ENGLISH TEACHING

合集下载

英语教学方法

英语教学方法English Teaching Methods。

Teaching English as a second language can be a challenging task, especially when it comes to choosing the most effective teaching methods. In this document, we will explore various English teaching methods and their advantages and disadvantages, aiming to provide educators with a comprehensive understanding of how to effectively teach English to non-native speakers.1. Communicative Language Teaching (CLT)。

CLT is an approach to language teaching that emphasizes interaction as both the means and the ultimate goal of learning a language. This method focuses on real-life communication and encourages students to use the language in authentic contexts. By engaging in meaningful conversations, role-plays, and language games, students can develop their language skills in a natural and enjoyable way. However, one potential drawback of CLT is that it may not sufficiently address the grammatical accuracy of the language.2. Task-Based Language Teaching (TBLT)。

英语教学理念

英语教学理念English: English teaching philosophy plays a crucial role in shaping the way students learn and understand the language. It not only encompasses the methods and techniques used in teaching, but also the beliefs and values that guide the entire process. A strong teaching philosophy can inspire both teachers and students to actively engage in the learning process and achieve their goals.Chinese: 英语教学理念在塑造学生学习和理解语言的方式上起着至关重要的作用，它不仅涵盖了教学方法和技巧，还包括指导整个教学过程的信念和价值观。

一个强大的教学理念可以激励教师和学生积极参与学习过程，实现他们的目标。

English: A student-centered approach is at the core of an effective English teaching philosophy. This approach emphasizes the importance of catering to individual learning styles and preferences, allowing students to take ownership of their learning journey. By creating a supportive and inclusive learning environment, teachers can empower students to explore, experiment, and develop their language skills at their own pace.Chinese: 一个有效的英语教学理念的核心是以学生为中心的教学方法。

englishteaching英语教学法教程期末考试必考的知识点

englishteaching英语教学法教程期末考试必考的知识点Teaching grammarGrammar teaching depends on certain variables(learner and instructional ) in the language teaching/learning contextGrammar presentation methods-deductive method: relies on reasoning, analyzing and comparing teaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the :good for selected and motivate students;save time to explain complex rules;increase students’ confidence in :grammar is taught iso latedly;little attention is paid to meaning;the practice is often mechanical-inductive method:teaching procedure;authentic language presentation(give grammar examples);let studentsobserve,analyse,compare examples;help students induct grammarrules,Advant ages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in :the presen tation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious and acquiring (second language acquisitiontheory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: gra mmar involves drawing the learner’s attention to contrast the differences between the target language and other language. Grammar practice:Pre-learning;Volume and repetition: .Teacherpractice:activities that are aimed at form doing mechanical practice,students pay repeated attention to a key element in a of practice:Substitution and transformation drills2. Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way ne wly learned structures are used in the process.prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual materials can aid comprehensionIt’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning(freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objectsConnotative meaning of a word refers to ‘the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word. This words that may express a positive or negative attitude or subtle feelings toward something. Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time. Synonyms refer to items that mean the same, or nearly the refer to items that mean the opposite of a word. Hyponyms refer to words which can be grouped together under the same superordinate concept Receptive and Productive vocabularyPassive vocabulary: the words they vocabulary: the words they use So the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use. Ways of consolidating vocabulary:labelling,spot thedifference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using wordnet-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guessmeaning from context, Organize vocabulary effectively,using a dictionary,manage strategy useTeaching listeningListening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructors A number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listeningListening and reading are receptive skills, but listening can be more difficult than reading.Different speakers produce the same sounds in different waysThe listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;The listener cannot pause to work out the meaning of the heard material as can be done when reading;Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly; The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions. Characteristics of the listening process,formal or informalrehearsed or non-rehearsedcan the listener interact with the speaker or notListening characteristics:Spontaneity,Co ntext,visualclues,listener’s response,speaker’s adjustmentListening purpose:for social reasons,to obtain and exchangeinformationPrinciples and models of teaching listeningFocus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by relating what they hear to what they already know;it’s also possible to hear people talkingwithout paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriatelyDesigning listening activity:give a clear purpose, a specific task,an appropriate context for doing themBottom-up model:Listening comprehension is believed to start with sound and meaning other words,‘we use information in the speech itself to try to comprehend the meaning’Listeners construct meaning of what they hear based on the sound they hear.Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are otherwords,listening comprehension involves ‘knowle dge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the information that is available within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memoryPre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for thegist and specific informationWhile-listening:no specific responses,listen and tick,listen and sequence,listen and act,listen and draw,listen and fill,listen and take notesPost-listening:multiple-choice questions,answeringquestions,note-taking and gap-filling ,dictogloss(preparation dictation reconstruction analysis and correction)Integrate listening with the practice of other language skills,role play,debate,discussion,writing back Teaching speakingSpeech characteristic:spontaneous,full of false starts repetitions incomplete sentences short phrases time-constraintspoken languages features:Using less complex syntax;Taking short cuts,(incomplete sentences);Using fixed conventional phrases/ chunks. Using devices such as fillers, hesitation device to give time to think before speaking.Both learners and teachers need to learn to acceptrepetitions,rephrase,hesitations,incomplete sentences,fillers or doesn’t mean we don’t encourage fluent training students’speaking skills,feat ures of natural speech should be doesn’t only have implication for teaching speaking but also for assessing students to speak up is the first and most important taskPrinciples:Balancing accuracy-based with fluency-based practices, Contextualising practice, Personalising practice, Building up confidence, Maximising meaningful interactions, Helping students develop speaking strategies Designing speaking tasks:meaningful motivationlinguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicativeCommunicative activities :Functional communicative and Social interactionRole-play :perform in different moods,change different role relationship,actual word can be varied,make the dialogue longerLearners should be helped move from form to using what is learned in meaningful communication The problem is not having nothing to say but lacking the opportunity to say itTeaching readingReading aloud and silent reading:Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and reading ability re-quires the reading skills of skimming, scanning, predicting Effective reading:clear purpose in reading; read silently; read phrase by phrase,rather than word by word; concentrate on the important bits,skim the rest,and skip the insignificant parts; use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context,or ignore them; use background information to help understand the text.Reading comprehension means extracting the relevant information from the text as efficiently as possible,connecting the information from written message with one’s own knowledge to arrive at an understanding (construction of meaning from printed or written message)Two broad levels in reading:1) a recognition task of perceiving visual signals from the printed page through the eyes;2) a cognitive task of interpreting the visual information,relating the receive info rmation with reader’s own knowledgeVocabulary role:efficient reading begins with a lightening-like automatic recognition of initial process of acc urate,rapid and automatic recognition of vocabulary frees one’s mind to use otherresources(reasoning abilities,,knowledge about topic)to construct meaningSight vocabulary:you can recognise with both sounds and meanings without special effort from your brainFluent reading depends on an adequate sight vocabulary,a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types. Teaching model:bottom-up model top-down model interactive modelPre-reading:pooling existing knowledge about the topic;predicting the contents of the text,skimming and scanning the text or parts of the text for certain purpose;learning key words and structures(predicting setting the scene skimming scanning)While reading: Information presented in plain text form is not facilitative for information retention The way to transfer information from one form to another is called a transition device Reading comprehension questionsQuestions for literal and explicitly available in the answered in the words of the text itself. Questions involving reorganization or literal information from various parts and put it to-gether or reinterpret Questions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or sophisticated ques-tions which involve making a judgment about the text in terms of what the writer is trying to convey.Questions for personal response. The answers to thes e questions depend most on the reader’s reaction to the content of the te xt.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’readingskill s and strategies and on maintaining students’motivation for readingTeaching writingWriting purpose:get things done and to form;maintain social relationships;give a voice for shy students;less threatening for anxious students as it gives them to think about their meaning and purpose;raise awareness of how language worksA communicative approach to writing:Writing for learning” and “writing for communication”Sense of authenticity and audience motivation for writing purpose for writing proper procedures for writing Problems in writing tasks：They are mainly are designed to practise a certain target is insufficient preparation before the writing is no sense of audience and are given ideas to express rather than being invited to inventtheir is no opportunity for creative writing, particular for expressing unusual or original of them are test-oriented.The important point is that they are given the freedom to write about themselves rather than to write what they are told to write and therefore what they write should be more meaningful and communicativeA process approach to writing: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.Motivating students to the topic of writing as close as possible to students’ students enough room for creativity and imagination. prepare students well before writing. encourage collaborative group writing as well as individual writing. provide opportunities for students to share their writings. provide constructive and positive feedback.treat students’ errors strategically. give students a sense of achievement from time to time. We have emphasized that the teaching ofwriting should focus on the process rather than the product, and that all the writing tasks should have communicative purposesSummative assessment is mainly based on testing,it’s done mostly at the end of a learning period or a school yearFormative assessment is based on information collected in the classroom during the teaching process for the purpose of improving teaching and learningTeacher’s observations continuous assessment student’sself-assessment project work portfolios。

