Oral Presentation of Teaching Plan

合集下载

Oral Presentation of the Teaching Plan for

Oral Presentation of the Teaching Plan forModule1，NSE Book1I. Teaching Material AnalysisThis is the 1st unit in NSE Book 1, and the topic is “My First Day at Senior High”. The second period in module 1 focuses on reading. Students will get to know the new learning environment at Senior High. And they will learn how to express their feelings about their first day at Senior High School, which can help them adapt to the new school life. At the same time I will help the students develop their reading skills by skimming for the main idea and scanning for specific information.II. Teaching Objectives1. Language ObjectivesImportant words or phrases: bored, nothing like，look forward toStudents should learn some basic language knowledge, which can enlarge their vocabulary and develop their ability in using English by speaking and writing.2.Ability Objectives(1) To have the students to introduce their new school life.Speaking is one of the most important ability for students. They should know how to express their thoughts in English correctly.(2) To develop their reading skills by skimming for the main idea and scanning for specific information.Skimming and scanning are very basic reading skills. Skimming is a good reading strategy for students to get the main idea of each paragraph and scanning is a good reading strategy for students to search the specific information.3.Moral Objectives(1) To help students adapt to senior high school as soon as possible.(2)To help students build positive attitude towards language learning in new surroundings.III. Important Points1. To help students learn some vocabularies and useful expressions.2. To train students’ speaking and reading ability.IV. Difficult Points1. How to grasp the main idea of the text and each paragraph by reading skills.Getting topic sentence and main idea are a key way to comprehend the passage. And grasping the important reading skills-skimming and scanning are difficult for them.2. How to use what the students have learned in class to introduce their new school life.V. Teaching Methodsmunicative Approach:Speaking, pair work and so on.These communicative approach can improve students’ speaking ability and promote their team spirits.2.Teaching Aids：Blackboard writing can make students have a clear framework. And multimedia is very necessary for me to show some complex content and save time.VI. Learning Methods1. Reading strategy. Reading is a silent and individual activity. In this period, students need to develop some reading strategies such as skimming, scanning and summarizing information and so on.2. Communicative strategy, students are required to be able to communicate with other students and teachers. In this way, they will practice their speaking ability. VII. Teaching ProceduresStep I Greeting (o.5mins)Greeting is a necessary part of the class. For it’s a good way to get close tothe students in class and to arouse the students’ attention.Step II Lead-in (4.5mins)In this part, I will ask students some questions to compare Senior Highschool with Junior High school. In this way, it can stimulate students’ interestin study and building a bridge among all kinds of knowledge.Step III Pre-reading (10mins)Let the students scan the text quickly to finish the chart on PPT and thengrasp the main idea of this text and summarize the main idea of eachparagraph. In this way, it can help the students improve reading skills.Step IV While-reading (23mins)1 To ask students to finish exercises 4 and 6 on Page 3-4 and then check theanswer and explain.2 To deal with some difficult language points. Especially some words andphrases are often showed in examination.Step V Post-reading (5mins)1 SummarySum up what students have learned, and have the students to know myexpectation of them.2 Discussion: (group work)According to the main task of the English curriculum for nine-yearcompulsory education, discussion in groups can provide more chance tocultivate students' interest and cooperative spirit in learning.Step VI Homework Assignment (5mins)Ask students to make a detailed plan for their 3 years’ high school life andretell the passage. Their plan will guide them and encourage them when theyget frustrated; Recite is a good way for improving students’ memory.VIII. Blackboard DesignI will divide the blackboard into 3 parts, the left is the language points. In the middle of the blackboard are sentences related language points. The right is homework.。

My-First-Day-at-Senior-High说课稿

Oral Presentation of the Teaching Plan forModule 1, SEFC Book 1I。

Teaching Material AnalysisThis is the first unit in SEFC Book 1，and the topic is “My First Day at Senior High”. One of the main characteristics of this teaching material is to stimulate students’ English learning interests and to develop students' language ability, thinking ability。

“My First Day at Junior High” is the second period of this unit。

This text is a diary，in which Li Kang’s first day at his high school，his thoughts and feelings are all showed。

After learning this diary，students can express their thoughts and feelings about their first day at senior high school。

II。

Teaching Objectives1。

Language Objectives(1) New words and phrases：embarrassed, as…as，nothing like，look forward to。

（2) Important sentence patterns：Every room has a computer with a special screen, almost as big as a cinema screen. I’m looking forward to doing it.2。

小学英语新起点(一起)三年级上册Unit Pets说课稿

Oral Presentation ofthe Teaching Plan★Keep on going never give up & believe in yourself.★I can because I think I can. Knowledge can change your fate.★No pains, no gains!Shisunjie Primary School ofJinniu District in ChengduPu yalanGood morning, everyone. I’m so glad to be here. I’m Pu yalan from Shisunjie Primary School. It’s my great pleasure to show my opinion about English teaching. And standing here also means a challenge for me.I hope I can hold it. Today, I’ll talk about “Pets” from Book 5, Unit4, Lesson 1 in New Start Primary School English of People’s Education Press. I will do my presentation from the 5 main aspects.I. Teaching ObjectivesAccording to the requirements from the New Curriculum Standards for students of primary school Grade 3 in English study, and the characteristics of the students in grade 3, I will set the following teaching aims：1.Learning strategyWe hope that our students are active to participate in class activities and learn English though independent research and cooperation.2. Objective of Knowledge(1) Let the kids read and recognize new words about pets.(2) Let the kids manage to use the sentence “I have a…” and “It’s …” to describe pets to others.(3)Let the kids write the key sentences correctly.3. Objective of Ability the help of the record, thus developing their ability of learning.(2)Learn to get the meaning of the words and sentences with the help ofthe pictures or materials, thus developing their ability of learning and thinking.4. Objective of Emotion and Attitude(1)Help Ss know pets need our love and care.(2)Help Ss know people all around the world have been working together to help animals and give them love.II. Key Points & Difficult PointsStudents can understand, read and write the new words about pets and apply the sentence expression to the real life to describe pets, which is the key points of teaching. Difficult Points is to apply the key sentence patterns to describe other animals in life.Ⅲ. Teaching Methods & Learning MethodsAs is known to us, a good teaching method requires that the teacher should help Ss develop a good sense of the English language. For achieving this teaching aim,I will use the following teaching methods:(1) Task-based teaching method to present the new knowledge.(2) Situational teaching method to make the English closer to their life.(3)Communicational teaching method to stimulate their interest as well as improve students’ oral English.Students learn English through Independent research and cooperative action according to the new English curriculum standards.Teaching Aids: multi-media, tape-recorder, word cards, pictures…With the PPT designed on the computer contributes to the teaching and learning, which can make the teaching become clear and the learning interesting. I will show some pictures vividly and directly through the computer screen to help Ss to understand the story and as well as draw their attention. Besides, it is convenient for me to present some language points to Ss.Ⅳ. Teaching ProceduresNow I will talk about the teaching procedures in detail.StepⅠWarm-up (3 minutes)1. Greetings2. Sing a song3. Get some Students to do a daily reportThe purpose of my design in this procedure is to review and recall what they have learned and make them active to make sure this lesson goes smoothly.Step II Lead-in (2minutes)1. Show the main picture from the book in PPT.a. Ask questions “Who are they?” and “Where are they ?”b. Encourage Students to guess what they are talking aboutc. Ask Students to watch the storyd. Divide groupsThe purpose of my design in this procedure is to focus on the topic and let them feel the whole story as a whole.Step III Activity 1 (15minutes)1. Show the picture from the bookP40 in PPT.a. Ask Ss to listen to the chant with one question in mind “What pets do you hear?”b. Ask Ss to listen to the chant again to check answers. At the meantime, I draw the corresponden t pets o n the blackboard.c. Play “Act and guess” gamed. I say, you doe. I will show many incomplete pictures of animals in PPT and let Ss guess what it is.The purpose of my design in this procedure is to demonstrate the new words and sentences to be learnt this class and let Ss learn the chant and learn to play games.Step IV Activity2 (10minutes)Ss to watch the dialog to be familiar with the sentence expression used and then read after the radio.2. Ask several students to play the game with me as an example.3. Encourage Ss to practice in groups. A few minutes later, several groups show on the stage to be checked.The purpose of my design in this procedure is to let Ss apply what they have just learnt to the real life and grasp the usage of new expression though a lot of group practice. At the same time, their spirits of team work can be cultivated.Step V Activity3 (5 minutes)1. Ask Ss to read the sentences together and spell the italic words.2. Ask Ss to observe a small video carefully.Ss to trace them slowly and correct between the two.4. Ask Ss to write them neatly on exercise book and I inspect the whole class when Ss write.The purpose of my design in this procedure is to develop their ability to write.Step VI Extension (3 minutes)Step VII Homework Assignment (2 minutes)Collect information of a kind of animal you like and introduce its habits and characteristics. Animal sharing will be held next class. V. Self- reflection and EvaluationThe topic can attract students’ attention because animals are very cute.I use 3 games and 1 dialogue to deal with the key words and sentences in this lesson, so I believe that my teaching aims can be basically achieved.Th at’s the end of my presentation. Thanks for your listening.。

