A Teaching Plan for In the Classroom
教师教学工作计划英语
教师教学工作计划英语1. IntroductionAs a teacher, creating a comprehensive and effective teaching work plan is essential for ensuring the success of both students and educators. This work plan will outline the goals, strategies, and assessment methodsthat will be implemented throughout the academic year. By carefully planning and organizing teaching activities, teachers can cultivate a positive and productive learning environment for their students.2. Goals and ObjectivesThe primary goal of this teaching work plan is to provide high-quality education and ensure the academic success and personal development of each student. With this in mind, specific objectives have been identified:- To create a positive and inclusive learning environment where all students feel valued and supported.- To engage students in interactive and collaborative learning activities that promote critical thinking and problem-solving skills.- To deliver high-quality instruction that is tailored to the individual needs and learning styles of each student.- To implement effective assessment methods that accurately evaluate students’ progress and inform instructional practices.3. Curriculum AlignmentIn order to achieve the goals and objectives outlined in this work plan, it is essential to align the teaching strategies with the curriculum requirements. The curriculum will be carefully examined to identify key learning outcomes and content standards for each subject area. This will help ensure that the teaching activities are focused on relevant and meaningful learning experiences.4. Classroom ManagementEstablishing effective classroom management strategies is crucial for creating a positive and productive learning environment. By setting clear expectations and routines, teachers can foster a sense of order and disciplinewithin the classroom. Additionally, implementing positive reinforcement and behavior management techniques can help minimize disruptions and promote a safe and respectful learning environment.5. Instructional StrategiesTo engage students in meaningful and effective learning experiences, a variety of instructional strategies will be utilized. These may include:- Lecture and discussion: Providing direct instruction and facilitating class discussions to promote knowledge acquisition and critical thinking skills.- Group work and collaboration: Assigning group projects and activities to encourage teamwork, communication, and problem-solving skills.- Differentiated instruction: Adapting teaching practices to meet the diverse learning needs and abilities of all students.- Technology integration: Incorporating educational technology tools and resources to enhance learning experiences and promote digital literacy.6. Assessment and FeedbackAssessment plays a critical role in moni toring students’ progress and informing instructional practices. Various assessment methods will be used to evaluate students’ achievements, including:- Formative assessment: Ongoing assessments that provide feedback on student learning and guide instructional decisions.- Summative assessment: Culminating assessments that measure students’ overall understanding and mastery of course content.- Feedback: Providing timely and constructive feedback to students to help them understand their strengths and areas for improvement.7. Professional DevelopmentContinuously improving and expanding teaching skills and knowledge is essential for effective instruction. As such, teachers will participate in various professional development opportunities, such as workshops, seminars, and conferences. These activities will help teachers stay current with best practices in education and enhancetheir teaching effectiveness.8. Communication and CollaborationMaintaining open and effective communication with students, parents, and colleagues is crucial for a successful teaching experience. Teachers will regularly communicate with parents to provide updates on students’ progress and discuss any concerns or areas for improvement. Additionally, collaborating with colleaguesto share resources and ideas will help enhanceinstructional practices and promote a supportive learning community.9. ConclusionIn conclusion, this teaching work plan outlines the goals, strategies, and assessment methods that will be implemented to ensure the success of both students and educators. By carefully planning and organizing teaching activities, teachers can cultivate a positive and productive learning environment for their students. Through clear goals, effective instructional strategies, and ongoing professional development, this work plan aimsto provide high-quality education and promote the academic success and personal development of each student.。
教学工作计划书英语
I. IntroductionThis teaching work plan is designed to outline the objectives, strategies, and activities for the upcoming academic year. It aims to ensure a structured and effective learning environment for students, as well as to facilitate the professional growth of the teaching staff. The plan covers various subjects, grades, and teaching methods, with a focus on student-centered learning and assessment.II. Objectives1. To provide a comprehensive and engaging curriculum that meets the needs of all students.2. To foster critical thinking, problem-solving, and creativity among students.3. To enhance students' language skills, including reading, writing, speaking, and listening.4. To promote a positive and inclusive classroom atmosphere that encourages student participation and collaboration.5. To implement effective assessment strategies that provide timely feedback to both students and teachers.6. To enhance the professional development of the teaching staff through regular training and workshops.III. Strategies1. Differentiated Instruction: To cater to the diverse needs of students, various teaching strategies will be employed, including visual aids, hands-on activities, and technology integration.2. Collaborative Learning: Group projects and discussions will be encouraged to promote teamwork and critical thinking skills.3. Flipped Classroom: To maximize class time, students will be assigned pre-class readings and videos, allowing for more in-depth discussionsand activities during class.4. Project-Based Learning: Students will engage in long-term projects that require research, collaboration, and presentation skills.5. Technology Integration: Utilize educational software and online resources to enhance learning experiences and facilitate communication between students and teachers.IV. Activities1. Grade 1-3: Focus on foundational skills in reading, writing, and mathematics, incorporating songs, games, and hands-on activities to make learning fun and engaging.2. Grade 4-6: Introduce more complex concepts in mathematics, science, and social studies, with a focus on inquiry-based learning and critical thinking.3. Grade 7-9: Prepare students for higher education by offering advanced courses in mathematics, science, and language arts, emphasizing research and analytical skills.4. Extracurricular Activities: Organize clubs, sports teams, and arts programs to provide students with opportunities for personal growth and development.5. Parent-Teacher Meetings: Schedule regular meetings to discuss students' progress and address any concerns or questions from parents.V. Assessment1. Formative Assessments: Utilize quizzes, class discussions, and group projects to monitor students' understanding and progress throughout the year.2. Summative Assessments: Administer exams and final projects at the end of each semester to evaluate students' overall performance and achievement.3. Peer Assessments: Encourage students to assess each other's work, promoting self-evaluation and constructive feedback.4. Teacher Assessments: Provide detailed feedback on students' strengths, weaknesses, and areas for improvement.VI. Professional Development1. Conduct regular training sessions for teachers to enhance their teaching skills and knowledge.2. Organize workshops on current educational trends and best practices.3. Encourage teachers to participate in professional conferences and seminars.4. Provide resources and support for teachers to engage in ongoing research and development.VII. ConclusionThis teaching work plan aims to create a supportive and effective learning environment for all students. By implementing these strategies and activities, we hope to foster a love for learning and prepare students for success in their academic and personal lives. Regular evaluation and adjustments will be made to ensure continuous improvement and student growth.。
师范教育协同提质计划英语简介
师范教育协同提质计划英语简介The teacher education quality improvement collaborative plan is a comprehensive initiative aimed at enhancing the quality and effectiveness of teacher education programs in our country. This plan is a collaborative effort involving various stakeholders, including the government, educational institutions, and industry partners, all working together to address the pressing challenges facing the teacher education sector.One of the primary goals of this plan is to ensure that teacher education programs produce high-caliber educators who are well-equipped to meet the evolving needs of the education system. To achieve this, the plan focuses on several key areas, including curriculum development, teaching methodologies, and the integration of technology in the classroom.In terms of curriculum development, the plan calls for a thorough review and revision of existing teacher education programs. This involves aligning the curriculum with the latest educational standards and best practices, as well as incorporating interdisciplinaryapproaches that better prepare teachers to address the diverse learning needs of their students. The plan also emphasizes the importance of practical, hands-on training, ensuring that teacher candidates have ample opportunities to apply their knowledge and skills in real-world classroom settings.Another crucial aspect of the teacher education quality improvement collaborative plan is the focus on enhancing teaching methodologies. This includes providing comprehensive training and professional development opportunities for both pre-service and in-service teachers. The plan aims to equip educators with a diverse repertoire of instructional strategies, enabling them to create engaging and effective learning environments for their students.The integration of technology in the teaching and learning process is a central component of the plan. With the rapid advancements in digital technologies, the plan recognizes the need to ensure that teacher education programs are keeping pace with these changes. This involves incorporating the use of educational technologies, such as interactive whiteboards, learning management systems, and digital content repositories, into the curriculum. Additionally, the plan emphasizes the importance of training teachers to effectively utilize these technologies to enhance student learning and engagement.One of the unique features of the teacher education quality improvement collaborative plan is its emphasis on fostering strong partnerships between educational institutions, the government, and industry stakeholders. By bringing together these diverse perspectives, the plan aims to create a more holistic and responsive teacher education system that is aligned with the evolving needs of the education sector and the labor market.For instance, the plan encourages the establishment of collaborative research projects between universities and industry partners, where