clil lesson_plans
关于lesson plan的笔记
一、什么是lesson planLesson plan，即课程教案，是指教师为一个教学单元所制定的详细教学计划。
它包括课程目标、教学内容、教学方法、教学资源、课时安排、评价方式等内容，是教师进行教学活动的蓝图和指南。
Lesson plan起着指导教师教学、保证教学效果和提高教学质量的重要作用。
二、为什么lesson plan重要1. 有效组织教学过程Lesson plan能够帮助教师有效地组织教学过程，确保教学内容全面、系统地展开。
通过lesson plan，教师可以清楚地了解课程的目标和所需教学要点，有针对性地设计教学活动，从而提高教学效率。
2. 提高教学质量Lesson plan能够帮助教师对教学活动进行全面细致的规划和准备，使得教学过程更加科学合理、有条不紊。
通过lesson plan，教师可以合理安排教学时间和教学步骤，充分调动学生的学习积极性，提高教学效果。
3. 为教学评估提供依据Lesson plan中通常包含对教学内容的评价方式和标准，教师可以通过lesson plan对学生的学习情况进行评估。
通过对学生学习情况的评估，教师可以及时调整教学方法，改进教学效果，从而提高教学质量。
三、如何制定lesson plan1. 确定课程目标制定lesson plan的第一步是确定课程目标。
教师需要明确课程要达到的教学目标，包括知识、能力、情感、态度等方面的目标。
只有明确了教学目标，才能有针对性地设计教学内容和教学活动。
2. 设计教学内容根据课程目标和学生的实际情况，教师需要设计教学内容。
教学内容要科学合理、符合学生的认知规律和学习特点。
教师需要根据教学内容确定教学重点和难点，合理安排教学步骤。
3. 选择教学方法教学方法是实施lesson plan的关键环节。
教师需要根据教学内容和学生的实际情况选择合适的教学方法，包括讲授、讨论、实验、示范等多种形式，以激发学生的学习兴趣，提高课堂教学效果。
4. 准备教学资源教学资源是lesson plan的重要组成部分，包括教材、教具、多媒体资料等。
(完整版)论CLIL六步教学法
论CLIL六步教学法欧洲联盟（European Union），简称欧盟（EU），是由欧洲共同体（European Community）发展而来的。
目前，欧盟有27个成员国，随着欧洲一体化进程的加快，各成员国之间在政治、经济、文化等方面的交流也不断地增多。
在二十世纪九十年代中期，整个欧洲掀起了一股“在广泛的学习和教学的情境下整合语言和课目内容”的外语学习模式——CLIL，即“Content and Language Integrated Learning”首字母的缩写。
①一、CLIL的缘起和概念（一）缘起1、现实的需求②随着欧盟联合政治体系的建立，一个统一的欧洲需要通过在经济、文化以及跨越国界的流动性活动的过程中来实现。
目前，欧洲有27个成员国，有着极其丰富多样的语言背景。
所以，欧盟要想实现真正的大一统，“语言交际”在其成功的过程中发挥着重要的作用。
但是，目前虽说英语是使用的比较多的官方语言，可一些个别国家不希望自己国家的语言在欧盟内被降低为第二的地位；并且有一些国家强烈建议在自己的国家使用母语。
所以，随着语言交流的增多，对第二或者第三语言的交流技巧的需求也与日俱增。
2、政策的推动（1）马斯特里赫条的倡导③马斯特里赫条是欧盟成员国曾一致通过了保持欧洲语言和文化多样性的决议。
决议坚持认为想要实现欧洲大联盟这一伟大构想，首先必须保持这种多样性。
虽然这种通过维持多样性来实现统一的做法似乎过于理想化，但迫切的政治和经济需求却促使了双语制/多语制在欧盟的诞生，欧盟成员国之间的贸易往来逐年①Coyle D. ‘CLIL----a pedagogical approach from the European perspective’ in N.Van Deusen-Scholl andN.H.Hornberger(eds),Encyclopedia of Language and Education,2nd Edition,V olume 4:Second and Foreign Language,97-111.©2008 Springer Science+Business Media LLC.①Steve Darn.Content and Language Integrated Learning(CLIL) A European Overview [J] Online Paper.2006②Steve Darn.Content and Language Integrated Learning(CLIL) A European Overview [J] Online Paper.2006看涨，欧盟各国居民之间的交流也日渐频繁。
Lesson Plan英语教案一般现在时教学设计
Lesson PlanTeaching the present simple tense is one of the first, and most important tasks when teaching beginners. It's a good idea to teach the present simple of the verb 'to be' to begin with, and introduce simple adjectives to help students expand their understanding of the verb 'to be'. After English learners are comfortable with the present and past forms of the verb 'to be', teaching the present simple and past simple will be much easier.5 Steps for Introducing the Present SimpleStart by Modeling the Present SimpleMost English learners are false beginners. In other words, they have already studied English at some point. Begin teaching the present simply by stating some of your routines:I get up at six-thirty in the morning.I teach at the Portland English School.I have lunch at one o'clock.Students will recognize most of these verbs. Model some questions for the students as well. At this point, it's a good idea to ask yourself a question and provide the answer.When do you have dinner? - I have dinner at six o'clock.When do you come to school? - I come to school at two o'clock.Where do you live? - I live in Portland.Continue by asking students the same questions. Students will be able to follow your lead and answer appropriately.Introduce the Third Person SingularOnce the students are comfortable speaking about their own basic daily activities, introduce the third person singular for 'he' and 'she' which willprove the most difficult for students. Again, model the present simple third person ending in 's' for the students.When does Mary have dinner? - She has dinner at six o'clock.When does John come to school? - He comes to school at twoo'clock.Where does she live? - He lives in Portland.Ask each student a question and ask another for a reply, creating a chain of questions and answers changing from 'you' to 'he' and 'she'. This will help students memorize this crucial difference.Where do you live? - (Student) I live in Portland.Where does he live? - (Student) He lives in Portland.Introduce the NegativeIntroduce the negative form of the present simple in the same manner as above. Remember to continually model the form to the students and immediately encourage a similar answer.Does Anne live in Seattle? - No, she doesn't live in Seattle. Shelives in Portland.Do you study French? - No, you don't study French. You studyEnglish.Introduce QuestionsUp to this point, students have been answering questions so they should be familiar with the form. Make sure to point out the difference between 'yes/no' questions and information questions. Start with 'yes/no' questions encouraging students to answer in the short form.Do you work every day? - Yes, I do./No, I don't.Do they live in Portland? - Yes, they do./No, they don't.Does she study English? - Yes, she does/No, she doesn't.Once students are comfortable with short 'yes/no' questions, move on to information questions. Make sure to vary the subjects up to help students become familiar with the tendency to drop the 's'.Where do you live? - I live in Seattle.When do you get up in the morning? - I get up at seven o'clock.Where does she go to school? - She goes to school at theUniversity of Washington.Discuss Important Time WordsOnce students become comfortable with the present simple, introduce important time words such as 'everyday' and adverbs of frequency (usually, sometimes, rarely, etc.). Contrast these with common time words used in the present continuous such as 'now', 'at the moment', etc.She usually takes the bus to work. Today, she is driving.My friend sometimes goes out for dinner. At the moment, he'scooking dinner at home.Jennifer rarely talks to strangers. Right now, she's talking to afriend.3 Strategies for Practicing the Present Simple Explaining the Present Simple on the BoardStudents will now recognize the present simple tense and be able to respond to simple questions. It's time to introduce the grammar. Use a present simple tense timeline on the board to stress the fact that this tense is used to express routines. I also like to use simple charts showing the underlying structure of this tense.Comprehension ActivitiesOnce you have introduced the tense and used the whiteboard to explain forms, continue teaching the present simple tense through activities which use the present simple in context.Continued Activity PracticeStudents have learned to recognize the present simple, as well as understand the form in comprehension activities. It's time to continue by having students use the present simple to describe their own lives inboth spoken and written form. This detailed lesson on daily routines will help you continue the practice.Expected ProblemsHere are the most common challenges for students when using the present simple:•Confusing with the present continuous for actions occurring at the moment of speaking.•Use of 's' in the third person.•Auxiliary verb usage in the question and negative form, but NOT in the positive form.•Placement of adverbs of frequency.。
Lesson Planning
3.1.1 new vocabulary
Not all new words in a lesson are equally important. As part of he preparation for the lesson is that the teacher should decide which words need to be practiced, and which only need to be briefly mentioned. If the textbook you are using does not adhere to the cardinal rule, try to extract certain vocabulary items, those whose meaning is not clear and cannot be deduced from the context, and pre-teach those items before moving on to the structure presentation
3.1.2 structures
ห้องสมุดไป่ตู้
There are three main things that a learner has to acquire when learning a new structure. They are the form of the structure, the meaning of the structure and the use of the structure. If a new structure is introduced in the lesson, it will need to be presented carefully and practiced. The teacher need also be aware of any structures which are practiced in the lesson, but which were introduced in earlier lessons.