(完整版)英语说课ppt模板

Difficulty: Describe someone by using new words.
4.Teaching Methods
1. Teaching Methods: (1)Task-based methodology (2)Taking communicative language teaching (3)Group work
2. Teaching Aids: A projector, a computer,a blackboard,and chalk pieces
5.Teaching Procedures
Step I Greeting ( 1minutes) Step II Warming up (6minutes) Step III Teaching vocabularies (25minutes) Step IV Activities (10minutes) Step V Homework (3minutes)
2.Teaching objectives
Language objectives Ability objectives Moral objectives Learningobjectives Cultural Awareness
1. Language Objectives
Learn and grasp the following important useful new words and expressions in the part: amusing, energetic, intelligent, nervous, patient, serious, strict
5. Cultural Awareness Let students learn to describe person with correct words.

Oral Presentation of the Lesson Plan

Oral Presentation of the Lesson Plan forLesson 2, Unit 10, SEFC Book 1 AⅠTeaching material1. Position and function of the reading textIn the preceding unit something environment problems are impersonally presented in a broader sense. It calls students’environmental consciousness towards the worsen surroundings caused by human beings’ activities in the 20th century. In the reading part, a moving story about environment will be told. This part is closely linked with the preceding part and they are actually a continue on the same topic. It calls for Ss to show great concern and do something to protect the surroundings in their life.The worsen environment is one of the main concerns and hottest issues discussed in contemporary society. The selected reading material is up-to-date and important place in the whole textbook.2. Teaching aims①Teaching aims concerning linguistic skillsStudents will develop reading skills.②Teaching aims concerning linguistic knowledgeStudents will develop reading skills (skimming for the main idea of the text and scanning for specific information)③Affective needs and learning strategySs will be able to give their oral presentation bravely and confidently and develop their communicative strategy.④Moral learningSs will show great concern on environment problems in their real life and work out effective measures to cope with them.3. Teaching important pointReading is the construction of meaning from a printed or written message. In other words, reading comprehension involves extracting the relevant information from the text as efficiently as possible, connecting the information from the written message with one’s own knowledge to arrive at an understanding. Therefore, the teaching important point is to acquire full compreh ension of the text “The world around us”. Students employ different reading skills to comprehend the text.ⅡTeaching methodsTask-based language teaching is adopted in this lesson. One task concerning the theme of this passage is designed for Ss to complete through cooperation in group work. The task is to make one student interview the other group members in the group to find out the environmental problems. This task is closely related to their daily life. Ss are highly motivated to study. Through discussion, cooperation in group work and oral presentation, they have the opportunity to explore. By means TBLT, Ss are involved and engaged in the task and classroom activities, and therefore they genuinely learn. It proves thatlearner-centeredness is fulfilled.ⅢInstructions on students’ learning strategies1.Reading strategy:Reading is a silent and individual activity. There are two broad levels in the act of reading:①a recognition task of perceiving visual information, relating the receivedinformation with the read s’ own general knowledge, and reconstructing the meaning that the writer had meant to convey. In order to achieve the above two levels of reading, students need to develop some reading strategies such as skimming, scanning, and summarizing and so on. In this lesson, Ss are instructed to develop the above mentioned reading strategies.municative strategyIt is important to make students learn that some non-verbal devices such as facial expression, gestures will also contribute a lot to the effectiveness of communication.Students become aware of using this strategy in their oral presentation in class and in their real daily communication outside class.3.Resource strategyIt is a significant channel for students to learn from books, magazines, newspapers in a library and the Internet. Students should develop their ability to collect useful and needed information from a vast sea of information. Ss are required to search information to search information to complete the tasks in the assignment after class.Ⅳ. Teaching procedureStep 1 Lead-inBy answering the open questions, Ss’ interest and attention is drawn to environmentprotection. Then Ss are asked to read the passage,“are we endangered?”Step2 Fast-readingMake Ss read passage quickly by skimming for the main idea of the text.Step 3 Group work: discussionMake students work in their individual groups to discuss the questions gived. Andthen give out their answers.The topic is raised for students to discuss and original ideas and opinions arewelcome. In the process of discussion, students have the opportunity to think activelyand autonomously and state their opinions to other group members; they learn to be agood listener to share ideas with others.Step 4 One task-make a listMake a list of what they will do in their daily life to protect our environment.Ⅴ. Blackboard designUnit 10 the world around usReasons: 1 habitant change2 the arrival of new species in the habitat3 the overuse o f the species itself and the resources Measures: 1 Learn more about animals, plants and environment2 Create more space for animals and plants3 Stop polluting the environment。

Oral Presentation of the Teaching Plan for“Will you take your kite”

Oral Presentation of the Teaching Plan for NSE, Book4, Module4, Will you takea kite?工作单位：双星乡工农小学教师：余益Good morning, everyone. Thank you for sitting here and listening to me. Today I will talk about my teaching plan for NSE, Book 4 Module 4 Unit 1 “Will you take your kite?”. I am going to explain my teaching plan from 6 parts.Part 1: Analysis of the Teaching Material. l(教材分析)Part 2: Analysis of the students. （学情分析）Part3: Teaching Methods & facilities (教学方法及手段)Part4: Teaching Procedure.(教学步骤)Part5: Teaching evaluation.（教学评估）Part6: Teaching resourses.（教学资源拓展）Part7: Blackboard Design (板书设计)First: Part1: Analysis of the Teaching Material(教材分析)(一) Status and Function（地位与作用）This lesson is about the simple future tense. It will be good for their English study in Junior and senior high school.This is an important lesson . As for this lesson--- “Will you take your kite?”. Most students are very interested in picnic as Spring is coming . So this topic can greatly attract their interests. After this lesson they will be able to talk about someting about picnin in English.It can help students to attain “three skills” request of listening, speaking, reading.Therefore this lesson is in the important position of the teaching material.(二)Teaching Contents.(教学内容)It’s talking about “picnic”. As Spring is coming, pupils become interestde in picnic very much. In the text, the Smarts are going to have a picnic on Saterday. But Sam made a mistake. He thought “tomorrow”is Saturday, but it’s not. Everybody laughed.(三)Teaching aims and Demands（教学目标及要求）1.Knowledge objectsTo master new words: take, fly, picnic, great, why, why not, because, so.To understand and use “Will you take your kite? Yes, I will./ No,I won’t.” To master the2.Ability objectsTo develop the Ss’ abilities of listening, speaking, reading .To train the students how to use their own words to express their ideas. 3, moral objective: To educate pupils don’t drop litter. They shouldput their rubbish into the rubbish bin. Also,to teach them social manners.(四) Teaching Key&Difficult Points.(教学重难点)Key Point: To master “Will you take your kite? Yes, I will./ No,I won’t.”Difficult Points: To use this sentence pattern in their daily life.(五) Teaching Equitment.(教具)Teaching cards, tape recorder, multi-medias.....etc.Part2: Analysis of the students （学情分析）I teach in a rural primary school. Students don’t have a computer or recorder at home because of economic condition or something else. New words are totally new before my teaching. But words are so important for learning English, so I have to spend much time on teaching the pronunciation and meaning of the new words. Therefore in my following teaching procedure you will find I spend so much time on the new words. After the new words, I will do my best to creat a almost real situation by using multi-medias, cards and tapes to help them understand the new sentence pattern and master it.Part3: Teaching Methods & facilities (教学方法及手段)1. Communicative teaching method2. Audio-visual teaching method3. Task-based” teaching methodPart4：Teaching Procedure.(教学步骤)Step 1 GreetingTo make me and they are not totally strangers.Step 2 Warm-up < Froggie>To creat a happy and an active atmosphere. It also can attract students attention from playground into class.Step 3 Review Module3It can lead to the new lessonStep 4 Lead inShow many “picnic”pictures. Lead students say “野餐” Then, I show the “picnic”1)Listen to me 3 times, no repeat. To make them listen very clearly.2)Read after me loudly twice.3)I write the words on the blackboard.4)Correct their pronunciation5)Play the game “ hide and sick”( I invite a student come to thefront, and face the blackboard, then I hide “picnic” ,Then he find.If he get it, his goup will gain 3 points. )The other new words will do the same thing.Step 5 New Sentence Pattern.I will show them a real kite to atract their attention. Then I will say: “ Tomorrow we are going to have a picnic. I will take my kite. Will you take your kite?” We will discuss the Chinese meaning of the sentence. Then I will write down the answer “ Yes, I will./ No, I won’t.”I will use a smiling face and sad face to practice the answer. Then we will play a game.(One breath)Then I will show them some picture. They use “Will you take your kite?”to make sentence. Then we will play a game “Catch the ball” to practiceit. Step 6 I will hold many things. Students guess what I have hold. If they get it. They can have the picture.Step7 We will move to the text. First, listen to the tape. And do the exercise on the screen. Then, make them do a group work to discuss the traslation of the text. Then, we listen to the tape agin, they translate every sentence into Chinese.Step8 Read after the tape.Step9 Over the class and say thank you to students and teachers.Part5: Teaching evaluation.（教学评估）After this lesson they will understand the text, and they can master the new words. But because of the limit of time, we can not go further on this topic.Part6: Teaching resourses.（教学资源拓展）Cards on the wall and some English children’s song.Part7: Blackboard Design (板书设计)。