teachers and researchers can work together to develop innovative teaching strategies and classroom-based solutions. This not only enhances the relevance and practical application of teacher education programs but also fosters a culture of continuous improvement and innovation within the sector.Furthermore, the plan calls for the development of robust monitoring and evaluation mechanisms to ensure the effective implementation and ongoing refinement of the teacher education quality improvement initiatives. This includes the establishment of clear performance indicators, regular data collection, and the dissemination of best practices and lessons learned across the education system.One of the key challenges that the teacher education qualityimprovement collaborative plan seeks to address is the issue of teacher retention and professional development. By providing comprehensive support and career advancement opportunities for teachers, the plan aims to attract and retain high-caliber individuals in the teaching profession. This includes initiatives such as mentorship programs, leadership development opportunities, and incentives for continuous learning and skill enhancement.In conclusion, the teacher education quality improvement collaborative plan is a comprehensive and strategic initiative that aims to transform the teacher education sector in our country. By focusing on curriculum development, teaching methodologies, technology integration, and collaborative partnerships, the plan is poised to produce a new generation of highly skilled and dedicated educators who are equipped to meet the evolving needs of learners and drive educational excellence. As the plan is implemented and refined over time, it is expected to have a significant and lasting impact on the quality of teacher education and, ultimately, the overall performance and outcomes of the education system.。
六年级作文之小学生英语作文intheclassroom
小学生英语作文intheclassroom【篇一：in_the_classroom剑桥英语小学说课稿(1)】good morning，everyone. my name is gaolu. you can call me yoyo. today i’m greatly honoredto have this chance to talk about my teaching plan of this lesson.大家好，我的名字叫高璐，下面我开始说课：一、首先说下教材今天我说课的内容是剑桥小学英语第二册unit 1 in the classroom第一课时。
本节课的核心内容是掌握介词in，on，under，句型there be并能结合表达物品的方位。
本课是这个单元的第一课，它起到统领全单元的作用，并为下一课学习作了重要铺垫。
在此之前，学生已学了一部分教室物品单词，这为学生学习本课的新知识打下了基础。
二、基于教材的特点, 本节课的教学目标为：知识目标能听说读写介词in\on\under和there be … 句型，并能结合表达物品方位。
技能目标1、根据图画、情景能进行简单的英语交流。
情感目标1、培养学生学习英语的兴趣，树立学习英语的自信心；2、培养观察能力和主动学习、竞争的意识以及合作交流能力；三、结合教学目标的要求，我把重难点确定为：重点是：能听说读写介词in\on\under和there be … 句型难点：1、能灵活地将there be句型与介词结合运用2、掌握there be的单复数用法3、区分on和 under 为了突破这堂课的重、难点，我根据小学生好奇、好胜、好动、好表现等特点，主要采取了以任务型教学模式为主，以活动，合作为主线，让学生在教师的指导下，通过感知、体验、实践、参与、合作、游戏等多法并用的方式组织教学，从而促进英语实际运用能力的提高。
四、紧扣上述我来说一下教法学法教法：（愉快教学法，情景教学法，多媒体辅助法，讨论法，讲授法，演示法，练习法）1、愉快教学法根据小学生活泼好动、好表现、求知欲强等生理心理特点，我着重创设良好的英语环境。
Teaching+Plan+for+Spoken+English+in+Junior+High+Sc
202X-12-18
• Teaching objectives and requirements
• Teaching content and arrangement
• Teaching methods and means • Teaching evaluation and
02
Teaching content and arrangement
Basic knowledge of oral munication
Phonological knowledge
Students will learn about the basic sounds of English, including voices, consonants, and diphthongs They will also learn about the promotion of different accounts and dialects
content and objectives, such as shopping, traveling, seeking medical treatment, etc. • Student practice: Students can practice speaking in simulated situations, play different roles, engage
• Lesson: The teacher will give a lecture on the basic knowledge of English listening and speaking, grammar and vocabulary, and introduce some learning methods and skills
(完整版)英语教学法教程试题库辅修
英语教学法教程试题库Unit 1Part I Read the following statements or questions and choose the best answer for each statement or question.1. Much of human behavior is influenced by their_____ _____A. experiencesB. wisdomC. knowledgeD. parents2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom?A. teaching attitudeB. definitions of languageC. structural view of languageD. functional view3. What does the structural view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language?A. a system of categories based on the communicative needs of the learnerB. a communicative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist theory? BA. Grammar translationB. Audio-lingualC. Task-based teaching and learningD. Communicative teaching7.What are the characteristics of audio-lingual method?nguage is learned by constant repetition and the the reinforcement of the teacherB.Mistakes were immediately corrected, and correct utterances were immediately praised.C.Students should be allowed to create their own sentences based on their understanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities of a good teacher?A.Ethic devotion, professional qualities and personal stylesB. Ethic devotion, professional qualities and individual freedomC. Individual freedom, professional qualities and personal stylesD. Ethic devotion, personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching?A.Learning from other’s experiencesB.Learning the received knowledgeC.Learning from one’s own experiences as a teacherD.All of the above10.What qualities are considered good qualities of a good teacher? DA.Kind, humorous, well informedB.Hard working, disciplinedC.Well prepared, dynamic and patientD.All of the abovePart 2 Answer the following questions.1.A good teacher should possess many good qualities. List three qualities you think are the most important and explain reasons.Unit 21.What is the ultimate goal of foreign language teaching?A.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the possible solution to bridge the gap between classroom language teaching and real-life language use?A.Task-based teaching and learningB. Communicative language teachingC. Presentation, practice and productionD. Engage---study---activate3.What is linguistic competence concerned with?A.Appropriate use of the language in social contextB.Ability to create coherent written text or conversation and the ability to understand themC.Strategies one employs when there is communication breakdown due to lack of resourcesD.Knowledge of language itself, its form and meaning4.What is pragmatic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning5.What is discourse competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning6.What is strategic competence concerned with?A. Appropriate use of the language in social contextB. Ability to create coherent written text or conversation and the ability to understand themC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning7.What is fluency competence concerned with?A. Appropriate use of the language in social contextB. Ability to link units of speech together with facility and without strain or inappropriateslowness or undue hesitationC. Strategies one employs when there is communication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning8.What are the principles of communicative language teaching?munication principle, task principle and meaningful principlemunication principle, accuracy principle and meaningful principlemunication principle, fluency principle and meaningful principlemunication principle, task principle and purpose principle9.What are the listening and speaking activities in traditional pedagogy?A.Listen to texts either read by the teacher or pre-recorded on the tape; repeat what is heard.B.Answer the questions according to what is heard; produce responses based on given cluesC.Retell what is heardD.All of the above10.What are the five components of communicative competence?A.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and fluencyB.Linguistic competence, pragmatic competence, discourse competence, strategetic competence and accuracyC.grammar competence, pragmatic competence, discourse competence, strategetic competence and fluencyD.grammar competence, pragmatic competence, discourse competence, strategetic competence and accuracyPart 2 answer the following questions1.What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy?Unit 4Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What should be included in a lesson plan?A.Aims to be achievedB.Materials to be coveredC.Activities to be organizedD.All of the above2.What are the principles for good lesson planning?A.Aim, variety, flexibility, learnability and linkageB.Aim, preparation flexibility and linkageC.Aim, micro-planning, macro-planning and flexibilityD.Aim, micro-planning, macro-planning and variety3.What are the guidelines for writing teaching aims in a lesson plan?A.Clear, briefB.Specific, students-orientedC.Specific, teacher-orientedD.Both A and B3.What are language contents?A.Structures, vocabulary, functions and topicsB.Pictures, vocabulary, communication and topicsC.PPT, structures, aims and summaryD.Structures, aims, functions and topics4.What are very commonly used teaching procedures and stages?A.Presentation, practice and productionB.Pre-reading, while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B4.What is the function of optional activities?A.Backups in case the lesson goes too fast and there are a few minutes left.B.Prepared for good studentsC.Prepared for bad studentsed for emergency5.Which part is to be finished after a lesson in a lesson plan?A.Teaching aidsB. End of a lesson summaryC. Optional activities and assignmentsD. After lesson reflectionPart 2 answer the following questions1.What benefits can language teachers get from planning a lesson?2.Explain five principles for good lesson planning in detail.3.What does macro planning involve?4.What are components of a lesson plan?unit 5Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What are the possible roles of a teacher?A.Controller, assessorB. Organizer, prompterC. Participant, resource-providerD. All of the above2.What role does a teacher play in the following activity?The teacher gives students 2 minutes to skim a text, and when time is up, he asks students to stop and answer some questions.A.ControllerB. AssessorC. OrganizerD. Prompter3.What role does a teacher play in the following activity?T: do you have any hobbies?S: yes, I like singing and dancing.T: Uhm, and...?S: I also collect coins.T: Oh, really, how many...have you already...collected?A.ControllerB. AssessorC. OrganizerD. Prompter4.What role does a teacher play in the following activity?The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 willform group, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.A. ControllerB. AssessorC. OrganizerD. Prompter5.What role does a teacher play in the following activity?When a student has made a sentence with borrow, “I borrowed a paper to write a letter”, the teacher says, “Well, we don’t say a paper, we say a piece of paper.”A. ControllerB. AssessorC. OrganizerD. Prompter6.What role does a teacher play in the following activity?While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.A.ControllerB. AssessorC. participantD. Resource-provider7.What role does a teacher play in the following activity?The teacher asks a student a question “Have you ever bought clothes with problems?” If the student doesn’t seem to be ready, the teacher says “for example, a shirt without...” and points to the buttons on his own shirt or jacket.A. ControllerB. AssessorC. OrganizerD. Prompter8.What role does a teacher play in the following activity?When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.A.ControllerB. AssessorC. OrganizerD. Prompter9.What role does a teacher play in the following activity?When students are doing a group-work task, the teacher joins one or two groups for a short period of time.A. ControllerB. AssessorC. participantD. Resource-provider10.What role does a teacher play in the following activity?the teacher asks students to produce conversations (either orally or in writing) by using particular patterns or expressions they have just learned.A.ControllerB. AssessorC. OrganizerD. Prompter11.What role does a teacher play in the following activity?The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.A. ControllerB. AssessorC. participantD. Resource-provider12. When is appropriate for the teacher to give classroom instructions to students?A. Give directions to tasks or activities, checking comprehension, giving feedbackB. Providing explanations to a concept or language structure, drawing attentionC. Setting requirements, checking comprehension, assigning homeworkD. All of the above13.Why do novice teacher often have problems giving clear instructions?A.Their language proficiency is lowB.They are fresh form the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners14.What are not good rules to follow for making instructions effective?e simple instructions and make them suit the comprehension level of the studentse the mother tongue only when it is necessarye body language to assist understandingD.Not model the task or activity before letting students move into groups or pairs15.Which of the following is the time when students work as a whole class?A.When all the students are under the control of the teacherB.When students work in pairs on an exercise or a taskC.When students work in small groupsD.When students are expected to work on their own at their own speed16.Which of the following is the time when students work in a pair?