英语教案的英文术语
英语教案的英文术语在英语教学中，有许多专业术语被广泛应用于教学过程中。
学会这些术语对于提高教学效果和与其他教育专业人士交流至关重要。
下面将介绍一些常见的英语教案中使用的英文术语：1. Lesson Plan （教案）Lesson Plan是指教师在教学前所制定的详细计划。
它包括了教学目标、所需教学资源、教学活动和评估方式等内容。
一个好的Lesson Plan能够帮助教师有效组织课堂教学。
2. Teaching Goals （教学目标）Teaching Goals是指教师在教学中想要达到的具体目标。
这些目标通常会根据学生的水平、课程标准和教学内容来确定，有助于指导教学过程。
3. Classroom Management （课堂管理）Classroom Management是指教师在课堂上对学生行为、注意力和秩序进行管理的过程。
良好的课堂管理能够创造一个有利于学习的环境。
4. Differentiated Instruction （分层教学）Differentiated Instruction是指根据学生的不同学习需要和能力，采取不同的教学策略和方法进行教学。
这有助于满足各种学生的学习需求。
5. Assessment （评估）Assessment是指对学生学习成果进行评价和反馈的过程。
评估可以帮助教师了解学生的学习情况，调整教学策略，以及指导学生的学习方向。
6. Engaging Activities （引人入胜的活动）Engaging Activities是指吸引学生注意力、激发学习兴趣的各种教学活动。
通过设计具有趣味性和挑战性的活动，能够增强学生的学习动机。
以上是英语教育中常见的几个英文术语，掌握这些术语将有助于教师更好地进行英语教学工作。
希望以上内容对您有所帮助。
lesson plan的由来
Lesson plan的由来1. Lesson plan是教学中非常重要的工具，它是教师在教学过程中制定并使用的指导性文档。
那么Lesson plan的由来是什么呢？2. Lesson plan的起源可以追溯到19世纪，当时教育界开始逐渐意识到教学过程需要有计划性和组织性。
在以前，教师们通常是依靠自己的经验和直觉来进行教学，缺乏系统性和科学性。
3. 随着教育理论和教学方法的不断发展，人们开始意识到“教无定法”，教学需要有一定的计划和安排。
于是，Lesson plan作为一种规范化的教学设计工具开始逐渐被提出和使用。
4. Lesson plan的编写过程主要包括教学目标的确定、教学内容的选择和安排、教学方法的设计、教学手段的准备以及教学评估的设定等环节。
通过这些环节的连贯安排，教师可以有计划地开展教学活动，提高教学效果。
5. Lesson plan的出现标志着教学活动从无序状态向有序状态的转变，也为教师提供了一个系统化的教学工具，使得教学更加科学、高效。
6. 今天，Lesson plan已经成为了教师教学中不可或缺的工具之一，几乎所有的教师在进行教学准备时都会编写相应的Lesson plan，这也体现了Lesson plan在教学实践中的重要性和必要性。
Lesson plan 的由来，是教育改革和教学理论不断发展的产物，其作用和意义也将随着教育的不断进步而得到更加广泛的认可和应用。
7. Lesson plan的由来是历史的发展和教育理论的进步所决定的。
Lesson plan的使用为教学活动的有序进行提供了保障，有利于教师的教学效果的提高，也有利于学生的学习效果的提升。
Lesson plan 的出现和流行，是教育教学质量不断提高的重要象征，也是教育事业发展的重要体现。
Lesson plan的由来和发展，是教育领域中一部分不可或缺的历史和文化，同时也是一种重要的教育成果。
8. 随着技术的不断发展，Lesson plan的编写和使用也逐渐走向了数字化和智能化的方向。
Lesson Plan英语现在进行时教案
Lesson PlanTeaching the present continuous usually takes place after the present, past, and future simple forms have been introduced. However, many books and curricula choose to introduce the present continuous immediately after the present simple. This order can sometimes be confusing, as students may have difficulties understanding the subtlety of something that happens as a routine (as expressed by present simple) and an action that takes place at the moment of speaking (as expressed by present continuous).No matter when you introduce this tense, it's important to provide as much context as possible by using appropriate time expressions, such as "now," "at the moment," "currently," etc.How to Introduce the Present ContinuousStart by Modeling the Present ContinuousBegin teaching the present continuous by speaking about what is happening in the classroom at the moment of introduction. Once students recognize this usage, you can extend it to other things you know are happening now. This can include simple facts such as: •The sun is shining at the moment.•We're learning English at the moment.Make sure to mix it up by using a number of different subjects: •I'm teaching the present continuous right now.•My wife is working in her office at the moment.•Those boys are playing tennis over there.Ask Questions about PicturesChoose a magazine or web page with lots of activity, and ask students questions based on the pictures.•What are they doing now?•What is she holding in her hand?•Which sport are they playing?Introduce the Negative FormTo teach the negative form, use the magazine or web pages to ask yes or no questions focusing on eliciting a negative response. You may want to model a few examples before asking students.•Is she playing tennis? - No, she isn't playing tennis. She's playing golf.•Is he wearing shoes? - No, he's wearing boots.•Are they eating lunch?•Is she driving a car?Once students have practiced a few rounds of questions, distribute magazines or other pictures around the classroom and ask students to grill each other on what is happening at the moment.How to Practice the Present ContinuousExplaining the Present Continuous on the BoardUse a present continuous timeline to illustrate the fact that the present continuous is used to express what is happening at the moment. If you feel comfortable with the level of the class, introduce the idea that the present continuous can be used to speak about what is happening not only at the very moment but around the wider present (tomorrow, Sunday, etc.). It's a good idea at this point to contrast the present continuous auxiliary verb "to be" with other auxiliary verbs, pointing out that "ing" must be added to the verb in the present continuous form (subject + be (am, is, are) + verb(ing)).Comprehension ActivitiesComprehension activities such as describing what is happening in the photos in magazines or practicing with dialogue will help students solidify their understanding of the present continuous. Inaddition, present continuous worksheets will help tie in the form with appropriate time expressions, and review quizzes contrasting present simple with the present continuous might be very helpful as well.Continued Activity PracticeIt's a good idea to compare and contrast the present continuous with the present simple form once students have understood the difference. Also, using the present continuous for other purposes such as discussing present projects at work or speaking about future scheduled meetings will help students become familiar with the other uses of the present continuous form.Challenges with the Present ContinuousThe greatest challenge with present continuous is understanding the difference between a routine action (present simple) and an activity occurring at the moment. It's quite common for students to use the present continuous to speak about daily habits once they've learned the form, so comparing the two forms early on will help students understand the differences and avoid potential mistakes. The use of the present continuous to express future scheduled events is best left for intermediate level classes. Finally, students might also have difficulties understanding that stative verbs may not be used with continuous forms. Present Continuous Lesson Plan Example .Greet the class and talk about what is happening at the moment in class. Make sure to pepper your sentences with appropriate time expressions such as "at the moment" and "now.".Ask students what they are doing at the moment to help them begin using the form. At this point in the lesson, keep things simple by not diving into the grammar. Try to get students to provide correct answers in a relaxed conversational manner..Use a magazine or find pictures online and discuss what is happening in the picture..As you discuss what the people are doing in the photos, begin to differentiate by asking questions with "you" and "we.".At the end of this discussion, write up a few example sentences on the whiteboard. Make sure to use different subjects and ask students to identify the differences between each sentence or question..Point out that the helping verb "be" changes, but note that the main verb (playing, eating, watching, etc.) remains the same..Begin contrasting the present continuous with the present simple by alternating questions. For example: What is your friend doing at the moment? and Where does your friend live?.Get student input on the differences between the two forms. Help students understand as necessary. Make sure to point out the differences in time expression and use between the two forms..Ask students to write out 10 questions, five with the present continuous and five with the present simple. Move around the room helping students with any difficulties..Have students interview each other using the 10 questions..For homework, ask students to write a short paragraph contrasting what a friend or family member does every day and what they are doing at the moment. Model a few sentences on the board so that students clearly understand the homework assignment.。
Lesson Planning 上课准备工作
Lesson PlanningLesson planning refers to the amount and quality of preparation you do before class. It is your “map” to reach your day-to-day goals as well as your long-term goals both in what you teach, and for the improvement of your students. Effective lesson planning means being organized, drawing on the resources available to you, communicating well with your co-teacher and keeping a record of what you want to teach and how you want to teach it. Important Points to Remember1. The amount of preparation you do is obvious to everyone: not just your boss andco-teachers, but also, most importantly, your students. With good preparation, you can very clearly see where your students are weak and constantly review and improve.Watch their grades improve as a result of your efforts. Weak or little preparation will cause your major headaches in the classroom and will ultimately affect your ability to continue working as a teacher. A good preparation session is not hard to do, in fact, it is an easy habit to get into.2. With good preparation, you will develop as a teacher, think faster on your feet andkeep from burning our.3. We always encourage you to prepare at home. A relaxed environment is helpful forclear thinking.4. NEVER prepare between classes! You usually only have ten minutes, and thisprecious time should be reserved for gathering teaching materials, talking with your co-teacher, and “re-focusing” yourself and checking your attitude before going into the classroom. Do all of your preparation before your teaching day begins.5. Overprepare! This means preparing more than you can teach. Write down some extrapractice drills. Write down a few more activities. It’s much better to keep your class busy from start to finish and maybe miss an activity than to grope for something to do with remaining time.6. Share good ideas with co-teachers. If something works well, TELL PEOPLE!How to Plan Your LessonsThe most crucial step to success in the classroom is how you prepare and plan outside of class; lesson planning is also your key to growth and development as a teacher.●Factors should be considered for a new class:1.Personality2.Class Size3.Age4.Sex5.Seats●Factors should be considered for an old class:1.Books2.Contents3.Teaching Goals4.Methods5.PropertiesProcedurese in earlyObviously, as a new teacher, it will take you more time to prepare than it takes an experienced teacher. Even experienced teachers, however, when teaching an unfamiliar leveled on text item will have to spend more time preparing.2.Know the main points of the lesson.The most important and longest step of the preparation process.Read the syllabus and the unit you will be teaching carefully, what is the new vocabulary?What is the grammar point? What else is in the unit? What can/ should you review for this unit? What games/activities can you work into your class?3.Anticipate problemsAs you think about the main points of the lesson try to anticipate the problems your students may have with grammar, pronunciation or understanding meaning and plan specifically how you will assist your students.4.Take notes.Take notes on the answer to the questions in 2 above. Keeping a record of what you will do in ( and what you want to take into ) class is essential. It will help you to organize your thoughts and presentation, help you to be quicker on your feet, and give you a standing record of what you have done. Every teacher may develop his/her own format for lesson plans.5.Get your things and go.What teaching materials do you need? Cards? Dice? Now it’s time to get them. Take a last look at your plan. Organize your thoughts. Go into the classroom and keep your plan notes ina handy place in the classroom, where you can take a glance easily to keep yourself organized.。