Teaching Plan Presentation1

Teaching Plan PresentationGood afternoon, everyone! It’s my great pleasure to be here to give my teaching plan presentation.I have been ready to begin this representation with six parts: analysis of the teaching material, analysis of the students, the teaching aims, the key points and difficult points, the teaching methods, and the teaching procedure.Part 1 Teaching MaterialFirst, I will give you the analysis of teaching material. The teaching material is taken from the New Junior English for China; Book 4 Unit 9 Have you ever been to an amusement park?This lesson focuses on the usage of present perfect tense structure ”have been to ……”, aiming at letting students to learn to talk about past experience.The content is closely related to students’practical life, and in accord with students cognitive level, thus can make students learn meaningfully and build them the confidence of English learning.This lesson mainly consists of warming up, listening and speaking parts. The first part------ warming up is centered on new words teaching with the help of video clip and some vivid pictures so as to help students to build a system of new knowledge. Then the second listening section aims at introducing the usage of the language structure ”have been to ……”to students by way of listening, therefore making them master the methods of talking about past experience subconsciously. Finally, thethird speaking session which mainly covers role play, memory game, interviewing and reporting tasks targets at improving students’ ability of communicating, and thus realizes the goal of communicative teaching.To sum up, the three sections of this unit, abiding by the “output after input” principle, function step by step, and proceed from experience to exploration and then to language application, ultimately managing to achieve the objective of improving students comprehensive language competence.Part 2 Students analysis:Now, let’s move to the analysis of students.The objects of this lesson are students in Grade 8. Students in this phase have already learned some tenses such as simple past tense, present progressive tense, therefore they must have mastered some skills of tense-learning and are fully prepared to learn the lesson cognitively.However, junior students are defective in systematic language learning and some students have no confidence of English learning. Therefore, it requires teacher to set up the tasks from the easier to the advanced to guide them.What’s more, junior students tend to focus on image thinking because of the absence of the mature, abstract, and logical thinking, thus teachers should design various interesting, funny and relaxing activities to keep students’ interests and attention alive.Part 3 Teaching AimsAccording to the new standard curriculum and the syllabus, and after studying the teaching material, the teaching aims are the followings: 1. Knowledge objectives(1) The students can master and use some important words, such as: amusement park、space museum、aquarium、zoo and so on.(2) The students are able to use the present perfect tense structure ”have been to ……”.(3) The students can grasp the differences between the present perfect tense and the present past tense.2. Ability objectives(1) Enable students to get correct information from listening material.(2) Enable students to master some relevant listening skills including extensive listening, intensive listening as well as focused listening.(3) Make students be capable of talking about past experience.(4) Make students be capable of offering suggestions according to other’s reply.3. Emotional objectives(1)Make students taste the happiness of communicating in English.(2)Build students’confidence towards listening, which is generallyconsidered as the difficult points of English learning.(3)M ake students be active and cooperative in team work.Part 4 the Important and Difficult PointsBased on the requirement of the syllabus, the important and different points include:1.Students can master the key words and important sentence structure ”have been to ……”.2. Students are capable of distinguishing the present perfect tense from the present past tense.3. Students can grasp some relevant listening skills.4. Students can talk about past experience.Part 5 Teaching MethodsAccording to the new English curriculum, the students should be the centre of the class. Besides, a good teaching method requires that the teacher should help students develop good sense of the English language. For achieving these teaching aims, (after the analysis of the teaching material and teaching aims,) I will use the following methods according to the modern social communication teaching theories(现代社会交际教学理论):1.Task-based Language Teaching Method(任务教学法)2. Communicative Approach(交际教学法)3.Total Situational Action (情景教学) : a “scene —activity” teaching method , it establishes a real scene and the interaction between the teacher and the students.puter-assisted Instruction(电脑辅助教学): it can provide a real situation with its sound and picture, thus arousing students’ curiosity andinterests to learn.Part 6 Teaching ProcedureHere comes the most important part of my presentation. It is the teaching procedure.The first step is leading -in.It will cost about 5 minutes. At the beginning of the class I will put forward life-closed questions:Do you like traveling?Where have you ever been?to catch students’ attention and arouse their interests. Then I will show students a video clip concerning amusement park and ask students whether they know where it is to lead in the topic and liven up the lesson.Then let’s move to the second step, learning new words and expressions.It will take about 5 minutes. I’m going to show students some pictures of places a nd ask them the same question” have you ever been to……?”each time I show a picture. This activity aims to impress students the new words and the important sentence structure. T hen I will let students rank these places from 1 to 5 by their preference in order to reinforce their impression of the key words.The next step is extensive listening.It will take about 5 minutes. Firstly, I will guide students to skimthrough all the places in the map in 2a. Then, I will make students listen to the tape for the first time, and ask students to circle the places they hear in the record. This step targets at making students to grasp the main information (the key words: amusement park, space museum, aquarium, Water World) of the listening material.Well, let’s move to the fourth step-----intensive listening.It will take about 8 minutes. In this part, I will make students listen to the tape for a second time and circle T or F. The record will be played dialogue by dialogue. The purpose of my design of this section is to make students understand the details of the listening tape.The fifth step is focused listening and writing.It will take about 8 minutes. I’ll let students listen to the record for a third time and fill in the blanks. By the means of filling the blanks, students will grasp the usage of the key sentence structure “have you ever been to……”subconsciously and comprehend the differences between present perfect tense and present past tense.Now, we move to the sixth step------role play and reading:It will take 5 minutes.In this part,I’ll make students role play the conversations and choose three pairs to read in front of the class.This is a section of knowledge integration and consolidation. It not only can deepen students’ understanding of listening material, but also can be regarded as active input process.Well, the seventh step is memory game:It will take 5 minutes. I am going to divide the whole class into two groups and ask each group to select five students as competitors. competitor A in group A shares his experience using the sentence pattern: ” have been to……”, then competitor B is supposed to retell what competitor A has already said and shares his own experience using the same sentence structure, then competitor C、D and E follows. When finished, I will compute the time. Then, it’s group B’s turn. Finally, the group which takes the less time will be awarded. The target of this game is to examine students’ ability of transforming the input (through listening) into the output (by speaking), and make students be proficient in the present perfect tense structure ” have been to……”.The next step is interviewing and reporting:It will take 10 minutes. I will create a scene and let students make conversations according to the scene. This activity aims at improving students’ ability of communicating by applying the present perfect tense structure they have learned into daily conversations. Furthermore, theretelling session focuses on training students’ ability of talking about past experience.The last step is homework.I’ll require students to look at the map of their own hometown and talk about their past experience of the place to review what they have learned and form them a habit of active learning.That’s all for my teaching plan presentation. Thank you for your attention.。

Oral Presentation of Teaching Plan for Module 4

Ⅶ.Teaching Procedures
• StepⅥ Blackboard Design
Period 2, Module 4 A Lively City 1.Pre-reading
It's been six years since we last saw each other. This is my first time that I've visited your hometown. So+主语+助动词/系动词/情态动词,某人/物确实..... So+助动词/系动词/情态动词+主语,某人/物也...... Neither/nor+助动词/系动词/情态动词+主语,某人/物也不......
Ⅲ.Important Points
• 1.Help students to understand the important words, sentence forms and grammar. • 2.Help students to understand the whole passage.
Ⅱ.Teaching Objectives
• 2.Ability Objectives (1)Enable students to have a general understanding about this passage.
(2)Enable students to grasp some language points.
Ⅶ.Teaching Procedures
• StepⅠ Lead-in(4')
• Lead in this class by listening to a song "Gulangyu Zhi Boctures about Xiamen.