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed17.Which of the following is the time when students work in groups?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed18.Which of the following is the time when students study by themselves?A. When all the students are under the control of the teacherB. When students work in pairs on an exercise or a taskC. When students work in small groupsD. When students are expected to work on their own at their own speed19.Which of the following is the advantage of whole class work?A.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to the work.D.It is less stressful.20.Which of the following is the advantage of pair work?A. It is an ideal way to show materials and do presentations together.B. It allows students to work together rather than under teacher’s guidance.C. It reinforces a sense of belonging among a group of members.D. It is very stressful.Part 2 answer the following questions1.What six conditions have to be met in order to achieve efficient classroom management?Unit 6Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following is true about pronunciation teaching?A.Learners whose native language has similar sounds are less likely to have problems with pronunciation.B.Learners who have more exposure to english need less focus on pronunciation.C.Beginning Chinese learners of english need a certain degree of focus on pronunciation.D.All of the above2.What is the realistic goal of teaching pronunciation?A.ConsistencyB. IntellegibilityC. Communicative efficiencyD. All of the above3.Which of the following do not belong to minimal pair?A.Will wellB. Till tellC. Fill fellD. Well well4.Which of the following belong to pronunciation perception practice?ing minimal pairs, odd one outB. Which order, completionC. Same or differentD. All of the above5.Which type does the following production practice belong to?The students repeat what the teacher says. This activity can practice individual sounds, individual words, groups of words, and sentences.A.Listen and repeatB. Fill in the blanksC. Make up sentencesD. Using meaningful context6. Which type does the following production practice belong to?She sells sea shells on the seashore.A.Make up sentencesB. Using meaningful contextC. Using picturesD. Using tongue twisters7.What are the ways of practicing stress?e gesturesB. Use the voiceC. Use the blackboardD. All of the above8.What does the falling intonation on the statement “he is moved to Gla sgow.”indicate?A.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have told me before9.What does the falling intonation on the question “where do you live ?” indicate?A . I am telling you something you do not knowB. I have not finished yetC. I am asking a genuine questionD. I know you have tole me before10.What is reflected as important in the following example?A.Would you please turn down the radio a little bit?B.Sorry. ↘（no, I do not want to.）Or B. Sorry? ↗（what did you say?）A.StressB. IntonationC. SoundsD. PitchPart 2 answer the following questions1.Why cannot most learners of english as a foreign language acquire native like English pronunciation?Unit 7Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true?A.Grammatical competence is essential for communicationB.There is a positive role of instruction for grammar learningC.Grammar teaching can enhance learner proficiencyD.Grammar learning is completely useless for children.2.Which of the following is not grammar presentation method?A.Deductive methodB. Inductive methodC. Guided discovery methodD. Communicative teaching method3.Which of the following steps are typical for the deductive grammar teaching method?A. Give examples→explain rules→students do practice activitiesB. Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentencesC. Explicit rules are give to students→Authentic language data is provided→apply the new structure to produce sentencesD. All of the above4.What are two grammar practice activities?A.Mechanical practice and meaningful practiceB.V olume practice and communicative practiceC.Interest practice and meaningful practiceD.Mechanical practice and success oriented practice5.What are two broad categories of knowledge?A.Implicit knowledge and explicit knowledgeB.Obvious knowledge and unobvious knowledgeC.Inductive knowledge and deductive knowledgeD. Refereed knowledge and inferred knowledgeUnit 8Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true about vocabulary?A.a vocabulary item can be more than one wordB.V ocabulary can not be taught. It must be learned by the individuals.C.Words is best learned in contextD.An English-English dictionary is an important aid for students.2.What does it mean to know a word?A.knowledge its pronunciation and stressB.know its spelling and grammatical propertiesC.know its meaning and know when and how to use itD.all of the above3.what meaning is referred to if we say the meaning of “dog” is an animal with fourlegs and a tail, often kept as a pet or trained for work?A denotative meaning B. connotative meaningC. extended meaningD. inspired meaning4.What meaning is referred to if we say the meaning of “dog”is friendship andloyalty?A denotative meaning B. connotative meaningC. literal meaningD. labeled meaning5. What is referred to if we say “see a movie, watch a play, look at a picture”?A. denotative meaningB. connotative meaningC. collocationsD. synonyms6. What do the following examples indicate?Big, huge; enormous, immense; male, masculineA.synonymsB. antonymsC. hyponymsD. collocations7.What are two categories of vocabulary?A.receptive vocabulary and productive vocabularyB.innate vocabulary and learned vocabularyC.familiar vocabulary and unfamiliar vocabularyD.new vocabulary and old vocabulary。
教师工作计划英文版
Introduction:As the new academic year approaches, it is crucial for teachers to have a well-defined work plan that outlines their goals, strategies, and expectations. This work plan aims to provide a comprehensive overview of the teaching activities, professional development, and classroom management strategies that I will implement to ensure a successful and enriching learning experience for my students.I. Academic Goals and Objectives:1. Foster a positive and inclusive learning environment that promotes student engagement and academic growth.2. Differentiate instruction to meet the diverse needs of students with varying abilities, backgrounds, and learning styles.3. Implement a balanced curriculum that incorporates a variety of teaching methods and resources to enhance student understanding and retention.4. Develop critical thinking and problem-solving skills in students through inquiry-based learning and project-based assignments.5. Monitor student progress regularly and provide timely feedback to promote continuous improvement.II. Lesson Planning and Delivery:1. Create lesson plans that align with the curriculum standards and incorporate essential learning objectives.2. Utilize a mix of interactive, hands-on, and technology-basedactivities to engage students and enhance their learning experience.3. Incorporate real-world examples and case studies to make the curriculum relevant and relatable to students' lives.4. Provide opportunities for collaborative learning, allowing students to work together in groups to develop teamwork and communication skills.5. Regularly review and update lesson plans based on student feedback and performance to optimize learning outcomes.III. Assessment and Evaluation:1. Design assessments that effectively measure student understanding and progress towards learning objectives.2. Use a variety of assessment methods, including quizzes, tests, projects, and presentations, to evaluate student performance.3. Provide detailed feedback on assessments, highlighting strengths and areas for improvement.4. Utilize formative assessments to inform instruction and adjust teaching strategies as needed.5. Administer summative assessments at the end of each unit or semester to evaluate student achievement and inform reporting to parents and stakeholders.IV. Professional Development:1. Attend workshops, seminars, and webinars to stay updated on current educational trends and best practices.2. Engage in collaborative professional learning communities to exchange ideas and share experiences with fellow educators.3. Seek opportunities for mentorship and coaching to improve teaching skills and classroom management strategies.4. Participate in online courses and certifications to expand knowledge and enhance subject matter expertise.5. Reflect on teaching practices and seek continuous improvement through self-assessment and feedback from peers.V. Classroom Management:1. Establish clear and consistent classroom rules and expectations to create a safe and respectful learning environment.2. Implement positive behavior support strategies to encourage student responsibility and promote a culture of respect.3. Utilize classroom management techniques to effectively manage student behavior and address conflicts.4. Foster a sense of community and belonging among students by promoting inclusivity and valuing diverse perspectives.5. Continuously monitor and evaluate classroom management strategies to ensure their effectiveness and make necessary adjustments.Conclusion:This work plan serves as a roadmap for the upcoming academic year, outlining my goals, strategies, and expectations as a teacher. By adhering to this plan, I aim to provide a high-quality education that fosters student growth, promotes academic success, and prepares students for future challenges. With dedication, perseverance, and a commitment to continuous improvement, I am confident that we will achieve our goals and create a positive and enriching learning experience for all students.。
英语教学法教程试题库辅修
