英语教学法 课程导入Course Introduction
英语教学导入方法
初中英语课堂教学的导入技巧俗话说：“良好的开端是成功的一半。
”导入是一堂课的起始，如同跳高运动员的助跑、一辆新车的磨合，也好比唱歌一样，谱曲定调是最困难的。
导入技能是在教学活动开始时，教师引起学生留意，激发学习爱好，引导学生进入学习状态的一种教学行为方式。
导入设计得好，能起到酝酿情绪、集中留意、渗透主题和带入情景的作用。
运用良好的导入能激发学生的求知欲，在短时间内使所有的学生集中精力，进入对新课题的学习。
下面根据我们集体教研，总结出以下儿种导入方法。
复习导入法在每堂课开始，教师通常采用复习上一课的内容作为导入新课的方法。
这种方法便于学生巩固已学知识，便于将新旧知识系统地联系起来，便于教师循序渐进地开展教学。
复习导入一般通过提问、做练习、复述等方式进行，使学生在“温故”的基础上“入题”而“知新”。
也可以用复述的方式先复习，再引入新课。
这样即复习了上一课，又很自然地导入新课，也不失为一种好方法。
二、常识提问导入法即教师紧密联系生活实际，结合一些学生熟悉的常识来设计疑问，进而导入新课。
这样可以促使学生积极思维，引发探索问题奥秘的爱好。
如初三Planting Trees 一课，教师可以根据3月12日是植树节这一常识提问：What day is March 8?What day is March 12?What do you often do on that day?学生会很有爱好地去寻找答案，这样就激发了学生学习的热情。
这种通过常识设疑导入，以疑促学的方式符合提出问题、分析问题、解决问题的熟悉规律，因此，教师在教学中可以根据教材内容适时运用。
三、趣味导入法这是根据学生的年龄特征，采用儿歌、谜语、绘画、游戏等形式导入新课的方法。
它能激发学生学习的爱好，调动学生学习的积极性，满足其好奇心和求知欲，使其思维活动由抑制状态转入活跃状态。
在今后的英语教学中，我们会不断探索总结出更多高效又使用的导入方法。
英文教法教案设计模板范文
I. Introduction1. Course Title: [Name of the course]2. Grade Level: [Grade level]3. Class Duration: [Duration of the class, e.g., 45 minutes]4. Objective: [State the main objective of the lesson]II. Warm-up (5 minutes)1. Activity: [Brief description of the warm-up activity, e.g., a review of previous lesson, a quick quiz, or a discussion on a related topic]2. Objective: To engage students and activate prior knowledge.III. Introduction (10 minutes)1. Activity: [Brief description of the introduction activity, e.g., a video clip, a powerpoint presentation, or a reading excerpt]2. Objective: To introduce the main topic of the lesson and provide a foundation for the upcoming activities.IV. Main Content (25 minutes)1. Activity 1: [Detailed description of the first activity, including the type of activity (e.g., group work, individual work, or whole-class discussion), materials needed, and instructions]- Objective: [State the objective of this activity]2. Activity 2: [Detailed description of the second activity]- Objective: [State the objective of this activity]3. Activity 3: [Detailed description of the third activity]- Objective: [State the objective of this activity]V. Practice (15 minutes)1. Activity: [Detailed description of the practice activity, e.g., arole-play, a game, or a worksheet]2. Objective: To reinforce the main concepts and vocabulary taught in the lesson.VI. Consolidation (5 minutes)1. Activity: [Detailed description of the consolidation activity, e.g.,a summary of the lesson, a reflection exercise, or a homework assignment]2. Objective: To review the main points of the lesson and ensure students have a clear understanding of the content.VII. Assessment (5 minutes)1. Activity: [Detailed description of the assessment activity, e.g., a quick quiz, a self-assessment, or a peer assessment]2. Objective: To evaluate students' understanding of the lesson content and identify areas for improvement.VIII. Homework Assignment1. Description: [Provide a clear and concise description of the homework assignment, including due date and instructions]2. Objective: To extend learning beyond the classroom and encourage students to practice independently.IX. Reflection1. Description: [Brief reflection on the lesson, including what went well, what could be improved, and any additional comments]2. Objective: To facilitate professional development and continuous improvement in teaching practices.Note: This template can be customized and adapted to suit various teaching methods, subjects, and grade levels. Remember to include specific details and instructions for each activity to ensure a smooth and effective lesson.。
大学英语第一节课导入
Overview of Learning Objectives
Improve listening comprehension: You will learn to understand native speakers and different accounts more easily
Improve reading skills: You will learn to understand complex texts and critical thinking skills to analyze and evaluate information effectively
• Listening and Speaking: This section will focus on improving students' ability to understand and speak English fluently, including through listening to native speakers and participating in discussions and batches
school English
More complex text materials
College English texts are more complex and challenging, requiring higher reading comprehension and critical thinking skills
Students can provide feedback and suggestions to their peers on their writing and learning strategies, which can help improve their own skills and learning outcomes