【教学法】4-Lesson-Planning
4.1 Importance of Lesson Planning备课
Q: What is a lesson plan? (教案) What is planned for the lesson?
“A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.”(51)
2. Knowing about the institution
Time, length, frequency of lessons, physical conditions of classrooms, exam requirements
3. Knowing about the learners
3. Flexibility: preparing some extra and alternative tasks and activities
4. Learnability: the contents and tasks planned should be within the learning capability of the students Doing things that are beyond or below the students’ coping ability will diminish their motivation (Schumann, 1999)
( ) A lesson plan can be used for different classes in the same grade.
Lesson Planning
2. The aim of the lesson
It is always important to see what the general aim of the lesson is. A lesson may focus on:
A particular topic – so the aim of the lesson may be “To learn the names of fruits” or “To practice language for apologizing”. A particular structure – so the aim of the lesson may be “To describe actions using the present continuous tense” or “To practice „going to‟ for talking about future plans”. A skill – so the aim of the lesson may be “To express opinions freely in English about traveling” or “To understand instructions for using a machine”.
Before going into a classroom to teach a lesson there are at least three main things that a teacher needs to know: 1.The aim of the lesson 2. The content of the lesson 3. The stages of the lesson
ESL Lesson Plan
ESL Lesson Plan - Likes and DislikesESL Level: BeginnersSkills Focused: CommunicationIntended Learning Outcomes:▪Students should be able to learn a range of entertainment genres;▪Students should be able to read information about musical styles, likes and dislikes and invitations;▪Students should be able to write short paragraphs about their likes and dislikes;▪Students should be able to make suggestions and give excuses;▪Students should be able to practice scanning for ideas and facts.Language Input (materials):▪New Interchange 1 Textbook▪New Interchange Student Workbook▪New Interchange Audio CDs▪Relevant WorksheetsPotential Learning Activities▪Write on the board, “Weekend”. Ask students what comes in their mind when they talk about weekend. Students write their answers on the board. Emphasize that at leastonly two words can be written down.▪Simplify the answers into three range of entertainment: music, movies and TV programs.▪Divide the class into groups of 3. Each group has to choose which entertainment genre they would like to discuss. Ask each group to brainstorm the types and writeanswers on the board. Teacher helps input the write answers. (Comedy, romance,horror, action, sci-fi, animation, documentary, etc.)▪Play “name that tune game”. Divide the class into groups of 5. Hands-in the paper with hinted words written. Teacher plays the songs twice and students orally answer it.Teacher writes down the name of the song on the board. Students identify whichtypes of songs it belongs.▪With the same group, students discuss the genres for the movies and TV programs.They write their answers on the board. Teacher helps to input and clarify anyconfusion.▪Hand-in supplementary material: Entertainment word power (same as page 20 of students’ book). Teacher walks around the class and give help as requested orneeded.▪Students talk about their favorite movies, songs or TV programs. Each student is given at least 3 minutes to express himself or herself to the teacher.▪Teach vocabularies, grammar, adjectives, types of questions to ask and sentence structures in expressing likes and dislikes. Students copy everything teacher writes onthe board.▪Hand-in the conversation worksheet. In pairs, students answer each other questions using the adjectives and vocabulary learned. Teacher corrects and explains mistakesand writes on board. Students copy.▪Listening: Interview with a famous actor. Pre teach the listening vocabulary words.Write the words on board, students make a sentence. After first listening, students discuss what they listen about. Teachers write key information on the board. Second listening, students complete the chart about the likes and dislikes of a famous actor.Third listening, students check t heir answers.▪In pairs, students write their own conversation about their likes and dislikes. Teachers check their dialogues, and students memorize it.▪Students converse in front of the classroom, the listeners will take note the likes and dislikes of the other groups.▪Discussion of each group answers.▪Students present their likes and dislikes using PPT.。
LessonPlan教案(一般过去时动词过去式)Lily
Lesson Plan教案Step1（2分钟）Warm-up: 唱学员熟知的歌曲<<Bingo>> （1分钟）由Bingo引导出小故事：Bingo was a dog. He was on thefarm.Yesterday he came to the town. He felt very happy.What did he do yesterday? Let’s guess! (1分钟)Step2 (10分钟)Presentation: 1）黑板中间的句型引出过去时：What did he do yesterday?黑板上方有表示过去现在将来的箭头,今天我们要学习的时态是:一般过去时Simple pass tense(表示过去某个时间里发生的动作或状态；过去习惯性、经常性的动作、行为；过去主语所具备的能力和性格都用一般过去时)结构：主语+ 动词过去式（did）+宾语+时间状语(2分钟) 2）Now every student has different answer.Teacher’ll tell you the truth. 老师准备了8句句子让学生翻译：a)Bingo play ed football yesterday.b)Bingo work ed late yesterday.c)Bingo bake d cakes yesterday.d)Bingo dance d yesterday.e)Bingo mop ped the floor yesterday.f)Bingo stop ped two times yesterday.g)Bingo carr ied many books yesterday.. . .。
Lesson Plan英语教案英语口语交际教学设计
Lesson PlanAsking for information can be as simple as asking for the time, or as complicated as asking for details about a complicated process. In both cases, it's important to use the appropriate form for the situation. For example, when asking for information from a friend, use a more informal or colloquial form. When asking a colleague, use a slightly more formal form, and when asking for information from a stranger, use an appropriately formal construction.Very Informal StructuresIf you are asking a friend or family member for information, use a direct question.Simple Question Structure: Wh? + Helping Verb + Subject + VerbHow much does it cost?Where does she live?More Formal StructuresUse these forms for simple, everyday questions in stores, with colleagues at work, and in other informal situations.Structure: Pardon me / Excuse me + Can / Could you tell me + Wh? + Subject + verb?Can you tell me when the train arrives?Pardon me, could you tell me how much the book costs?Formal and More Complicated QuestionsUse these forms when asking complicated questions that require a lot of information. These should also be used when asking questions of important people such as your boss, on a job interview, etc.Structure: I wonder if you could + tell me/explain/provide information on...I wonder if you could explain how health insurance is handled at your company.I wonder if you could provide information on your pricing structure. Structure: Would you mind + verb + ingWould you mind telling me a little bit more about benefits at this company?Would you mind going over the savings plan again?Replying to a Request for InformationIf you would like to provide information when asked for information, start your reply with one of the following phrases.Informal•Sure.•No problem.•Let me see.More Formal•I'd be happy to answer that.•I should be able to answer your question.•It'd be a pleasure to help you.When providing information people will sometimes also offer to help in other ways. See the example conversations below for an example. Saying NoIf you do not have the answer to a request for information, use one of the phrases below to indicate that you are unable to answer the question. Saying 'no,' is never fun, but sometimes it's necessary. Instead,it's common to offer a suggestion as to where someone might find the information.Informal•Sorry, I can't help you out.•Sorry, but I don't know that.•That's beyond me, sorry.More Formal•I'm afraid I don't have the answer to that question.•I'd like to help you. Unfortunately, I don't have that information / don't know.Role Play ExercisesSimple SituationBrother: When does the movie start?Sister: I think it's at 8.Brother: Check, will you?Sister: You're so lazy. Just a second.Brother: Thanks, sis.Sister: Yes, it starts at 8. Get off the couch sometimes!Customer: Excuse me, can you tell me where I can find menswear? Shop Assistant: Sure. Menswear is on the second floor.Customer: Oh, also, could you tell me where sheets are.Shop Assistant: No problem, sheets are on the third floor at the back. Customer: Thanks for your help.Shop Assistant: My pleasure.More Complex or Formal SituationMan: Excuse me, would you mind answering some questions? Business Colleague: I'd be happy to help.Man: I wonder if you could tell me when the project is going to begin. Business Colleague: I believe we're beginning the project next month.Man: and who will be responsible for the project.Business Colleague: I think Bob Smith is in charge of the project. Man: OK, finally, would you mind telling me how much the estimated cost will be?Business Colleague: I'm afraid I can't answer that. Perhaps you should speak to my director.Man: Thank you. I thought you might say that. I'll speak to Mr. Anders. Business Colleague: Yes, that would be best for that type of information. Man: Thank you for helping out.Business Colleague: My pleasure.。