英语教学反思英文版20篇简短

英语教学反思英文版20篇简短1. Reflection on English TeachingAs an English teacher, I constantly reflect on my teaching methods and strategies to ensure that my students are engaged and learning effectively. I believe that self-reflection is crucial for professional growth and improvement in the classroom.2. The Importance of Reflecting on English Teaching Reflecting on my English teaching allows me to identify areas of strength and areas for improvement. It also helps me to adapt my teaching to meet the diverse needs of my students and create a positive learning environment.3. Challenges in English TeachingTeaching English can be challenging, especially when working with students who have different language abilities and learning styles. Reflecting on these challenges helps me to find creative solutions and improve my teaching practice.4. Adapting to Student NeedsReflecting on my English teaching has taught me the importanceof adapting my lessons to meet the individual needs of my students. This may involve modifying my teaching methods, providing additional support, or offering alternative learning materials.5. Engaging Students in English LearningReflecting on my teaching has shown me the value of engaging students in their English learning. By incorporating interactive activities, real-life examples, and technology into my lessons, I can create a more dynamic and enjoyable learning experience for my students.6. Building a Positive Learning EnvironmentReflecting on my English teaching has highlighted the significance of creating a positive and inclusive learning environment. By fostering a supportive classroom culture, I can encourage my students to participate, take risks, and develop their English language skills with confidence.7. Using Feedback to ImproveReflecting on feedback from students, colleagues, and supervisors has been instrumental in improving my Englishteaching. By considering and acting on constructive feedback, I can refine my teaching methods and enhance the learning experience for my students.8. Embracing Continuous Professional DevelopmentReflecting on my English teaching has reinforced the importance of continuous professional development. By seeking out new teaching strategies, attending workshops, and staying informed about current trends in English education, I can continue to grow as an effective teacher.9. Balancing Traditional and Innovative Approaches Reflecting on my English teaching has shown me the value of balancing traditional teaching methods with innovative approaches. By incorporating a variety of instructional techniques, I can cater to the diverse learning preferences of my students and keep them engaged in their English learning.10. Celebrating Progress and AchievementsReflecting on my English teaching has reminded me to celebrate the progress and achievements of my students. By acknowledging their efforts and successes, I can motivate them to continuedeveloping their English language skills and build their confidence as learners.11. Overcoming Language BarriersReflecting on my English teaching has taught me how to overcome language barriers in the classroom. By using visual aids, gestures, and simplified language, I can help my students understand and engage with the English content more effectively.12. Fostering a Love for English LearningReflecting on my teaching has reinforced the importance of fostering a love for English learning in my students. By making my lessons enjoyable, relevant, and meaningful, I can inspire my students to become lifelong learners of the English language.13. Cultivating Critical Thinking SkillsReflecting on my English teaching has shown me the value of cultivating critical thinking skills in my students. By encouraging them to analyze, evaluate, and apply their English language knowledge, I can help them become more independent andproficient language users.14. Promoting Cultural AwarenessReflecting on my English teaching has highlighted the significance of promoting cultural awareness in the classroom. By incorporating diverse perspectives, literature, and discussions into my lessons, I can help my students appreciate and respect different cultures while improving their English language skills.15. Collaborating with ColleaguesReflecting on my English teaching has emphasized the importance of collaborating with colleagues. By sharing ideas, resources, and best practices, I can enhance my teaching and contribute to a supportive and professional English teaching community.16. Embracing Technology in English TeachingReflecting on my teaching has shown me the value of embracing technology in English education. By integrating digital tools, multimedia resources, and online platforms into my lessons, I can enhance the learning experience and prepare my students for the digital age.17. Supporting English Language LearnersReflecting on my English teaching has taught me how to better support English language learners. By providing additional language support, scaffolding, and differentiated instruction, I can help my students develop their English language skills at their own pace.18. Encouraging Student AutonomyReflecting on my English teaching has reinforced the importance of encouraging student autonomy. By providing opportunities for self-directed learning, goal setting, and reflection, I can empower my students to take ownership of their English language development.19. Reflecting on Assessment and FeedbackReflecting on my English teaching has highlighted the significance of effective assessment and feedback. By using a variety of assessment methods and providing timely, constructive feedback, I can help my students track their progress and improve their English language skills.20. Looking Ahead in English TeachingReflecting on my teaching has inspired me to look ahead and consider the future of English education. By staying informed about new methodologies, technologies, and trends, I can continue to evolve as an effective English teacher and prepare my students for success in the global community.。