《英语教学法》课程教学大纲

《英语教学法》课程教学大纲一、教师或教学团队信息二、课程基本信息课程名称（中文）：英语教学法课程名称（英文）：English Teaching Methodology课程类别：□通识必修课□通识选修课专业必修课□专业方向课□专业拓展课□实践性环节课程性质*：□学术知识性方法技能性□研究探索性□实践体验性课程代码：周学时：2 总学时：64 学分: 3先修课程：教师语言，基本英语语音、语法知识，具有一定的听、说、读、写方面受过相当训练，达到专业英语6至8级水平要求。

授课对象：英语师范专业本科三年级学生三、课程简介英语教学法是研究中、小学英语教学理论和实践的学科，是师范院校英语专业的一门基础课。

要求学生通过这门课程的学习和实践，掌握本课程的理论与基础知识和技能，从而适应中、小学英语教学的需要。

通过反思、讨论、探究和实践，让学生不仅能够掌握一定的教育基本理论和教学基本技能，能根据实践需要选择并运用恰当的教学方法和技巧进行教学，还具备能够依据环境、教学条件和学生需求以及语言教学的规律，对教学方法和技巧再创造的能力。

四、课程目标通过本课程学习，学生将了解未来英语教师职业的要求，国内外英语教学法流派发展状况和国内英语教学改革前沿信息，认识交际语言教学法、任务型教学法等主流英语教学法的理论背景、教学原则、教学环节、教学设计等，结合英语新课程标准改革，探究适合实际教学对象与教学目标的教学模式。

学习并实践教授英语语言知识、技能的教学原则、常见教学活动的设计与组织，掌握课堂管理的方法，全面了解与分析英语新课程标准，着重英语新课标的评价方式和教材选择或改编等问题。

五、教学内容与进度安排1. 语言教学历史2. 影响语言教学的主要因素3.不同语言教学方法4. 撰写合格教案5. 学会课堂管理6. 了解语音及听力教学7. 课堂口语教学8. 多种语法教学手段9. 阅读教学的三个步骤10. 课堂语言技能的整合11. 观摩掌握教学评估方法12. 学会分析改编现有教材第一学期具体每周每课的教学内容大致教学进度为：第二学期具体每周每课的教学内容大致教学进度为：五、授课形式1、课堂讲授：占总课时的60%2、课外自学：占总课时的10%并非所有的教材内容都在课堂上讲授，在课堂上教师讲授的东西仅限于有一定难度的，同时又非常重要的内容。

oral presentation 准备指南

oral presentation 准备指南（仅适用于研英456班）September 28,2014 （9月-10月话题）Objective(目的)：不局限于英语语言知识和技能的学习，更多地着眼于信息的传递与交流。

Requirements(要求)：1）主题：主题为所学课文（包括读写和听力课堂）涉及到的或相关的话题;由个人独立完成具体话题的选择、、收集资料(通过书本、报刊、网络等途径收集相关材料) ; 整理资料( 根据展示形式将收集到的资料改编成独白、对话、访谈、话剧等) ; 完善展示( 制作PPT，加入文字、图片、动画、音乐、影视资料等使口语报告内容更加丰富) ;2）个人展示：重点在于如何能吸引观众，生动有趣，信息量大，建议个人完成，最多两人，两人角色分配平均;3）语言：需要使用目标语言（英语）来进行信息的产出。

4）形式：形式不限，可以根据所选主题来表演短剧、访谈、模拟电视节目、DV制作等（能安排和观众的互动，使气氛轻松活等最好），但要求在期末结束前（第十五周结束）所有同学都已完成报告。

5）报告时间：要求为3分钟之内左右;6）话题指南，也可围绕本学期课文所学过的内容，另立话题，以下仅为参考）Topic one: Traits of key graduate students （（可参考读写第一单元的reading focus）Topic two: Chinese food culture （可参考读写第二单元的reading focus,要求来源于课本但又高于课本内容）Topic Three: Food Safety in China （个人收集资料后整理展示，形式多样）Topic four: Trends in Today’s Workplace （个人收集，课本内容陈旧，要求能体现最新的trends）。

