Teaching plans
大学英语TEACHING PLANS
TEACHING PLANSUNIT 1TEACHING STEPSSECTION 1 New words and Phrases Learning 1 PERIODNew words : welcome, introduce, business card, present a project report, on business, president, board, situation, conversation, care for, market, unprepared, go-go, tip, employ, update, excuse, reach for, continue on, get caught in, employ, necessarily, hand out, handshake, gesture, various, embraces, suggest, include, various, informal, pronounce.Let the students know the meaning of these words and learn to use these words to make up sentences.Phrases: lock oneself in one’s loneliness, remind sb. of, look forward to, arrive on schedule, pick up one’s mail, feel at home, act asLet the students know the meaning of these words and learn to use these words to make up their own sentences.Grammar Practicing 1 PERIODLearn the usage of Basic sentence structureLet the students get the main points of this grammar and grasp the usage of this grammar points.SECTION 2 Listening and Speaking Skills 1 PERIOD⑴Greeting people and giving responses: first meeting and meeting again⑵Saying good-bye to people⑶Communicating personal information⑷Introducing people to each other⑸Meeting people at the airport1)Learn the Sample dialogues2)Practice in Pairsa.Make up their own dialoguesb.Represent the dialogues they madeSECTION 3 Reading Skills 2 PERIODSReading for the main ideasPassage I:1) Group worka.Discuss the “Comprehension Work” and find out the answersto the questionsb.Representing the results of each group ( show time )c.Raise up the questions about the text ( practicing time )d.Exchange the questions of each group (co-operating time )e.Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )Passage II:1)Group worka. Discuss the “Comprehension Work” and find out the answersto the questionsb. Representing the results of each group ( show time )c. Raise up the questions about the text ( practicing time )d. Exchange the questions of each group (co-operating time )e. Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )SECTION 4 Culture Information and Writing Skills 1 PERIOD 1.Let the students discuss in groups , and then write an passage on “Etiquette of meeting and introducing people”2. Exchange the passages they wrote and share3. Comments by the teacherWriting:Write a business cardSECTION 5 Exercise Solving and Examination Skills Training2 PERIODS1. Check up all the exercises2. Practice the skills about doing the exercises of multiple choice 1Let the students do Some Exercises ConcernedUNIT FEEDBACK AND REFLECTIONTEACHING PLANSUNIT 2TEACHING STEPSSECTION 1 New words and Phrases Learning 1 PERIODNew words : congratulations on, be proud of, advice, successful, apology, forgive, fault, regret,grateful, appreciate, generation, engagement, awful, damage, expand, compensate, destruction, offer, invite, break, recognize, awardLet the students know the meaning of these words and learn to use these words to make up sentences.Phrases:show thanks to, send out, hat off, work for, cut out, heartfelt, effective, property,specific, consequence, complete, responsibility, assure, take on e’s part, turn it around, give up,hold sth. over sb, keep sth. from happening.Let the students know the meaning of these words and learn to use these words to make up their own sentences.Grammar Practicing 1 PERIODLearn the usage of articlesLet the students get the main points of this grammar and grasp the usage of this grammar points.SECTION 2 Listening and Speaking Skills 1 PERIOD⑴Express pleasure and thanks⑵Express regrets and ask for forgiveness⑶Send a message of congratulation and respond to it1) Learn the Sample dialogues2) Practice in Pairsa. Make up their own dialoguesb. Represent the dialogues they madeSECTION 3 Reading Skills 2 PERIODSFinding out word meaningsPassage I:1) Group worka. Discuss the “Comprehension Work” and find out the answersto the questionsb. Representing the results of each group ( show time )c. Raise up the questions about the text ( practicing time )d. Exchange the questions of each group (co-operating time )e. Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )Passage II:1) Group worka. Discuss the “Comprehension Work” and find out the answersto the questionsb. Representing the results of each group ( show time )c. Raise up the questions about the text ( practicing time )d. Exchange the questions of each group (co-operating time )e. Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )SECTION 4 Culture Information and Writing Skills 1 PERIOD1.Let the students discuss in groups , and then write an passage on “Feeling thankful and sorry is part of your culture”2. Exchange the passages they wrote and share3. Comments by the teacherWriting:Write and reply to:a thank-you notea gift carda congratulation messageSECTION 5 Exercise Solving and Examination Skills Training2 PERIODS1. Check up all the exercises2. Practice the skills about doing the exercises of multiple choice 2Let the students do Some Exercises ConcernedUNIT FEEDBACK AND REFLECTIONTEACHING PLANSUNIT3TEACHING STEPSSECTION 1 New words and Phrases Learning 1 PERIODNew words : avenue, lift, reception, transfer, straightforward, occasionally,unintentionally, illustration, official, evidence, souvenir, authority, caption, beware Let the students know the meaning of these words and learn to use these words to make up sentences.Phrases: come across, add…to, share… with, …against, feel free to, marketing, post, commute, contract, efficient, assignment, client, cannot afford to, any thing from…to…, plan on, time-efficient way of doing sth., go out of businessLet the students know the meaning of these words and learn to use these words to make up their own sentences.Grammar Practicing 1 PERIODLearn the Forming of plural nounsLet the students get the main points of this grammar and grasp the usage of this grammar points.SECTION 2 Listening and Speaking Skills 1 PERIOD⑴Ask where a particular place is:in a citywithin a building⑵Show directions⑶Talk about means of transport to take1)Learn the Sample dialogues2)Practice in Pairsa. Make up their own dialoguesb. Represent the dialogues they madeSECTION 3 Reading Skills 2 PERIODSReading for the key sentences in the passagePassage I:1) Group worka. Discuss the “Comprehension Work” and find out the answersto the questionsb. Representing the results of each group ( show time )c. Raise up the questions about the text ( practicing time )d. Exchange the questions of each group (co-operating time )e. Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )Passage II:1) Group worka. Discuss the “Comprehension Work” and find out the answersto the questionsb. Representing the results of each group ( show time )c. Raise up the questions about the text ( practicing time )d. Exchange the questions of each group (co-operating time )e. Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )SECTION 4 Culture Information and Writing Skills 1 PERIOD1.Let the students discuss in groups , and then write an passage on “Different feelings about traveling”2. Exchange the passages they wrote and share3. Comments by the teacherWriting:Write road and office signsSECTION 5 Exercise Solving and Examination Skills Training2 PERIODS1. Check up all the exercises2. Practice the skills about doing the exercises of word formation 1Let the students do Some Exercises ConcernedUNIT FEEDBACK AND REFLECTIONTEACHING PLANSUNIT 4TEACHING STEPSSECTION 1 New words and Phrases Learning 1 PERIODNew words : punctuality, convenient, arrange, confirm, delay, pay, annoy, punctual, community, attitude, behaviorLet the students know the meaning of these words and learn to use these words to make up sentences.Phrases: trend to, have to do with, get ahead, start with, be new to, make time, show up, standard, etiquette, suppose, absolutely, insult, case, find out, get one’s nerves, get lost, make sure, shut downLet the students know the meaning of these words and learn to use these words to make up their own sentences.Grammar Practicing 1 PERIODLearn the usage of verb tensesLet the students get the main points of this grammar and grasp the usage of this grammar points.SECTION 2 Listening and Speaking Skills 1 PERIOD⑴Make / keep / postpone an appointment according to a work timetable⑵Make reservations according to the timetables of flights and trains⑶Understand and make up schedules for different purposes1) Learn the Sample dialogues2) Practice in Pairsa. Make up their own dialoguesb. Represent the dialogues they madeSECTION 3 Reading Skills 2 PERIODSGuessing unknown words: understanding word formation Passage I:1)Group worka.Discuss the “Comprehension Work” and find out the answersto the questionsb.Representing the results of each group ( show time )f.Raise up the questions about the text ( practicing time )g.Exchange the questions of each group (co-operating time )h.Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )Passage II:1) Group worka.Discuss the “Comprehension Work” and find out the answersto the questionsb.Representing the results of each group ( show time )c.Raise up the questions about the text ( practicing time )d.Exchange the questions of each group (co-operating time )e.Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )SECTION 4 Culture Information and Writing Skills 1 PERIOD 1.Let the students discuss in groups , and then write an passage on “Planning a work day / week”2. Exchange the passages they wrote and share3. Comments by the teacherWriting:Write a timetablea scheduleSECTION 5 Exercise Solving and Examination Skills Training2 PERIODS1. Check up all the exercises2. Practice the skills about doing the exercises of word formation 2Let the students do Some Exercises ConcernedUNIT FEEDBACK AND REFLECTIONTEACHING PLANSUNIT 5TEACHING STEPSSECTION 1 New words and Phrases Learning 1 PERIODNew words : stuffy, agreeable, fairly, trap, stand-by, absorb, stuff, membership, swellLet the students know the meaning of these words and learn to use these words to make up sentences.Phrases: make a difference, do one’s part, be smart about, turn off, speak up, take action, care about, depend, opportunity, outdoors, amuse, climate, discuss, variable, reluctant, converse, personal, social, comment, complaint, go for a picnic, stay the same, spend much time doing sth., break the iceLet the students know the meaning of these words and learn to use these words to make up their own sentences.Grammar Practicing 1 PERIODLearn the usage of simple past and present perfectLet the students get the main points of this grammar and grasp the usage of this grammar points.SECTION 2 Listening and Speaking Skills 1 PERIOD⑴Understand weather forecast of:global weather conditionslocal weather reports⑵Talk about weather changes:temperature, wind, rain, shower, snow, etc.⑶Talk about the weather to start a conversation⑷Make comments on weather conditions and showlikes or dislikes1) Learn the Sample dialogues2)Practice in Pairsa.Make up their own dialoguesb.Represent the dialogues they madeSECTION 3 Reading Skills 2 PERIODSGuessing unknown words: using contextual clues Passage I:1)Group worka.Discuss the “Comprehension Work” and find out the answersto the questionsb.Representing the results of each group ( show time )c.Raise up the questions about the text ( practicing time )d.Exchange the questions of each group (co-operating time )e.Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )Passage II:1)Group worka.Discuss the “Comprehension Work” and find out the answersto the questionsb.Representing the results of each group ( show time )c.Raise up the questions about the text ( practicing time )d.Exchange the questions of each group (co-operating time )e.Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )SECTION 4 Culture Information and Writing Skills 1 PERIOD 1.Let the students discuss in groups , and then write an passage on “Celsius and Fahrenheit ” ,2. Exchange the passages they wrote and share3. Comments by the teacherWriting:Write a weather reportSECTION 5 Exercise Solving and Examination Skills Training2 PERIODS1. Check up all the exercises2. Practice the skills about doing the exercises of word formation 3Let the students do Some Exercises ConcernedUNIT FEEDBACK AND REFLECTIONTEACHING PLANSUNIT 6TEACHING STEPSSECTION 1 New words and Phrases Learning 1 PERIODNew words : stadium, contest, students’union, cycling, championship, drawing, gymnasium, auspices, recreational, sponsor, incredibly, badminton, admission, emblem, present, hospitality, commitment, intensively, passion, symbolize, represent, vitality, historicalLet the students know the meaning of these words and learn to use these words to make up sentences.Phrases:be filled with, make a commitment to, call upon, break records, earn medals, cherish, awe, talent, marvel, witness, competitive, exceptional, assemble, learn about, marvel at, wish the best for, keep …aliveLet the students know the meaning of these words and learn to use these words to make up their own sentences.Grammar Practicing 1 PERIODLearn the usage of contextual reference of tensesLet the students get the main points of this grammar and grasp the usage of this grammar points.SECTION 2 Listening and Speaking Skills 1 PERIOD⑴Understand a sports event poster⑵Invite someone to see a sports event⑶Talk about and comment on a sports event⑷Invite friends to take part in outdoor activities1)Learn the Sample dialogues2)Practice in Pairsa.Make up their own dialoguesb.Represent the dialogues they madeSECTION 3 Reading Skills 2 PERIODSTopic sentencesPassage I:1)Group worka.Discuss the “Comprehension Work” and find out the answersto the questionsb.Representing the results of each group ( show time )c.Raise up the questions about the text ( practicing time )d.Exchange the questions of each group (co-operating time )e.Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )Passage II:1)Group worka.Discuss the “Comprehension Work” and find out the answersto the questionsb.Representing the results of each group ( show time )c.Raise up the questions about the text ( practicing time )d.Exchange the questions of each group (co-operating time )e.Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )SECTION 4 Culture Information and Writing Skills 1 PERIOD1.Let the students discuss in groups , and then write an passage on “Olympic Games and Successful Beijing Olympic Games ”2. Exchange the passages they wrote and share3. Comments by the teacherWriting:Design and write a sports event posterSECTION 5 Exercise Solving and Examination Skills Training2 PERIODS1. Check up all the exercises2. Practice the skills about doing the exercises of correctingLet the students do Some Exercises ConcernedUNIT FEEDBACK AND REFLECTIONTEACHING PLANSUNIT 7TEACHING STEPSSECTION 1 New words and Phrases Learning 1 PERIODNew words : observe, fishing tackle, typical, delicious, speech contest, exciting,fashion show, traditional, seminars, municipal, association, anthrax, delegation, admission, buffet, assume, festive, majority, roast, mince, delivery, make-believe, set up, put out, go to work, reunion, emotion, loneliness, tie-clasp, remind, repeatedly, crush, temporary, disappointment, modest, elaborate, feature, memento, behavior, sauce, seasoning, unforgettableLet the students know the meaning of these words and learn to use these words to make up sentences.Phrases: lock oneself in one’s loneliness, remind sb. of, look forward to, arrive onschedule, pick up one’s mail, feel at home, act asLet the students know the meaning of these words and learn to use these words to make up their own sentences.Grammar Practicing 1 PERIODLearn the usage of comparatives of adjectives and adverbsLet the students get the main points of this grammar and grasp the usageof this grammar points.SECTION 2 Listening and Speaking Skills 1 PERIOD⑴Talk about giving and going to parties, get together, reunions, etc.