introduction to the course
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C、考核方式 、
本课程的考核方式采取两种形式： 本课程的考核方式采取两种形式： 形成性考核 和课程终结考试。课程总成绩为百分制， 和课程终结考试。课程总成绩为百分制，形成 性考核占30%，课程终结考试占 性考核占 ，课程终结考试占70%。 。 1. 形成性考核：形成性考核成绩分为平时作业成 形成性考核： 绩和学习过程考核成绩两部分。 绩和学习过程考核成绩两部分。平时作业成绩 占60%，学习过程考核的成绩占 ，学习过程考核的成绩占40%。 。 2. 2.课程终结考试：笔试，由教师统一命题，在 课程终结考试： 课程终结考试 笔试，由教师统一命题， 同一时间考试。考试时间为120分钟。 分钟。 同一时间考试。考试时间为 分钟
二、课程教学和学习要求 、
本课程是“ 本课程是“人才培养模式改革和开放教育试点项 的主干课程之一， 目”的主干课程之一，是英语专业学生必修课之 一。在课程的学习和教学中应贯彻自主学习的主 体思路。 体思路。
1．学习模式 ．
学生学习分为个别化学习和集体学习两种形式， 学生学习分为个别化学习和集体学习两种形式， 集体学习分为班集体和学习小组。 集体学习分为班集体和学习小组。 个别化学习： 个别化学习：学生个别化学习的活动包括阅读文 字材料、完成平时作业、参加课堂讨论、用电子 字材料、完成平时作业、参加课堂讨论、 邮件和电话咨询等方式与教师交互等。 邮件和电话咨询等方式与教师交互等。 班集体学习： 包括面授辅导、参加实验等。 班集体学习： 包括面授辅导、参加实验等。 3
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（1）学生首先概括所阅读章节的理论要点； ）学生首先概括所阅读章节的理论要点； （2）结合自己的教学实践阐述自己对理论的理 ） 解； （3）阐述自己的不同见解。 ）阐述自己的不同见解。 2）小组讨论 ） 小组讨论的目的主要是信息共享以及丰富知识， 小组讨论的目的主要是信息共享以及丰富知识， 观点交流以达成共识， 观点交流以达成共识，从而促进学习者对理论的 理解，完善其知识系统。 理解，完善其知识系统。
英语教学法教程教案
英语教学法教程教案英语教学法教程教案A Course in English Language Teaching教材：《英语教学法教程》主编：王蔷出版社：高等教育出版社陇南师范高等专科学校外语系2008年6月22日Introduction1.The name of this course.1)Methodology of English Teaching2)Methodology of English teaching at middle school/secondary school3)Teaching English as a Foreign Language/TEFL & TESL4) English, Teach it Better2.The nature of language teaching1) What's methodology?English teaching methodology is a set of methods used for study or action in English teaching. It is the science to research the Teaching rules at middle school, which will guide our teaching to develop the students' communicative competence.2) The definition of teaching.Teaching is an attempt to help someone acquire, or change some skills, attitude),knowledge, ideal, or appreciation. In other words, the teacher's task is to create or influence desirable changes in behavior, or in tendencies toward behavior, in his students.3) The purpose of English teachinga. To improve their four skills.b. To cultivate their communicative competence.c. To show them the way to study themselves.3.The significance of learning this course.1) Teaching is a highly demanded art.(4 skills & sing, play, draw and make)2) Teacher's qualificationsa. subject matter competenceb. professional competencec. personal attitude.3)The aims of this course.a)to provide you with the rationale of English teaching at middle school, which will be proved necessary and advantageous to the reform of English teaching.b)to help you to clear the importance as well as the aims of English teaching at middle school in present China.c)to provide you with chances to familiarize with the graded contents of the textbooks in the junior section, analysis of the textbook and to learn the syllabus for middle school English.d)to introduce some commonly used techniques and methods adopted in teaching pronunciation, grammar, vocabulary and the cultivation of the students' 4 skills.e)to help you so solve some problems concerning the classroom instruction.f)to make some preparations for the coming teaching practice.4.How to present this course.1) lectures2) readings3) discussions4) watch video demonstrations5) mini-teaching6) practice writing teaching plan and peer teaching.5.The relationship between methodology of English and the other subjects. linguistics, psychology, pedagogy, philosophy, Question：1.What qualifications, in your opinion, should a teacher of English possess?2.Do you think you will perform well in your future teaching? What qualifications have you obtained now? What will you do if you haven't got the required qualifications?3.Who was your admirable teacher of English at junior school?What do you think of him/her?Unit 1 Language and Learning1.Teaching Aims:To discuss some general matters about language learning and teaching, such as common views on language and language learning, qualities of a good language teacher.2.Teaching Content:How do we learn language?Views on languageViews on language learningWhat is good language teacher?How can one become a good language teacher?An overview of the book3. Teaching Hours: 4 periods4. Teaching materials:TextbookHandout5.Teaching Methods:1) Lecture ( Computer-aided Instruction)2)Demonstration6. Teaching Procedures:1) Information about language and language learningThree views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which