Oral Presentation of Lesson Plan

Oral Presentation of Lesson Plan Background information: High School, Grade 2Material: Unit14 Lesson 55 Part 2-5, SEFC Book Ⅱ2B Type of lesson: RevisionGood late afternoon, ladies and gentlemen! If every one of you has not been tired enough to fall asleep, I would be much happy, and so, let me begin. [Presenting the 1st PPT about the teaching material.]My topic today is（SEFC Book ⅡB Unit14 Lesson 55 Part 2-5）to write the attributive clauses, esp. those introduced by pre-wh-.[Presenting the 2nd PPT about the students’ background information.] I come from a “third world” middle school. The majority of my students were administered to this school with very low marks. I think they are dependent, biased and lacking in good learning habits. By biased, I meant even though many of our teachers have changed our points of view towards teaching, I found my students still hold the belief that if a teacher did not teach grammar rules or language points, she or he were not a good teacher. So I feel it important in my every lesson to help them to understand the real meaning of learning languages. As weall know it is no good knowing all about the language if you can not use it. I think that is one of ideas that the English Curriculum want to transfer to our teachers.[Presenting the 3rd PPT about the connection between NEC and classroom teaching.] The English Curriculum calls for a class (to) aim at students’ development, centre of students’ activities and develop mutual experience. So in my opinion, We must learn by all means by doing, and so in this very unit, once students have encountered all the proper structure of the attributive clauses, I have designed my revision lesson as follow: (Time: 6’00) [Presenting the 4th PPT about the teaching aims] First, knowledge objective is to master the attributive clauses, esp. those pre-wh_, which is also the main point. And then the skill objective is to lead the students in using different kinds of attributive clauses, which is also the special relocation in the lesson.[Presenting the 5th PPT about the teaching methods.] And the methods I adapted here are situation, communication, brainstorming, pair work (and) group work. So in order to fulfill these teaching aims, I have based my teaching at students’ learning on “top-down and bottom-up” system,that is, from situation to sentence tool and back to situation finally. (Time: 7’00)[Presenting the 6th PPT about the step.1 of teaching procedures] So step 1.Situaton. Give then pictures with many dogs and then ask” do you know about the dogs?” Since there are so many dogs, of cause they can not read my mind. So they ask,“which dog?” I would say the dog which died in the satellite. So far you may have understood that I want to check how well they have understood the text on some tenses. And also I think this procedure causes my students to be base in the situation in using and hearing attributive clauses naturally, [Presenting the 7th PPT about a leading question in step.1.] and I will carry out the dialogue and set up the situation for them to keep the dialogue going. [Presenting the 8th PPT about the dialogue in step.1.] This is the dialogue. My students and I carry out in the lesson, (and I will quickly write the main part.) I will ask students how many attributive clauses we have come across just now, and write the main part on the blackboard, so as to help them to recall the main structure of attributive clauses as quickly as possible. In this way, the blackboard design will look like this: (Time: 8’20) [Presenting the9th PPT about the blackboard design.]And step 2. I will say if you have the right to choose, which would you like to be, a dog or a person? I guess the question may seem very ridiculous and Superficial, but in my opinion, this question, I give them the chance to look into the bottom of their hearts, asking themselves what is my attitude towards life, but of cause, it is (no) not the main idea of this lesson, so I will brainstorm students as quickly as possible and then I end their dialogues by saying,” you know, (I) myself want to be a person of cause, because I think persons have thoughts. You can have different kinds of feelings and of cause there is very exciting. You know, for example, one of my friend said，[Presenting the 10 th PPT and showing the sentence examples of attributive clauses.] “As a friend, it is somebody who they can share everything with and that make me very proud of myself, but you know, every person shoulders different responsibilities in the society, so what I’m really interested in this lesson is that as a teacher, what kind of person I am in your eyes. How about my lessons? What is your attitude towards life after my class? How about schools in your eyes? So that is step 2. [Presenting the11th PPT with the group dialogue about attributive clauses.] I will divide the class into four groups, and give the first part of each sentence for them to practice, using different kinds of attributive clauses. You see on this line for group A. The beginning sentence will be:“Grace (is me) is a teacher who/whom/whose/that/… or nothing.” I want them to use attributive clauses in which the undersidence is somebody and function as different parts in the sentence. And the group B: the undersidence is some time. Group A: (the) undersidence is something. Group D is some places.I think all of these are closely connected with students’everyday life, so they are very interesting in talking, and even the poorest students participate very actively. Although they can only give response in Chinese to tell the truth, but I think they are very special part in my class. Silent as they always are, their ideas are particularly fun and original, so I hope the chance encourages them to learn more things. Perhaps helps by others, they can even speak in English, even in replicate sentences. As for the majority, after exchanging ideas, their interests in talking, getting clues, and also love between students and teachers, students and students, students and study,students and schools. It depends. [Presenting the 12th PPT about a sentence from a student.] For example, one of my best students in group A gives me a sentence like this:”A school is a place I do not want to go but I have to go to, but No.12 middle school is an exception. ” I think that is a very good example foe me to carry out next step, so I write it down on the blackboard, and circle the word ‘where’ to be used later on. Also I follow it by saying:”Do you also mean a teacher is somebody whom you do not like to but have to see, but me is an exception?” So in the harmonious and lightening circumstances, we come to next step. (Time: 12’20)Step3. Words back to sentences. As for the other ways to express sentences which are “A place where I have to go to” and” the place to which I have to go”. So it is time for them to do paper work. [Presenting the 13th PPT about the paper work for students in step.3.] Join sentences together. (I forget to emphasizes something, sorry ) So when dealing with these two sentences, (to express) to substitute the word ‘where’, and I also want to remind them the elixir on working on related words is to “瞻前顾后”. In my opinion, it is the only and the verykey to solve this kind of problems, and I do not think any other works more efficient than that way. And now it is the paper work. Deal with the hand-out on which five pairs of sentences are written. Those are the trickiest sentences chosen from page 11. I intend to divert the replicated when students are doing their homework. I may say the first two steps (that) I aim at practicing students’ fluency. Now, I aim at practicing their accuracy, [Presenting the 14th PPT and showing the exercises of attributive clauses.] and you know accuracy plus fluency means a standard language. When they are doing this exercise, I will go to certain areas on the classroom on purpose to check how students in different levels are getting along with these sentence items and hopely be person to person supervision in class, and then quickly we go to step 4. (Time: 14’15)Step4. Back to situation. Also give them other pictures of current issues. Ask them to carry out dialogues in groups of four. Using different kinds of attributive clauses. Of cause they should better use the kind of attributive clauses introduced by pre+wh_. I may say if I taught the lesson here and now, I (was) certainly have another twopictures to add. [Presenting the 15th PPT about the two pictures for students.] One is (to) talk about the war on Iraq. Two is (to) talk about the issue that the famous pop start Lexis John committed suicide. I think these are the choosing that students would be extremely interested. [Presenting the 16th PPT about the assignment.] And we always say teaching should progress with the time. Teachers should always present their students material after day. This also gives me the further see of their mastery of attributive clauses.And today’s assignment is 1. Finish off the rest of the exercises on page 11, and 2. Put down your conversations in your “practice make perfect” books. Of cause this assignment is optional. I’d rather give the first one to the quite ordinary students and No.2 to the excellent students. So that is the end of my 40 mins classroom teaching. (Time: 15’54)So in order to carry out my teaching devices, I have brought the words “top-down, (and) bottom-up”from reading comprehension, because I think these are the words (that are) ideally suited for my idea. [Presenting the 17th PPT about the idea of designing the teaching process.] Ihave designed four activities for the students just (to) start from real communication, and focus on sentences, after dealing with specific words, go back to sentence making, finally return to the real situation again, and each activity is closely and logically connected with former ones to form a pass chain in the end. The whole design starts from practice to theory and from theory back to practice. I think the design agrees with the rule of coetion, and practicing in this way may students practice most any language come from and go back to real communication, and therefore, they are motivated to use that item where teachers are away if it is necessary. I think that is the final goal (isn’t it?) to teach for no need of teaching. (Time: 17’11)[Presenting the 18th PPT with a famous proverb.] A famous proverb Jazzpersons once said, “Less taboo, less definition, more observation towards life. That is the only way to make grammar lessons favorable in schools.”As I mentioned at the beginning of my speech, the new English Curriculum also emphasizes learning by experiencing, learning by observing, [Presenting the19th PPT about the right and wrong directions for teaching.] butdaily communication covers a lots. I think blind imitations only make loose sentences. As we know, standard English need certain rules to follow. I think every Chinese teachers present here will not deny a foreign language learner without grammar knowledge can no (not) go any further.[Presenting the 20th PPT with a conclusion.] So what I want to say here is whatever textbook you are using, whichever school you come from, grammar lessons are still very essential but must be taught in a way which is aimed at your student’s development. That is my understanding of this lesson. Thank you! (Time: 18’27)。