[教学]EnglishTeaching英语教学

1 PrecisWrite a précis for the following paragraph. Pay special attention to reducing supportingDetails. P73Most importantly, television is educational. Preschoolers learn colors, numbers, and letters from public television programs, like Sesame Street, that use animation and puppets to make learning fun. Science shows for older children, like l-2-3 Contact, go on location to analyze everything from volcanoes to rocket launches. Adults, too, can get an education from courses given on television. Also, television widens our knowledge by covering important events and current news. V iewers can see and hear presidents’speeches, state funerals, natural disasters, and election results as they are happening. Finally, a television set hooked up to a home computer can help its owner learn how to manage the household budget, invest in the stock market, or master a foreign language. 1182 Write a précis for the following paragraph. Pay special attention to reducing supportingDetails. P93Why, you may wonder, should spiders be our friends? Because they destroy so many insects, and insects include some of the greatest enemies of the human race. Insects would make it impossible for us to live in the world; they would devour all our crops and kill our flocks and herds, if it were not for the protection we get from insect-eating animals. We owe a lot to the birds and beasts who eat insects but all of them put together kill only a fraction of the number destroyed by spiders. Moreover, unlike some of the other insect eaters, spiders never do the least harm to us or our belongings.How many spiders are engaged in this work on our behalf? One authority on spiders made a census of the spiders in a grass field in the south of England, and he estimated that there were more than 2,250,000 in one acre; that is something like 6,000,000 spiders of different kinds on a football pitch. Spiders are busy for at least half the year in killing insects. It is impossible to make more than the wildest guess at how many they kill, but they are hungry creatures, not content with only three meals a day. It has been estimated that the weight of all the insects destroyed by spiders in Britain in one year would be greater than the total weight of all the human beings in thecountry. (239)3 Write a précis for the following paragraph. Pay special attention to reducing supporting Details. P111Reading Sorry, My Poor English by Mr. Simple, I could not help recalling my two friends whom I met in Holland in 1999. They both were postdocs and were working in Holland. Their spoken English was poor and they were, therefore, often in trouble. One of them lost his job because of his inability to communicate. His boss had grown tired of having to write down everything he said. My friend then told me: “Y ou are a teacher. It is your job to help your students with their spoken English. How I wish my teachers had done a better job when I was a student!” The embarrassment of my friend made me think a lot.Traditionally, Chinese students tend to consider their teachers the main source of learning, which, to a great extent, results from the philosophical foundation for education in China laid by Confucius, one of the greatest thinkers in ancient China. Even today, no one can deny his unparalleled contribution to Chinese education. Many of his wise sayings and maxims still govern the behavior of learners in China. Take TEFL (Teaching English as a Foreign Language) for example, students are still accustomed to an education dominated by a teacher-centered, book-centered, grammar-translation method and an emphasis on rote memory. There is little student initiative and, if any at all, little student-student interaction.Teachers who are keen on spoon-feeding their students generally receive higher appreciation than teachers who are not. Any attempt from a teacher for simulated interactions such as games, role playing, talk-based communicative activities, i.e., pair/group/team work, risks resistance or even resentment from some students. They tend to associate games and communicative activities in class with entertainment and, exclusively and accordingly, are skeptical of the use of games as learning tools. To make things worse, there are some students who may go so far as to distinguish “good teachers” from “bad ones” solely by how many pages they can cover in their notebooks. Teachers who advocate a communicative approach to teaching English are likely, though unfairly, to be considered lazy or irresponsible by some students.On the other hand, a large number of Chinese teachers of English play a crucial part in the current situation of TEFL. Although China has been on the way of opening to the outside world and many foreign experts in English teaching are increasingly available, many of these newly-arrived teachers are engaged in training Chinese foreign language teachers or Chinese technology specialists. The bulk of the English teaching is still conducted by Chinese teachers, mostly trained in a traditional way, the majority of whom have never been outside of China or talked to a native speaker. Owing to a lack of English proficiency themselves, some Chinese teachers find it a painful step to adjust to different teaching techniques and, therefore, are usually unprepared when difficulties crop up in the course of teaching. Consequently, they often give up and resort to using outdated methods in their teaching. Other teachers stick to the outdated methods because they would not be able to answer students’ sociolinguistic or cultural questions if they allowed students too much freedom. It is not rare to hear teachers complain: “I can onlyteach English for the sake of teaching. If l am bombarded with many questions on language or cultural differences, I may be at a loss.”(556 words)。

高中英语作文：TeachingEnglish-教英文,Teaching

高中英语作文：TeachingEnglish-教英文,Teaching高中英语作文：Teaching English-教英文,Teaching English-教英文范文在我们平凡的日常里，大家一定都接触过作文吧，通过作文可以把我们那些零零散散的思想，聚集在一块。

那么一般作文是怎么写的'呢？以下是店铺整理的高中英语作文：Teaching English-教英文,Teaching English-教英文范文，欢迎大家分享。

twice a week in the afternoons i teach english classes at the telephone and telegraph companys institute in pan-ciao. i teach telephone operators and office workers of the phone company for three hours each session. usually we cover the tetbook unit in the first two hours, and then the last hour is for free conversation. in the beginning of the term the students are very shy about talking, but after two weeks they are asking all kinds of questions. during the last hour i sometimes review the students english vocabulary by playing games such as crosswords, opposite and similar words, or singing songs in english or chinese. to learn a foreign language can be fun.。

引领Oral English Teaching

引领Oral English Teaching（口语教学）,赢英语课堂教学先锋李明阳（贵州省毕节地区黔西县，甘棠中学邮编：551514）【摘要】：英语的世界，英语的语言，英语的课堂，口语的世界。

学习英并运用英语进行口头交际不仅是社会的需要，也是当前素质教育的一项重要要求，同时也反映了外语教学改革的趋势。

师生在课堂上都说英语，这已是英语课堂教学的显著特征和优秀课堂教学的重要标志之一，也是提高我国英语教学的方向。

因此，口语是利用语言表达思想，进行口头交际的能力，是人们交际过程中最主要、最直接的工具。

英语课堂，运用口语教学是当今英语学习者的必然趋势。

引领Oral English Teaching,赢英语课堂教学先锋。

语言是一种交际工具，语言学习最终是为交流服务的。

提高用英语进行交际的能力是外语教学的出发点和归宿。

通过各种语言交际活动培养学生初步的英语交际能力是英语教师的根本任务,口语教学是时代发展的要求。

那么，怎样提高学生的英语口语交际能力呢？下面我结合英语教学实践和英语学习发展的方向，谈谈引领Oral English Teaching,赢英语课堂教学先锋的重要性。

【关键词】：Oral English Teaching 情感灵活应用、口语表达一、引领Oral English Teaching,对培养学生口语表达有许多益处英语课堂教学中注重学生口语表达，有利于改变英语教学的现状。