英语教学法教程试题库Unit 1Part I Read the following statements or questions and choose the best answer for each statement or question.1. Much of human behavior is influenced by their__________A. e*periencesB. wisdomC. knowledgeD. parents2. Whatis the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom"A. teaching attitudeB. definitions of languageC. structural view of languageD. functional view3. What does the structural view of language see language"A. a system of categories based on the municative needs of the learnerB. a municative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things4. What does the functional view of language see language"A. a system of categories based on the municative needs of the learnerB. a municative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things5. What does the interactional view of language see language"A. a system of categories based on the municative needs of the learnerB. a municative tool to build up and maintain social relations between peopleC. a linguistic system made up of various subsystemsD. a linguistic system and a means for doing things6. Which of the following teaching method is based on the behaviorist theory" BA. Grammar translationB. Audio-lingualC. Task-based teaching and learningD. municative teaching7.What are the characteristics of audio-lingual method"nguage is learned by constant repetition and the the reinforcement of the teacherB.Mistakes were immediately corrected, and correct utterances were immediately praised.C.Students should be allowed to create their own sentences based on their understanding of certain rules.D.Both A and B.8.Which three groups can summarize all the elements of the qualities of a good teacher"A.Ethic devotion, professional qualities and personal stylesB. Ethic devotion, professional qualities and individual freedomC. Individual freedom, professional qualities and personal stylesD. Ethic devotion, personal styles and individual freedom9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching"A.Learning from other’s e*periencesB.Learning the received knowledgeC.Learning from one’s own e*periences as a teacherD.All of the above10.What qualities are considered good qualities of a good teacher" DA.Kind, humorous, well informedB.Hard working, disciplinedC.Well prepared, dynamic and patientD.All of the abovePart 2 Answer the following questions.1.A good teacher should possess many good qualities. List three qualities you think are the most important and e*plain reasons.Unit 21.What is the ultimate goal of foreign language teaching"A.Enable SS to use the foreign language in work or life.B.Enable SS to achieve accuracy of English language structure.C.Enable SS to achieve fluency of English language structure.D.Enable SS to speak standard English.2.What is the possible solution to bridge the gap between classroom language teaching and real-life language use"A.Task-based teaching and learningB. municative language teachingC. Presentation, practice and productionD. Engage---study---activate3.What is linguistic petence concerned with"A.Appropriate use of the language in social conte*tB.Ability to create coherent written te*t or conversation and the ability to understand themC.Strategies one employs when there is munication breakdown due to lack of resourcesD.Knowledge of language itself, its form and meaning4.What is pragmatic petence concerned with"A. Appropriate use of the language in social conte*tB. Ability to create coherent written te*t or conversation and the ability to understand themC. Strategies one employs when there is munication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning5.What is discourse petence concerned with"A. Appropriate use of the language in social conte*tB. Ability to create coherent written te*t or conversation and the ability to understand themC. Strategies one employs when there is munication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning6.What is strategic petence concerned with"A. Appropriate use of the language in social conte*tB. Ability to create coherent written te*t or conversation and the ability to understand themC. Strategies one employs when there is munication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning7.What is fluency petence concerned with"A. Appropriate use of the language in social conte*tB. Ability to link units of speech together with facility and without strain or inappropriate slowness or undue hesitationC. Strategies one employs when there is munication breakdown due to lack of resourcesD. Knowledge of language itself, its form and meaning8.What are the principles of municative language teaching"A.munication principle, task principle and meaningful principleB.munication principle, accuracy principle and meaningful principleC.munication principle, fluency principle and meaningful principleD.munication principle, task principle and purpose principle9.What are the listening and speaking activities in traditional pedagogy"A.Listen to te*ts either read by the teacher or pre-recorded on the tape; repeat what is heard.B.Answer the questions according to what is heard; produce responses based on given cluesC.Retell what is heardD.All of the above10.What are the five ponents of municative petence"A.Linguistic petence, pragmatic petence, discourse petence, strategetic petence and fluencyB. Linguistic petence, pragmatic petence, discourse petence, strategetic petence and accuracyC.grammar petence, pragmatic petence, discourse petence, strategetic petence and fluencyD.grammar petence, pragmatic petence, discourse petence, strategetic petence and accuracyPart 2 answer the following questions1.What are the differences between language used in real life and language learned in the classroom under the traditional pedagogy"Unit 4Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What should be included in a lesson plan"A.Aims to be achievedB.Materials to be coveredC.Activities to be organizedD.All of the above2.What are the principles for good lesson planning"A.Aim, variety, fle*ibility, learnability and linkageB.Aim, preparation fle*ibility and linkageC.Aim, micro-planning, macro-planning and fle*ibilityD.Aim, micro-planning, macro-planning and variety3.What are the guidelines for writing teaching aims in a lesson plan"A.Clear, briefB.Specific, students-orientedC.Specific, teacher-orientedD.Both A and B3.What are language contents"A.Structures, vocabulary, functions and topicsB.Pictures, vocabulary, munication and topicsC.PPT, structures, aims and summaryD.Structures, aims, functions and topics4.What are very monly used teaching procedures and stages"A.Presentation, practice and productionB.Pre-reading, while-reading and post-readingC.Mechanical practice and meaningful practiceD.Both A and B4.What is the function of optional activities"A.Backups in case the lesson goes too fast and there are a few minutes left.B.Prepared for good studentsC.Prepared for bad studentsed for emergency5.Which part is to be finished after a lesson in a lesson plan"A.Teaching aidsB. End of a lesson summaryC. Optional activities and assignmentsD. After lesson reflectionPart 2 answer the following questions1.What benefits can language teachers get from planning a lesson"2.E*plain five principles for good lesson planning in detail.3.What does macro planning involve"4.What are ponents of a lesson plan"unit 5Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.What are the possible roles of a teacher"A.Controller, assessorB. Organizer, prompterC. Participant, resource-providerD. All of the above2.What role does a teacher play in the following activity"The teacher gives students 2 minutes to skim a te*t, and when time is up, he asks students to stop and answer some questions.A.ControllerB. AssessorC. OrganizerD. Prompter3.What role does a teacher play in the following activity"T: do you have any hobbies"S: yes, I like singing and dancing.T: Uhm, and..."S: I also collect coins.T: Oh, really, how many...have you already...collected"A.ControllerB. AssessorC. OrganizerD. Prompter4.What role does a teacher play in the following activity"The teacher writes one of five numbers (1-5) on a number of cards (the same number as the students). Each student draws one card. Those who have drawn number 1 will form group, and those who have drawn number 2 will form group 2. Thus the students are put into five groups in a random way.A. ControllerB. AssessorC. OrganizerD. Prompter5.What role does a teacher play in the following activity"When a student has made a sentence with borrow, "I borrowed a paper to write a letter〞, the teacher says, "Well, we don’t say a paper, we say a piece of paper.〞A. ControllerB. AssessorC. OrganizerD. Prompter6.What role does a teacher play in the following activity"While doing a writing task either individually or in groups, the students need to use a particular word they don’t know. So they ask the teacher.A.ControllerB. AssessorC. participantD. Resource-provider7.What role does a teacher play in the following activity"The teacher asks a student a question "Have you ever bought clothes with problems"〞 If the student doesn’t seem to be ready, the teacher says "for e*ample, a shirt without...〞 and points to the buttons on his own shirt or jacket.A. ControllerB. AssessorC. OrganizerD. Prompter8.What role does a teacher play in the following activity"When the students have in groups decided where to go for an spring outing, the teacher asks each group to tell the others why they have made such a choice.A.ControllerB. AssessorC. OrganizerD. Prompter9.What role does a teacher play in the following activity"When students are doing a group-work task, the teacher joins one or two groups for a short period of time.A. ControllerB. AssessorC. participantD. Resource-provider10.What role does a teacher play in the following activity"the teacher asks students to produce conversations (either orally or in writing) by using particular patterns or e*pressions they have just learned.A.ControllerB. AssessorC. OrganizerD. Prompter11. What role does a teacher play in the following activity"The teacher has a word in his mind and asks students to guess by asking only Yes/No questions until they make the correct guess.A. ControllerB. AssessorC. participantD. Resource-provider12. When is appropriate for the teacher to give classroom instructions to students"A. Give directions to tasks or activities, checking prehension, giving feedbackB. Providing e*planations to a concept or language structure, drawing attentionC. Setting requirements, checking prehension, assigning homeworkD. All of the above13.Why do novice teacher often have problems giving clear instructions"A.Their language proficiency is lowB.They are fresh form the universityC.Their instructions are too shortD.They are not able to target their instructions to the level of the learners14.What are not good rules to follow for making instructions effective"e simple instructions and make them suit the prehension level of the studentse the mother tongue only when it is necessarye body language to assist understandingD.Not model the task or activity before letting students move into groups or pairs15.Which of the following is the time when students work as a whole class"A.When all the students are under the control of the teacherB.When students work in pairs on an e*ercise or a taskC.When students work in small groupsD.When students are e*pected to work on their own at their own speed16.Which of the following is the time when students work in a pair"A. When all the students are under the control of the teacherB. When students work in pairs on an e*ercise or a taskC. When students work in small groupsD. When students are e*pected to work on their own at their own speed17.Which of the following is the time when students work in groups"A. When all the students are under the control of the