⑵Discuss arrangements and preparations for social activities⑶Invite and come to see exhibitions and shows1)Learn the Sample dialogues2)Practice in Pairsa.Make up their own dialoguesb.Represent the dialogues they madeSECTION 3 Reading Skills 2 PERIODSScanningPassage I:1)Group worka.Discuss the “Comprehension Work” and find out the answersto the questionsb.Representing the results of each group ( show time )c.Raise up the questions about the text ( practicing time )d.Exchange the questions of each group (co-operating time )e.Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )Passage II:1)Group worka.Discuss the “Comprehension Work” and find out the answersto the questionsb.Representing the results of each group ( show time )c.Raise up the questions about the text ( practicing time )d.Exchange the questions of each group (co-operating time )e.Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )SECTION 4 Culture Information and Writing Skills 1 PERIOD 1.Let the students discuss in groups , and then write an passage on “The way Christmas is celebrated around the world ”2. Exchange the passages they wrote and share3. Comments by the teacherWriting:Notices for social activitiesSECTION 5 Exercise Solving and Examination Skills Training2 PERIODS1. Check up all the exercises2. Practice the skills about doing the exercises of reading1Let the students do Some Exercises ConcernedUNIT FEEDBACK AND REFLECTIONTEACHING PLANSUNIT 8TEACHING STEPSSECTION 1 New words and Phrases Learning 1 PERIODNew words : terrible, medicine, concern, headache, medical, dental checks, hate,prescription, vitamins, mint, persistent, relief, sore, capsule, squeeze, lotion, bleed, dizzy, tired, lie down, flu, treatment, offensive, spark, combustible, possession, incredible, abuse, resiliency, conform, exhausted, premature, nonstop, hydrate, nutrient, self-repair, excess, resiliency, harshly, conform, premature, constant, stretch, despair, devoted, miracle, hug, chokeLet the students know the meaning of these words and learn to use these words to make up sentences.Phrases: take sth. for granted, fail to, conform to, impact on, be determined to, havetrouble doing sth., pay backLet the students know the meaning of these words and learn to use these words to make up their own sentences.Grammar Practicing 1 PERIODLearn the usage of conjunctionsLet the students get the main points of this grammar and grasp the usageof this grammar points.SECTION 2 Listening and Speaking Skills 1 PERIOD⑴See a doctor: patient's complaints⑵Inquire about symptoms⑶Give advice and write a prescription⑷Understand and follow a doctor's advice and prescriptions⑸Comfort a patient1) Learn the Sample dialogues3)Practice in Pairsa. Make up their own dialoguesb.Represent the dialogues they madeSECTION 3 Reading Skills 2 PERIODSSkimmingPassage I:1)Group worka.Discuss the “Comprehension Work” and find out the answersto the questionsb.Representing the results of each group ( show time )c.Raise up the questions about the text ( practicing time )d.Exchange the questions of each group (co-operating time )e.Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )Passage II:1)Group worka.Discuss the “Comprehension Work” and find out the answersto the questionsb.Representing the results of each group ( show time )c.Raise up the questions about the text ( practicing time )d.Exchange the questions of each group (co-operating time )e.Discuss all the answers to the questions (sharing time )2) Comments ( by the teacher )SECTION 4 Culture Information and Writing Skills 1 PERIOD 1.Let the students discuss in groups , and then write an passage on “Health advice ”2. Exchange the passages they wrote and share3. Comments by the teacherWriting:Understand and write a doctor's prescriptions and medical instructionsSECTION 5 Exercise Solving and Examination Skills Training2 PERIODS1. Check up all the exercises2. Practice the skills about doing the exercises of reading2Let the students do Some Exercises ConcernedUNIT FEEDBACK AND REFLECTION。
Teaching plans for Unit 2,Module 10三水区龙坡中学朱丽珍
初中英语七年级(下)教案外研版Module 10 Life historyUnit 2 He decided to be an actor.教学内容分析:本模块以生活经历为话题,主要是以英国著名剧作家莎士比亚的生活经历为题材,借此让学生了解这位在英国文坛中有重要影响的的文豪,其阅读课文是传记文体。
本单元借助这篇短文的教学,除了要帮助学生更多的了解莎士比亚外,更要使学生能读懂简单的人物传记,掌握理解段落大意的技能,培养理解细节的能力,并能用一般过去时描述自己或他人的经历,通过口头和笔头的练习给学生提供充足的体验运用的机会。
课型:Reading and Writing教学内容Unit 2 He decided to be an actor.教学目标:1.To get information from the reading material about William Shakespeare.2.To write sentences about events in your life.情感目标:通过对莎士比亚的了解,培养对文学家的崇敬之情以及对文学的兴趣。
教学重点:1.Enable the students to read material containing the pastsimple―did‖.2.Enable the students to write sentences with the past simple―did‖.3.Memorize the new words and phrases in the unit.核心内容:Key -vocabulary—be born , start school, finish school, marry ,move to , have children , die , poet , rich , successful , theatrecompanyKey-structures--- Past simpleBlackboard design:Module 10 Life historyUnit 2 He decided to be an actor.be born start school finish school openmarry have children move to die successful join a company*one of the most famous writers in the world (singers /players) *At the age of、、、,he _____________.1.Fill in the blanks.Lu Xun was a w________ not an a_______. He was b_______ in China. He could write p_____ and p________. He m______ to Japan to study at the a______ of 20. We don’t know when hem______(结婚). He was very s_______(成功). But we know he wasn’t very r_______(富裕). (actor writer play poem marry move join company become successful age rich)(附录2)2.Listen to the passage and choose the best answers:(Task 1)( )1.What was William Shakespeare? A. A writer B.A farmer C. A basketball player ( )2.When did he finish school? –At the age of _____. A.13 B. 14 C.17( )3. William Shakespeare died at the age of_______. A. 32 B.50 C.52(附录3)3.Read paragraph 1 and answer the questions:(Task 2)1.When was he born? __________________2.Where was he born?___________________(附录4))(附录5)5.Read paragraphs 4 and 5 ,and check the sentences. (T or F )(Task 4)1.The Globe Theatre isn’t in London today.( )2. William Shakespeare didn’t have a lot of money but he was successful.( )3.People love to read his plays.( )(附录6)7.Game:1: The events in one’s life: Activity 4(Put them in order)be born die finish school have children marry move to start school___________________________________________________________________8. Game2:Put the sentences in order:a Shakespeare moved to London.b Shakespeare’s company opened the Globe Theatre.c Shakespeare married.d Shakespeare liked watching plays.e Shakespeare died at the age of fifty-two.f Shakespeare decided to be an actor.________________________________________9.Game 3 Interview (采访小组里的莎士比亚迷(fan)):Student A: Hello ,________, may I ask you some questions about William Shakespeare?Fan : Sure.Student A:Where was he born?Fan :He was born in ___________.Student B: When was he born?Fan: _______________________Student C: What did he do at the age of_____?Fan: At the age of ________, he ______________________.…………Students:Thank you.Fan: You are welcome.(附录8)10.write a composition about the life of Ba Jin.巴金是中国最著名的作家之一。
香港朗文4A Chapter 4 teaching plans
1.Listening: locate specific information
2.Speaking: asking questions, replying, adding or giving examples and explaining
3.Reading: Predict likely development of a topic ; Re-read to establish and confirm meaning ; Understand information provided on the book cover , index , and glossary
4.Writing: Use a small rang of language patterns ; Gather and share information and ideas
单元重点难点
key points:
1.Vocabulary: ago , celebrate , cotton ,gas , gold ,land ,sea, sedan chair , silk ,silver, town , travel
重点难点
Irregular Verbs : wear-wore go-went ride-rode
课时安思
Step 1 Warm up
1.Show the picture to students
2.Let students to guess which year does the picture show .