伊莱英语学习计划初中作文
伊莱英语学习计划初中作文As a middle school student, Eli has decided to create a comprehensive English learning plan to improve his language skills. He wants to become more fluent in English, expand his vocabulary, and improve his reading and writing skills. In order to achieve these goals, Eli has created a detailed plan that includes various strategies and activities to help him succeed.1. Setting GoalsEli understands the importance of setting clear and achievable goals for his English learning journey. To start, he has identified the following goals:- Improve his speaking and listening skills to become more fluent in English.- Expand his vocabulary by learning new words and phrases.- Enhance his reading comprehension and writing abilities.By setting specific goals, Eli can focus his efforts on the areas that need improvement and measure his progress along the way.2. Creating a Study ScheduleEli knows that consistency is key when it comes to language learning. To ensure that he dedicates enough time to studying English, he has created a study schedule that includes daily and weekly activities. Eli plans to spend at least 30 minutes each day practicing English, whether it’s through speaking, listening, reading, or writing. Additionally, he has allocated specific times during the week for more intensive study sessions, such as vocabulary building and grammar practice.3. Speaking and Listening PracticeTo improve his speaking and listening skills, Eli has devised a plan that focuses on regular practice and exposure to the English language. He intends to engage in conversation with English-speaking friends and family members, watch English movies and TV shows, and listen to English podcasts and music. By immersing himself in the language, Eli hopes to become more comfortable and fluent in English.4. Vocabulary BuildingEli recognizes the importance of having a strong vocabulary in order to communicate effectively in English. He plans to learn new words and phrases by using flashcards, reading English books, and completing vocabulary exercises. Additionally, he will keep a vocabulary journal to record and review new words on a regular basis.5. Reading ComprehensionEli wants to improve his reading comprehension skills by reading a variety of English texts, including articles, short stories, and novels. He aims to set aside time each day to read in English and will make an effort to understand and analyze the texts he reads. Eli also plans to participate in guided reading exercises and book discussions to further develop his comprehension skills.6. Writing PracticeIn order to enhance his writing abilities, Eli has included regular writing practice in his study plan. He will work on writing essays, journal entries, and creative stories in English, and seek feedback from teachers and peers to improve his writing style and grammar. Additionally, Eli will utilize online resources and writing prompts to practice different types of writing, such as descriptive, narrative, and persuasive.7. Seeking FeedbackEli understands the importance of receiving feedback on his language skills in order to identify areas for improvement. He plans to seek feedback from teachers, tutors, and peers, and actively participate in language exchange programs to receive input from native English speakers. By incorporating feedback into his learning process, Eli hopes to make continuous progress in his English proficiency.8. Review and ReflectionLastly, Eli will regularly review his progress and reflect on his learning experiences. He will monitor his language development by keeping track of his achievements and challenges, and adjust his study plan as needed. Eli believes that self-reflection is crucial for personal growth and will use it to motivate himself to keep pushing forward in his English learning journey.In conclusion, Eli's English learning plan includes a comprehensive set of strategies and activities that are designed to help him achieve his language learning goals. With dedication and consistent effort, Eli aims to improve his speaking, listening, reading, and writing abilities in English and become a more confident and proficient language learner.。
伊莱英语学习计划作文
伊莱英语学习计划作文IntroductionEli is a 25-year-old student from China who has been studying English for several years. He has a basic understanding of the language but struggles with speaking and listening. Eli recognizes that improving his English skills is essential for both his personal and professional development. Therefore, he has decided to create a comprehensive learning plan to enhance his language abilities.GoalsEli's primary goal is to become fluent in English, particularly in speaking and listening. He also wants to improve his grammar and vocabulary. Additionally, he aims to pass an English proficiency test, such as the TOEFL or IELTS, to further his education or career opportunities. Finally, Eli hopes to build his confidence in using English in daily conversations and professional settings.Learning ObjectivesTo achieve his goals, Eli has set several specific learning objectives. These include:1. Increase vocabulary: Learn and memorize 20 new English words per week, including their meanings, usage, and pronunciation.2. Improve pronunciation: Practice speaking English daily by reading out loud, recording himself, and comparing his pronunciation with native speakers.3. Enhance grammar: Study a specific grammar rule every week and practice using it in conversation and writing.4. Develop listening skills: Watch English movies and television shows, listening to podcasts, and engaging in conversations with native speakers to improve his listening comprehension.5. Enhance speaking skills: Engage in regular conversations with English speakers, participate in language exchanges, and seek opportunities to practice speaking in various contexts.Learning ResourcesTo support his learning objectives, Eli has identified several resources that he will utilize: 1. Language learning apps: Eli will use language learning apps such as Duolingo, Babbel, and Rosetta Stone to expand his vocabulary, practice grammar, and improve his listening skills.2. Online courses: Eli will enroll in online English courses, such as those offered by Coursera, Udemy, and Khan Academy, to receive structured instruction and feedback on his language skills.3. Language exchange platforms: Eli will join language exchange platforms, such as Tandem and HelloTalk, to connect with native English speakers and practice his speaking skills.4. English-speaking community: Eli will actively seek opportunities to engage with English speakers in his local community, such as through language meetups, cultural events, and volunteering.5. English media: Eli will consume English media, such as movies, TV shows, music, and podcasts, to immerse himself in the language and improve his listening and speaking abilities.Weekly Study PlanMonday:- Review vocabulary from the previous week and learn 10 new words.- Practice speaking by reading aloud and recording himself.- Watch an English movie or TV show with subtitles and focus on listening comprehension.Tuesday:- Study a specific grammar rule and complete exercises to practice it.- Engage in a language exchange session with a native English speaker.- Listen to an English podcast or audiobook while taking notes on key points.Wednesday:- Learn an additional 10 new words and review previous vocabulary.- Participate in an online English course and complete assignments.- Initiate a conversation with an English-speaking friend or colleague to practice speaking.Thursday:- Review grammar rules and complete additional exercises.- Participate in a language exchange session with a different native English speaker.- Watch a speech or presentation in English and take note of the speaker's pronunciation and intonation.Friday:- Test yourself on the week's vocabulary, grammar, and pronunciation.- Engage in a conversation with a native English speaker, focusing on fluency and natural expression.- Reflect on the week's progress and identify areas for improvement.Saturday:- Participate in a language exchange meetup or event in the local community.- Watch an English movie or TV show without subtitles and challenge yourself to understand the dialogue.- Practice speaking and listening in various real-life situations, such as ordering food in English or asking for directions.Sunday:- Review the week's learning activities and assess your progress.- Set new language learning goals for the upcoming week.- Take a day for relaxation and cultural immersion, such as visiting an English-speaking cultural center or attending an English-speaking event.Progress Tracking and AdjustmentsEli will track his progress by maintaining a language learning journal, recording his vocabulary expansion, grammar practice, speaking and listening experiences, and reflections on his language development. He will also set specific milestones and check his progress against them regularly. Based on his assessments, he will make adjustments to his learning plan, such as intensifying his focus on areas of weakness, seeking additional support or resources, or modifying his study schedule to ensure consistency and balance.ConclusionBy creating a comprehensive English learning plan and committing to consistent effort and practice, Eli is on track to achieve his language learning goals. With the right resources, support, and dedication, he is confident that he can improve his English skills and become fluent in the language. His determination and strategic approach to learning will undoubtedly lead him to success in his language learning journey.。