提高学生口语表达能力，逻辑思维能力，在情感意志和个性品质等方面得到健康发展。

表现在学生和老师观念的转变，这是引领Oral English Teaching,比其他教学方法更具有的益处所在。

口语教学,有助于使学生形成正确的口语交际观。

由于考试没有“口语测试”这一关，所以它的重要性被师生逐渐的淡化，用读写来取代它。

造成学生胆子越来越小，不想说，也不敢说，害怕说错了会惹人笑话。

有的能说，但也说不清楚，罗嗦半天，根本不知道他在说什么。

另外，培养学生的口语能力，有利于学生适应：社会发展的需要，素质教育的要求，自我推销，展示才华的需要。

英语教案范文全英文版高中

English Teaching Plan Sample - High School IntroductionThis English teaching plan aims to provide high school students with a comprehensive and effective learning experience. The plan is designed to enhance students’ English language skills, including listening, speaking, reading, and writing. Through various engaging activities and lessons, students will have the opportunity to improve their English proficiency and consolidate their knowledge.Lesson PlanWeek 1: Introduction to EnglishObjective: Introduce students to the basics of the English language and familiarize them with common English words and expressions.Activities: 1. Ice-breaking game to introduce students to each other. 2. Vocabulary building exercises. 3. Introduction to basic sentence structure.Week 2: Listening and Speaking SkillsObjective:Develop students’ listening and speaking skills through interactive activities and exercises.Activities: 1. Listening comprehension exercises. 2. Role-playing activities. 3. Group discussions on various topics.Week 3: Reading ComprehensionObjective: Imp rove students’ reading comprehension skills and expose them to different types of texts.Activities: 1. Reading passages and answering comprehension questions. 2. Vocabulary building through reading. 3. Analyzing and discussing short stories.Week 4: Writing SkillsObjective:Enhance students’ writing skills by focusing on grammar, sentence structure, and creativity.Activities: 1. Writing exercises such as diary entries and short essays. 2. Peer editing and feedback sessions. 3. Creative writing prompts.AssessmentAssessment will be conducted through a combination of written tests, oral presentations, and performance evaluations. Students will be evaluated based on their participation, understanding of the material, and improvement over the course of the plan.ConclusionThis English teaching plan aims to create a dynamic and engaging learning environment for high school students. By focusing on the four key language skills and incorporating various activities and exercises, students will have the opportunity to strengthen their English proficiency and become confident English speakers and writers.。

English Teaching Reflection

English Teaching Reflection After four terms’ English teaching, here is a reflection on my English teaching.Firstly, it is very important for a teacher to get a full preparation for a lesson. There are two aspects: one is preparation for students, the other is preparation for teaching. For example, about Unit 7 Section A, the title is “polite requirement and expression of apology ”, it’s alittle hard to go on this lesson . In order to have an interesting class, I made a teaching powerpoint including designation of the important points and the difficult points and a lot of funny pictures, the most important is organization of students. At the very first, the class was all interested in it, doing all the activities very carefully and excitingly. So you know it became an active and helpful class. Instead, sometimeswhen I didn’t get a full preparation, not only the students but also I couldn’t get into good situation, tired and sleepy. It wasted the students’time. So we can see, a useful preparation is important for teaching, especially for English that Chinese students always feel difficult.Secondly, teachers should master the ability of class organization because students’response effects the result ofteaching. Therefore, the teachers should use all kinds of methods to attract the attention of the students. Such as the content should be rich and interesting, but not too easy or not too difficult, and the procession should be natural. Thus the students can learn English at a very natural situation. For a teacher, he or she should be energetic every day. Coming back to my teaching, I feel a little upset for I can’t deal with myemotion better. When some students break the class rule, I suddently get so angry and the situation go on a long time that the lesson can’t be wonderful, or I should say it is pretty bad. From now on, getting over it becomes my emergency.Thirdly, students’ interest should be aroused. About this point, one is helping students get an English name; one is talking about British and American culture and telling stories asmuch as possible; another is helping some students make penfriends with students in America. In these ways, students love English better, love learning English better, especially improve their English including writing ability.Fourthly, English is a kind of language. students need to reading more, speaking more, practice more except learning on class. The first: everymorning----students’ practicetime, I go around the class, finding the students’ problems, helping students find out the answer to the problem. The second: after class, I check every students’ homework and help students find out the mistakes and correct them. The third, I also ask several students who are not very interested in English to recite the text to improve them.Fifthly, after the Mid-term exam and Final exam, i found two disadvantages: one is that thereare many expecting-improving students, I plan to spend enough time in leading them to learn English, one is that the analysis ability of the students need to improve. In future, I must think over much more ways to do with the problem.The five points above are my teaching reflection. Now, I must improve myself, improve my students’ English. Thanking for your guidance.10月14日reflection on the teachingI usually spend long time--- I should say----looking up in the dictionary and surfing on net for as much andcomplete information as I can, in order to enrich the class. But it appears that most of the time it is just for fun, and contributes little to the improvement, and even the motivation and enthusiasm, if there is any.However, I would be very nervousif I fail to make full preparation for the class, at least good enough in my view. And my textbook is underlined and marked here and there, which makes the other teacher who is in charge of the parellel class surprised. I know although I can manage to give a three-hour class after a fashion, I would have a sense of guilty...Anyway, I have to learn to balance and budge the time, and grasp what is the most important!By the way, to communicate with others and sharing the experience is very important!13:40 | 添加评论| 发送消息| 查看引用通告 (0)| 写入日志| 心情。

English Teaching Plan新课展示教学教案

English Teaching Plan新课展示教学教案English Teaching Plan新课展示教学教案English Teaching Plan2、新课展示（Presentatin）3.he 并让学生用事先准备好的实物模仿句子１．３．当学生复习巩固得比较扎实的时候可以让他们根据P4对话自编对话进行pair 对表达有困难的学生，教师可用提问的方式加以引导：What clur is the fan/cputer/teachers des?1.教师做出擦讲台桌的动作并说：L！The teacher’s des is s dirt. Let e clean the teacher’s des. 板书并请学生跟读。

2.教师指向教室中的`窗户、课桌、椅子、黑板等处，或以图片呈现这些物品，引导学生说出短语：clean the windws,clean the dess, clean the chairs等。

最后教师指向整个教室，引导学生说出clean the classr，并板书。

3.TPR gae I sa u d/ I d u sa.Clean the blacbard.Clean the windws....4.让学生读一读P7 、P8 最上面的标题：Let’s tal Let’s learn，引导学生说出Let’s clean the classr. 同时教学Let e clean the teacher’s des. (在此处要告诉学生Let’s 指的是大家共同做一件事，而Let e指的是自己做一件事）5. 指导学生观察P7 情景图，并回答What happen t Mie? (可用中文回答）What did Zhangpeng sa t Mie?Let e help u. 在此教学help，同时告诉学生如果要为别人提供帮助就可以这么说。

6.watch the CDr and repeat fr 2 ties.游戏1：Clur ur classr.1）教师发给学生一张印有教室的黑白图片，让学生根据自己的想象把教室中的物品涂上颜色，然后两人一组，互相指图说一说自己设计的classr。

English教学常用工具分享

English教学常用工具分享As we enter the year 2023, the world of teaching has been significantly influenced by advancements in technology.English teachers, in particular, are using a variety of tools and resources to enhance the learning experience of their students. In this article, we will share some commonly used English teaching tools that have become a staple inclassrooms around the world.1. Interactive WhiteboardsInteractive whiteboards have become a must-have tool in most classrooms. Teachers can project their lessons on the board and interact with the content using their fingers or a stylus. This tool has revolutionized the classroom experience, making lessons visually appealing, interactive, and engaging. Students can participate in activities such as writing, drawing, and labeling pictures, among others. This tool makes teaching and learning more effective and fun.2. Language Learning AppsLanguage learning apps like Duolingo, Busuu, and Rosetta Stone have become increasingly popular in recent years. These apps provide personalized learning experiences and allow students to learn at their own pace. They offer a range of features such as grammar and vocabulary lessons, games,quizzes, and even culture lessons. These apps can be usedboth in and out of the classroom, giving students theflexibility to practice their English skills whenever and wherever they want.3. Audio BooksAudio books have become a popular tool for teaching English. Teachers use them to provide an immersive language experience to their students. By listening to a story,students can improve their listening skills and vocabulary. Audio books also provide an opportunity for students to practice their pronunciation and intonation. This tool is especially helpful for English learners who struggle with reading and speaking.4. Language Learning WebsitesThere are plenty of language learning websites available on the internet. Websites like BBC Learning English, ESL Gold, and FluentU provide a wealth of resources for English learners. They offer a range of exercises, quizzes, and games to help students practice their grammar, vocabulary, and listening skills. These websites provide a platform for students to learn from native speakers, which is vital for developing their language skills.5. Google ToolsGoogle has a suite of tools that teachers can use for English language teaching. Google Docs, for example, can be used for collaboration, writing, and editing. Teachers can assign group projects and facilitate peer reviews using Google Docs. Google Drive is also useful for storing and sharing files, making them accessible to students for homework and classwork.In conclusion, the use of technology has significantly impacted the world of English language teaching. Interactive whiteboards, language learning apps, audio books, language learning websites, and Google tools have become essential tools for teachers. These tools have made teaching and learning more engaging, effective, and fun. As we move forward, we can expect technology to continue being acritical component of teaching English, providing new and innovative ways to enhance the learning experience.。

