.What si* conditions have to be met in order to achieve efficient classroom management"Unit 6Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following is true about pronunciation teaching"A.Learners whose native language has similar sounds are less likely to have problems with pronunciation.B.Learners who have more e*posure to english need less focus on pronunciation.C.Beginning Chinese learners of english need a certain degree of focuson pronunciation.D.All of the above2.What is the realistic goal of teaching pronunciation"A.ConsistencyB. IntellegibilityC. municative efficiencyD. All of the above3.Which of the following do not belong to minimal pair"A.Will wellB. Till tellC. Fill fellD. Well well4.Which of the following belong to pronunciation perception practice"ing minimal pairs, odd one outB. Which order, pletionC. Same or differentD. All of the above5.Which type does the following production practice belong to"The students repeat what the teacher says. This activity can practice individual sounds, individual words, groups of words, and sentences.A.Listen and repeatB. Fill in the blanksC. Make up sentencesD. Using meaningful conte*t6. Which type does the following production practice belong to"She sells sea shells on the seashore.A.Make up sentencesB. Using meaningful conte*tC. Using picturesD. Using tongue twisters7.What are the ways of practicing stress"e gesturesB. Use the voiceC. Use the blackboardD. All of the above8.What does the falling intonation on the statement "he is moved to Gla sgow.〞 indicate"A.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have told me before9.What does the falling intonation on the question "where do you live "〞 indicate"A . I am telling you something you do not knowB. I have not finished yetC. I am asking a genuine questionD. I know you have tole me before10.What is reflected as important in the following e*ample"A.Would you please turn down the radio a little bit"B.Sorry. ↘〔no, I do not want to.〕Or B. Sorry" ↗〔what did you say"〕A.StressB. IntonationC. SoundsD. PitchPart 2 answer the following questions1.Why cannot most learners of english as a foreign language acquire native like English pronunciation"Unit 7Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true"A.Grammatical petence is essential for municationB.There is a positive role of instruction for grammar learningC.Grammar teaching can enhance learner proficiencyD.Grammar learning is pletely useless for children.2.Which of the following is not grammar presentation method"A.Deductive methodB. Inductive methodC. Guided discovery methodD. municative teaching method3.Which of the following steps are typical for the deductive grammar teaching method"A. Give e*amples→e*plain rules→students do practice activitiesB. Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentencesC. E*plicit rules are give to students→Authentic language data is provided→apply the new structure to produce sentencesD. All of the above4.What are two grammar practice activities"A.Mechanical practice and meaningful practiceB.Volume practice and municative practiceC.Interest practice and meaningful practiceD.Mechanical practice and success oriented practice5.What are two broad categories of knowledge"A.Implicit knowledge and e*plicit knowledgeB.Obvious knowledge and unobvious knowledgeC.Inductive knowledge and deductive knowledgeD. Refereed knowledge and inferred knowledgeUnit 8Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true about vocabulary"A.a vocabulary item can be more than one wordB.Vocabulary can not be taught. It must be learned by the individuals.C.Words is best learned in conte*tD.An English-English dictionary is an important aid for students.2.What does it mean to know a word"A.knowledge its pronunciation and stressB.know its spelling and grammatical propertiesC.know its meaning and know when and how to use itD.all of the above3.what meaning is referred to if we say the meaning of "dog〞 is an animalwith four legs and a tail, often kept as a pet or trained for work"A denotative meaning B. connotative meaningC. e*tended meaningD. inspired meaning4.What meaning is referred to if we say the meaning of "dog〞isfriendship and loyalty"A denotative meaning B. connotative meaningC. literal meaningD. labeled meaning5. What is referred to if we say "see a movie, watch a play, look at a picture〞"A. denotative meaningB. connotative meaningC. collocationsD. synonyms6. Whatdo the following e*amples indicate"Big, huge; enormous, immense; male, masculineA.synonymsB. antonymsC. hyponymsD. collocations7.What are two categories of vocabulary"A.receptive vocabulary and productive vocabularyB.innate vocabulary and learned vocabularyC.familiarvocabulary and unfamiliar vocabularyD.new vocabulary and old vocabulary。
Unit+5+Listening+and+Talking+教案 高中英语人教版(2019)必修第一册
Unit5口语课教案Explore Different Kinds of EnglishTeaching Objective:By the end of this lesson, students will be able to identify and discuss different types of English language usage, such as formal and informal language, academic and conversational English, and regional dialects. They will also be able to analyze the context in which these types of English are used and provide examples from their own experiences.Teaching Points & Emphasis:1. Differentiate between formal and informal language2. Identify academic and conversational English3. Discuss regional dialects and their characteristics4. Analyze the context in which different types of English are used5. Use real-life examples to illustrate the concepts coveredTeaching Strategies:1. Begin with a discussion on the importance of understanding different types of English in today's globalized world.2. Use visual aids, such as charts or videos, to help students visualize and understand the differences between formal, informal, academic, and conversational English.3. Encourage students to share their own experiences with different types of English in their daily lives, both in school and at home.4. Incorporate role-play activities that require students to use different types of English in different situations (formal vs. informal, academic vs. conversational).5. Conclude the lesson by reviewing the key points covered and assigning homework that requires students to reflect on how they can improve their understanding of different types of English in their future interactions.Teaching Procedure:1. Warm-up activity (5 minutes): Start the class by asking students to share their thoughts on the importance of learning different types of English in today's world. Write their responses on the board for everyone to see.2. Presentation (10 minutes): Use visual aids to present the main points of the lesson, including a chart that shows the differences between formal, informal, academic, and conversational English. Show videos or examples of each type of English being used in real-life situations.3. Group work (10 minutes): Divide students into small groups and ask them todiscuss their own experiences with different types of English in their daily lives. Encourage them to share their findings with the rest of the class.4. Role-play activity (10 minutes): Assign roles to students and have them participate in two different scenarios, one using formal English and another using informal English. Ask them to reflect on how the choice of language affected the tone and meaning of their interactions.5. Closing activity (5 minutes): Review the key points covered in the lesson and ask students to think about how they can improve their understanding of different types of English in their future interactions. Assign homework that requires students to reflect on their own experiences with different types of English and write a short essay sharing their thoughts with the class.Homework:1. Write a reflection paper on your own experiences with different types of English in your daily life (formal, informal, academic, conversational). Include specific examples and explain how these different types of English affected your interactions with others.2. Research a region or country where different types of English are commonly used and write a short presentation explaining the differences between those dialects and how they are used in everyday life.。
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What is language?