说课教案新部编本2Presentation of a teaching plan

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Presentation of a teaching plan(说课教案）（PEP）小学四年级英语下册Unit3 Weather Period2邹素梅陈瑞熊妍廖红梅一、Analysis of teaching materialsThe third unit mainly focuses on the words and the sentence patterns about the weather. After the class, students are required to use these words and sentence patterns to make conversations. The second period in this unit is the expansion and extension of the f irst period, it strengthens the students’ verbal expression skills. Through the second period, students’ verbal expression skills will be greatly improved.二、Analysis of studentThe students have grasped the related usage of “it” in unit two, for example, it not only refers to the inanimate thing, but also refers to time. Besides, students have gotten familiar with the special question “What is .....?” Due to the students’ curiosity, active, strong imitation, teachers will employ some interesting games to enhance students’ interest in studying English and achieve the expected teaching aims.三、Analysis of teaching aims1. Aims on the knowledge(1) Students will be able to understand and speak the key words: warm，cool，hot，cold，weather. Besides, students will be able to use these words in conversations. (2) Students will be able to grasp the sentence patterns: what is the weather like in?It's cold/hot/cool/warm in...,(3) Know about the climatic features in our country.2. Aims on the abilities(1) Students will be able to develop the abilities of listening and speaking about the weather report in English.(2) Students will be able to develop the ability of working in groups to talk about the weather.(3)Students will be able to foster the abilities of communication and their innovation.3. Aims on the emotionStudents will be able to foster the consciousness of good co-operation and proper competition in class to play games.四、Analysis of key points and different points of this lesson1. Key points(1) Be able to grasp the sentence patterns:what is the weather like ? It'scold/hot/cool/warm in...,(2) Be able to grasp these key words: warm，cool，hot，cold，weather.(3) Be able to study in groups and co-operate skillfully.2. Difficult points: Be able to pronounce the word “weather” correctly.五、Analysis of Teaching and Learning methods:1.Teaching Method: <New English Lesson Standards> says that during the Foundation Education period, the total goal for English lesson is to improve the pupils’ ability of compr ehensive using language. It promotes task teaching structure. According to the little kids’ physical and psychological characteristics of keeping curios, active and imitating and showing themselves, so, in this lesson I will mainly adopt the following methods: The “Task-based” teaching method; The Audio-lingual method; Total physical Response.Intentions:First，Task-based Teaching method is the mostly common used one and it is easily applied; Second, use the Audio-lingual method they can learn to observe,think and discuss, during this procedure the pupils’ ability of thinking and using language is developed very well;Third, TPR is the most important method in this lesson, it can make the Ss actively join in the games and learn the lesson happily and easily.2.Learning Method: In order to cater for the pupils’ characteristics and their abilities, I’ll try my best to make them learn this lesson happily, so I will arrange several activities: listening, singing, playing games. And in this lesson, A recorder, some word cards, PPT,Textbooks are needed.Intentions：Through these activities Ss can have a very relaxed atmosphere which is good for their learning and it is just catering for their characteristics.六、Analysis of Teaching Procedures:Step 1 Warming-up:Intentions: singing can not only make students review some words about weather, but also build a relaxing and harmonious circumstance for them.All the class sing the English Children’s song <Rain, Rain, go away> to arouse their interests and help them to step into English learning circumstance happily.Step2 Revision:Intentions: as we all know, new knowledge is the extension and expansion of the old knowledge. So before learning new knowledge, it is useful to review the old one, which can strengthen the old knowledge, and can also set a good foundation for the subsequent learning.Review the words of weather, such as hot , warm and so on,which we learned in the first period in this unit .Step3 Lead-in(7 minutes):Intentions: The beginning of each class is very vital. It is easy for teachers to introduce the following contents if they can attract students’attention and arouse students’enthusiasm. Simple communication and relaxing song can cater students’psychological needs, which can prompt them learn actively and with ease. So the prepared activities before class can not only animate classroom atmosphere, but also relieve students’ nervousness.First, ask students to do the actions according to my sentences. For example, “ It's a sunny day. It's six o'clock. It's time to get up. (students do the action of getting up) .Second, communicate with students and ask whether they are happy. Then draw the happy face of the sun and lead to the word “sun” and raise the topic “Look at the sky. Look at the sun. It's a sunny day. Today we will learn Unit3 Weather , the second period.Step4 Presentation(9 minutes)Intentions:Through acting as the whether reporter, the teacher present the new knowledge by pictures in the real situation. After presenting the new knowledge, the teacher teaches the new word one by one.1. Weather broadcastT: Now, Let’s listen to the weather report car efully.(T pretends to be a weather reporter ): It’s sunny in Guilin . It’s windy in XiAn . It’s rainy inShanghai. It’s snowy in Beijing.(The teacher put the related word on the blackboard while she/he talking to the students.)2. Learn the new word one by oneT: OK. Now boys and girls,Let’s see the weather repo rt and read them together.T: sunny-sunny(After reading it, the teacher show the card of word “sunny”.)Ss:(read after teacher)T:Good job.T:(Please some students read one by one and say good)T:The second one .–Windy-windy(After reading it, the teacher show the card of word “windy”.)T:windy.Can you?( Ask a student to read it)Ss:windyT: Super(erect the thumb).sit down please,thank you.T:Look,the third one.rainy-rainy(After reading it, the teacher show the card of word “rainy”.)-rainy. It is rainy.It is rainy in SH.T:( Read sunny /windy /rainy again)Ss:(read after teacher)T:Very good. The last one.-snowy-snowy.snow-snow-It is snowy in Beijing.Step5 DrillIntentions: Students strengthen the new words through chanting and remember them in the whole sentence. It is easier to remember them with the help of rhythm.T:ok.Now rise your hands.Let’s chant together,ok?Ss:ok!T:(Chant)Sunny, sunny, it’s sunny in Guilin.Windy, windy,it’s windy in XiAn.Rainy, rainy, it’s rainy in Shanghai .Snowy, snowy, it’s snowy in Beijing.T:Wow,perfect.Step6: Practice1.Playing rapid-response games(3mins)Intentions: In this game, I’ll make full use of the TPR(Total Physical Response), that is, teacher speak out the words, let the students act out the weather conditions, it is relatively interesting, Ss love it and also avoid the boring text memorization.For example:T: Would you like to play a game?Ss: YesT: If I say the words, you do the action as quickly as you can, ok? (T and Ss play the rapid-response games, the Ss imitate the weather use the body language)Ss: Do the actions according to the teacher.T: How clever you are.2. Telephone talk(6mins)Intentions: In this part, I’ll present the sentence patterns to be learned through “Telephone talk”which is natural and real. It is something happens around us which is easily to be understood.For example:T: After knowing about the weather.(point to the word on the blackboard ) I’ve decided to go to Beijing. Now I’ll phone my friend there and ask him how is the weather ? （Teacher act out the gesture of phoning)T:Now two persons are talking about the weather. Who are they? How is the weather in Beijing?---Hello. This is Guiying. Who’s that?I am Dingding.Oh, Dingding ,I want to visit you. How’s the weather in Beijing? It’s snowy. How is the weather there? Windy! Great! I love snow. See you.(present the differences between the two places which is much more real)T:Do you understand? Who are talking?T turn to Ss: Do you know how’s the weather in Beijing? How’s the weather? (The teacher write the sentence patterns on the blackboard)Ss : It’s snowy.T:You are so smart. How’s the weather in Ningde?Ss:It is windy.T:Good!Now, look at the blackboard.Let’s read the sentences together. (Do some replace exercise, first point to the place, then label the weather signs randomly)T:Good job3.Pair work(6mins)Intentions:As the teacher draw the pictures, the Ss guess the weather,this is useful for the interaction between teacher and Ss, and again strengthen the patterns’learning, present the knowledge dynamically, construct the appropriate knowledge gap, belongs to the knowledge gap communication. And this also reflect the application of the Multiple Intelligence Theory.T: Ok, now let’s play game.You and your partner ,one draw a simple weather picture and guess how is the weather.Another one answer.For example:Wow,How is the weather ? Guess! Is it sunny? No,it isn’t. How is the weather? Yeah, Bingo! It is snowy.Now I will give you 3 minutes to practice in pair. Do like this.( How’s the weather in _____?It’s _______.) with your partner and act out.Ss:(practice with partner）T:OK.Times up.Who would like to act out?Stand up,please.Ss:(act out)Step7 ConsolidationDesign intentions: In this part, the main purpose is to consolidate their abilities to use the new words and sentence patterns.First, work in pairs to show a weather report of a city by imitating the text. Such as: Good morning. This is a whether report. And then each students should report two cities’ whether. After doing it, the teacher ask several pairs to show their report in theclass and evaluate in time. Second, finish the part “Let’s chant”.Step8: Summary(6 minutes)Intentions: This is the part to summarize this lesson, to conclude what we have learned and also point the shortcomings which is to be vised the next lesson.Before class is over, the students should review the new knowledge, which is helpful for students to master knowledge frame and content.Step9: AssignmentIntentions: In order to strengthen the use of the new words and how to write a weather report use what we have learned.(1)Write the new words three times.(2)Watch a TV weather report and then make a weather report about 厦门、三明、泉州、福州and 宁德to your family.Firstly, the teaching purpose is clear in this lesson.What is more,the teaching contents are definite and there are many methods of teaching that applied in this lesson.The teacher teaches the students step by step.The teaching method is scientific.According to the characteristics of the students age, teachers create suitable situation and adopt reasonable and diverse methods. In accordance with the teaching materials,teachers' reasonable use visual AIDS such as pictures, maps and a variety of teaching media and the audio-lingual means which create a great language learning environment for students. However, there still exits some shortcomings: due to the differences between the students, I can not make every one grasp all the meanings of the lesson, still some Ss may not act out the games naturally, so I must rethink my teaching design after class and try to make the following lessons more successful.。