english teaching practice and critique

english teaching practice and critiqueEnglish Teaching Practice and CritiqueTeaching PracticeThe lesson plan I have devised is designed to give young learners a basic understanding of English grammar. Learners will learn about English verbs and tenses, and how to use them correctly in sentences.The lesson begins with a short warm-up game. I will present the class with a list of verbs, such as ‘read’, ‘run’, ‘walk’, and ask learners to form sentences using them. This will allow learners to get an understanding of the use of verbs in English. Next, I will explain the parts of speech, and how verbs and nouns work together to form sentences. Learners will be asked to identify sentences with verbs, and understand when to use the present simple and past simple tenses.Once the concept of tenses has been established, I will move on to introducing adverbs. Learners will learn about how adverbs are used to modify verbs, and how they can be used to explain actions.Finally, I will ask the class to apply their knowledge by constructing sentences using the different tenses with verbs and adverbs.CritiqueThe lesson plan is a good starting point for teaching English grammar to young learners. It covers all the main elements of English grammar, such as verbs, tenses, and adverbs, in an easy-to-understand manner. Additionally, the warm-up game is a great way to engage learners with the lesson content. However, there are a few areas that could be improved. For example, more attention could be paid to other aspects of English grammar, such as adjectives and articles. Additionally, the lesson could also be more interactive by encouraging learners to practice their growing knowledge of grammar by producing sentences in pairs.Overall, the lesson plan is a good foundation for teaching English grammar to young learners. With a few tweaks, it could be a great way to introduce learners to the English language.。

英语教学原则 Principles for English Teaching

英语教学原则 Principles for English TeachingAsa teacher, we must have love and patience. We should be equal to every student.We must take every student sincerely and friendly.作为教师，我们必须要有爱心和耐心。

我们应该平等的对待每一个学生。

我们必须真诚\友好地对待每一个学生。

Asfar as I know, children don't have the purpose to study. They learn perhapsthey feel happy, so we must be their guide. We should make sure that everythingwe teach them is correct.我觉得孩子没有学习的目的。

他们也许只学习能让他们感到开心的，所以我们必须要引导他们。

我们要确保我们教给他们的一切都是正确的。

What'smore, children are not good at analyzing the language rules, so we don't teachthem grammar. We should teach them how to pronounce, how to communicate withothers in English, and how to write in English.更重要的是，孩子不善于分析语言的规则，所以我们不教他们语法。

我们应该教他们如何发音，如何用英语与他人交流，如何用英语写。

Bythe way, children are so imaginative, active and creative. They like doingthings with their hands. So we should create a real atmosphere, so as toattract their interests.顺便说一下，孩子的想象力，积极性和创造性都是很好的。