1. “Language is a purely human and non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols.” (Sapir, 1921) 2. Language is “the institution whereby humans communicate and interact with each other by means of habitually used oral-auditory arbitrary symbols.” (Hall, 1968) 3. “From now on I will consider language to be a set (finite or infinite) of sentences, each finite in length and constructed out of a finite set of elements.” (Chomsky, 1957)
Features of Language
1. Language is an important part of culture. (语 语 言是文化的重要组成部分。 言是文化的重要组成部分。) 2. Language is the symbol and carrier of culture. (语言是文化的表现形式和承载形式。) 语言是文化的表现形式和承载形式。 语言是文化的表现形式和承载形式 3. Language is the means of thinking. (语言是思 语言是思 维的工具。 维的工具。) Genie’ case and wolf boy 4. Language is the tie and bridge of human civilization.(语言是维系人类社会文明的纽 语言是维系人类社会文明的纽 带。)
Summary
Different understandings and needs of English determine people’s different motivations and strengths, different attentions, different methods, therefore, the effects are naturally different. In a word, only when one takes English as a carrier of thoughts and cultures, can one understand the implied meanings, thoughts and the subtle expressions, can one have great interests in and pursuits for English.
Functions of Language
1. Language is the essential instrument that can be used to convey information. For example: It is very cold outside. 2. Language is the tie and bridge to establish relationship between people. Example A: Excuse me, can you tell me the way to the railway station? B: Yes, I can. 3. Language is often used as a strategy for difference purpose such as in politics, economy, daily life and so on.
About the Author
1. The author --- Wilga M. Rivers (PhD, University of Illinois) Dr. Rivers is Professor Emeritus of Romance Languages and Literatures and Coordinator of Language Instruction at Harvard University. She has published numerous books and articles on the theory and practice of language teaching methodology, drawing insights from psychology and linguistics.
English is acquired by learning not being taught
It is because that the motivation comes from the learner himself. As long as he knows his goal of learning English, it won’t be difficult for him to choose his own method and he will surely be paid back.
Questionnaire:
1、English is dry and dull. 2、One can find endless profound mysteries in comparing English and Chinese. 3 、Learning English is to cope with the exams. 4 、English is no more than a kind of tool. 5 、A person really likes learning English.
Another factor that cannot be ignored is the method of learning English. A number of people equal English to other courses, and learn it as a kind of knowledge. They spend a lot of time in memorizing words, doing grammar exercises, and analyzing sentence structures. They believe that they can learn English well with all the above things done. Actually, however, English learning needs more understanding, experiencing, memorizing, tryouts and repeatedly practicing. When recognized in communication, English will gradually internalize into your own language.
English learning has its distinctive characteristics and rules and needs joint force of various qualities. One’s willpower, endeavor and educational level are the premise of learning. willpower: perseverance and persistence endeavor: looking for and creating kinds of chances of learning educational level: finding one’s own characteristics, maximizing one’s favorable factors, minimizing unfavorable ones, and mastering scientific methods.
Background Inis of the Text The Style of the Text Detailed Study of the Text Exercises & Homework
Background Information
Specific books deal with the teaching of French, German, Spanish, and Hebrew. She has lectured in 28 countries and her publications have been translated into nine languages. During recent years, Dr. Rivers has become increasingly involved in computerassisted language instruction and participates in several task forces(工 工 作组) 作组 on computers in foreign language teaching.
Current Approaches to Language Teaching
1) Content-based instruction: It is designed to put intellectual content and cultural component into the language skills curriculum. 2) Task-based instruction: It is designed to encourage the local treatment of local problems through local solutions. 3) Strategy-based instruction: It is designed to activate procedural knowledge to achieve problem-solving goals.