explicitly or implicitly is reflected in current approaches to language learning.A. The structural view of languageThe structural view of language is that language is a system of structurally related elements for the transmission of meaning.a. These elements are usually described as phonological units (phonemes) grammatical units (phrases, clauses, sentences) grammatical operations (adding, shifting, joining or transforming elements)lexical items (function words and structure words)b. Target of language learningThe target of language learning, in the structural view, is the mastery of elements of this system.c. Methods based on this viewSome of the language learning methods based on this view of language are:the Audiolingual methodTotal Physical Responsethe Silent WayB. The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.a. Here are some of the areas of research in this view of language: sociolinguistics ; pragmatics ; semanticsb. Target of language learning : The target of language learning is to learn to express communication functions and categories of meaningc. Approaches and methods based on this viewSome of the language learning approaches and methods based on this view of language are: communicative approaches functional-notional syllabusesThe Natural ApproachC. The interactional view of languageThe interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals.a. Here are some of the areas of research in this view of language:interactional analysisconversational analysisethnomethodologyb. Target of language learning: The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.c. Approaches and methods based on this viewSome of the language learning approaches and methods based on this view of language are:Strategic interactioncommunicative approaches2) Teaching Methods in the Language Classroom:FL teachers must provide students with adequate teachingmethodology and time, as well as appropriate vocabulary and learning activities that will allow for the development of verbal skills.There is no single "BEST WAY" to teach. The question teachers must address is which methods are best employed during the different stages of the teaching and learning process and then design curriculum to meet their final objectives/goals.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Vi?tor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talking and interaction amongthemselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is theacquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously. ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is withchildren when theyare learning their native language) .James Ashers' Total Physical Response:Skills in second language acquisition can be more rapidly assimilated if the teacher appeals to the students' kinesthetic-sensory system. Asher believes that understanding of the spoken language must be developed in advance of speaking.Understanding and retention is best achieved through movement (total movement of the student's bodies) in response to command sequences. Asher believes that the imperative form of language is a powerful tool that can be used to guide them to understanding as it manipulates their behavior--many of the gramatical structures of the target language can be learned through the use of the imperative.Never force students to speak before they are ready. Asher believes that as the target language is internalized, speaking will automatically emerge (you must decide, as the teacher, when YOU will encourage your students to participate orally in the classroom).7.Homework:What are difference between learning the first language and a foreign language? What are the qualities of a good language teacher? T o what extent have you got these qualities? What do you think you should do so as to become a good teacher in the future?What are the qualities of good language learner? What do they suggest to language teaching?8.Self-assessment:Because students are not familiar with these theroy on the language and view of thelanguage, it is very difficult to help Ss understand it. So it requires T explain it in details with the help of clare illustration and examples by using vediotapes. To get students read more on linguistics and schools of language methors is also necessary.。
高中英语开学第一课IntroductiontoEnglishCourse教学设计