teaching plan 口语课英文

teaching plan 口语课英文Teaching Plan for Spoken English ClassIntroduction:In today's globalized world, being able to communicate effectively in English is crucial. The ability to speak in fluent English not only enhances our professional prospects but also broadens our cultural horizons. With this teaching plan, we aim to develop students' oral communication skills in a structured and engaging manner.Goal:The primary goal of this teaching plan is to improve students' proficiency in spoken English by focusing on conversational skills, vocabulary expansion, pronunciation, and fluency. Through interactive activities and real-life scenarios, students will gain confidence in expressing their thoughts and ideas in English.Duration:The teaching plan spans over a 10-week period, with two 60-minute classes per week. Each session will consist of various activities structured to cater to different learning styles and abilities.Week 1: Introduction and IcebreakersIn the first week, the primary objective is to create a positive and inclusive classroom environment. Activities, such as introductions, icebreaker games, and team-building exercises, will encourage students to interact with each other and establish a comfortable learning atmosphere.Week 2-4: Conversational SkillsDuring these three weeks, the focus will be on developing conversational skills. Students will engage in pair and group discussions on a wide range of topics, such as travel, hobbies, and current events. They will learn strategies for initiating and sustaining conversations, expressing opinions, and active listening. Role-plays and debates will also be incorporated to enhance their communication abilities.Week 5-6: Vocabulary ExpansionExpanding vocabulary is essential for effective communication. In these two weeks, students will be exposed to various techniques to enhance their word bank. Through vocabulary-building games, word association exercises, and contextual learning, students will acquire new words, idiomatic expressions, and phrasal verbs. Furthermore, they will learn strategies to remember and utilize vocabulary effectively in practical conversations.Week 7-8: Pronunciation and IntonationCorrect pronunciation and intonation are vital for clear and accurate communication. Over two weeks, students will practice speech sounds, stress patterns, and intonation through drills, tongue twisters, and tongue position exercises. By focusing on common pronunciation challenges for non-native speakers, students will gradually improve their spoken English clarity.Week 9-10: Fluency DevelopmentIn the final two weeks, the focus will be on enhancing fluency. Students will engage in timed speaking activities, impromptu speeches, and dialoguesto build their confidence in spontaneous communication. They will also learn strategies to overcome hesitation and develop effective fluency techniques, such as using fillers and connectors.Conclusion:This teaching plan for spoken English aims to provide students with comprehensive training to enhance their oral communication skills. By focusing on conversational skills, vocabulary expansion, pronunciation, and fluency, students will develop the necessary tools to confidently express themselves in English. Through a combination of interactive activities, real-life scenarios, and ongoing practice, students will steadily improve their spoken English capabilities, setting them on the path towards successful communication in the globalized world.。

大学英语口语教师工作计划

大学英语口语教师工作计划I. Introduction1. BackgroundCollege English oral teaching is an essential part of English education in universities. It aims to help students improve their oral communication skills, enhance their confidence in speaking English, and facilitatetheir future career development.2. Work ObjectivesThe main objectives of college English oral teaching are to develop students’ ability to communicate fluently and effectively in English, to provide them withopportunities to practice speaking in various contexts, and to help them build a solid foundation for further English language learning.II. Teaching Content1. Speaking SkillsThe teaching content includes various speaking skills such as pronunciation, intonation, stress and rhythm, fluency, and coherence. These skills are vital for effective oral communication in English.2. Conversation PracticeConversation practice is an important part of college English oral teaching. It provides students withopportunities to engage in real-life conversations and to apply their speaking skills in authentic communication situations.3. Presentation SkillsTeaching presentation skills is also essential forcollege English oral teaching. It helps students develop their ability to deliver clear and organizedpresentations in English, which is valuable for their future academic and professional endeavors.III. Teaching Methods1. Interactive TeachingTo create an engaging and supportive learning environment, interactive teaching methods will be adopted. These methods include pair and group discussions, role plays, debates, and language games.2. Task-based LearningTask-based learning will be integrated into the teaching process to provide students with meaningful and authentic language practice. Students will be given tasks that require them to use English in real-life situations, such as giving presentations, conducting interviews, and participating in group discussions.3. Multimedia ResourcesMultimedia resources, such as videos, audio recordings, and online platforms, will be utilized to enrich theteaching content and provide students with exposure to authentic English speech and communication.IV. Assessment and Feedback1. Continuous AssessmentContinuous assessment will be carried out to monitor stude nts’ progress in speaking skills and to provide them with regular feedback. Various assessment methods, such as oral exams, presentations, and group discussions, will be used to evaluate students’ speaking proficiency.2. Feedback MechanismA feedback mechanism will be established to provide students with constructive feedback on their oral performance. This will help them identify their strengths and weaknesses in speaking English and guide them in improving their speaking skills.V. Professional Development1. Teacher TrainingContinuous professional development is essential for college English oral teaching. Teachers will be provided with opportunities for training and workshops to enhance their teaching skills and keep them updated with the latest teaching strategies and methods.2. Research and PublicationEncouraging teachers to conduct research and publish academic works in the field of college English oral teaching is important for advancing the quality of teaching. This will contribute to the development of innovative teaching approaches and materials.VI. ConclusionCollege English oral teaching plays a crucial role in helping students develop their speaking skills and communication abilities. By implementing effective teaching content, methods, assessment, and professional development, the quality of college English oral teaching can be enhanced to better serve the needs of students and contribute to their overall English language proficiency.。

英语口语教学教学计划

英语口语教学教学计划Title: English Oral Teaching PlanIntroduction:English oral skills are essential for effective communication in today's globalized world. This teaching plan aims to provide a structured approach to improve students' English oral proficiency through various activities and strategies. The plan focuses on fostering students' confidence, fluency, and accuracy in spoken English.Objective:The primary objective of this teaching plan is to enhance students' proficiency in English oral communication. By the end of the course, students should be able to:1. Engage in meaningful conversations using appropriate vocabulary and grammar.2. Develop effective strategies for expressing opinions, ideas, and experiences.3. Demonstrate improved pronunciation, intonation, and stress in spoken English.4. Understand and respond appropriately to different communication contexts.5. Develop critical thinking and problem-solving skills through discussions and debates.Teaching Methodology:1. Communicative Approach: The teaching methodology will focus on providing ample opportunities for students to actively engage in authentic communication tasks such as role-plays, debates, presentations, and group discussions.2. Task-Based Learning: Students will be given real-life tasks that require them to use English for practical purposes. This approach will enhance their language production and foster a learner-centered classroom environment.3. Error Correction: Feedback on grammar, vocabulary, and pronunciation will be given during and after speaking activities, encouraging self-correction and improvement.4. Multimedia Support: Utilize audio and video materials, authentic texts, dialogues, and multimedia resources to expose students to a variety of English accents, idiomatic expressions, and cultural contexts.5. Pair and Group Work: Encourage collaborative learning through pair and group activities, enabling students to practice and develop their speaking skills in a supportive environment.6. Regular Assessment: Conduct periodic assessments to evaluate students' progress and provide individualized feedback for improvement.Teaching Plan:1. Warm-up Activities (10 minutes):- Engage students in pair discussions about a predetermined topic.- Conduct quick icebreaker activities such as "Two Truths and a Lie" to encourage speaking and interaction.2. Vocabulary and Pronunciation Practice (20 minutes):- Introduce new vocabulary related to a specific theme and provide examples of their usage.- Conduct pronunciation drills to practice correct pronunciation, stress, and intonation patterns.- Encourage students to practice new vocabulary in short dialogues or role-plays.3. Speaking Activities (40 minutes):- Divide students into groups and assign a discussion topic or a debate.- Provide guidelines and relevant resources to support their arguments.- Monitor and facilitate group discussions, offering guidance and feedback as needed.4. Role-plays and Simulations (30 minutes):- Provide situations or scenarios that require students to take on different roles and engage in conversations.- Assign specific roles, such as a customer and a salesperson, or a doctor and a patient, to encourage authentic language use.5. Presentation Skills (20 minutes):- Teach strategies for effective presentations, including organization, visual aids, and delivery techniques.- Assign topics or allow students to choose their own and provide opportunities for regular presentations.- Provide constructive feedback on content, language use, and delivery skills.6. Wrap-up Activity (10 minutes):- Conduct a brief reflection on the day's activities, allowing students to share their thoughts and insights.- Assign short homework tasks related to the day's lesson, such as recording a conversation or practicing a dialogue.Conclusion:This English oral teaching plan focuses on creating a learner-centered environment where students actively participate in various interactive activities to develop their oral communication skills. By following this plan, instructors can effectively enhance students' confidence, fluency, and accuracy in spoken English, preparing them for successful communication in both personal and professional contexts.。

oral presentation说课

es（教学目标）
Before this period, the students have been asked to search information about festivals from home and abroad , and prepare the part of warming-up in the textbook on page 8.
Teaching and learning methods（教法与学法）
Teaching Materials Analysis
This is the 14th unit in SEFC Student’s Book 1B published by People’s Education Press, and the title is “Festivals”. It is the first period of this unit which covers two main parts: “Warming-up” and “Listening”. In the first part, it concludes some individual, pair activities to promote students’ knowledge about different festivals and practice their spoken English. In the second part, it provides three sections of listening texts about three foreign festivals in which the students can learn something about them and practice their listening ability.