课时2:Part A: review and practice the using of past tense
课时3:Part E:
Selected Teaching Plans for Open English Classes i
01
Presentation of new knowledge
Use visual aids, real objects, or multimedia resources to present new vocabulary, grammar points, or concepts in a clear and engaging way
It includes basic vocabulary and presence structures, focusing on every day scenario and activities that children can easily relate to
The content is designed to be engaging and fun, with colorful illustrations and interactive exercises to keep children engaged
• Encourage family involvement: Open classes resource parents and families to participate in their children's language learning, strengthening the home school connection and supporting children's overall development
presence structures, making learning more enjoyable
Collaborative group work where children work together to complete tasks or solve problems, promoting
英语教学计划的常见优点及措施
英语教学计划的常见优点及措施English teaching plans are often praised for theirability to foster a global mindset among students. By learning English, students are equipped to communicate with people from diverse backgrounds, broadening their perspectives and understanding of different cultures.A key advantage of well-structured English teaching plans is the development of critical thinking skills. Through language learning, students are encouraged to analyze texts, discern meaning, and construct arguments, which are essential skills for academic and professional success.Another common benefit is the enhancement of cognitive abilities. Research suggests that bilingualism can improve memory, attention, and problem-solving skills. English teaching plans that incorporate interactive and engaging activities can stimulate these cognitive benefits.Effective measures in English teaching plans include the use of authentic materials, such as newspapers, books, and films, which provide students with real-life language exposure. This approach not only improves languageproficiency but also makes learning more relevant and enjoyable.Inclusive teaching methods that cater to different learning styles are crucial. By offering a mix of visual,auditory, and kinesthetic activities, educators can ensure that all students have the opportunity to excel in English, regardless of their preferred learning modality.Technology integration is another measure that modern English teaching plans often adopt. Utilizing online platforms and apps can facilitate personalized learning, provide instant feedback, and make the learning process more interactive and accessible.Regular assessment and feedback are essential components of any teaching plan. By providing students with timely feedback on their progress, educators can help them identify areas for improvement and motivate them to continue learning.Lastly, creating a supportive and inclusive classroom environment is vital. Encouraging students to take risks and make mistakes without fear of judgment can significantly boost their confidence and willingness to engage actively in the learning process.In conclusion, a well-crafted English teaching plan, with its focus on global communication, cognitive development, and inclusive teaching methods, can significantly enhance students' language skills and overall learning experience.。
小学英语集体备课计划
小学英语集体备课计划XXXI。
Guiding PrinciplesBased on the new English curriculum standards and the research on textbooks。
and in n with the actual work of our school。
we will XXX the role of the teaching and research group。
conduct solid English teaching research。
study textbooks。
clarify teaching objectives。
discuss teaching methods。
cooperate and share。
exchange and reflect。
explore the rules of XXX。
andXXX efficiency。
Based on research。
we will strengthen learning。
XXX。
enhance teachers' ability to control the classroom。
XXX.II。
Work Focus:1.Carefully study and understand the new curriculum standards。
carry out research activities。
optimize teaching methods。
and advocate independent。
cooperative。
XXX.2.XXX curriculum standards.XXX:Teaching content。
key points。
difficulties。
breakthrough methods。
XXX。
teaching strategies。
etc。
for each unit in grades three to six.IV。
Teaching Plans about English letters from A to G
Teaching Plans about English letters from A to CTeacher: WendyStudents: Primary school studentsContent: English Letters from A to CTeaching Hours:Two HoursTeaching aim:1.Knowledge aim:(1)Ss master six English letters‟ spelling fluently and rightly.(2) Ss can distinguish different letters corresponding to their own capital letters andlowercase letters.(3)Ss can say “what‟s it? ” It‟s XX.2. Ability aim:(1)Master six English letters.(2)Develop students‟ imagination.3. Emotion aim:(1)Be confident during studying English.(2)Learn to cooperate with others and communicate with their partners, and share witheach other.(3)Get fun from English studyingDifficult teaching points:1.Ss can tell capital letters and lowercase letters.2. Ss can tell them with han-yu pinyin.3. Ss can write these six letters rightly.Teaching aids: cartoon stickers; letter cards; music (video); scissors; some black markers and some white papers,PowerPoint.Teaching Process:I Warming up: (12minutes)(1)Greetings: T: Hello, I am Wendy. You can call me Wendy.I sing: Hello, hello,What s‟ your name, what s‟ your name?. What s‟ yourname?(low tone)T: Hello, xx. S1:Hello,Wendy. ---(promote acquaintance among each other.)T: xx,good boy | good girl | You are super. |Good jobs | Bingo |Excellent|You areso clever |You all do good jobs… ---------(improve Ss‟ confidence)(2)Play little game: T: Let‟s play a little game. I sing an English song. If I say stop, you can notpass the ball, and if you have this ball, you must perform a show.OK?Are you ready? Ready, Go!T:( I turn my back to the students)I sing: There was a farmer who had a dog, Bingo was his nameO.B-I-N-G-O, B-I-N-G-O, and Bingo was his name O. (I can stopanytime, and let student perform) --------Play three times. If somestudents perform well and I will phrase him/her, and give them cartoonstickers. (increase enthusiasm)II Lead-in: (3 minutes)I play an English song called …I can say my ABC‟ (Video).Teach Ss to clap their ha nds to therhyme. ------(increase interest.)III Presentation and Games:(60minutes)(1)Present this letter …A;a‟ .T:Look at this letter,“what‟s it? ”(Look at PowerPoint )It says:“|ei| ”It‟s A. OK,read after me.A... (I point out the Capital letter A)T:What‟s it?I point out this picture with this letter “A”Ss:....T:Look at PowerPoint. “what‟s it? ”It says:“|ei| ”T:What‟s it?I point out this picture with this letter “a”Ss:....T:…A ‟ and …a‟ are the same pronunciation. |ei|T:If I say |ei|(loudly),you can say|ei|(lowly);If I say |ei|(lowly).I can say |ei|(loudly)I make body shape, let Ss tell me “what‟s it? ”(2) Present this letter…B;b‟ .T:Student 1 is after Student 2.So B is after A. Look at this letter,what‟s it?(This teaching process likes the above letter)(3)Match game:------I disorder these four letters(A,a,B,b)on the blackboard,and find some Ss to match the capital letter and lowercase letter. (Praise sb at anytime)(4)Magic box guessing:T:W hat‟s it in a magic bag,magic bag,open and see? (call somebody to open this magic bag) T:What‟s it?XX(paly this game twice)(5) Present this letter…C;c‟ .(6) Know these letters again.,I give out some letters …A,a,B,b,Cc‟ cards to students,and which letter I speak out ,these students with referred letter stand up.T:OK,everyone,stand up.( I make some gestures to direct them to stand up)T:The capital letter …A‟ ....(7) Teach how to write these six letters.(8)Review these eight letters.A. Play this ppt again and listen these pronunciation.B.Look at all letter cards (A,a,B,b,C,c).IV Free activity:(20minutes)------(Learn to cooperate with others and communicate with theirpartners, and share with each other.)Work in groups:(1) Let Ss write these six letters‟ capital letters and lowercase letters on the white papers, thencut them into shapes.Let‟s see who is the best one? (I can give some gifts to the good performers)(2)Students can ask and answer this question“what‟s it? ” face to face, It‟s XX.V End:(20minutes)(1)Let‟s listen to this song …I can say my ABC‟ together.(2)Let‟s read these letters we have learnt again.(2)Let‟s watch Disney Cartoon Video.VI Home task: (3minutes)(1)Say these six English letters to your parents.(2)Let your parents download this English song …I can say my ABC‟,and listen to this songtogether.-------(increase the communication between parents)VII Say Goodbye. (2minutes)。