Introduction to English Course教学设计Learning ability Objectives:1.Be able to stimulate interest in English learning by understanding how to study English in senior high.2.Be able to study independently and in group cooperation with multimedia based on new technology. Learning Importance:1. Be able to learn about the importance of learning English and how to learn.2. Be able to use new methods of learning based on new technology in class properly.Learning Difficulty:Be able to use appropriate, accurate and idiomatic language to express your views and know how to learn English in high school.Teaching Procedures:Step1 Leading inFirst of all, welcome to my class. Now, let us think about a math problem.If A,B,C,D,...Z=1,2,3,4, (26)And we add up all the letters of a word,Then which word is the largest number?ATTITUDE, HARDWORK, KNOWLEDGE, LOVE, LUCK（使用希沃白板让学生到前面来计算，得出分数）ATTITUDE=1+20+20+9+20+21+4+5=100HARDWORK=8+1+18+4+23+15+18+11=98KNOWLEDGE=11+14+15+23+12+5+4+7+5=96LOVE=12+5+22+5=54LUCK=12+21+3+11=47So, attitude is everything!Step 2How do you think you should learn English?Which one suits you?1. I will just follow my English teacher. I will do nothing about English unless teacher does check my homework.2. I will learn it by myself, instead of following my English teacher.3. I will give up English study. I will get high scores in the other subjects to compensate for my lower score in English.4. I like English. I will improve my English with teacher’s help and self-study.5. I don’t like English. But I know it’s an important tool, so I try to learn it by heart.Different students have different opinions.Step 3 The importance of learning EnglishOne of the three main subjects in College Entrance Examination.It has 150 points.Many people learn it and it is widely used. (通过视频形式来举例展示)It is a tool language.Step 4 The differences between junior high school and senior high school in learning English教学目标：初中英语的教学目标是简单的听说读写，以记忆为主。
课堂导入英语教案模板范文
课题：高中英语必修一 Unit 1 My New Teacher课时：1课时教学目标：1. 培养学生对新教师的好奇心和兴趣，激发学习英语的热情。
2. 通过课堂导入活动，使学生了解新教师的基本信息，为后续课程学习做好铺垫。
3. 提高学生的听说能力，培养良好的英语交际习惯。
教学重难点：1. 课堂导入活动的设计要富有创意，激发学生的兴趣。
2. 引导学生积极参与课堂活动，提高学生的英语口语表达能力。
教学准备：1. 教师准备PPT，展示新教师的基本信息，如姓名、国籍、兴趣爱好等。
2. 准备一些与教师相关的图片，如照片、视频等。
3. 准备一些与教师相关的英语句子，用于课堂活动。
教学过程：一、热身活动（Warm-up）1. 教师用简单的英语问候学生，检查学生的出勤情况。
2. 学生用英语回答教师的问候，并进行简单的自我介绍。
二、课堂导入（Introduction）1. 教师展示PPT，介绍新教师的基本信息，如姓名、国籍、兴趣爱好等。
2. 学生认真听讲，了解新教师的情况。
3. 教师提问：“Do you like our new teacher? Why or why not?”4. 学生自由讨论，分享自己对新教师的看法。
三、图片展示（Picture Show）1. 教师展示与教师相关的图片，如照片、视频等。
2. 学生观察图片，用英语描述图片内容。
3. 教师引导学生用英语提问，如：“What’s this? Who is this?”等。
四、课堂活动（Class Activity）1. 教师设计一些与教师相关的英语句子，如：“My teacher is very kind.”、“My teacher likes reading books.”等。
2. 学生分组，每组选择一句句子，用英语进行角色扮演。
3. 教师巡回指导，纠正学生的发音和语法错误。
五、总结与反馈（Summary and Feedback）1. 教师对课堂活动进行总结，强调新教师的基本信息。
英语教学法教案与讲义模板
英语教学法教案与讲义模板一、引言1. 课程目标：通过本课程的学习，使学生了解和掌握英语教学的基本方法和技巧，提高英语教学效果。
2. 课程内容：本课程将介绍英语教学法的基本概念、教学技巧、课堂管理、教学评价等方面的内容。
3. 教学方法：采用讲授、讨论、实践相结合的方式进行教学。
二、英语教学法的基本概念1. 直接法（Direct Method）定义：直接法是一种以目标语言作为唯一教学媒介的教学方法，强调听、说、读、写的技能的综合运用。
特点：真实、自然、直观、实践性强。
2. 交际法（Communicative Approach）定义：交际法是一种以语言功能为纲，培养学生在实际语境中运用语言的能力的教学方法。
特点：注重实际应用、强调师生互动、学生主体。
三、教学技巧1. 启发式教学（Heuristic Teaching）定义：启发式教学是一种以学生为中心，引导学生主动探索、发现和解决问题的教学方法。
方法：提问、讨论、案例分析等。
2. 任务型教学（Task-Based Language Teaching）定义：任务型教学是一种以完成实际任务为目标，培养学生综合语言运用能力的方法。
方法：小组讨论、角色扮演、项目研究等。
四、课堂管理方法：尊重学生、关心学生、公平对待学生。
2. 课堂纪律管理3. 小组合作学习方法：合理分组、明确任务、引导学生积极参与。
五、教学评价1. 形成性评价（Formative Assessment）定义：形成性评价是在教学过程中对学生的学习进展和教师的教学效果进行评价的方法。
方法：课堂提问、作业批改、学生反馈等。
2. 终结性评价（Summative Assessment）定义：终结性评价是在教学活动结束后对学生的学习成果和教师的教学效果进行评价的方法。
方法：考试、测验、课程报告等。
六、教学活动的设计1. 热身活动（Warm-up Activities）目的：激发学生的学习兴趣，调动课堂气氛。
英语教案教法学法英语
英语教案教法学法英语教案标题：使用学法英语教授英语的教案教学目标：1. 学会使用学法英语教授英语的教学方法；2. 通过活动和练习提高学生的英语听说能力；3. 培养学生对英语学习的兴趣和积极性。
教学重点：1. 学法英语的基本概念和原则；2. 创设情景和活动以提高学生的英语交际能力；3. 基于学法英语的评估和反馈机制。
教学步骤：步骤1：导入（5分钟）引入学法英语的概念和目标，告诉学生在本堂课中将使用学法英语进行英语教学。
步骤2：概念讲解（10分钟）简要介绍学法英语的基本原则和使用方法，包括运用情景、活动和故事来教授英语的重要性。
步骤3：活动设计（15分钟）a) 设计一些基于情景和活动的口语练习，例如角色扮演对话或小组讨论；b) 制作一些教学卡片，让学生参与各种对话活动，以提高听说能力；c) 设计一些有趣的游戏或竞赛，以鼓励学生积极参与。
步骤4：学生表现评估（10分钟）通过观察学生在活动和对话中的表现，评估他们的语言运用和理解能力，并提供即时反馈。
步骤5：小结和反思（5分钟）总结本节课所学的内容，鼓励学生分享他们的学习体会和反思，促进课堂互动。
教学辅助工具：1. 学法英语教材和教具；2. 活动设计模板；3. 教学卡片；4. 游戏或竞赛道具。
教学扩展：1. 鼓励学生使用学法英语的方法进行自主学习和练习；2. 建议学生寻找和参与英语角、英语俱乐部等英语学习社区。
教学评估：1. 观察学生在活动中的表现，包括语言运用和思维能力；2. 检查学生在口语和听力方面的进步；3. 学生反馈和自评。
备注：以上教案仅为示例，具体的教案应根据具体教学目标、学生水平和教材内容进行个性化的调整和设计。