英语教案全英文版

English Teaching Plan (全英文版)第一章：Introduction to English Grammar1.1 Objective:To introduce basic concepts of English grammar, including nouns, verbs, adjectives, adverbs, and prepositions.1.2 Teaching Content:1.2.1 Define each of the above-mentioned grammatical terms.1.2.2 Expln the function and usage of each grammatical term in a sentence.1.2.3 Provide examples to illustrate the use of each grammatical term.1.3 Teaching Methods:1.3.1 Lecture method: Explning the concepts and providing examples. 1.3.2 Practice method: Conducting exercises to reinforce learning.1.4 Teaching Aids:PowerPoint slides, exercise handouts, and textbooks.1.5 Learning Activities:1.5.1 Students will be able to define and identify nouns, verbs, adjectives, adverbs, and prepositions.1.5.2 Students will practice constructing sentences using these grammatical terms.1.6 Homework:Complete exercises related to the lesson on nouns, verbs, adjectives,adverbs, and prepositions.第二章：English Vocabulary Building2.1 Objective:To expand students' vocabulary introducing new words and phrases related to dly life.2.2 Teaching Content:2.2.1 Introduce new words and phrases related to dly life, such as "family," "food," "hobbies," and "weather."2.2.2 Expln the meaning and usage of each new word or phrase.2.2.3 Provide examples to illustrate the use of each new word or phrase.2.3 Teaching Methods:2.3.1 Audio-visual method: Using pictures, flashcards, and videos to introduce new words and phrases.2.3.2 Group work: Encouraging students to work in groups to practice using the new vocabulary.2.4 Teaching Aids:Flashcards, pictures, videos, and textbooks.2.5 Learning Activities:2.5.1 Students will be able to define and use the new words and phrases related to dly life.2.5.2 Students will practice using the new vocabulary in sentences and conversations.2.6 Homework:Complete exercises related to the lesson on new vocabulary words and phrases.第三章：Listening and Speaking Skills3.1 Objective:To improve students' listening and speaking skills through interactive activities and practice.3.2 Teaching Content:3.2.1 Introduce different listening and speaking activities, such as role-playing, group discussions, and question-and-answer sessions.3.2.2 Provide instructions and guidance on how to effectively listen and speak in English.3.2.3 Conduct various listening and speaking exercises to practice these skills.3.3 Teaching Methods:3.3.1 Interactive method: Engaging students in active discussions and role-playing activities.3.3.2 Group work: Assigning students to work in groups to practice listening and speaking skills.3.4 Teaching Aids:Audio materials, handouts, and textbooks.3.5 Learning Activities:3.5.1 Students will participate in role-playing, group discussions, and question-and-answer sessions.3.5.2 Students will practice actively listening and speaking in English. 3.6 Homework:Listen to audio materials provided and practice speaking with classmates.第四章：Reading Comprehension4.1 Objective:To improve students' reading prehension skills analyzing and interpreting English texts.4.2 Teaching Content:4.2.1 Introduce different reading strategies, such as scanning, skimming, and careful reading.4.2.2 Provide instructions and guidance on how to effectively read and understand English texts.4.2.3 Analyze and discuss a given text to practice reading prehension skills.4.3 Teaching Methods:4.3.1 Direct instruction method: Teaching reading strategies and providing guidance.4.3.2 Group work: Assigning students to work in groups to analyze and discuss the given text.4.4 Teaching Aids:Textbooks, handouts, and multimedia resources.4.5 Learning Activities:4.5.1 Students will learn and practice different reading strategies.4.5.2 Students will analyze and discuss the given text to improve reading prehension第五章：Writing Skills5.1 Objective:To enhance students' writing skills teaching different writing techniques and styles.5.2 Teaching Content:5.2.1 Introduce different types of writing, such as narrative, descriptive, and persuasive.5.2.2 Provide instructions and guidance on how to effectively structure and organize a written piece.5.2.3 Conduct writing exercises to practice these skills.5.3 Teaching Methods:5.3.1 Demonstration method: Modeling effective writing techniques and styles.5.3.2 Peer review: Encouraging students to exchange and provide feedback on their writing.5.4 Teaching Aids:Handouts, textbooks, and multimedia resources.5.5 Learning Activities:5.5.1 Students will learn and practice different writing techniques and styles.5.5.2 Students will write a short piece on a given topic and participate in peer review.5.6 Homework:Complete writing exercises related to the lesson and revise their written pieces based on peer feedback.第六章：Cultural Awareness6.1 Objective:To enhance students' cultural awareness exploring English-speaking cultures.6.2 Teaching Content:6.2.1 Introduce English-speaking countries, such as the United States, United Kingdom, and Australia.6.2.2 Discuss cultural aspects, such as traditions, customs, and social norms.6.2.3 Explore the impact of culture on language and munication.6.3 Teaching Methods:6.3.1 Cultural presentation method: Using visuals, videos, and guest speakers to present cultural information.6.3.2 Group work: Assigning students to work in groups to research and present on a specific English-speaking country.6.4 Teaching Aids:Visuals, videos, guest speakers, and textbooks.6.5 Learning Activities:6.5.1 Students will learn about different English-speaking countries and their cultures.6.5.2 Students will research and present on a specific English-speaking country, highlighting cultural aspects and their impact on language. 6.6 Homework:Complete research on an English-speaking country and prepare a presentation.第七章：Grammar Review7.1 Objective:To reinforce students' understanding of English grammar through review and practice.7.2 Teaching Content:7.2.1 Review previously taught grammatical concepts, such as tenses, moods, and sentence structures.7.2.2 Identify and correct mon grammar mistakes in written and spoken English.7.2.3 Provide exercises to practice and solidify grammar knowledge.7.3 Teaching Methods:7.3.1 Interactive method: Engaging students in activities that require correcting grammar mistakes.7.3.2 Worksheet method: Providing students with grammar exercises to practice.7.4 Teaching Aids:Handouts, textbooks, and multimedia resources.7.5 Learning Activities:7.5.1 Students will review and understand previously taught grammatical concepts.7.5.2 Students will practice identifying and correcting grammar mistakes in sentences and paragraphs.7.6 Homework:Complete grammar exercises related to the lesson and revise their written pieces based on feedback.第八章：Exam Preparation8.1 Objective:To prepare students for an English exam reviewing key concepts and practicing test-taking strategies.8.2 Teaching Content:8.2.1 Review all topics covered in the course, including grammar, vocabulary, listening, speaking, reading, and writing.8.2.2 Discuss and practice test-taking strategies, such as time management and answering multiple-choice questions.8.2.3 Conduct mock tests to familiarize students with the exam format.8.3 Teaching Methods:8.3.1 Review method: Summarizing key concepts and providing examples.8.3.2 Practice method: Conducting mock tests and discussing answers.8.4 Teaching Aids:Mock test papers, answer keys, and textbooks.8.5 Learning Activities:8.5.1 Students will review all topics covered in the course.8.5.2 Students will practice test-taking strategies and take mock tests. 8.6 Homework:Review course materials, plete mock test papers, and analyze answers. 第九章：Project Work9.1 Objective:To provide students with an opportunity to apply their English skills in a practical context.9.2 Teaching Content:重点和难点解析1. 第五章：Writing Skills难点解析：写作是一种复杂的认知过程，涉及创意、组织、语言选择等多个方面。

英语教学大纲英文版

英语教学大纲英文版The English Teaching Curriculum in ChinaIntroduction:English has become a global language, and its importance in today's world cannot be overstated. In China, the English teaching curriculum plays a crucial role in equipping students with the necessary language skills to communicate effectively in an increasingly interconnected world. This article aims to provide an overview of the English teaching curriculum in China, focusing on its objectives, content, and teaching methodologies.Objectives of the English Teaching Curriculum:The primary objective of the English teaching curriculum in China is to develop students' communicative competence in English. This includes the ability to understand and produce spoken and written English, as well as the skills to engage in meaningful conversations and discussions. Additionally, the curriculum aims to foster students' cultural awareness and appreciation of English-speaking countries.Content of the English Teaching Curriculum:The English teaching curriculum in China covers various aspects of language learning, including vocabulary, grammar, reading, writing, listening, and speaking. It is designed to provide a balanced approach to language acquisition, focusing on both accuracy and fluency. The curriculum also includes topics related to culture, literature, and current affairs, which help students develop abroader understanding of the English-speaking world.Teaching Methodologies:The English teaching curriculum in China encourages a student-centered approach, with an emphasis on interactive and communicative activities. Teachers are encouraged to create a supportive and engaging learning environment, where students can actively participate in discussions, role-plays, and group work. The use of multimedia resources, such as videos, audio recordings, and online platforms, is also encouraged to enhance students' language learning experience.Assessment and Evaluation:The English teaching curriculum in China emphasizes continuous assessment and evaluation of students' language proficiency. Various assessment methods, such as written exams, oral presentations, and projects, are used to measure students' progress. The curriculum also encourages formative assessment, where teachers provide feedback and guidance to help students improve their language skills.Challenges and Future Directions:While the English teaching curriculum in China has made significant progress, there are still challenges that need to be addressed. One of the challenges is the large class sizes, which make it difficult for teachers to provide individualized attention to each student. Additionally, the curriculum could benefit from incorporating more authentic materials and real-life situations to enhancestudents' language learning experience.In the future, it is essential to continue updating the English teaching curriculum to keep pace with the evolving needs of students and the demands of the globalized world. This includes incorporating more opportunities for students to practice English outside the classroom, such as through language exchange programs or immersion experiences. Furthermore, the curriculum should also focus on promoting critical thinking and creativity, as these skills are increasingly valued in today's society.Conclusion:The English teaching curriculum in China plays a vital role in equipping students with the necessary language skills to thrive in a globalized world. By focusing on developing communicative competence, fostering cultural awareness, and utilizing student-centered teaching methodologies, the curriculum aims to empower students to become effective communicators in English. While there are challenges to overcome, the future of the English teaching curriculum in China looks promising, with a continued emphasis on innovation and student-centered learning.。