小学英语个性化教学计划
小学英语个性化教学计划全文共3篇示例,供读者参考篇1Personalized teaching plans for elementary school EnglishIntroductionEnglish language learning is an essential skill for students in today's globalized world. As an elementary school teacher, it is important to recognize that each student has unique learning styles, strengths, and weaknesses. In order to effectively teach English to students, it is crucial to develop personalized teaching plans that cater to the individual needs of each student. This article will outline a personalized teaching plan for elementary school English that takes into account the diverse learning needs of students.AssessmentThe first step in developing a personalized teaching plan is to assess the English language level of each student. This can be done through diagnostic tests, interviews, and observations. By understanding each student's current proficiency in English,teachers can identify areas of strength and weakness, as well as learning preferences.Setting learning goalsOnce the assessment is complete, teachers can work with students to set achievable learning goals. These goals should be specific, measurable, achievable, relevant, and time-bound (SMART). By involving students in the goal-setting process, they are more likely to be motivated to work towards achieving these goals.Differentiated instructionOne of the key components of a personalized teaching plan is differentiated instruction. This involves adapting teaching methods, materials, and assessments to meet the individual needs of students. For example, some students may benefit from hands-on activities, while others may prefer visual aids or audio resources. By using a variety of teaching strategies, teachers can accommodate the diverse learning styles of students.Incorporating technologyTechnology can be a valuable tool for personalized learning in the English classroom. Teachers can use educational apps, websites, and online resources to provide students withadditional practice, feedback, and support. Technology also allows for greater flexibility in learning, as students can access resources outside of the classroom.Monitoring progressIt is important to regularly monitor the progress of students in order to track their development in English. Teachers can use formative assessments, quizzes, and check-ins to assess student understanding and provide feedback. By keeping track of student progress, teachers can make adjustments to the teaching plan as needed.Providing feedbackFeedback is an essential part of the learning process. Teachers should provide constructive feedback to students on their English language skills, highlighting areas of strength and areas for improvement. By providing specific feedback, students can better understand their progress and what they need to work on.Celebrating successFinally, it is important to celebrate the success of students as they make progress in their English language learning. This can be done through praise, recognition, and rewards. Byacknowledging and celebrating the achievements of students, teachers can motivate them to continue working towards their learning goals.ConclusionIn conclusion, a personalized teaching plan for elementary school English should take into account the unique learning needs of students. By assessing student proficiency, setting learning goals, differentiating instruction, incorporating technology, monitoring progress, providing feedback, and celebrating success, teachers can create a supportive learning environment that nurtures student growth in the English language. By implementing personalized teaching plans, teachers can help students develop the skills they need to succeed in school and beyond.篇2Title: Personalized English Teaching Plan for Primary School StudentsIntroductionEnglish is one of the most important subjects taught in primary school. It is a global language that opens up a world of opportunities for students. However, not all students learn at thesame pace or in the same way. A personalized English teaching plan can help cater to the individual needs of students and ensure that they reach their full potential. In this document, we will outline a personalized English teaching plan for primary school students.AssessmentThe first step in creating a personalized teaching plan is to assess the students' current English language skills. This can be done through standardized tests, teacher observations, and informal assessments. By identifying each student's strengths and weaknesses, teachers can tailor their teaching methods to meet the individual needs of each student.Goal SettingAfter assessing the students' English language skills, teachers should set specific, measurable, achievable, relevant, and time-bound (SMART) goals for each student. These goals should be challenging yet attainable and should focus on improving the areas where the student needs the most help. By setting clear goals, students will have a roadmap to follow and will be more motivated to succeed.Differentiated InstructionOnce the goals have been set, teachers can begin implementing differentiated instruction techniques to meet the needs of each student. This may involve grouping students based on their English proficiency level, providing personalized learning materials, using a variety of teaching methods, and allowing students to work at their own pace. By differentiating instruction, teachers can ensure that each student receives the support they need to succeed in English.Individualized Learning PlansTo further personalize the teaching plan, teachers can create individualized learning plans for each student. These plans should outline the student's goals, strengths, weaknesses, learning preferences, and the strategies that will be used to help the student achieve their goals. By involving students in the creation of their learning plans, teachers can increase student engagement and motivation.Regular Monitoring and FeedbackIn order to track the progress of each student, teachers should provide regular monitoring and feedback. This may involve formative assessments, progress reports, andone-on-one meetings with students to discuss their progress. By keeping track of student progress, teachers can makeadjustments to the teaching plan as needed and provide additional support to students who are struggling.Parent InvolvementParents play a crucial role in supporting their child's English language learning. Teachers should involve parents in the personalized teaching plan by providing regular updates on their child's progress, suggesting activities that parents can do at home to support their child's learning, and soliciting feedback from parents on how to best support their child's English language development.ConclusionIn conclusion, a personalized teaching plan can help primary school students succeed in English by catering to their individual needs and learning styles. By assessing students, setting goals, implementing differentiated instruction, creating individualized learning plans, providing regular monitoring and feedback, and involving parents, teachers can create a supportive and engaging learning environment for students. With a personalized teaching plan, students can reach their full potential in English and develop the language skills they need to succeed in the future.