英语教学法教学大纲
英语教学法教学大纲English Language Teaching Methodology Syllabus.Introduction.The English Language Teaching Methodology Syllabus aims to provide a comprehensive framework for understanding and applying effective teaching practices in the English language classroom. This syllabus covers a range of topics from teaching theory and principles to practical classroom techniques and materials. By the end of this course, students should be equipped with the knowledge and skills necessary to design and implement innovative and engaging English language lessons.Course Objectives.1. To introduce students to the fundamental principles and theories of language teaching and learning.2. To develop students' understanding of different teaching methodologies and their applications in the English language classroom.3. To enhance students' practical skills in teaching English, including lesson planning, classroom management, and student assessment.4. To foster students' ability to critically analyze and evaluate teaching practices and materials.5. To prepare students for professional roles in English language teaching, including teacher training and educational research.Course Content.Module 1: Introduction to Language Teaching and Learning.Principles of language teaching and learning.The role of the teacher and the learner.Theories of second language acquisition.Module 2: Teaching Methodologies.Grammar-translation method.Direct method.Audio-lingual method.Communicative language teaching.Task-based language teaching.Content and language integrated learning.Module 3: Classroom Techniques and Materials. Lesson planning and preparation.Classroom management.Use of visual aids and technology.Creative teaching strategies.Materials selection and adaptation.Module 4: Student Assessment.Forms of assessment.Criteria and standards for assessment.Feedback and its role in learning.Module 5: Professional Development and Research. Teacher training and development.Curriculum design and implementation.Educational research in language teaching.Assessment.Assessment for this course will be comprehensive and include a variety of tasks designed to assess students' understanding of the course content and their ability to apply it in practical settings. Assessment may include written assignments, practical teaching tasks, classroom observations, and a final examination.Conclusion.The English Language Teaching Methodology Syllabus provides a robust framework for developing the skills and knowledge necessary for effective English language teaching. By covering a range of topics from teaching theory to practical classroom techniques, this syllabus prepares students for a successful career in English language education.。
英语教学过程的五个基本环节
英语教学过程的五个基本环节以下是英语教学过程的五个基本环节：1. 热身和引入（Warm-up and Introduction）- 问候学生，了解他们的近况。
- 通过歌曲、游戏或有趣的话题引入课程主题。
- 展示与主题相关的图片、视频或实物，激发学生的兴趣。
2. 呈现和讲解（Presentation andExplanation）- 逐步呈现新的语言知识点，例如词汇、语法结构或句型。
- 使用教具、示例、图表等方式进行讲解，确保学生理解。
- 鼓励学生提问和参与讨论，解答他们的疑惑。
3. 练习和巩固（Practice and Consolidation）- 提供多样化的练习活动，如口语对话、填空、听力练习、写作练习等。
- 让学生在小组内或全班范围内进行互动，提高他们的语言运用能力。
- 检查学生的练习成果，给予反馈和纠正。
4. 应用和拓展（Application and Extension）- 设计真实情境或任务，让学生运用所学语言知识解决问题或完成任务。
- 鼓励学生进行角色扮演、小组讨论、演讲等活动，培养他们的沟通和表达能力。
- 提供拓展材料，如阅读材料、视频等，拓宽学生的知识面和语言能力。
5. 总结和评价（Summary and Evaluation）- 回顾本堂课的学习内容，强调重点和难点。
- 让学生自我评价和互相评价，了解他们的学习情况和进步。
- 布置作业或课外活动，巩固所学知识并鼓励学生继续学习。
这五个基本环节可以根据不同的教学目标和学生需求进行调整和组合，以创造出丰富多样的英语教学课堂。
同时，教师应不断反思和改进教学方法，以提高学生的学习效果和兴趣。
【(英语)教学设计】课程 授课PPT 第一讲 Introductio
Main contents
2. English Teaching Design in different methods （approaches）: Grammar-translation, Direct method,
Audio-lingual method, Cognitive code approach, Silent way, Desuggestopedia, Community language learning, Comprehension approach, Communicative language teaching, Content-based, Task-based, and participatory approaches, Learning strategy training, cooperative learning, and multiple intelligences, The post-methods era.
References
• Larsen-freeman, Diane. (2000). Techniques and Principles in Language Teaching. New York: Oxford University.
• Richards, Jack C. (2007). Curriculum Development in Language Teaching. New York: Cambridge University Press.
Main contents
1. Beginning from Curriculum design:
Needs Analysis, Situation analysis； Design: Course planning and syllabus design； teaching material selecting；class organizing； Feedback: Assessing, measuring and evaluating the effectiveness of a language program.