teacherB. When students work in pairs on an e*ercise or a taskC. When students work in small groupsD. When students are e*pected to work on their own at their own speed18.Which of the following is the time when students study by themselves"A. When all the students are under the control of the teacherB. When students work in pairs on an e*ercise or a taskC. When students work in small groupsD. When students are e*pected to work on their own at their own speed19.Which of the following is the advantage of whole class work"A.It is an ideal way to show materials and do presentations together.B.It allows students to work together rather than under teacher’s guidance.C.There is always a great chance of different opinions and contributions to the work.D.It is less stressful.20.Which of the following is the advantage of pair work"A. It is an ideal way to show materials and do presentations together.B. It allows students to work together rather than under teacher’s guidance.C. It reinforces a sense of belonging among a group of members.D. It is very stressful.Part 2 answer the following questions1.What si* conditions have to be met in order to achieve efficient classroom management"Unit 6Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following is true about pronunciation teaching"A.Learners whose native language has similar sounds are less likely to have problems with pronunciation.B.Learners who have more e*posure to english need less focus on pronunciation.C.Beginning Chinese learners of english need a certain degree of focuson pronunciation.D.All of the above2.What is the realistic goal of teaching pronunciation"A.ConsistencyB. IntellegibilityC. municative efficiencyD. All of the above3.Which of the following do not belong to minimal pair"A.Will wellB. Till tellC. Fill fellD. Well well4.Which of the following belong to pronunciation perception practice"ing minimal pairs, odd one outB. Which order, pletionC. Same or differentD. All of the above5.Which type does the following production practice belong to"The students repeat what the teacher says. This activity can practice individual sounds, individual words, groups of words, and sentences.A.Listen and repeatB. Fill in the blanksC. Make up sentencesD. Using meaningful conte*t6. Which type does the following production practice belong to"She sells sea shells on the seashore.A.Make up sentencesB. Using meaningful conte*tC. Using picturesD. Using tongue twisters7.What are the ways of practicing stress"e gesturesB. Use the voiceC. Use the blackboardD. All of the above8.What does the falling intonation on the statement "he is moved to Gla sgow.〞 indicate"A.I am telling you something you do not knowB.I have not finished yetC.I am asking a genuine questionD.I know you have told me before9.What does the falling intonation on the question "where do you live "〞 indicate"A . I am telling you something you do not knowB. I have not finished yetC. I am asking a genuine questionD. I know you have tole me before10.What is reflected as important in the following e*ample"A.Would you please turn down the radio a little bit"B.Sorry. ↘〔no, I do not want to.〕Or B. Sorry" ↗〔what did you say"〕A.StressB. IntonationC. SoundsD. PitchPart 2 answer the following questions1.Why cannot most learners of english as a foreign language acquire native like English pronunciation"Unit 7Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true"A.Grammatical petence is essential for municationB.There is a positive role of instruction for grammar learningC.Grammar teaching can enhance learner proficiencyD.Grammar learning is pletely useless for children.2.Which of the following is not grammar presentation method"A.Deductive methodB. Inductive methodC. Guided discovery methodD. municative teaching method3.Which of the following steps are typical for the deductive grammar teaching method"A. Give e*amples→e*plain rules→students do practice activitiesB. Authentic language data is provided→induces learners to realize grammar rules→apply the new structure to produce sentencesC. E*plicit rules are give to students→Authentic language data is provided→apply the new structure to produce sentencesD. All of the above4.What are two grammar practice activities"A.Mechanical practice and meaningful practiceB.Volume practice and municative practiceC.Interest practice and meaningful practiceD.Mechanical practice and success oriented practice5.What are two broad categories of knowledge"A.Implicit knowledge and e*plicit knowledgeB.Obvious knowledge and unobvious knowledgeC.Inductive knowledge and deductive knowledgeD. Refereed knowledge and inferred knowledgeUnit 8Part 1 Read the following statements or questions and choose the best answer for each statement or question.1.Which of the following statement is not true about vocabulary"A.a vocabulary item can be more than one wordB.Vocabulary can not be taught. It must be learned by the individuals.C.Words is best learned in conte*tD.An English-English dictionary is an important aid for students.2.What does it mean to know a word"A.knowledge its pronunciation and stressB.know its spelling and grammatical propertiesC.know its meaning and know when and how to use itD.all of the above3.what meaning is referred to if we say the meaning of "dog〞 is an animalwith four legs and a tail, often kept as a pet or trained for work"A denotative meaning B. connotative meaningC. e*tended meaningD. inspired meaning4.What meaning is referred to if we say the meaning of "dog〞isfriendship and loyalty"A denotative meaning B. connotative meaningC. literal meaningD. labeled meaning5. What is referred to if we say "see a movie, watch a play, look at a picture〞"A. denotative meaningB. connotative meaningC. collocationsD. synonyms6. Whatdo the following e*amples indicate"Big, huge; enormous, immense; male, masculineA.synonymsB. antonymsC. hyponymsD. collocations7.What are two categories of vocabulary"A.receptive vocabulary and productive vocabularyB.innate vocabulary and learned vocabularyC.familiarvocabulary and unfamiliar vocabularyD.new vocabulary and old vocabulary。
英语课堂实践教学计划(3篇)
第1篇I. IntroductionThe following English classroom teaching practice plan is designed to provide a comprehensive and structured approach to teaching English language skills to students of varying abilities and backgrounds. This plan aims to enhance students’ proficiency in listening, speaking, reading, and writing, while also fostering their cultural awareness and critical thinking skills. The plan is divided into several sections, each focusing on different aspects of the teaching process.II. Objectives1. To develop students’ listening, speaking, reading, and writingskills in English.2. To enhance students’ cultural awareness and appreciation of diverse cultures.3. To encourage students to think critically and independently.4. To create a supportive and interactive learning environment.5. To evaluate and adjust the teaching methods based on student feedback and progress.III. Teaching MethodologyThe teaching methodology will incorporate a variety of techniques, including:1. Communicative Language Teaching (CLT): This approach emphasizes communication and interaction, allowing students to practice their language skills in real-life contexts.2. Task-Based Language Teaching (TBLT): Students will engage in tasks that require them to use the language in practical situations.3. Technology Integration: Utilizing multimedia tools and online resources to enhance learning and engagement.4. Flipped Classroom: Students will be expected to complete some learning activities outside of class, allowing for more interactive and personalized instruction during class time.5. Differentiated Instruction: Tailoring instruction to meet the individual needs of students with varying abilities and learning styles.IV. Lesson PlanningA. Unit OverviewEach unit will focus on a specific theme or topic, such as family, travel, technology, or social issues. The following is an example of a unit plan:Unit Theme: Family and RelationshipsObjective: Students will be able to describe their family members and discuss family relationships.Skills to be Developed: Listening, speaking, reading, and writing.B. Lesson StructureEach lesson will follow a similar structure:1. Warm-Up (10 minutes): Engage students with a fun activity or discussion related to the unit theme.2. Listening (10 minutes): Introduce new vocabulary and phrases througha listening activity.3. Speaking (15 minutes): Practice speaking skills through pair or group work.4. Reading (15 minutes): Read a passage related to the unit theme and answer comprehension questions.5. Writing (10 minutes): Write a short paragraph or essay related to the unit theme.6. Homework (assigned at the end of each lesson): Extend learning outside of the classroom.C. Lesson Examples1. Lesson 1: Introducing Family Members- Warm-Up: Students introduce their family members to the class.- Listening: Students listen to a short dialogue about family members and answer questions.- Speaking: Students describe their own family members in pairs.- Reading: Students read a passage about family traditions and discuss their own traditions.- Writing: Students write a short paragraph about their favorite family member.2. Lesson 2: Discussing Family Relationships- Warm-Up: Students discuss their favorite family memory.- Listening: Students listen to a short story about a family conflict and discuss the issues involved.- Speaking: Students engage in a role-play activity to resolve a family conflict.- Reading: Students read an article about family dynamics and analyze the different perspectives.- Writing: Students write a letter to a family member expressingtheir feelings or concerns.V. Assessment1. Formative Assessment: Regular checks for understanding, such as quizzes, class discussions, and peer assessments.2. Summative Assessment: End-of-unit tests, projects, and presentations.3. Self-Assessment: Students reflect on their own learning and set goals for improvement.VI. Reflection and Feedback1. Teacher Reflection: At the end of each unit, the teacher will reflect on the effectiveness of the teaching methods and make adjustments as necessary.2. Student Feedback: Collecting student feedback through surveys and discussions to improve the learning experience.VII. ConclusionThis English classroom teaching practice plan aims to create a dynamic and engaging learning environment that promotes student success. By incorporating a variety of teaching methods and assessment strategies, students will develop their language skills and cultural awareness, preparing them for future academic and professional endeavors.