篇3Personalized teaching has become a popular trend in education, especially in the field of primary school English teaching. By tailoring lessons to each student's unique learning styles, interests, and abilities, teachers can ensure that every child receives the support and encouragement they need to succeed.To create an effective personalized teaching plan for primary school English learners, teachers should first assess each student's individual strengths and weaknesses. This can be done through diagnostic assessments, informal conversations, and observations in the classroom. By understanding where each student is starting from, teachers can better customize instruction to meet their specific needs.Once students' individual needs have been identified, teachers can begin to develop a personalized learning plan for each student. This plan should outline the student's learning goals, the strategies that will be used to achieve those goals, and the resources that will be provided to support the student's learning. Teachers can also involve students in the creation of their personalized learning plans, giving them a sense of ownership and accountability for their own learning.In a personalized teaching plan for primary school English learners, teachers can incorporate a variety of instructionalstrategies to meet the diverse needs of their students. For example, visual learners may benefit from the use of pictures, charts, and graphs to help them understand new concepts, while auditory learners may prefer listening to stories or songs to improve their listening and speaking skills. By incorporating a mix of activities and materials, teachers can ensure that all students are engaged and supported in their language learning journey.In addition to individualized instruction, teachers can also use technology to support personalized learning in the classroom. Online resources, interactive games, and educational apps can provide students with additional practice and reinforcement outside of the classroom, allowing them to learn at their own pace and in a way that works best for them. Teachers can also use technology to track students' progress, assess their understanding of key concepts, and provide feedback in real-time.Regular assessment and feedback are crucial components of a personalized teaching plan for primary school English learners. By regularly assessing students' progress and understanding, teachers can identify areas where students may need additional support and adjust their instruction accordingly. Providing timelyand constructive feedback can help students understand their strengths and areas for improvement, setting clear expectations for their learning and motivating them to strive for success.Overall, a personalized teaching plan for primary school English learners aims to create a supportive and inclusive learning environment where every student has the opportunity to succeed. By recognizing and embracing the unique abilities and needs of each student, teachers can help their students develop the language skills and confidence they need to thrive in the classroom and beyond. Through personalized instruction, students can engage with the material in a meaningful way, make connections to their own lives, and become lifelong learners who are empowered to reach their full potential.。
英语教案的英文术语
英语教案的英文术语在英语教学中,有许多专业术语被广泛应用于教学过程中。
学会这些术语对于提高教学效果和与其他教育专业人士交流至关重要。
下面将介绍一些常见的英语教案中使用的英文术语:1. Lesson Plan (教案)Lesson Plan是指教师在教学前所制定的详细计划。
它包括了教学目标、所需教学资源、教学活动和评估方式等内容。
一个好的Lesson Plan能够帮助教师有效组织课堂教学。
2. Teaching Goals (教学目标)Teaching Goals是指教师在教学中想要达到的具体目标。
这些目标通常会根据学生的水平、课程标准和教学内容来确定,有助于指导教学过程。
3. Classroom Management (课堂管理)Classroom Management是指教师在课堂上对学生行为、注意力和秩序进行管理的过程。
良好的课堂管理能够创造一个有利于学习的环境。
4. Differentiated Instruction (分层教学)Differentiated Instruction是指根据学生的不同学习需要和能力,采取不同的教学策略和方法进行教学。
这有助于满足各种学生的学习需求。
5. Assessment (评估)Assessment是指对学生学习成果进行评价和反馈的过程。
评估可以帮助教师了解学生的学习情况,调整教学策略,以及指导学生的学习方向。
6. Engaging Activities (引人入胜的活动)Engaging Activities是指吸引学生注意力、激发学习兴趣的各种教学活动。
通过设计具有趣味性和挑战性的活动,能够增强学生的学习动机。
以上是英语教育中常见的几个英文术语,掌握这些术语将有助于教师更好地进行英语教学工作。
希望以上内容对您有所帮助。
教案Starter,Unit1
Teaching plans for Starter Unit1 HelloFurther Research The first period No.1Teaching date: ________ Style of lesson: New lessonDesigner:Supervisor:Teaching contents: Welcome to the unit& The alphabet ( A---E)Teaching aims:1.Make the students know some new friends.2.Make the students greet each other fluently with the following patterns:1)Hi, ….2)Good morning, ….3)Goodbye! / Bye-bye! / Bye!3.Make the students read and write the letters from Aa to Ee correctly andclassify them correctly.4.Make the students read phonetic symbols // /i:/ /b/ /d/ /s/Analysis of the students:Teaching focus:Make the students master the following sentences:1.---Good morning. --- Good morning.2.---Goodbye. ---Goodbye / Bye.3. ---Hi, Andy. ---Hi, Lily.Pronunciation and writing of the letters from Aa to Ee.Teaching difficulties:1.Encourage students to make dialogues with partners.2. Make students imitate the phonetic symbols ///i:/ /b//d//s/Teaching methods:Listening/writing/ speaking/ acting-out/ imitationTeaching aids:Blackboard, CAI, Tape recorder, Cards with letters, RulerTeaching procedures:Step1 Revision:Can you remember the letters Aa----Nn? Please write down.Step2 Preview:⑴Introduce each other with the students.(Let students write his or hername in Pinyin on his or her card.Put the card on the desk.⑵Ask some students to read the following:hi, morning, Good morning, Miss, goodbye, byeStep3 Warming-upMake the students talk with their partners with the following sentences:1.---Good morning. --- Good morning.2.---Goodbye. ---Goodbye / Bye.3. ---Hi, Andy. ---Hi, Lily.( Practice in pairs, in groups)Step4 Presentation.1. 1) Let the students put the cards on the desks.2) Say to the Ss (stands for: students): Hi, boys and girls. And then,write the sentence on the blackboard.3) Tell the Ss: From now on, you can greet me with “Hi,Mr/Miss/Mrs ….”Practice:T: Look at a name on the paper, and greet him/her with the pattern above. “ Hi, ….”Encourage the Ss to greet their neighbours or deskmates, using the pattern above.2. Presentation:Draw a sun on the blackboard and a clock with the time 9:00 and ask: T:What do you say to your friend at this time of the day?The students may say: Good morning!T: Write the sentence on the blackboard and say: Good morning, boys and girls! Let the Ss say: Good morning, Mr/Miss/Ms ….Practice:Greet a certain student with “Good morning, ….”And let him/her answer in the same way.Ask the Ss to greet each other with “Good morning, …!”3. Presentation:T: Pretend to be leaving and say “Goodbye!”Encourage the Ss to answer in the same way. Then write it on the blackboard.Tell them: You can also answer with “Bye-bye!” or “Bye!” for short. Practice: Let students make long dialogues using the patterns above.Step5 Listening:Ask the Ss to listen to the tape and find out four new friends on the tape.Guiding questions: (Ask them to answer the questions one by one.)1)Who are the four friends? (Andy, Millie, Lily and Nick.)2)Is it in the morning? Yes or No? (Yes.)3)Who is their teacher? ( Miss Fang.)2.Practice:(1)Listen to the tape again and repeat it sentence by sentence.