英语课程导入教案模板范文
Course Title: [Course Name]Subject: English Language ArtsGrade Level: [Grade Level]Duration: [Number of Classes]Objective: To introduce the course, familiarize students with the course structure, expectations, and learning outcomes, and to set the tone for an engaging and interactive learning environment.---I. Introduction (5 minutes)- Greeting: Begin with a warm greeting and introduce yourself to the students.- Course Introduction: Briefly explain the purpose of the course and its importance in their educational journey.- Course Outline: Provide a high-level overview of the course content, including key themes, units, and skills to be developed.II. Course Structure and Expectations (10 minutes)- Course Format: Describe the format of the course, including class meetings, assignments, and assessments.- Classroom Rules: Discuss and establish classroom rules that promote a respectful and conducive learning environment.- Participation: Emphasize the importance of active participation and the role it plays in the learning process.- Assessment: Explain the types of assessments used in the course, including quizzes, tests, projects, and presentations, and the grading criteria.III. Learning Outcomes (10 minutes)- Academic Goals: Outline the academic goals of the course, such as improving reading, writing, listening, and speaking skills.- Personal Development: Discuss how the course will contribute to the students' personal development, such as enhancing critical thinking and communication skills.- Career Readiness: Highlight how the skills learned in the course will prepare students for future academic and professional endeavors.IV. Course Materials and Resources (5 minutes)- Textbooks and Handouts: Provide information about the textbooks andany additional handouts or materials needed for the course.- Online Resources: Introduce any online platforms or resources thatwill be used to support the course, such as learning management systems or educational websites.- Supplementary Materials: Offer suggestions for supplementary materials, such as dictionaries, grammar guides, or language learning apps.V. Icebreaker Activity (10 minutes)- Activity Purpose: Engage students in an icebreaker activity to help them get to know each other and create a positive learning atmosphere.- Activity Description: Choose an appropriate icebreaker activity, such as a quick quiz about favorite movies or books, a "two truths and a lie" game, or a simple word association game.VI. Group Introduction (10 minutes)- Activity Purpose: Encourage students to work collaboratively and share their background information.- Activity Description: Have students introduce themselves in small groups, sharing their names, favorite subjects, and any relevant language experience.VII. Course Schedule Overview (5 minutes)- Upcoming Weeks: Provide a brief overview of the upcoming lessons and topics to give students a sense of what to expect.- Key Dates: Highlight any important dates, such as deadlines for assignments or upcoming exams.VIII. Conclusion (5 minutes)- Reiterate Expectations: Summarize the course expectations and reiterate the importance of active participation and engagement.- Open Forum: Allow students to ask questions or express any concerns they may have about the course.- Final Remarks: End with a positive message and encourage students to be excited about the learning journey ahead.---Assessment of Learning Outcomes:- Formative Assessment: Observe student participation in the icebreaker activity and group introduction.- Summative Assessment: Evaluate students' understanding of the course structure and expectations through a short quiz or discussion.---Note: This template can be customized to fit the specific needs and goals of the course. Adjust the duration of each section and the activities to ensure a balanced and engaging lesson.。
英语语法导入第一课
The teacher will use visual aids, such as PowerPoint slides and examples, to illustrate grammar points
03
Group work
students will work in groups to solve grammar problems and
Prediction
The prediction of a presence is the part that follows the subject and expresses the action or state of the subject For example, in the presence "The cat sat on the mat," the predicate is "sat on the mat."