My English Teaching

ｃｕｔｉｓｔｅｒｈｄａｃｘｅｉｎｅｏｒ，ｌａｎｔｅａｖｎｅｏｎｅｅｐｒｃｅ
Ｏｔ．ｆｉｓ
ｗｏｋｎｈｅｒ ’ａｄｔ “ｗａｋ”ａｄｓｎｌｎｏｏ
Ｂ：、ｗａ，为我喜欢从事教师职１１ｓ因
ｐｏｅｓｏａｒｓｅｔｎｈｉｒｄｓｉｎｌｅｐｃｉｔｅｒｗｎｅｆｏｓｌ
ｉｒｖｍｅｔｔｓｎｗｎｌｈｉｒｅｍｐｏｅｎ，ｉｍｏｔｏＥｇｉｏｄｒｋｓｎｔｅｐａｒａｔｏｅｄｎｍｉｓｏｒｉｏｋｅｂｅｓｆｔｇａｃｆｆｅｇｈｏｎ
ｃｕｔｉｓｉｅｅａｃｅｃｎｅｈｏｏｏｎｒ，ｇｎｒｌｉｎｅａｄｔｃｎｌｇｅｎｓｙｉｌｏａｅｉｄｏｅｇｃｕｔｅ．ｙｓａｓｆｒｂｈｎｆｒｉｎｏｎｒｓＡｎｉｐｒｏｅｇｇｄｉｎｎ－ｔｎ・ｄｅｅｓｎｎａｅｎｏ・ｕｔｇ－ｇｃｉｅｔｃｎｌｇｅｉｏｄｒｔｗｏｋｉａｅｈｏｏｉｓｎｒｅｏｒｎ
Ｋｙｏｄ：ｅｃｉｇｃｌｕｅａａｅｉ，ｇａｍｒｏａｅｗｒｓｔａｈｎ，ｕｔｒ，ｃｄｍｃｒｍａ，ｒ１
Ｉ：ｅｃｎＴａｈｉｇ
ｅｃｎｓｘｈａｇｅ．
Ａ：、１学习英语的重要性
① Ｅｇｉｓｔｅｗｏｌ ’ ｅｄｎｎｌｈｉｈｒｓｌｉｇｓｄａ

英语教学方法有哪些

英语教学方法有哪些English Teaching Methods。

Teaching English as a second language requires a variety of effective methods to engage students and help them achieve language proficiency. In this document, we will explore some of the most commonly used English teaching methods and their advantages.1. Communicative Language Teaching (CLT)。

CLT emphasizes the importance of communication in language learning. This method encourages students to use English in real-life situations, such as role-plays, discussions, and group activities. By focusing on meaningful communication, students can improve their speaking and listening skills while also learning grammar and vocabulary in context.2. Task-Based Language Teaching (TBLT)。

TBLT is a student-centered approach that focuses on completing meaningful tasks as a way to learn language. Teachers design tasks that require the use of English, such as problem-solving activities, projects, or simulations. Through these tasks, students develop their language skills while also achieving specific learning objectives.3. Total Physical Response (TPR)。

英语教学建议及改进措施

英语教学建议及改进措施English:English teaching is an essential part of education in today's globalized society. However, traditional teaching methods often focus on rote memorization and grammar rules, which can be boring and ineffective for many students. To improve English teaching, it is important to incorporate more interactive and engaging activities in the classroom.Chinese:英语教学在当今全球化社会中是教育的重要组成部分。

然而，传统的教学方法往往侧重于死记硬背和语法规则，这对许多学生来说既无趣又无效。

要改进英语教学，重要的是在课堂上加入更多互动和引人入胜的活动。

English:One effective way to enhance English teaching is to incorporate technology into the classroom. Technology such as interactive whiteboards, educational apps, and online resources can make learning more engaging and interactive for students. In addition, using platforms like video conferencing for virtual field trips or guestspeakers can help students practice their English in real-life situations.Chinese:增强英语教学的一个有效途径是将技术融入课堂。