课前课中课后英语学习计划
课前课中课后英语学习计划IntroductionLearning English is a lifelong process, and it is important to have a structured plan to ensure continuous improvement. This learning plan is designed to help learners make the most of their time by providing a comprehensive approach to English language learning. The plan includes activities for before, during, and after class, as well as strategies for self-study and practice. By following this plan, students can improve their language skills and become more proficient in English.Before ClassBefore attending an English class, it is important to prepare for the lesson to make the most of the time spent in the classroom. Here are a few activities that can be done before class to prepare for the lesson:1. Review Previous Lessons: Before attending a class, it is important to review the material covered in previous lessons. This will help to reinforce the learning and ensure that the new material builds on the knowledge already acquired.2. Review Vocabulary: It is also helpful to review any new vocabulary that will be covered in the upcoming lesson. This can be done by creating flashcards, practicing with a friend, or using online resources such as vocabulary quizzes and games.3. Pre-Read the Material: If possible, it is beneficial to pre-read the material that will be covered in the upcoming lesson. This will help to familiarize oneself with the content and make it easier to follow along during the class.During ClassDuring the English class, it is important to actively engage with the material and participate in the activities to maximize learning. Here are a few activities that can be done during class to make the most of the lesson:1. Actively Participate: Actively participating in class discussions, asking questions, and answering the teacher's prompts can help to reinforce learning and improve language skills.2. Take Notes: Taking notes during the class can help to retain information and provide a reference for future review.3. Practice Speaking: In a language class, speaking practice is crucial. Take every opportunity to speak in English, whether it's answering questions, sharing opinions, or participating in group activities.After ClassAfter attending the English class, it is important to review the material and continue practicing the language to reinforce learning. Here are a few activities that can be done after class to solidify the knowledge:1. Review Class Notes: Take some time to review the notes taken during the class to reinforce the learning and ensure that the material is understood.2. Complete Homework Assignments: If there are any homework assignments or exercises provided by the teacher, it is important to complete them in a timely manner to reinforce learning.3. Recap the Lesson: Take some time to recap the lesson and summarize the main points covered in the class to reinforce understanding.Self-Study and PracticeIn addition to the activities done before, during, and after class, it is also important to engage in self-study and practice to improve language skills. Here are a few activities that can be done for self-study and practice:1. Reading: Read English books, newspapers, magazines, or online articles to improve reading comprehension and vocabulary.2. Listening: Listen to English podcasts, radio shows, or watch English movies and TV shows to improve listening skills and familiarize oneself with different accents and speech patterns.3. Writing: Practice writing in English by keeping a journal, writing essays, or engaging in creative writing exercises to improve writing skills and grammar.4. Speaking: Practice speaking English by engaging in conversation with English speakers, participating in language exchanges, or using language learning apps for speaking practice. By following this comprehensive English learning plan, learners can make the most of their time and resources to improve their language skills and become more proficient in English. With consistent effort and dedication, it is possible to achieve fluency and confidence in English.。
Lesson plannning
8. Lesson Planning8.1 Understanding lesson planning8.1.1 Why planA lesson plan is a framework for a lesson. If we imagine a lesson like a journey, then the lesson plan is the map which shows us where to stat, where to finish, and the route to take to get there. So all good teachers have some type of plan when they walk into their classroom because they know a lesson plan is an extremely useful tool that serves as a guide, road map or blueprint. It can help teachers in knowing what they want to do next, and the sequence of activities remind them of the goals and objectives of the lessons for their students. Furthermore, lesson plan can benefit English teachers in the following ways:●Help the teacher think about content, materials, sequencing, timing, and activities.●Gives the teacher the opportunity to predict possible problems and therefore consider solutions.●Be a record of what has been taught, and generally good practice and a sign of professionalism●Help a substitute to smoothly take over a class when the teacher cannot teach.●Help the teacher, esp. pre-service and beginner one, feel more confident, and learn subject matterbetter.●Show the students that the teacher has devoted time to thinking about the class.●Makes sure that lesson is balanced and appropriate for classHowever, a lesson plan is mutable, not written in the stone. A good lesson plan guides, but does not dictate what and how the teacher teach. It’s nice if things go according to plan, but they don’t often because all sorts of things can go wrong: equipment not working, bored students etc. So, don't let the plan dominate - be flexible in your planning so that when the opportunities arise you can go with the flow.8.1.2 Basic principlesEffective lesson planning is the basis of effective teaching. Here are some basic principles for effective lesson planning:Aims - considering realistic goals and objectives for the lesson, not too easy but not too difficult. We may find the following checklist useful:What do the students know already?What do the students need to know?What did you do with the students in the previous class?How well do the class work together?How motivated are the students?Coherence– a logical sequence of different kinds of activities and exercises. A good lesson has a sense of coherence and flow. On a macro level, links or threads should connect the various lessons over the days and weeks of a course. On a micro level, students learn best when transitions go smoothly from one activity to thenext.Variety - an important way of getting and keeping the students engaged and interested. Each daily lesson should have a certain amount of variety, such as pace of the class (time on various activities), different classroom organization (whole-class, group and pair work, individual), and a wide selection of materials.Flexibility –expecting the unexpected! Things don't always go to plan in most lessons. Experienced teachers have the ability to cope when things go wrong. It's useful when planning to build in some extra and alternative tasks and exercises. Also teachers need to be aware of what is happening in the classroom. Students may raise an interesting point and discussions could provide unexpected opportunities for language work and practice. In these cases it can be appropriate to branch away from the plan.8.1.3. Further readingAs a general rule: Prepare thoroughly. But in class, teach the learners-not the plan. This means that you should be prepared to respond to the learners and adapt what you have planned as you go. Here are some general areas to consider when planning:●The learner: Will they enjoy the lesson? Will they benefit from it?●The aims (goals and objectives): What will the learner achieve? What are you hoping to achieveyourself?●The teaching point: What are skills or items of language that will be studied or used in the lesson?What topic, contexts will be dealt with? Am I confident about teaching these teaching points?●The teaching procedures: What activities will help the students achieve the lesson objectives? Howwill the activities link together? What sequence will the activities come in?●Materials:What texts, tapes, pictures, exercises, role-cards, etc will be used for each activities?What materials of course book have we got to?●Classroom management: What shall I say? What happens if they don’t understand my instruction?How do I group students? How much time will each stage take?8.2 How to plan8.2.1 Teaching objectivesAn effective lesson plan starts with appropriate and clearly written objectives. In daily lesson planning, the objectives helps start precisely what we want our students to learn, help guide the selection pf appropriate activities, and help provide lesson focus and direction. Farrell (2002) suggested action verbs to be used to identify what students have learned at the end of the lesson. Besides, vague verbs such as understand, learn, appreciate or enjoy should be avoided because they are difficult to quantify. Action verbs such as identify, present, describe, explain, demonstrate, list, contrast are clearer and easier for teacher to plan a lesson, and for students to understand what will be expected from them in each lesson. The following are the action verbs inFurthermore, objectives are statements about how the goals will be achieved. Through objectives, a goal is broken down into learnable and teachable units. If we use the analogy of the journey, the destination is the goal (i.e. From Lanzhou to Beijing, Beijing is the destination or goal), and the objective are the different places like Tianshui, Xi’an, Zhengzhou, we pass through on the journey to the destination. Therefore, objectives should be more specific than goals, and directly relate to the goals. Here is the example:Goal 1: Students will be able to use listening and speaking skills for the purpose of: socializing, providing and getting information, expressing personal feeling and opinions, etc.Objectives: Students will be able to:-- identify and recall the main idea of the short conversations when listening.