04
The Application of English Grammar in Academic Environment
Academic Paper Writing
Organization and Structure
English grammar is essential for ensuring the organization and structure of academic papers are coherent and logical It aids in the development of clear and consensus arguments, with well constructed paragraphs and intentions
优质英语课程导入方案模板
一、课程背景【课程名称】：英语课程【年级】：XX年级【学段】：XX学段【教学目标】：通过导入环节，激发学生学习英语的兴趣，营造良好的课堂氛围，为后续教学内容做好铺垫。
二、导入目标1. 激发学生学习英语的兴趣，提高学生的学习积极性。
2. 帮助学生复习旧知识，为新知识的学习做好准备。
3. 培养学生的听说能力，提高学生的口语水平。
4. 增强师生之间的互动，营造和谐的课堂氛围。
三、导入方法1. 视听导入通过播放英语歌曲、动画片、电影片段等，激发学生的学习兴趣，让学生在轻松愉快的氛围中接触英语。
2. 游戏导入设计有趣的英语游戏，让学生在游戏中学习，提高学生的参与度。
3. 情境导入创设与教学内容相关的情境，让学生身临其境，感受英语的实际应用。
4. 话题导入围绕教学内容，选取贴近学生生活的热门话题，引导学生展开讨论。
5. 问题导入提出与教学内容相关的问题，激发学生的好奇心，引导学生主动探索。
四、导入步骤1. 热身活动教师可以通过播放英语歌曲、动画等方式，让学生在轻松愉快的氛围中进入课堂。
2. 复习旧知识教师带领学生复习上节课所学内容，巩固学生对知识的掌握。
3. 新知识导入（1）提出问题：以提问的方式引入新知识，引导学生思考。
（2）展示图片：通过展示与教学内容相关的图片，激发学生的兴趣。
（3）播放视频：播放与教学内容相关的视频，让学生直观地了解知识。
4. 游戏活动设计有趣的英语游戏，让学生在游戏中巩固所学知识，提高口语表达能力。
5. 情境创设创设与教学内容相关的情境，让学生在情境中运用所学知识，提高实际应用能力。
6. 总结归纳教师对课堂所学内容进行总结，帮助学生梳理知识体系，为课后复习做好准备。
五、导入注意事项1. 导入内容要贴近学生生活，符合学生认知水平。
2. 导入方式要多样化，避免单一枯燥。
3. 导入过程要注重师生互动，提高学生的参与度。
4. 导入时间不宜过长，以免影响后续教学。
5. 导入过程中要注意语言表达，避免使用复杂的语法结构。
新教师英语开学第一课教案
Discussions on the importance of English, different teaching methods, and practical activities for students to practice their English skills
02
Create a safe, attractive, and inclusive classroom where students feel comfortable to participate in and ask questions
Managing student behavior
Implement clear rules and sequences for inappropriate behavior to maintain order and foster a positive learning environment
Summative evaluation
Assess students' overall performance
evaluate their ability to apply language knowledge and skills in different contexts
Provide grades or feedback
Help students understand the meanings of words by providing examples and contexts
Word formation
Explain common English suffixes and prefixes, and how they are used to form new words
Introduction九年级英语课程说课稿
Introduction九年级英语课程说课稿
初中课程知识深，难度大，知识面也宽，抽象思维多，逻辑推理多。
为大家编辑了Introduction九年级英语课程说课稿，敬请关注!!