英语教育史总结 History of English teaching

“英语教育史”*****************History of English TeachingAt this passage, I’ll briefly review the history of language teaching, especially the history of English teaching. Throughout history, language teaching has always been an important part. Changes in language teaching methods throughout history have reflected changes of social background, development of some theories, etc. Better understanding of the history of language teaching makes better understanding of language teaching methods.1 The History of English Teaching in Europe1.1 The Sixteenth Century to the Eighteenth CenturyBefore the sixteenth century, English is not the world’s most widely studied foreign language. The world’s most widely studied foreign language is Lati n. But in the sixteenth century, French, Italian, and English gained in importance as a result of political changes in Europe, and Latin gradually became displaced as a language of spoken and written communication. Because Latin was diminished from a living language to an “occasional” subject. The study of Latin took on a different function. People just pay attention to the analysis of its grammar and rhetoric. This has made a great influence for the later centuries and it was the rudiment of Grammar-Translation Method.At that period, children studied Latin through rote learning of grammar rules, did more written translation practices without practiced they pronunciation. Later on, some people saw the shortage of this kind of teaching method, they wanted to change it. Such as, Roger Ascham and Montaigne in sixteenth century and Comenius and John Locke in the seventeenth century had made specific proposals for curriculum reform and for changes in the way Latin was taught. But, finally, they failed.During the eighteenth century, the same basic procedures were used for teaching Latin for higher education. The text books consisted of statements of abstract grammar rules, lists of vocabulary, and sentences for translation. It emphasized translation is more important than oral practice.1.2 The Nineteenth Century1.2.1 In the Early Nineteenth CenturyBy the early nineteenth century, this method became the standard way of studying foreign languages in schools. Textbooks at this period, again, each grammar point was listed, rules on its use were explained, and it was illustrated by samplesentences, oral work was reduced to an absolute minimum. Textbook compliers mainly determined to codify the foreign language into frozen rules of morphology and syntax to be explained and eventually memorized.Two famous textbook writers are SeidenstÜcker and Karl plötz. They divided the content of the books into two parts. One gave the rules and necessary paradigms, the other gave sentences for translation. This approach to foreign language teaching became known as the grammar –translation Method. It is a method for which there is no theory. This method dominated Europe and foreign language teaching from the 1840s to the 1940s, and in modified form it continues to be widely used in some parts of the world today.1.2.2 In the Mid-and Late Nineteenth CenturyIn the mid-and late nineteenth century, increased opportunities for communication among Europeans created a demand for oral proficiency in foreign language. So the opposition to the Grammar-Translation Method gradually developed in several European countries. Modern languages were being taught in secondary schools caused increasing demand for new textbooks.Then, some innovators appeared. The language teaching innovators included: C. Marcel, T. Prendergast (who proposed the first structural syllabus), and F. Gouin, etc. They all emphasized the importance of context or the meaning. Teachers and linguists agreed more to those innovators’ opinion and finally stimulated the appearance of t he Reform Movement.The International Phonetic Association was founded in 1886, and its International Phonetic Alphabet was designed to enable the sounds of any language to be accurately transcribed. The IPA gave the earliest goal of modern languages teaching. The practical –minded linguists, such as, Henry Sweet in England, Wilhelm Vitëor in Germany, and Paul Passy in France began to show they own opinions.In general, they all believed that:a. the spoken language is primary and that this should be reflected in an oral-based methodologyb. the findings of phonetics should be applied to teaching and to teacher trainingc. learners should hear he language first, before seeing it in written formd. words should be presented in sentences, and sentences should be practiced in meaningful contexts and not be taught as isolated, disconnected elements.e. the rules of grammar should be taught only after the students have practicedthe grammar points in context-that is , grammar should be taught inductively.f. translation should be avoided, although the native language could be used in order to explain new words or to check comprehensionThese principles provided the theoretical foundation for a principled approach to language teaching, one based on scientific approach to the study of language and of language learning. Finally, it led to the development of what came to be known as the Direct Method.The Direct Method enjoyed popularity in Europe. Although not everyone embraced it enthusiastically, the Direct Method can be regarded as the first language teaching method to have caught the attention of teachers and language teaching specialists, and it offered a methodology that appeared to move language teaching into a new era. It marked the beginning of the “methods era”.1.3 The Twentieth Century—The Methods Er aThe twentieth century saw the rise and fall of a variety of language teaching approaches and methods. The most active period in the history of approaches an methods was from the 1950s to the 1980s. The 1950s and 1960s saw the emergence of the Audiolingual Method and the Situational Method, which were both superseded by the Communicative Approach. During the same period, other methods attracted smaller but equally enthusiastic followers, including the Silent Way, the Natural Approach, and Total Physical Response. In the 1990s, Content-Based Instruction and Task-Based Language Teaching emerged as new approach to language teaching as did movement such as Competency-Based Instruction that focus on the outcomes of learning rather than methods of teaching. Other approaches, such as Cooperative Leaning, Whole Language Approach, and Multiple Intelligences, originally developed in general education, have been extended to second language settings.1.4 The Post-Method EraBy the 1990s, many applied linguistic and language teachers moved away from a belief that newer and better approached and methods are the solution to problems in language teaching. Alternative ways of understanding the nature of language teaching have emerged. People search more effective ways of teaching second or foreign language. The post-method era is a great challenge to the development of the foreign language teaching.Because approach and methods have played a central role in the teachers’ profession, so teachers need to be able to use approaches and methods flexibly andcreatively based on their own judgment and experience. In the process, teachers should be encouraged to transform and adapt the methods they use to make them their own. And experience with different approaches and methods can provide teachers with an initial practical knowledge base in teaching and can also be used to explore and develop teachers’ own beliefs, principles, and practices.1.5 Looking ForwardThese factors may have influenced language teaching trends in the past and that can be expected to continue to do so in the future. These factors include: government policy directives, trends in the profession, guru-led innovations, responses to technology, influences from academic disciplines, research influences, learner- based innovations, crossover educational trends, crossovers from other disciplines. So we can expect the filed of second language teaching in the twenty-first century to be no less a ferment of theories, ideas, and practices than it has been in the past.2 The History of Language Teaching in China2.1 Before 1949English teaching began in China in the 19th century, when foreign missionaries came to China. However, it didn’t enter into the formal educational system unti l the early 20th century. Teachers of English then mainly British or American missionaries, who had trained the first generation of Chinese teachers of English by the last two decades of the 19th century.2.2 From 1950 to 1990After founding of the People’s Republic of China, a foreign language was considered one of the basic components of secondary education. At the beginning, we studied Russian. The Russian methodological principles were “three-centered”: classroom-centered, teacher-centered, textbook-centered. In 1962, English became a formal requirement for the entrance examination and began to appear in the curriculum for the fourth and fifth year of primary schools. After the “Cultural Revolution”, Secondary English teaching has gone through three major stages: before 1978, there was no syllabus for middle schools. The syllabus released in 1978. New textbook came up in 1982.Four points could be summarized from the methodological development from 1950 to 1990 in China:a Giving priority to listening and speakingb Laying equal emphasis on all five skills(listening, writing, speaking, reading,and translation)c Stressing reading skilld Involving a more active use of the student’s mental power.2.3 Recent DevelopmentEffects to adopt Communicative Language Teaching (CLT) in China can be traced back to Li Xiaoju compiled the textbook Communicative English for Chinese Learner. In 1984, Li published in Defense of the Communicate Approach which profoundly affected CLT. In 1992, the State Education Development Commission replaced the structure-based syllabus with a new one that set communication as the teaching aim. By the mid-1990s, CLT had become a general approach in teaching and learning. Then, the People’s Education Press and the Longman Group Ltd publishe d textbooks for junior middle school and senior middle school.Here are more examples of alternative methods for Chinese learners. At a more theoretical level, the Three Dimensional Approach(3DA) proposed by Zhang Zhengdong, the Affective, Situation, Structure, Rule and Function Method(ASSRF) proposed by Zhang Jianzhong, and the Dual Activity Method(DAM)proposed by Wang Cairen. At a more practical level, includes the Global Method proposed by Liu Zhaoyi, the Leveled Method proposed by Hao Youming, the Zhang Sizhong Method and other methods.2.4 Looking AheadIn the present situation our country still need more English teacher. All foreign language majors are expected to develop knowledge of other areas in addition to competence in a foreign language.The dominant trends and accompanying challenges can be seen in the following aspect. English language planning: English has been introduced into the primary school curriculum in an increasing number in resent years, we need a more suitable language teaching plan. Teacher education: teachers are not professionally qualified. This is a big problem. Teachers need furthermore education and our country made more plans for teacher education. Material: challenges to material writing include several reasons, such as shortage of source materials. To resolve this problem, there are more writers and scholars worked hard for this. Assessment: as for the assessment, both the teachers and students ask for a new form. The new form gives due to speaking and writing. Research: all the trends outlined above must depend upon systematic research and informed practice to sustain and bloom. Researchers havebegun to shift their attention on it.This is the briefly reviewing of the history of language teaching.。

对英语教学的建议英文

Suggestions for English TeachingEnglish is a widely spoken language, and its importance is growing day by day. It has become a mandatory language in many countries, and people are realizing its significance in communication and global connection. English teaching needs to be revised and improved to meet the changing times and needs of students. Here are some suggestions to improve the English teaching methodology.Firstly, the approach towards teaching English should be more communicative rather than grammar-oriented. Students should have the opportunity to practice speaking, writing, listening, and reading skills in a natural and interactive way. This can be achieved through incorporating real-life situations, role-plays, and discussions in the class.Secondly, active learning can be encouraged by incorporating multimedia tools and technology in the classroom. Interactive whiteboards, animations, videos, and games are a few examples of learning aids that can be used to make the learning process more effective and interesting. This approach will not only make learning fun, but it will also keep students engaged and motivated.Thirdly, the teacher should be a facilitator rather than a sole authority figure in the classroom. The teacher's role should be to guide and encourage students to explore, experiment, and express themselves. They should foster a friendly and creative classroom environment, where students feel free to express their opinions, ideas, and feelings.Fourthly, feedback and evaluation are essential for improvement. Teachers should provide constructive feedback to students to help them identify areas that need improvement. It will help students to monitor their progress, and the teacher can provide suggestions and guidance accordingly. Regular assessment and evaluation can measure the effectiveness of teaching methods and identify areas that need improvement.Lastly, the teacher should understand the diversity of students' backgrounds and learning styles. Students have different learning preferences, and teachers should create a learning environment that caters to each student's needs. This approach will foster a positive and inclusive classroom culture that encourages collaboration and mutual respect.In conclusion, these suggestions can help to improve the English teaching methodology and create a more effective learning environment. A communicative and interactive approach, incorporating multimedia tools, encouraging active participation, feedback, and catering to students' diverse backgrounds and learning styles, can transform the English classroom into a dynamic and enriching experience.。