--describe and summarize the maim idea and some discrete information in TV or live presentations when listening.--initiate and sustain conversations with peers, native speakers or fluent individuals.--select vocabulary appropriate to the topic and context, use simple and complex sentence in present and futuretense, and express details by appropriate modifiers.--exhibit spontaneity in the communication.8.2.2 Creating a lesson planCreating an effective lesson plan is the key to effective teaching and a critical factor in achieving positive student outcomes. For guidance in creating lesson plans, see 8.1.3. Here is the Lesson Plan Template. Just fill in the sections below, and you can generate a lesson plan.it should be useful for the teacher and for anyone who is observing him or her. Some teachers highlight parts of their plan with colored pens. Some divide their plans into columns with timings on the left, procedures in the middle and comments or reflections in the right. Pre-service teachers should experiment with formats until they find one that is most useful for them.When teachers plan a lesson, they build in changes of activity and a variety of exercises in a logical sequence. Unit 7 provides us some models which show the teaching stages and procedures in language classroom, and these may be better and easier for new teachers to follow to set up the coherence of classroom sequences. Further more, by looking at the following plan with its strengths and weaknesses, it will be possible8.2.3. Do it yourselfEach group design the different lesson plans on the same lesson in Go for it, and present them to the whole class.Questions Before, During, and After ReadingPage 1 of 2What Is It?To aid their comprehension, skillful readers ask themselves questions before, during, and after they read. You can help students become more proficient by modeling this process for them and encouraging them to use it when they read independently.Why Is It Important?Dolores Durkin's research in 1979 showed that most teachers asked students questions after they had read, as opposed to questioning to improve comprehension before or while they read. In the late 1990s, further research (Pressley, et al. 1998) revealed that despite the abundance of research supporting questioning before, during, and after reading to help comprehension, teachers still favored post-reading comprehension questions.Researchers have also found that when adult readers are asked to "think aloud" as they read, they employ a wide variety of comprehension strategies, including asking and answering questions before, during, and after reading (Pressley and Afflerbach 1995). Proficient adult readers:∙Are aware of why they are reading the text∙Preview and make predictions∙Read selectively∙Make connections and associations with the text based on what they already know∙Refine predictions and expectations∙Use context to identify unfamiliar words∙Reread and make notes∙Evaluate the quality of the text∙Review important points in the text∙Consider how the information might be used in the futureSuccessful reading is not simply the mechanical process of "decoding" text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop new questions as they read, for example:"What is this story about?""What does the main character want?""Will she get it?" "If so, how?"Even after reading, engaged readers still ask questions:"What is the meaning of what I have read?""Why did the author end the paragraph (or chapter, or book) in this way?""What was the author's purpose in writing this?"Good authors anticipate the reader's questions and plant questions in the reader's mind (think of a title such as, Are You My Mother? by P.D. Eastman). In this way, reading becomes a collaboration between the reader and the author. The author's job is to raise questions and then answer them – or provide several possible answers. Readers cooperate by asking the right questions, paying careful attention to the author's answers, and asking questions of their own.How Can You Make It Happen?To help readers learn to ask questions before, during, and after reading, think aloud the next time you are reading a book, article, or set of directions. Write each question on a post-it note and stick it on the text you have the question about. You may be surprised at how many typically unspoken questions you ponder, ask, and answer as you read. You may wonder as you read or after you read at the author's choice of title, at a vocabulary word, or about how you will use this information in the future.You should begin to model these kinds of questions in the primary grades during read-aloud times, when you can say out loud what you are thinking and asking. Read a book or text to the class, and model your thinking and questioning. Emphasize that even though you are an adult reader, questions before, during, and after reading continue to help you gain an understanding of the text you are reading. Ask questions such as:"What clues does the title give me about the story?""Is this a real or imaginary story?""Why am I reading this?""What do I already know about___?""What predictions can I make?"Pre-select several stopping points within the text to ask and answer reading questions. Stopping points should not be so frequent that they hinder comprehension or fluid reading of a text. This is also an excellent time to model "repair strategies" to correct miscomprehension. Start reading the text, and ask yourself questions while reading:"What do I understand from what I just read?""What is the main idea?""What picture is the author painting in my head?""Do I need to reread so that I understand?"Then reread the text, asking the following questions when you are finished:"Which of my predictions were right? What information from the text tells me that I am correct?""What were the main ideas?""What connections can I make to the text? How do I feel about it?"Encourage students to ask their own questions after you have modeled this strategy, and write all their questions on chart paper. Students can be grouped to answer one another's questions and generate new ones based on discussions. Be sure the focus is not on finding the correct answers, because many questions may be subjective, but on curiosity, wondering, and asking thoughtful questions.After students become aware of the best times to ask questions during the reading process, be sure to ask them a variety of questions that:∙Can be used to gain a deeper understanding of the text∙Have answers that might be different for everyone∙Have answers that can be found in the text∙Clarify the author's intent∙Can help clarify meaning∙Help them make inferences∙Help them make predictions∙Help them make connections to other texts or prior knowledgeAs students begin to read text independently, you should continue to model the questioning process and encourage students to use it often. In the upper elementary and middle school grades, a framework for questions to ask before, during, and after reading can serve as a guide as students work with more challenging texts and begin to internalize comprehension strategies. You can use an overhead projector to jot notes on the framework as you "think aloud" while reading a text. As students become comfortable with the questioning strategy, they may use the guide independently while reading, with the goal of generating questions before, during, and after reading to increase comprehension.Read more on TeacherVision: /skill-builder/reading-comprehension/48617.html#ixzz1C10lES8mThe following strategy is designed to stimulate use of a student's prior knowledge. Prior knowledge is a powerful resource students use to understand text. Research indicates that students with prior knowledge of particular topics remember more information than do students with little or no prior knowledge.Students' use of these strategies is not automatic or procedural. And when they practice using these strategies, they do not use a rote set of steps. Instead students learn to use the strategies in methodical phases in a stop-start fashion before, during, and after reading. (Strategic Teaching and Reading Project, 1995)1. What is the role of the foreign language teacher in the classroom? List and describe at least five functions.2. Which of the above roles is most important and why?3. Which of the above roles is most common and why?The other set of objectives included assessing whether the teachers' answers to the questionnaire werecongruent with their role behavior, i.e. the performance of roles. To obtain the information, the lessons of several high school teachers who taught different student levels were observed. During the observations a checklist consisting of the roles that the teachers had enumerated in the questionnaire was used.Read more at Suite101: The Roles of Students and Teachers: Finishing a Philosophy of Education /content/a-philosophy-of-education-part-iv-a4146#ixzz1DesGwJk9Classroom: Forum or Arena?Dimitrios Thanasoulas, B.A.AbstractIt is very often the case that the teaching-learning situation may not be commensurate with the participants' expectations and goals, and become an unrewarding experience with far-reaching pedagogical implications. The present study will focus on teachers' and learners' roles, while providing a description of the current "state of the art," as regards the difficulties and problems encountered. In other words, an attempt will be made to trace some of the intrinsic factors that, either positively or negatively, affect teaching and learning habits, with a view to fostering a holistic approach to education and forging constructive, interpersonal relationships in the classroom which can facilitate the educational process. Moreover, some of the extrinsic problems relating to infrastructure, classroom environment and equipment, etc. will be discussed, as they too play an important role in the teaching-learning situation, whether this is viewed as a process or a product.1. IntroductionIn the last twenty years or so, we have been inundated