一、Introduction(导言)
英语说课是英语教学中的重要一环，也是衡量一位英语教师对教材的把握、分析及教师本人对上课进程的宏观控制能力的有力手段，能从理论上指导教师贯彻教学大纲，真正做到教与学相结合，将教材、大纲、教师、学生、课堂融为有机整体，对不断提高教师教学能力和教研能力，有着突出的作用。
二、说课的基本原则
1. 遵循教学大纲要求，明确说课内容。
把握说课与上课的区别与联系，正确理解教材、教案说课、上课之间的层进关系，走出说课即是说教案的误区。
2. 以教师为主导，学生为主体，体现先进的教学理念。
3. 详略得当，重点突出，体现说课的完整性。
4. 与教案相结合，体现其可操作性。
英语课程学习导入说明
Brief Introduction:To improve our English skills and be fluent and qualified in future English needed scene, we decide to have the English Sharing every week in the next several months, and we will try to simulate the English needed scene that we would confront in future work as much as possible.In the sharing, each of us would be the presenter and show the reports in English one by one. If there is any question you met during the sharing, please let us know immediately and we will solve it together.Remark:We will be divided into two groups when first sharing finished and each mini group will have different task need to be completed before next sharing starts.Co-work style:Each sharing roughly lasts 90minutes with 3 main parts.Part 1: Some common English expressions and vocabulary from Julie, which takes about 15 minutes. In this section, everyone will practice speaking and listening.Part 2: Reporting Group will have English reports and Listening Group need to record detail information and take down important remarks (both good points and that need to be improved).Part 3: Share the information and remarks that recorded by Listening Group. Everyone need to take down key notes that presented in this sharing and we will review these notes in next sharing.Requirements:Be brave enough to speak out;Be active enough to share ideas;Be open-minded to accept suggestions;。
小学英语教学法课程介绍范文
小学英语教学法课程介绍范文以下是一个关于小学英语教学法课程介绍的范文：**Course Introduction: Teaching Methods in Elementary English Education****Course Overview:**The Teaching Methods in Elementary English Education course is designed to equip future educators with the foundational knowledge and practical skills necessary to effectively teach English to young learners in primary schools. Through this course, students will explore a variety of teaching strategies, techniques, and resources tailored to engage and inspire young learners in their English language learning journey.**Course Objectives:**1. Understand the principles of language acquisition and development in young learners.2. Explore effective teaching methodologies for teaching English to primary school students.3. Learn how to create engaging and interactive English lessons that cater to diverse learning styles.4. Develop skills in classroom management and creating a positive learning environment.5. Gain practical experience in lesson planning, materialsdevelopment, and assessment strategies for young learners.**Course Topics:**1. Introduction to Teaching English to Young Learners2. Language Acquisition and Development in Children3. Communicative Language Teaching in the Primary Classroom4. Integrating Language Skills: Speaking, Listening, Reading, and Writing5. Using Technology in English Language Teaching for Children6. Classroom Management Strategies for Young Learners7. Assessment and Feedback in Elementary English Education **Course Delivery:**The course will be delivered through a combination of lectures, interactive workshops, group discussions, and practical teaching sessions. Students will have the opportunity to observe experienced teachers, engage in micro-teaching exercises, and create lesson plans tailored to the needs of young learners.**Assessment:**Assessment will be based on participation in class activities, lesson planning assignments, teaching demonstrations, and reflective journals. Students will also be required to complete a final project that demonstrates their understanding of effective teaching methods in elementary English education.Through the Teaching Methods in Elementary English Education course, students will be prepared to create engaging and effective English language learning experiences for primary school students, fostering a lifelong love for language learning and communication.希望这个范文对您有所帮助！如果您需要进一步的帮助或者有其他问题，请随时告诉我。
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Step 1. 请六位同学并分成三组，每组两人，分别扮演医生与病人。 2. 请三组同学分别扮演胃痛、头痛及发烧三种症状。 3. 三组同学分别展开病人与医生间对话，医生应给出相应建议。
Method Two 故事导入法 —— Let's Help Tom!
:
Course Introduction
Group members: 李梦溪 吴婷婷 李艺斐
秦瑶 吉云 张凡
Lesson 63
Thank you, doctor.
DOCTOR: How's Jimmy today? MRS. WILLIAMAS: Better. Thank you, Doctor. DOCTOR: Can I see him please, Mrs. Williams? MRS. WILLIAMAS: Certainly, doctor. Come upstairs. DOCTOR: You look very well, Jimmy. You are better now, but you mustn't get up yet. You must stay in bed for another two days. DOCTOR: The boy mustn't go to school yet, Mr. Williams. And he mustn't eat rich food. MRS. WILLIAMAS: Does he have a temperature, doctor? DOCTOR: No, he doesn't. MRS. WILLIAMAS: Must he stay in bed? DOCTOR: Yes. He must remain in bed for another two days. He can get up for about two hours each day, but you must keep the room warm. DOCTOR: Where's Mr. Williams this evening? MRS. WILLIAMAS: He's in bed, doctor. Can you see him please? He has a bad cold, too!