英语口语教学实施方案

英语口语教学实施方案As an English oral teacher, it is essential to have a well-structured and effective implementation plan for teaching English speaking skills. The following is a comprehensive plan to improve English oral teaching.1. Set Clear Objectives:The first step in implementing an effective English oral teaching plan is to set clear objectives. These objectives should be specific, measurable, achievable, relevant, and time-bound (SMART). For example, the objectives may include improving students' pronunciation, fluency, and confidence in speaking English.2. Create a Supportive Learning Environment:Creating a supportive learning environment is crucial for effective English oral teaching. This includes providing opportunities for students to practice speaking English in a comfortable and non-judgmental setting. Encouraging peer interaction and group discussions can also help create a supportive learning environment.3. Use Authentic Materials:Incorporating authentic materials such as videos, audio recordings,and real-life conversations can greatly enhance the English oral teaching experience. Authentic materials provide students with exposure to natural language use and help them develop their listening and speaking skills in real-world contexts.4. Integrate Speaking Activities into Lessons:Integrating speaking activities into lessons is essential for improving students' English oral skills. Teachers can incorporate role-plays, debates, discussions, and presentations to provide students with opportunities to practice speaking English in various contexts.5. Provide Constructive Feedback:Providing constructive feedback is crucial for helping students improve their English speaking skills. Teachers should offer specific and actionable feedback to help students identify areas for improvement and provide guidance on how to enhance their speaking abilities.6. Encourage Self-Reflection:Encouraging self-reflection can help students become more aware of their strengths and weaknesses in speaking English. Teachers can encourage students to self-assess their speaking skills and setpersonal goals for improvement.7. Utilize Technology:Utilizing technology can enhance English oral teaching by providing interactive and engaging speaking activities. Teachers can use online platforms, speech recognition software, and language learning apps to supplement traditional teaching methods and provide additional speaking practice for students.8. Collaborate with Language Partners:Collaborating with language partners, such as native English speakers or other language learners, can provide students with valuable opportunities to practice speaking English in authentic and meaningful ways. Language partners can offer unique perspectives and cultural insights that enrich the English oral learning experience.By implementing this comprehensive English oral teaching plan, teachers can help students develop their speaking skills and become confident and proficient English speakers. With clear objectives, a supportive learning environment, authentic materials, speaking activities, constructive feedback, self-reflection, technology integration, and collaboration with language partners, students canmake significant progress in their English oral proficiency.。

Presentation of Teaching Plan3.3(1)

Reading for Writing A Stone in the Road韶关市仁化中学朱金凤Presentation of Teaching Plan人教社高中英语新教材 Book3 Unit20102Analysis of the teaching materials 03Analysis of the students 04Teaching objectives05Teaching proceduresTeaching reflections人教社高中英语新教材 Book3 Unit2 Morals and Virtues本单元围绕道德与美德为主题展开通过探讨生活中常见的“道德困境”、人生中的执择、如何传递爱心、如何面对问题和障碍、如何理解儒家思想中的“仁”、如何善待他人等诸多与社会生活紧密相关的话题。

启发学生思考、分析、理解和领悟生活中的人与事，帮助他们树立正确的世界观、人生观和价值观，塑造良好的品格。

新人教Book3 Unit2 Morals and virtues Listening and SpeakingReading and ThinkingDiscovering Useful StructuresTalk about moral dilemmasLearn to make choices in lifeDescribe people's actionsTalk about the inportance of kindnessReading forWritingShare your opinionsabout a moral storyListening and TalkingFableyoung girlmilkman woman with water other villagerscrashed into the stoneangrywent away tripped over the stonesadlimped away in tearscomplained about the stoneupsetnobody made anattempt to move thestonesucceeded in moving thestone to the side of the streettired, surprisedwanted to find theowner of the goldAnalysis of the teaching materials 0102Analysis of the studentsSenior OneVocabulary: 1500 words or soActive Cooperative03Teaching objectivesLearning abilities:1. To know the basic structure of a review2.To extract the main idea and the implied meaning of the fable the Stone in the Road3.To analyze the characters and get inspired by the virtues of the characters in the fable.4.To write a review of the fable.Teaching procedures 04Step 1Leading inStep2 ReadingStep3 WritingStep4 SummaryActivity 1Reading formain ideaActivity 2Readingfor detailsActivity 3ThinkingDefinition of a review↓Mind map of a review↓Useful structures↓Writing↓SharingStep 1 Leading inGuiding questions:1. What can we see from the picture?2. When you see the stone, what will you do?3. Why does the stone appear in the road?Purpose:to arouse students' interest to bring out the subjectleading inTeaching procedures04获取整合探究主题意义Reading Hidden meaning Theme1. Main ideawho how why 2. Detailed information experienceemotionresponse 1. Stone2.Young girl3.Other people1. Take the responsibilityfor our societyReading04Teaching proceduresActivity 1: Main ideaSkim the passage quickly by top-down reading modle 1. Who put the stone in the road? Why did he do that? 2. Who appears in the fable?Purpose:to focus on the abilities of obtaining and summarizing information.获取ReadingPurpose:to focus on the ability of btaining andsummarizing the detailed information.to use language to construct semantics 获取Activity 1: Main ideawho how why whatActivity 2: Detailed information Students complete the table about different people’s experience, emotion and the response when they came across thesame problem.Person Experience Emotion Response milkmanwomanothervillagersyounggirlReadingsb.did sth, which made sb. +adj. but...Activity 3:Hidden meaning Guiding questions:1. What kind of person do you think the girl is?2. What do you think about other people ?Purpose:to unscramble the deep connotation of the fableto stimulate students to think criticallyto cultivate students’ divergent and creative thinking.整合ThinkingUseful Expresions1. sb.did sth, which made sb. +adj. but...2.responsible adj. irresponsible adj. responsibility n.take the responsibility for our society3.It tells us a principle that...4.What a/an adj. person sb. is!Activity 4: ThemeGuiding question:1. What does the stone stand for ?2. What is the fable is trying to tell us?Purpose:to unscramble the deep connotation of the fableto stimulate students to think criticallyto cultivate students’ divergent and creative thinking.探究ThinkingIt tells us a principle (道理) that we should _____________________________________take the responsibility for our society获取整合探究主题意义Reading Hidden meaning Theme1. Main ideawho what how why 2. Detailed information experienceemotionresponse 1. Stone2.Young girl3.Other people1. Take the responsibilityfor our societyReading04Teaching proceduresStep 3 :Share your opinion about the fable.Guiding questions:Do you like the fable? Why? What impresses you most?Teaching procedures04学习理解运用实践迁移创新1. Defition:share you opinions about a fable2. Structure:mind map WritingPara.1: basic informationPara.2: analysisGroup work tofill in the blanksPara.3: your opinionwork individuallyHomework:1. read the fablethe fox and the crow2. write a review aboutthe fableWritingTeaching procedures 04Activity 1: Defition 1. What is a review?Main purpose: give your opinion about a piece of writing Activity 2: StructuresThe mind map about a reviewPurpose:to have the basic understanding of a review to know the discourse pattern of a review学习理解04Teaching procedures学习理解运用实践迁移创新Purpose:to help students apply the discourse 运用实践pattern of a reviewActivity3 :WritingPara.1: Basic informationPara.2: AnalysisGroup work tofill in the blanksPara.3: Your opinionwork individuallyActivity 3: Writing Paragraph 3Purpose:to scaffold the class 1. Useful Expresions1. sb.did sth, which made sb. +adj. but...2.responsible adj. irresponsible adj. responsibility n.take the responsibility for our society 3.It tells us a princible that... 4.What a/an adj. person sb. is!运用实践Mind mapActivity4: CheckingPurpose:What is a good review?How to polish their own compositions.Exchange drafts. Use the checklist to give feedback on your partner's draft.Is the Para.3 well-organised?Are the given words and expressions properly used?Does the writer explain why he or she likes or don't like the fable?运用实践Activity 5: SharingPurpose: to encourage students to express themselves. to stimulate students tolearn from each otherSharing: To opinions about the story and the teacher will make some comments about their writings.Students could polish their owncompositions.运用实践Activity6: HomeworkPurpose:to apply what we have learn in a new writing taskWrite a reviewRead the fable --- the Foxand the CrowWrite a review aboutthe Fox and the Crow迁移创新学习理解运用实践迁移创新Reading输入获取整合探究主题意义Reading Hidden meaning Theme Writing输出亮点不足改进措施Thank you for yourlistening 2021。