with various new techniques and methods that purport to make the teaching and learning process more interesting, thought-provoking and insightful for both parts involved in it, i.e. the teacher and the learner. Admittedly, the non-human components, that is to say syllabuses, have so far made a significant contribution to foreign language learning, whether we refer to the structural syllabus, which was in its heyday in the 50's and 60's,the notional syllabus, or the notional-functional syllabus. We will not dwell on this any further, since in-depth examination of the various types of syllabuses is not within the purview of the present work. Yet, we have to note that, among the wide diversity of approaches that have permeated foreign language learning, the Communicative and Progressivist Approaches are of particular importance and value. The philosophy underlying the former approach is that language is to be viewed as a vehicle for communication; a conduit through which people express feelings or exchange information and opinions, in a given social context. In short, the tenet that informs its structure and methodology is embedding language in its situational context. It is perhaps a modern recasting, so to speak, of Saussure's parole.The logic behind the first approach is that language is a means of communication in a social environment and we need it in order to use it when we are discussing certain topics / themes or when we find ourselves in certain situations. With its appearance in the foreign language teaching scene, there was a move away from focusing on language as a system of autonomous meanings, expressed by its formal properties, to concentrating on language in operation, which implies that meaning is dependent on the context of situation and on the speakers using it (Dendrinos, 1992: 116).The latter, i.e. the Progressivist Approach, takes a holistic view of the teaching-learning process, with the aim of fostering the student's development of the whole persona in an unfragmented way. Consequently, the pupil is no longer considered to be a passive subject that is called on to function in a predefined, systematic way; on the contrary, he / she is looked upon as a self-actualizing individual whose cognitive, emotional and educational needs are to be respected and promoted. As Dr. B. Dendrinos notes,progressivists consider learners as effective participants in the process of learning and responsible for its outcomes and the teacher as a guide and facilitator who creates conditions for the development of an inventive, problem-solving capacity (ibid., p. 131).However, no matter what kind of approach, design or procedure we may resort to, it is an indisputable fact that, unless human interaction, inside or outside the classroom, leads to authenticity and self-fulfilment, the whole process is bound to fail. There has to be room for both teachers and students to grow into. In this kind of relationship, methods and techniques are merely facilitating devices, whereas the cognitive, affective and social growth of teachers and learners is the keynote. In light of this, we will endeavour to shed some light on the role the aforementioned participants play, and address ourselves to some of the most besetting problems confronting both parts of the educational process.2. On "authority"Clearly linked to the problems that vitiate the benefit that would, in an ideal world, accrue to those who actively engage in educational programs, methods and techniques, is inescapably the controversial issue of teacher authority. As a matter of fact, "authority" has been endowed with various meanings yet remains elusive of any definition whatsoever. Some people associate it with the teacher's elevated cognitive, intellectual and social status and his / her concomitant primacy over the students, while others tend to connect it with such an unnerving feeling as arrogance and a supercilious observance of rules and norms that are laid down by the teacher her / himself - and the institution within which he / she is authorized to teach - and must be taken at face value. It is with both connotations that we will be concerned.2.1. The teacher's authority and its effectsThere has always been a tendency, on the part of the teacher, to claim superiority over his or her students and, consequently, to lose sight of his or her role in class. The teacher who evinces these characteristics keeps on blaming the students for their aberrant behaviour and "unsatisfactory" performance; he hardly ever bothers to make a probe of the students' cognitive, emotional and psychological background. He is an arrogant automaton who asserts his authority over his socially unauthorized, impotent and inferior students in a most undemocratic, uncivilized way; an "educated" person who supposedly strives to inculcate values and ideals but who is "conspicuous by her absence" when it comes to fostering feeling and creative thinking. No doubt, the teacher is conditioned to function - or rather mal function - in this way but let us not get bogged down in further details as to the causes. Nothing could extenuate this kind of behaviour, after all!This arrogant, unapproachable figure, with his high-falutin ideas and pompous language, is as often as not a formidable barrier to language learning. Not only his personality and his intellectual and linguistic abilities but also such paralinguistic features as facial expressions and bodily position in the classroom may exert an immensely negative influence on the student's cognition and affect. Experiments have proved that four bodily positions of the teacher, i.e. left /right, front / back, elevated / non-elevated, and standing / seated, have each been associated with a certain degree of social dominance. For example, a teacher who, most of the time in class, is standing, elevated and occupies the foreground on the right side, is perceived to be dominant.The data indicated that 75% of the time the elevated person was perceived as dominant and only 29% of the time the non-elevated person was considered so. Similarly 61% of the time the standing person was perceived as dominant (Schwartz, Tesser and Powel, 1981: 47, cited in Papaconstantinou, 1991: 64).We can imagine what a real strain on the pupils this must be. Consciously or unconsciously, the teacher's posture and facial expressions exude a certain airor mood which often builds up tension and aggravates interaction between teachers and students, and among students themselves. This discrepancy between "bad mood" and the educational objectives relating to cognitive development and emotional equilibrium is in itself pernicious and unprepossessing to cope with, mainly on the part of the student. How can the student feel secure and confident in a hostile, unpredictable environment, in which he / she is to be "seen but not heard"?He (Paul Ekman) [my parenthesis] argues that facial expressions for primary emotions, such as surprise, fear, anger, disgust, sadness, and happiness are universally the same and are consequently cross-culturally perceived (Papaconstantinou, 1991: 65).In all likelihood, a grumpy and severe teacher will produce grumpy and severe or refractory students.As is evident, a teacher who speaks ex cathedra, exercising his requisite authority to lay down rules which the students must adhere to unquestioningly, does his cause a great disservice. Many generations look back on their school days with a measure of fear and contempt because they believe that learning means hard work and sacrifice, and teachers' job is to reward or punish. Legitimate though it may be, this belief should be de-suggested by realizing and assuming the correct and healthy role as teachers and learners - a task which will be our concern in the following chapter.3. The roles of the teacher and the learnerOne can hardly envisage a language learning situation in the absence of an interaction of the student with his / her fellow students, the teacher and the textbook. Every time the student interacts with any of these sources, she makes various hypotheses about what she is learning, and accepts or rejects them, trying out new ones. In her attempt to learn the foreign language, she is dependent on her co-interactants, as she develops a wide range of strategies which will be tested only in a communicative context. Strategies can be distinguished in three categories: production strategies, comprehension strategies and interactive strategies. We will not explore any of these in the present study. We should only point out the importance of human interaction in the classroom as a condition for successful language learning and intellectual, emotional and social development.3.1. The role of the teacherAs has been intimated so far, language teaching is a complex issue, encompassing linguistic, psycholinguistic, sociocultural, pragmatic, as well as instructional and curricula dimensions. There are a lot of factors contributing to the dynamics of the educational process, such as internationalism and the pragmatic status of the foreign language (e.g., English), teaching and learning styles, and programcharacteristics. For example, the general expectation by students, parents and teachers that learners should achieve a high level of proficiency in English when they leave school influences both language policies and how foreign language learning will evolve. Furthermore, the teaching-learning process reflects different cultural traits and traditions. In some cultures, students tend to feel more at ease in the classroom, expressing their viewpoints and agreement or disagreement; in others, a "passive" attitude towards the teacher and the target language is more common. For instance, Greek society and its educational system favour rote memorization, while western countries, in general, do not value it. Moreover, such issues as the degree of preparation of teachers and the validity of testing and evaluation procedures can have a tremendous impact on language learning.As is patently obvious, the task or act, one may say, of "teaching" encapsulates a lot more than merely providing