第2篇Introduction:The purpose of this practical teaching plan is to outline a structured approach to teaching English in a classroom setting. The plan aims to incorporate various teaching methods, utilize technology, and engage students in active learning to enhance their language proficiency. This plan is designed for a semester-long course and is suitable for intermediate to advanced English learners.Course Overview:Course Title: English Communication SkillsCourse Duration: One semester (15 weeks)Target Audience: Intermediate to Advanced English learnersCourse Goals:1. Improve oral and written communication skills in English.2. Develop listening and speaking skills through interactiveactivities.3. Enhance reading and writing skills through a variety of texts and tasks.4. Promote cultural awareness and global understanding.Week-by-Week Teaching Plan:Week 1-2: Introduction and Warm-Up ActivitiesObjective: Build rapport with students and establish the course structure.Activities:1. Icebreaker activities to introduce students and build rapport.2. Course overview and expectations discussion.3. Introduction to classroom rules and procedures.4. Warm-up activities to practice basic communication skills.Week 3-4: Listening and Speaking SkillsObjective: Develop listening and speaking skills through interactive activities.Activities:1. Listening exercises with various types of audio materials (podcasts, videos, etc.).2. Role-playing scenarios to practice speaking in different contexts.3. Group discussions on current events and cultural topics.4. Oral presentations on assigned topics.Week 5-6: Reading and Writing SkillsObjective: Enhance reading and writing skills through a variety oftexts and tasks.Activities:1. Reading exercises with different genres (news articles, short stories, etc.).2. Analyzing and summarizing texts.3. Writing tasks including essays, reports, and creative writing.4. Peer review sessions to provide feedback and improve writing skills.Week 7-8: Grammar and VocabularyObjective: Focus on key grammar points and expand vocabulary.Activities:1. Grammar lessons on specific topics (tenses, sentence structure, etc.).2. Vocabulary building exercises (word games, word searches, etc.).3. Grammar quizzes and vocabulary tests.4. Case studies and role-playing exercises to practice grammar in context.Week 9-10: Cultural Awareness and Global UnderstandingObjective: Promote cultural awareness and global understanding.Activities:1. Cultural presentations by students on different countries and cultures.2. Discussion on cultural stereotypes and biases.3. Debates and group projects on global issues.4. Film screenings and analysis of cultural aspects in movies.Week 11-12: Review and AssessmentObjective: Prepare students for final assessments and review key concepts.Activities:1. Review sessions on all topics covered in the course.2. Practice tests for listening, speaking, reading, and writing.3. One-on-one consultations with students to discuss progress and address concerns.4. Final project or presentation to showcase learning outcomes.Assessment Methods:Formative Assessments:1. Class participation and group work.2. Quizzes and short writing tasks.3. Oral presentations and discussions.Summative Assessments:1. Final exam covering all course topics.2. Comprehensive project or presentation.3. Portfolio of written assignments.Conclusion:This practical teaching plan aims to provide a comprehensive and engaging learning experience for English learners. By incorporating a variety of teaching methods and activities, the course aims to enhance students' language proficiency and cultural awareness. Regular assessment and feedback will ensure that students are on track to achieve their learning goals by the end of the semester.第3篇Introduction:The purpose of this practical teaching plan is to outline a comprehensive approach to teaching English in a classroom setting. The plan focuses on creating an interactive and engaging learning environment that promotes language acquisition and critical thinking skills. This plan is designed to cater to students of different ages and proficiency levels, ensuring that each student can progress at their own pace.I. Objectives:1. To develop students' listening, speaking, reading, and writing skills in English.2. To enhance students' confidence and fluency in using English in real-life situations.3. To foster critical thinking and problem-solving skills through language learning.4. To promote cultural awareness and understanding among students.II. Teaching Strategies:1. Communicative Approach: This approach emphasizes interaction and communication between students and the teacher. Activities will be designed to encourage students to use English in meaningful contexts.2. Task-Based Learning: Students will engage in activities that require them to complete specific tasks, thereby developing their languageskills in a practical and relevant manner.3. Technology Integration: Utilize various technological tools and resources, such as interactive whiteboards, educational apps, and online platforms, to enhance the learning experience.4. Collaborative Learning: Group activities and projects will be implemented to encourage students to work together, share ideas, and learn from each other.5. Authentic Materials: Use real-life texts, videos, and audio materials to make the learning process more relevant and engaging.III. Lesson Structure:1. Warm-Up (5 minutes):- Quick review of previous lessons- Icebreaker activity to engage students and create a positive learning atmosphere2. Introduction (10 minutes):- Introduce the topic and objectives of the lesson- Provide a brief overview of the lesson structure3. Main Activities (25-30 minutes):- Listening: Listen to a short audio clip or watch a video related to the topic and answer comprehension questions- Speaking: Engage in pair or group discussions, role-playing activities, or presentations- Reading: Read a text or article and complete related comprehension tasks- Writing: Practice writing short essays, emails, or reports on the topic4. Consolidation (10 minutes):- Summarize the main points of the lesson- Provide additional examples or explanations if needed5. Homework Assignment (5 minutes):- Assign a relevant homework task that reinforces the lesson's objectivesIV. Assessment and Feedback:1. Formative Assessment: Continuous monitoring of students' progress through quizzes, class participation, and homework assignments.2. Summative Assessment: Periodic tests, projects, and presentations to evaluate students' overall language proficiency.3. Feedback: Provide constructive feedback on students' performance, highlighting their strengths and areas for improvement.V. Time Management:- Ensure that each lesson follows the outlined structure and is completed within the scheduled time frame.- Allow for flexibility to adapt the lesson plan based on students' needs and responses.VI. Resources and Materials:1. Textbooks and workbooks: Choose appropriate materials that align with the students' proficiency levels and the curriculum.2. Audio and video resources: Use authentic materials to enhance the learning experience.3. Educational apps and online platforms: Leverage technology to provide interactive and engaging learning activities.4. Whiteboard and markers: Utilize visual aids to facilitate understanding and engagement.Conclusion:This practical teaching plan aims to create an effective and engaging English classroom environment that promotes language acquisition and critical thinking skills. By incorporating various teaching strategies and resources, students will have the opportunity to develop their language proficiency and cultural awareness. Regular assessment and feedback will ensure continuous improvement and success in the learning process.。
老师如何去上课英语作文
老师如何去上课英语作文由于涉及抄袭，我不能直接提供从网上下载的范文。
但我可以为你提供一个高质量的仿写版本，你可以在此基础上进行修改和扩展。
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Title: How a Teacher Conducts an English Class。
Introduction:Teaching English is not merely about disseminating knowledge; it's an art that requires patience, creativity, and effective communication skills. In this essay, we'll delve into the intricacies of how a teacher conducts an English class, exploring the methods, strategies, and principles that guide their approach.Body:1. Preparation:Before stepping into the classroom, a teacher meticulously prepares their lesson plan, taking into account the curriculum objectives, students' proficiency levels, and diverse learning styles. They select relevant materials such as textbooks, audiovisual aids, and supplementary resources to engage students effectively.2. Creating a Positive Learning Environment:A skilled teacher understands the importance of fostering a supportive and inclusive atmosphere where students feel comfortable expressing themselves. They greet each student warmly, establish clear expectations, and encourage active participation. By cultivating a sense of belonging, students become more motivated to learn and explore the English language.3. Engaging Teaching Methods:Gone are the days of monotonous lectures and rotememorization. Modern English teachers employ a variety of interactive and dynamic teaching methods to cater to different learning preferences. These may include group discussions, role-plays, multimedia presentations, and hands-on activities. By incorporating real-life scenarios and authentic materials, teachers make the learning experience more relevant and enjoyable for students.4. Incorporating Language Skills:Effective English instruction encompasses the development of all language skills: listening, speaking, reading, and writing. A proficient teacher balances these skills throughout the lesson, providing ample opportunities for students to practice and apply their knowledge in meaningful contexts. They integrate language activitiesthat promote critical thinking, creativity, and communication skills, empowering students to become confident and proficient users of English.5. Providing Constructive Feedback:Feedback plays a pivotal role in the learning process, guiding students towards improvement and mastery.A skilled teacher offers timely and constructive feedback that is specific, actionable, and encouraging. Whether it's correcting pronunciation errors, clarifying grammar rules, or praising achievements, feedback motivates students to strive for excellence and overcome challenges.6. Cultivating a Lifelong Love for Learning:Beyond teaching English as a subject, a dedicated teacher instills a passion for lifelong learning in their students. They inspire curiosity, curiosity, and a thirst for knowledge, encouraging students to explore the richness and diversity of the English language beyond the confines of the classroom. By nurturing a love for learning, teachers empower students to become independent, self-directed learners who continue to grow and excel long after they leave the classroom.Conclusion:In conclusion, the art of teaching English goes far beyond imparting linguistic knowledge; it's about igniting a spark of curiosity, fostering a supportive learning community, and empowering students to become confident communicators and lifelong learners. Through careful preparation, engaging instruction, and personalized feedback, teachers play a transformative role in shaping the future of their students and equipping them with the skills they need to succeed in an increasingly interconnected world.。
英语开学教研计划及工作安排简报
英语开学教研计划及工作安排简报English: The start of a new school year is always an exciting time for teachers as they prepare to welcome students back to the classroom. In order to ensure a smooth transition and effective teaching, it is important for teachers to collaborate on planning and research. The back-to-school teaching research plan should involve a deep analysis of student needs, classroom management strategies, lesson plans, assessment methods, and teacher professional development opportunities. Additionally, establishing a clear communication plan with parents and guardians is vital for building a strong support system for students. Work arrangements should include setting up classroom materials, organizing teaching resources, and preparing for the first day of school. Teachers should also allocate time for personal reflection and goal setting to ensure continuous growth throughout the academic year.中文翻译: 新学年的开始对教师来说总是令人兴奋的时刻，他们为迎接学生回到教室做准备。
外研版高一英语第一学期教学计划