(Payattention to the pronunciation and intonation)(2)Reading aloud this part of the text. Divide the class into groups offive. Read it aloud in parts.(Try to let more students read aloud.) Acting-out: Number the groups, give them several minutes to get ready.Group A, would you please come to the blackboard and act out the dialogue for us? You may use your own names in your dialogue.3.English Letters: Aa – Ee1)Recognition: Show the card with the letter Aa on it. And say:This is Aa.2)Read after the teacher in both rising tone and falling tone.3)Teach the other four letters‟ pronunciation in the same way.4)Pay attention to the pronunciation of the letter Cc (It‟s not /sei/but /si:/.)5)Tell them that Aa & Ee are vowel letters while Bb, Cc & Dd areconsonant ones.6)Writing of the letters:i)Write the letters one by one after the teacher infour-lines of the exercise books.ii)Introduce the phonetic symbols of the letters://, /bi:/, /si:/, /di:/, /i:/get to know the vowel sounds /ei/, /i:/; consonantsounds /b/, /s/, /d/iii)Classification: Bb, Cc, Dd & Ee all have the sound /i:/,but Aa doesn‟t. (Two categories)7)Books open at page 10. What word is beside the letter Aa? It‟s“apple”. It begins with the letter Aa.8)Introduce the words “ball, cat, dog & egg” in the same way.9)Read aloud the words in different ways.Step6 Production1.Let students make long dialogues with three short dialogues studiedtoday.(Try to speak more.)2.选择正确答案,完成对话( )1.A: Good morning, Miss Gao. B:________.A. Thank youB. Good morning, TomC. Hi, TomD. Goodbye, Tom( )2.A:________. B: Hi, Lin Tao.A. Hi, BenB. Good morning, BenC. Sit down, pleaseD.Thank you, Ben( )3. A:Goodbye, Alice. B:_________.A. Hello, JackB. Good morning, JackC. Goodbye, JackD. Hi, Jack3.补全对话A:________ ________, Han Mei. B:Good morning, Xiao Ming.A:Hi, Panpan. B:________,Tom.A:________, Miss Wang. B:Bye-bye.4.写出下列字母的左邻右舍。
深圳初一英语教学工作计划
深圳初一英语教学工作计划Grade 7 English Teaching PlanI. IntroductionThis English teaching plan is designed for the first semester of Grade 7 at Shenzhen Middle School. The plan aims to help students strengthen their English language skills, including listening, speaking, reading, and writing, as well as to develop their critical thinking and cultural awareness. The plan is based on the national curriculum standards and the school's educational goals, and is centered on student-centered learning, with an emphasis on interactive, communicative, and immersive language acquisition.II. Teaching Objectives1. To improve students' listening and speaking skills through various activities and exercises.2. To enhance students' reading and writing abilities by introducing them to different types of texts and writing tasks.3. To foster students' critical thinking and problem-solving abilities through discussions and group work.4. To develop students' awareness and appreciation of different cultures and traditions through authentic materials and activities.III. Teaching Content1. Listening and Speaking- Classroom instructions and commands- Conversations and dialogues in different scenarios (e.g. introductions, making plans, asking for and giving directions)- Listening to short stories, news reports, and other audio materials- Role plays and group discussions2. Reading- Short stories and novels- Non-fiction texts (e.g. articles, biographies, and historical documents)- Poems and song lyrics- Reading comprehension exercises and activities3. Writing- Descriptive and narrative writing- Informative and persuasive writing- Creative writing tasks (e.g. imagining a new ending for a story)- Writing exercises and practice4. Culture and Society- Introducing students to English-speaking countries and their cultures- Exploring different festivals, traditions, and customs- Comparing and contrasting cultural aspectsIV. Teaching Methods1. Interactive and communicative activities, such as pair work, group discussions, and role plays2. Integrating multimedia resources, including videos, audio materials, and online platforms3. Providing authentic materials and real-life contexts to engage students in learning4. Encouraging students to work collaboratively and independently on various tasks5. Creating a positive and supportive learning environment to promote students' confidence and motivation in learning EnglishV. Teaching ScheduleWeek 1-2: Introduction to Classroom Instructions and Commands- Learning basic classroom instructions and commands- Practice dialogues and role plays- Listening to recorded examplesWeek 3-4: Introducing Oneself and Making Plans- Learning about introducing oneself- Practicing short conversations for making plans- Role plays and pair workWeek 5-6: Descriptive Writing and Creative Writing- Introducing descriptive language and writing- Creative writing tasks based on visual prompts- Writing exercises and peer editingWeek 7-8: Reading Short Stories and Poems- Reading and analyzing short stories and poems- Comprehension exercises and discussions- Writing responses to textsWeek 9-10: Exploring Different Cultures- Introducing cultural aspects of English-speaking countries- Comparing and contrasting cultural traditions- Group research projects on specific cultural topicsVI. Evaluation and Assessment1. Continuous formative assessment through class participation, homework, and quizzes2. Summative assessment through written tests and performances3. Providing constructive feedback to students' work to encourage improvement4. Monitoring students' progress and adapting teaching strategies accordingly VII. ConclusionThis English teaching plan sets out to provide students with a comprehensive and engaging language learning experience. By integrating different language skills and cultural aspects, the plan aims to help students develop a deep understanding and appreciation of the English language, as well as cultivate their critical thinking and communication abilities. Through student-centered and immersive learningapproaches, the plan seeks to create a positive and supportive environment for students to build their confidence and motivation in learning English.。
教学目标英语怎么说
教学目标英语怎么说教学目标是指教学活动实施的方向和预期达成的结果,是一切教学活动的出发点和最终归宿,它既与教育目的、培养目标相联系,又不同于教育目的和培养目标。
那么你知道教学目标用英语怎么说吗?下面来学习一下吧。