instruction and guidelines for students. It presupposes a psychological and philosophical knowledge on the teacher's part, so as to combine techniques in class, as well as sufficient command of the basic structure of human existence, with a view to assessing any situation accurately and appropriately.Clearly linked to the roles defined for the learner are the roles the teacher is expected to play in the instructional process. Teacher roles, too, must ultimately be related both to assumptions about content and, at the level of approach, to particular views of language and language learning. Some instructional systems are totally dependent on the teacher as the source of knowledge and direction; others see the teacher's role as catalyst, consultant, diagnostician, guide, and model for learning; still others try to teacher-proof the instructional system by limiting teacher initiative and building instructional content and direction into texts or lesson plans. Teacher and learner roles define the type of interaction characteristic of classrooms in which a particular method is being used. Teacher roles in methods are related to the following issues: the types of functions teachers are expected to fulfill (e.g., practice director, counselor, model), the degree of control the teacher influences over learning, the degree to which the teacher is responsible for determining linguistic content, and the interactional patterns assumed between teachers and learners (Richards, 1994: 23).Undoubtedly, the teacher is called upon to perform several functions in foreign language learning. These are the following:∙Teacher as director and manager∙Teacher as counselor and a language resource∙Teacher as a model and independent language user3.1.1. Teacher as director and manager。
Lesson Plan英语教案time expressions表示时间的词
Lesson PlanHere is a quick overview of time expressions used with specific tenses including examples and explanations.Days of the WeekDays of the week can be used with most tenses in English. Notice that all days of the week are capitalized:•Monday•Tuesday•Wednesday•Thursday•Friday•Saturday•SundayExamples:•I'll see you next Sunday.•We had a meeting last Thursday.•Jennifer has her programming course on Wednesday.When speaking about an action that is repeated EVERY Saturday, Monday, etc., use the day of the week, add 's' and use either the present simple to speak about present routines or the past simple to discuss past habits. Do not use with the continuous, perfect, or perfect continuous forms.•Mondays•Tuesdays•Wednesdays•Thursdays•Fridays•Saturdays•SundaysExamples:•We have our class on Tuesdays and Thursdays.•I used to play tennis on Saturdays.The Weekend•British English: at the weekend OR at weekends (in general)•American English: on the weekend OR on weekends (in general) Use the present simple to speak about habits on the weekend. 'On the weekend' is also used with the future and past tenses to speak about the next or last weekend.•I play tennis at weekends.•She visits her mother on the weekend.•We're going to the beach on the weekend. (next weekend)•They visited Chicago on the weekend. (last weekend)Times of the DayUse the following time expressions to express things that happen during the day. These expressions can be used with the past, present, and future forms.•in the morning•in the afternoon•in the evening•at nightMake sure to note that we say 'at night' NOT 'in the night'•They do the cleaning in the morning.•He goes to bed late at night.•We'll do the homework in the evening.•She had a drink in the evening before she went to bed.Time Expressions to Use With the Present Simple Use 'every' with segments of time such as every day, month, year, every two months, etc.•She travels to Las Vegas every year.•Jack tries to exercise every day.Here is how to use adverbs of frequency (usually, sometimes, often, etc.): •They sometimes play golf.•She rarely smokes.Time Expressions to Use With the Present ContinuousUse 'now,' 'at the moment,' 'right now,' or 'today' with the present continuous to speak about what is happening at the present moment.•Tom is watching TV now.•I'm working on the Smith project today.•Jane is doing her homework at the moment.Time Expressions Often Used in the PastUse 'last' when speaking about the previous week, month or year •They went on holiday last month.Use 'yesterday' when speaking about the previous day. Use 'the day before yesterday' to speak about two days earlier.•I visited my best friend yesterday.•They had math class the day before yesterday.Use 'ago' when speaking about X days, weeks, months, years before. NOTE: 'ago' follows the number of days, weeks, etc.•We flew to Cleveland three weeks ago.•The class started twenty minutes ago.Use 'in' with specific years or months with past, present, and future tenses.•She graduated in 1976.•We'll see each other in April.Use 'when' with a past time clause.•I played tennis every day when I was a teenager.Time Expressions Used in the FutureUse 'next' to speak about the next week, month, or year.•We are going to visit our friends in Chicago next week.•I'll have some time off next month.Use 'tomorrow' for the next day.•He'll be at the meeting tomorrow.Use 'in X weeks, days, years' time with the future continuous to express what you will be doing at a specific time in the future.•We will be swimming in a crystal blue sea in two weeks' time.Use 'by (date)' form with the future perfect to express what you will have done up to that point in time.•I will have finished the report by April 15.Use 'by the time + time clause ' with the future perfect to express what will have happened up to a specific action in the future.•She will have bought a new home by the time he arrives.。
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COGNITION • Understand the importance of air for animal and plants • Understand the importance of CO2 for animals and plants. • Relate the photosynthesis with CO2 absorption and oxygen production.
Language through learning Internet search about: Yeasts uses Air compressed bottles inventor.
Ignasi Mateu Bonastra
CLIL LESSON PLAN AIR & ATMOSPHERE TOPIC: Air pollution AIMS • To recognize the importance of air for live. • To identify the polluting human activities for the atmosphere. • To become responsible with the use of resources. TEACHING OBJECTIVES CONTENT • Air pollution • Increase of green house effect. • Actions against pollution LEARNING OUTCOMES CONTENT Learners will be able to: • Identify green house gases. • Analyze the relation between material life and pollution • Judge the effects of pollution. COGNITION • Interpret and compare maps • Create a poster promoting the use of public transport • Memorise ways of pollute less
Nitrogen, oxygen, argon, carbon dioxide, water vapour, troposphere, stratosphere, mesosphere and thermosphere. Key structures needed: I think it is…
Language for learning Reading skills. Extracting
CLIL LESSON PLAN AIR & ATMOSPHERE TOPIC: Wind AIMS • To recognise that wind is air on the move. • To classify kinds of wind according to their speed. • To value the importance of wind force to use it in human activities. TEACHING OBJECTIVES CONTENT • The wind, air in motion. • Different kinds of wind • Wind uses COGNITION • Understand concepts and apply them • Make choices about winds • Justify decision-making LEARNING OUTCOMES CONTENT Learners will be able to: • Recognize breeze, gale and hurricane winds. • Define what wind is. COGNITION • Memorize definitions and apply them. • Classify wind into breeze, gale and hurricane. • Understand classification
CLIL LESSON PLAN AIR & ATMOSPHERE TOPIC: Air AIMS • To define what air is. • To identify main air properties. • To carry out simple experiences to check that air occupies space and weights. • To locate and describe the atmosphere. TEACHING OBJECTIVES CONTENT • Air: definition • Air properties: air occupies space and weighs. • Atmosphere: characteristics and functions LEARNING OUTCOMES CONTENT Learners will be able to: • Identify important information • Share information found • Recognize the air properties in experiments. • Identify the layers of the atmosphere. • Remember the events that happen in the atmosphere. COGNITION • Report information from a text. • Reach a common agreement.
Language for learning How to define Learning how to learn: The language for requesting Understanding instructions. How to deal with lack of understanding.
COGNITION • Introduce air gases and properties. • Experiment some air properties. • Observe atmosphere layers and events in them. COMMUNICATION Language of learning key vocabulary needed:
COMMUNICATION Language of learning Key phrases needed: I think it a ... Because it’s ... The wind blows and ... It is (not) true because ... Key vocabulary: breeze, gale, hurricane, windmill, wind turbine, wind farm.
COMMUNICATION Language of learning Language for learning Key phrases needed: Following instructions They need air/CO2 to ... Language for It comes from ... predictions CO2/Air provides ... They breathe with... Key vocabulary: gills, choral, cricket, bacteria, yeasts, alpinist, astronaut, vehicle. CULTURE Respect for all living things.
Ignasi Mateu Bona AIR & ATMOSPHERE TOPIC: Air & Life AIMS • To value the importance of the atmosphere existence for living things. • To relate air with living thing breathing: animals and plants. • To identify the photosynthesis process in plants. TEACHING OBJECTIVES CONTENT • Air is necessary to breathe. • Plants need air: photosynthesis. • Combustion needs air. LEARNING OUTCOMES CONTENT Learners will be able to: • Recognize the atmosphere characteristics. • Value the atmosphere in the existence of life in the Earth. • Identify places where humans need special equipment to breathe normally. COGNITION • Identify the living things that need air. • Relate the importance of CO2 with life. • Analyze the importance of plants in the oxygen renewable process.
Language through learning Use of dictionaries for vocabulary extension.
CULTURE Curiosity about the Beaufort scale of winds Interest in local winds that affect other country. Interest in wind energy around the world.