外研版高一英语第一学期教学计划Teaching high school English can be a challenging but rewarding experience. As educators, it is important to carefully plan and structure our lessons to ensure that students are engaged and learning effectively. The teaching plan for the first semester of the Foreign Language Teaching and Research Press (外研版) high school English curriculum should incorporate a variety of approaches to cater to the diverse needs of students.作为教育者，精心规划和安排课程以确保学生的参与和有效学习非常重要。
外研版高中英语课程的第一学期教学计划应该采用多种方法，以满足学生多样化的需求。
In the beginning of the semester, it is essential to establish a positive and inclusive classroom environment. This can be achieved through ice-breaking activities, group discussions, and team-building exercises. By fostering a sense of community and collaboration among students, teachers can create a supportive atmosphere where everyone feels comfortable to express their ideas and opinions.在学期开始时，建立一个积极和包容的课堂环境非常重要。
英语教学方法和策略
英语教学方法和策略Here is an essay on English teaching methods and strategies, written in English with over 1000 words. There is no title in the body of the text, and no extra punctuation marks.Effective English teaching methods and strategies are crucial for helping students develop strong language skills. One of the most important approaches is to create a supportive and engaging classroom environment. This can involve using a variety of interactive activities, incorporating multimedia resources, and encouraging open-ended discussions. Additionally, it is important to cater to different learning styles and preferences within the classroom.One effective teaching method is the communicative approach, which emphasizes the use of the target language for real-life communication. This involves providing students with opportunities to practice speaking, listening, reading, and writing in authentic contexts. For example, teachers can create role-playing scenarios, organize group discussions on current events, or have students write letters or emails to pen pals. By focusing on communicative competence, students can develop the practical language skills they need to function effectively in English-speaking environments.Another important strategy is the use of task-based learning. This approach involves designing lesson plans around specific tasks or projects that require students to use the target language in a meaningful way. For instance, students might be asked to plan a trip, create a presentation on a cultural topic, or write a short story. By engaging in these types of tasks, students can develop their language skills while also practicing critical thinking, problem-solving, and collaboration.Differentiated instruction is also a crucial component of effective English teaching. This involves tailoring the curriculum and instructional methods to meet the diverse needs and learning styles of individual students. This might include providing different levels of scaffolding, offering choices in assignment formats, or incorporating a range of multimedia resources. By differentiating instruction, teachers can ensure that all students have the opportunity to succeed and progress in their language learning.The use of technology can also be a powerful tool in English language teaching. Incorporating digital resources such as educational apps, online learning platforms, and multimedia presentations can help to engage students and make the learning process more interactive and dynamic. Additionally, technology can facilitate collaboration and communication, allowing students toconnect with peers and instructors in new and innovative ways.Another important strategy is the integration of grammar instruction with communicative practice. While it is important for students to develop a strong understanding of English grammar rules and structures, this knowledge should be reinforced through opportunities to use the language in real-world contexts. This might involve activities such as error correction exercises, grammar-focused discussions, or the use of grammar-based writing prompts.Formative assessment is also a crucial component of effective English teaching. By regularly assessing student progress and providing feedback, teachers can identify areas of strength and weakness and adjust their instructional approaches accordingly. This might involve the use of quizzes, classroom discussions, or portfolio-based assessments. By providing students with regular feedback and opportunities for self-reflection, teachers can help them to develop a growth mindset and take an active role in their own language learning.Finally, it is important for English teachers to engage in ongoing professional development and collaboration with colleagues. This might involve attending workshops or conferences, participating in online learning communities, or engaging in peer-to-peer observation and feedback. By continuously updating theirknowledge and skills, teachers can ensure that they are providing their students with the most effective and up-to-date instructional strategies.In conclusion, effective English teaching requires a multifaceted approach that combines a variety of instructional methods and strategies. By creating a supportive and engaging classroom environment, incorporating communicative and task-based learning, differentiating instruction, leveraging technology, integrating grammar with communication, and engaging in ongoing professional development, teachers can help their students develop the language skills they need to succeed in a global, multilingual world.。
随班就读学生英语教学总计划
Inclusive Education English Teaching Plan for Students with Special Needs in Regular ClassroomsObjective:To provide an inclusive and effective English language learning experience for students with special needs within the regular classroom setting, ensuring that they acquire the necessary language skills while also fostering a positive learning environment.Key Components:Assessment:Conduct initial assessments to identify students' current English language proficiency and learning needs.Regularly monitor progress and adjust teaching strategies accordingly.Curriculum Adaptation:Modify the regular English curriculum to accommodate the learning needs of students with special needs.Incorporate additional resources and materials to support learning.Differentiated Instruction:Employ a variety of teaching methods and activities to cater to different learning styles and abilities.Provide additional support and guidance to students who require more assistance.Inclusive Classroom Environment:Encourage positive peer interactions and collaboration among all students.Promote a culture of acceptance and respect for diversity.Ongoing Support:Provide regular feedback and encouragement to students.Collaborate with other teachers and specialists to ensure a comprehensive support system. Implementation:Develop a detailed lesson plan for each unit/topic, incorporating inclusive practices and differentiated instruction.Regularly evaluate the effectiveness of the plan and make necessary adjustments based on student progress and feedback.Collaborate closely with parents/guardians to ensure a seamless learning experience forstudents.Monitoring and Evaluation:Conduct periodic assessments to track student progress.Collect feedback from students, teachers, and parents/guardians to evaluate the effectiveness of the plan.Make necessary adjustments to the plan based on the evaluation results.Expectations:Students with special needs will demonstrate progress in their English language skills.They will actively participate in classroom activities and interactions.The inclusive learning environment will foster a sense of belonging and motivation among all students.随班就读学生英语教学总计划目标：在常规教室内为有特殊教育需求的学生提供包容性和有效的英语学习体验，确保他们获得必要的语言技能，同时营造积极的学习环境。
英语专业教学进度及教研活动计划制定
英语专业教学进度及教研活动计划制定Title: English Major Teaching Schedule and Research Activities PlanIntroduction:The development of English major teaching and research activities is crucial for the improvement of English education quality in universities. In this document, we will discuss the detailed plan for English major teaching progress and research activities.Teaching Schedule:1. Curriculum Design:We will closely collaborate with English major professors to design a cutting-edge curriculum that meets the needs of the modern English education. The curriculum will focus on developing students' language proficiency, critical thinking skills, and cultural understanding.2. Classroom Activities:In the classroom, we will integrate various teaching methods such as group discussions, role-playing, multimediapresentations, and language games to enhance students' engagement and learning outcomes.3. Assessments:We will implement a variety of assessment methods, including exams, essays, presentations, and projects, to evaluate students' language proficiency and critical thinking abilities accurately.Research Activities Plan:1. Research Topics:We will encourage English major professors to conduct research on a wide range of topics, including language teaching methodologies, second language acquisition, intercultural communication, and English literature.2. Research Collaboration:We will promote collaboration among English major professors, both within the department and with other universities, to exchange ideas and knowledge and foster research partnerships.3. Research Output:We will encourage English major professors to publish their research findings in academic journals, present at conferences, and participate in research projects to contribute to the advancement of English education and research.Conclusion:By implementing the above-mentioned teaching schedule and research activities plan, we aim to enhance the quality of English major education and research activities, ultimately producing graduates who are proficient in English language skills, critical thinking, and cultural understanding.。
老师的介绍英文三年级作文
老师的介绍英文三年级作文My teacher is a very kind and patient person. Shealways greets us with a smile and makes us feel welcome in the classroom. Whenever we have questions or need help, she is always there to assist us and provide guidance.One thing I really like about my teacher is that she makes learning fun. She uses different teaching methods and activities to keep us engaged and interested in the lessons. We often play games or do group projects, which helps us learn while having fun.My teacher is also very knowledgeable and experienced. She has a lot of information to share with us, and she does so in a way that is easy to understand. She is always up-to-date with the latest teaching techniques and materials, which helps us learn in the most effective way possible.Another thing I appreciate about my teacher is that she is very organized. She always has a plan for each lessonand makes sure we stay on track. She also keeps our classroom tidy and well-maintained, which creates apositive learning environment for us.Overall, I feel very lucky to have such a great teacher. She has helped me learn and grow so much over the past year, and I am grateful for all of her hard work and dedication.。
上课老师该做什么英语作文