教学目标的英语说法1:instructional objective教学目标的英语说法2:Teaching aims教学目标的英语说法3:teaching goals教学目标的相关短语:教学目标层次化 Teaching objectives hierarchical单元教学目标Unit teaching objectives教学目标进展信息 Objective Progress Information教学目标分析 Analysis of teaching aims准备教学目标 Preparing Instructional Objectives教学目标矩阵 Teaching Target Matrix教学目标和要求 Teaching Aims and Demands教学目标的英语例句:1. the aims of the lesson本课教学目标2. There is no ideal lesson to achieve any given set of objectives.没有完美的教案可以达到所有预定教学目标.但是,以下几点依然很重要.3. The author explains the chorus curriculum design from six aspects.第一节,从合唱课教学目标设计出发,明确方向.4. Objective 8 : Students will be able to work as part of a team on lab experiments.教学目标 8: 学生可以以团队分工的方式来完成实验.5. Currently, the curriculum is formalistic, lack the linking with teaching target, the teaching practices substance contents.从保健体育课情况看, 现阶段保健体育课与其教学目标之间缺乏对应利衔接的研究, 教学实践中表现出较大的随意性.6. In chapter two, the aims, models of instruction and student assessment in PRGPT are brought forward.第二章, 提出高师普通物理课题研究的教学目标、教学模式及学生评价.7. The traditional instructive process achieve class communication by instruction design, then obtain instruction target.传统的教学是通过教学设计来实现课堂交互从而实现教学目标.8. A teaching aim is the starting point and regressing point of class teaching.教学目标是课堂教学的出发点和回归点.9. Instructional objectives have three main functions, namely, guidance of instruction , learning and measurement of instructional result.教学目标在教学中有三种主要功能, 即导教、导学、导测量.10. Self - study ability in chemistry is one of the important aims in chemistry education.化学自学能力是化学教育的一项重要的教学目标.11. Objective 2 : Students will demonstrate knowledge and comprehension of basic principles of marine hydrodynamics.教学目标 2: 使学生能说明和理解海洋流体力学的基本要素.12. Individuation of teaching plans includes the individuations of teaching objective, contents, strategies,thinking exercises and development.教案个性化包括教学目标、容、略、考练习、移拓展的个性化.13. The second section is about the design of task - based language teaching which concerns some considerable factors.探讨设计要考虑的因素和如何落实语言技能、语言知识、情感态度、学习策略等教学目标.14. Course objectives are the ground for the course contents, teaching aims and methods.课程目标是确定课程内容、教学目标和教学方法的基础.15. Illustrate optimum strategy of classroom instruction from teaching goal, instruction method, relationship between teachers and students.从教学目标、教学方法、师生关系等方面论述课堂教学优化的策略.。
教学培养计划用英文
教学培养计划用英文English:The teaching training program is designed to provide educators with the necessary knowledge, skills, and competencies needed to effectively teach and support student learning. The program focuses on both theoretical and practical aspects of teaching, including curriculum design, instructional strategies, assessment and evaluation, classroom management, and student engagement. Participants will learn how to create learning environments that are inclusive, supportive, and conducive to student success. They will also develop the ability to adapt instructional practices to meet the diverse needs of students, including those with special educational needs or language barriers. The program includes a variety of learning experiences, such as workshops, seminars, and practical teaching opportunities, where participants can apply their knowledge and skills in real classroom settings. Throughout the program, participants will engage in reflective practices, self-assessment, and collaboration with peers and mentors to continuously improve their teaching effectiveness. The ultimate goal of the program is to prepare educators who are competent, confident, and committed tomeeting the educational needs of all students, and who have a deep understanding of the principles and best practices of effective teaching.Translated content:教学培养计划旨在为教育工作者提供所需的知识、技能和能力,以有效地教授和支持学生的学习。
英语教学课例的作用
英语教学课例的作用
英语教学课例(English teaching lesson plans)在教育领域中扮演着重要的角色,其作用可以总结如下:
指导教学:英语教学课例为教师提供了教学的具体指导和框架。
它们包括了教学目标、教学内容、教学活动、教学资源和评估方法等,有助于教师有条不紊地组织课堂教学。
教学计划:课例帮助教师规划课程,确保教学过程具备逻辑性和连贯性。
教师可以根据课例的结构和内容,制定详细的教学计划,包括每节课的时间分配和教材选择。
教学效率:英语教学课例有助于提高教学效率。
教师可以事先准备好教学材料和活动,减少了备课时间,使得课堂教学更加流畅和高效。
个性化教学:虽然课例提供了一个整体的教学框架,但教师仍然可以根据学生的需求和水平进行个性化调整。
这有助于满足不同学生的学习风格和需求。
评估和反馈:英语教学课例通常包括评估和反馈部分,教师可以根据课例中的评估方法来评价学生的学习成果,并为他们提供反馈。
这有助于确保学生在课堂中取得进步。
资源分享:教师可以与同事分享他们的教学课例,从而促进教育经验的交流和分享。
这有助于教育社区中的教师互相学习和成长。
标准对齐:课例通常基于特定的教育标准和课程框架制定,确保教学内容与教育体系的要求相符,帮助学生达到特定的学习目标。
总之,英语教学课例是教师在教育工作中的重要工具,它们提供了指导、计划、资源和评估等方面的支持,有助于提高教学效果,满足学生的学习需求,并促进教育领域的发展和改进。
它们是教学的有力辅助工具,有助于教师更好地组织和管理课堂教学。
teaching plan
Teaching Plan
Teaching Aims and Demands: 1.Knowledge: 1). vocabulary, phrases 2). drills, grammar 3). cultural knowledge 2.Ability: listening, speaking, reading and writing 3.Moral Lesson: Important Points: less or equal to knowledge aim. (少于或等于知识目标,最多不超三项) Difficult Points: one or two of important pointn:After reading the passage(C), most (D) students (A) will be able to list in written form (B) ,places of interest in New Zealand .
Sample 2
Teaching Plan
Teaching Method: Situational Method 情境法 (Dialogue) Audio-lingual Method 听说法 (listening) Audio visual approach视听法 (listening) Task-based Language Teaching Approach 任务型教学法 (reading 、writing) Teaching Aids: cassette tapes / recorder ; television / video ; flashcards; wordcards ; wall map ; real object ; model ; slide ; OHP: overhead projector; multi-media ; language laboratory , etc.
- 1、下载文档前请自行甄别文档内容的完整性,平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益,请联系客服反馈,我们会尽快为您处理(人工客服工作时间:9:00-18:30)。
Module 4 Reading practice Teaching Design
-------Music from China
孙静华
Teaching objectives
Knowledge and ability
(1)To help Ss learn something about The Twelve Girls Band and make them know more about music.
(2)To help Ss use some phrase correctly
(3)To improve the students’ skills of fast reading and detailed reading
Emotion-attitude-value
To foster students’ ability of enjoying music, and make them love musical culture. Key and difficult points
To understand the main meaning of the passage and can use these phrase correctly.
To discuss, talk about some topic..
Teaching procedure
Step 1 Lead-in.
Listen to the music and find out what kind of musical instrument is played?
Do you like them?
I f we mix these music up, what kind of music would it be?
Now, let’s share it together.
Then lead-in to our topic --------Twelve Girls Band.
Step 2 While-reading
a. Scanning and match the main idea with each paragraph.
Para 1. a. The members’ ba ckgrounds
Para 2. b. Summary
Para 3. c. The origins of Twelve Girls Band
Para 4. d. The band’s influence and achievements
Para 5. e. The brief Introduction of the band
Para 6. f. The group’s appeal and their style o f music
b. Careful reading
Para 1. Complete the chart.
Para. 2 Choose the best answers.
1. The writer thinks that Twelve Girls Band is special because .
A. They combine Chinese and Western music
B. they use symbols of numerology for inspiration
C. they’ve very talented
D. they have a classical training
2. Although it plays live in concerts, the band .
A. Shows its respect for the Chinese musical tradition
B. also sells millions of recordings, e,g. DVDs and CDs.
C. prefers Chinese music
D. also plays on television
Para.3 Answer the following question
What’s the origin of the name of the band (12, yuefang)?
para.4 What kind of musical instruments are mentioned in this paragraph? para.5 Answer the following question.
Why is the group’s appeal so broad?
Para.6 Translate the sentence into Chinese.
The group honours its musical heritage and shows a genuine love for all styles of music--from complex classical works to long-lasting pop tunes.
Step3. Summary.
Choose the best summary
1.Twelve Girls Band plays traditional music in many countries. They are well-known for their music which is used in advertisements.
2.Twelve Girls Band is a group of women musicians from China. They play traditional instruments. They charm the people in many countries around the world.
3. Twelve Girls Band is one of China’s most important groups of musicians. They also charms people in the USA and Japan. Their music is full of symbols of numerology(数字命理学).
Step4. Post-reading
D iscussion: Why is the band’s music so popular?
Step 5 Homework
Write a passage about a band or a musician you like. Say why they’re popular, what kind of music they play, and if they’re popular in other countries.。