As an educator, the role of a teacher in the classroom is multifaceted and crucial to the learning process. Here are some key responsibilities and actions that a teacher should undertake during class:1. Prepare Thoroughly: Before class begins, a teacher should have a wellprepared lesson plan that outlines the objectives, activities, and assessments for the day.2. Create a Positive Environment: A teacher should foster a welcoming and inclusive atmosphere where all students feel comfortable to participate and express their ideas.3. Engage Students: Use various teaching methods to engage students, such as interactive discussions, group work, and multimedia presentations, to cater to different learning styles.4. Facilitate Learning: Rather than simply delivering information, a teacher should guide students in their learning journey, encouraging them to think critically, ask questions, and explore concepts.5. Assess Progress: Regularly assess students understanding through quizzes, tests, and assignments to gauge their progress and adjust teaching strategies accordingly.6. Provide Feedback: Offer constructive feedback to students on their work, highlighting both strengths and areas for improvement.7. Differentiate Instruction: Recognize that students have different abilities and learning needs, and adapt teaching methods and materials to meet these diverse requirements.8. Encourage Collaboration: Promote a collaborative learning environment where students can work together, share ideas, and learn from one another.9. Use Technology: Integrate technology into lessons when appropriate to enhance learning experiences and engage students with digital tools and resources.10. Model Professionalism: Exhibit professionalism in behavior, language, and appearance to set a positive example for students.11. Stay Current: Continuously update and expand ones knowledge and teaching methods to stay current with educational trends and research.12. Communicate with Parents: Maintain open lines of communication with parents tokeep them informed about their childs progress and involve them in the educational process.13. Reflect on Practice: Regularly reflect on teaching practices to identify areas for improvement and implement changes to enhance the educational experience.14. Manage Classroom Behavior: Establish clear expectations for behavior and enforce them consistently to maintain a productive learning environment.15. Support Emotional Wellbeing: Be attentive to students emotional needs and provide support or refer them to appropriate resources when necessary.By fulfilling these roles, a teacher can create an effective and enriching learning experience for their students.。
英语教师科目三考试试题
英语教师科目三考试试题一、选择题（每题2分，共20分）1. The teacher should use English as much as possible in class to create an authentic _______.A. environmentB. situationC. atmosphereD. context2. Which of the following is NOT a characteristic of communicative language teaching?A. Student-centeredB. Focus on formC. Grammar-translation methodD. Use of real-life materials3. In the lesson plan, the teacher should clearly state the _______ of the lesson.A. objectivesB. materialsC. methodsD. All of the above4. When teaching vocabulary, it is important to provide students with _______ examples.A. abstractB. concreteC. theoreticalD. hypothetical5. Formative assessment is used to _______ the learning process.A. evaluateB. monitorC. assessD. Both A and B6. The use of technology in the classroom can enhance _______.A. engagementB. motivationC. Both A and BD. None of the above7. Which of the following is NOT a strategy for teaching listening skills?A. PredictingB. SummarizingC. RepeatingD. Translating8. In a speaking activity, students should be encouraged to_______.A. use their native languageB. speak as much as possibleC. write down everything they sayD. remain silent9. When correcting students' mistakes, it is important to_______.A. interrupt them immediatelyB. ignore minor errorsC. correct every single mistakeD. ridicule their mistakes10. Cultural awareness is important in language teaching because it helps students to _______.A. understand humorB. appreciate different culturesC. learn about historyD. Both A and B二、填空题（每题2分，共20分）11. The four skills in language learning are listening, speaking, reading, and _______.12. A lesson plan should include an introduction, development, and _______.13. In a communicative approach, language is taught in_______ rather than in isolation.14. The use of realia in the classroom can help students to_______ the language.15. When teaching grammar, it is beneficial to providestudents with _______ examples.16. Pair work and group work activities can help to develop students' _______ skills.17. Teachers should use a variety of assessment methods toget a _______ picture of students' abilities.18. A warm-up activity at the beginning of a lesson can helpto set the _______ for the lesson.19. Teachers should encourage students to use the target language for _______ purposes.20. Cultural differences can sometimes lead to _______ in communication.三、简答题（每题10分，共40分）21. Explain the importance of setting clear objectives for a language lesson.22. Discuss the role of the teacher in a communicative language teaching classroom.23. Describe how you would integrate technology into a language lesson.24. What strategies can be used to make a language lesson more engaging for students?四、教学设计题（共20分）25. Design a lesson plan for teaching the past simple tense to intermediate level students. Include the objectives, materials, procedures, and assessment methods.结束语：请考生认真审题，仔细作答，确保答案准确无误。
托班抓娃娃教案
托班抓娃娃教案Teaching Plan for Toddlers: Catching Dolls。
Introduction:Catching dolls is a fun and engaging activity for toddlers in the classroom. This activity helps to develop their hand-eye coordination, fine motor skills, and concentration. It also encourages social interaction and teamwork as the children take turns and support each other in catching the dolls. This teaching plan aims to provide a structured and enjoyable learning experience for toddlers in the classroom.Objective:The main objective of this teaching plan is to help toddlers develop their hand-eye coordination, fine motor skills, and concentration through the activity of catching dolls. Additionally, the plan aims to promote socialinteraction and teamwork among the children.Materials:Soft and lightweight dolls or plush toys。
Large, colorful scarf or piece of fabric。
英语教学教室设计方案
Introduction:The design of an English teaching classroom plays a crucial role in creating an effective learning environment. A well-designed classroom can enhance student engagement, foster a positive learning atmosphere, and facilitate the teaching process. This proposal outlines a comprehensive design plan for an English teaching classroom that aims to maximize student learning outcomes.I. Classroom Layout:1. Seating Arrangement:- The classroom should have comfortable, ergonomically designed chairs and tables that can be easily reconfigured.- A U-shaped or semi-circle seating arrangement is recommended to encourage group discussions and student interaction.- A central space for teacher interaction should be maintained to ensure the teacher's visibility and accessibility to all students.2. Interactive Whiteboard:- A large, interactive whiteboard should be the focal point of the classroom. It should be equipped with touch capabilities to facilitate interactive lessons.- The whiteboard should be mounted on a wall that is not directly in front of any student's seat to avoid glare and to ensure all students can see it clearly.3. Technology Integration:- A multimedia system, including a computer, projector, and sound system, should be integrated into the classroom to support multimedia presentations and audio-visual learning.- Cables and ports for connecting various devices should be readily accessible.4. Storage and Organization:- Adequate storage space for textbooks, student materials, and teacher resources is essential.- Desks should have sufficient space for students to store their personal belongings and books.II. Lighting and Acoustics:1. Lighting:- Natural light should be maximized with large windows or skylights.- Artificial lighting should be adjustable to cater to different teaching activities and times of the day.2. Acoustics:- The classroom should be well-insulated to minimize external noise.- Sound-absorbing materials, such as acoustic panels, should be installed on walls and ceilings to enhance speech intelligibility.III. Color Scheme and Aesthetics:1. Color Scheme:- A calming and inviting color scheme is recommended, with neutral tones as the base and occasional bursts of color to energize the space.- The color scheme should be consistent with the school's branding and should be appealing to both students and teachers.2. Decor and Artwork:- Inspirational quotes and educational posters related to English language learning should be displayed on the walls.- Artwork created by students can be showcased to foster a sense of community and achievement.IV. Equipment and Furniture:1. Desks and Chairs:- Desks should be sturdy and have enough space for students to workon their assignments.- Chairs should be comfortable and supportive, with adjustableheights to accommodate different students.2. Computers and Devices:- Each student should have access to a computer or tablet, which can be connected to the classroom's multimedia system for interactive learning.3. Cultural Elements:- Incorporating elements from English-speaking countries can help create an immersive learning environment. This could include flags, maps, and cultural artifacts.Conclusion:The proposed design for the English teaching classroom is intended to create a dynamic, engaging, and supportive learning environment. By focusing on the layout, lighting, acoustics, color scheme, and equipment, this design aims to enhance the overall learning experience for students and facilitate the teaching process for educators.。
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A Teaching Plan for In the Classroom
1 The Teaching and Learning Context :
The Teaching context :Unit 3,page13, PEP Primary English
(Book3)
2 Teaching Material :
In the classroom
In the classroom, in the classroom,
there’s a black-board on the wall.
There are pictures , there are flowers,
in the classroom where we learn.
3 The teaching objectives :
①To practise the names of things in the classroom.( classroom 、blackboard 、wall 、picture 、flowers…)
②To review the sentences ,“There is /are… in/on the….”
③To sing the song fluently.
4 The teaching procedure :
1) Introduction to the song.
OK ,now , we are going to sing a song . The name of the song is “In the Classroom.”Before we learn to sing this song ,let’s review the
words.
2) Preparation.
①Introduce the situation.(教师通过图片展示课室有关的物品)
Please look at the picture. Let me show you some pictures . There is the black-board / wall in the classroom. There are pictures /
flowers in the classroom.
②Play a game:
目的：练习单词classroom 、blackboard 、wall 、picture 、
flowers
规则：教师将全班学生分成两组进行比赛抢答问题。
答对且快的小组可进行加分，要求学生在回答是使用所学的句型.
教师：“What’s in the classroom?”（与此同时，教师将带有相关单词的图片快速了向学生展示。
让学生看图抢答。
）
学生抢答：“There is are…in /on the…”
③Support the song’s meaning with action . Narrate the song
with actions.
Let’s learn a song. It’s about clothes. First,please listen to the
words.
Do the action with me together.
3) Sing a song.
①Sing the song with actions and ask children to follow the
actions.
“now,whatch me again and act it out.”
②Sing the song again and invite students to do the actions.
“Now, let’s try.”
③Sing the song again and invite the students to sing along
with the teacher.
“Now, let’s sing together.”
④Ask children to follow the song and sing it.
⑤Divide the students into groups and ask children to practice
singing the song with actions. Help them if necessary.
⑥Invite several groups to act out the song.
5. Follow up activities.
Get children to think of new verses for the song and sing their new
verses.
e.g.:
1) In the picture ,in the picture .
There’s a window on the wall . There are lights ,
There are boards . In the picture where we learn .
2)
In the classroom ,in the classroom .There’s a chair on the fl oor .There are boys . There are girls . In the classroom
where we learn。