英语说课术语
英语说课术语汇总情况
目录一、英语说课常用教学术语...........................................................2二、英语教学术语........................................................ (3)三、英语教学法术语........................................................ (8)四、教学常用英语........................................................ (23)五、校园常用英语口语........................................................ (27)一、英语说课常用教学术语A. Brief introduction to the teaching material 教材分析Teaching Tasks 教学任务Teaching contents 教学内容B. Teaching objectives; Teaching aims; Teaching goals 教学目标1. Language knowledge objectives 知识目标2. Language skills objectives 能力目标3. Emotion objectives 情感目标C. Emphases and consolidation 重点与巩固D. Difficulties and breakthrough 难点与突破E. Ideas of language teaching 教学思想F. Teaching methods and teaching aids 教法教具G. Teaching process and distribution of time 教学过程与时间分配Teaching procedure 教学过程Teaching steps 教学环节（Warm up）1. Presentation2. Sample drills3. Explanation to the linguistic points4. Consolidation practice5. Summary6. Test7. Homework8. Distribution of timeH. Layout of blackboard writing 板书Blackboard design 板书设计Whole class work 全班活动Pair work 双人活动Group work 小组活动Learning strategies 学习策略After class reflection 课后反思Description of students Junior 2 （45students）Main structureMain vocabularyVisual aidsReviewBackground informationOptional activities and assignmentsPresentation Practice ProductionPre-reading While-reading Post-readingWarming-up 热身活动；准备活动Lead-in 导入二、英语教学术语1. Plans and objectives计划和目标aims and demands目的与要求plan for the topic课题计划analysis of teaching materials教学分析main points重点difficult points (trouble spots)难点allocation of time时间分配lesson plan课时计划teaching objectives教学目标develop skills (in listening, speaking, reading and writing)培养/发展（听、说、读、写）技能2. Types and content of lesson课型和内容old(new) lesson旧（新）课revision/ review复习（课）reading 阅读课dialogue对话课listening 听力课conversation会话（课）(writing) precis（写）概要composite lesson综合课open class(demonstration lesson)公开课3. procedure程序introduction导言（课）checkup/ checking检查(have) dictation（进行）听写listening to recording听录音model reading (by the teacher) 范读，示范朗读read in chorus声朗读watching lantern-slidespoint to … in the chart/ diagram在图/表中指示retelling (retell the story) 复述（故事）rewrite the paragraph 改写段落generalize , induce 概括、归纳row work一排（座位）同练pair work 结对儿练习group work 小组练习summing-up 总结4. Assignments and tests 作业与考查assign class work / homework 布置课内（外）作业hand in / collect the homework 交（收）作业oral / written work 口头/书面作业quiz 随堂小测验(unit) test （单元）测验mid-term exam(ination) 期中考试term(inal) exam(ination) 学期考试make-up exam(ination) 补考sit for an exam(ination) （在）参加考试mark the homework / paper 改作业/卷（给分）full marks 满分, A+excellent (superior) 优，A(优减，A－)good 良，Bnormal/ fairly good /fair 中、尚好，Cnot good / bad 差，Dfail 不及格, F教学法流派：audio-lingual approach or aural-oral method听说法；cognitive approach认知法；compromise method 折中法；deductive method演绎法；inductive method归纳法；cramming method灌输法；comparative method比较法；direct method直接法；discovery learning发现学习法；eclecticism优选法；grammar translation method语法翻译法；language teaching methods语言教学法；the natural approach自然法（途径）；reading method阅读法；silent way沉默法；the communicative approach 交际法（途径）；notion-al approach意念法；functional approach 功能法；comprehensive method综合法；situational method情景法；heuristic method of teaching启发式教学法；oral method口授法；didactics教授法；audio-visual method视听法；suggestopoedia 暗示法；activity method活动教学法；card system卡片教学法；group training method分组训练方法；computer aided instruction计算机辅助教学；discussion method讨论教学法；demonstration method演示法；Total Physi-cal Response全身反应法；Structural Method 结构法；Com-munity Language Learning 集体语言学习法；Zhang Sizhong’s Method of Foreign Language Teaching张思中外语教学法Teaching grammar in situations情景法语法教学Teaching grammar by charts and diagrams用图表概括教语法Teaching grammar in sentence patterns结合句型教语法Teaching of grammar by comparison比较法语法教学Teaching grammar in various ways多样化语法教学Teaching grammar in a communicative way交际式语法教学Teaching of grammar by inductive method归纳法语法教学Teaching of grammar by deductive method演绎法语法教学Teaching vocabulary in situations情境法词汇教学Teaching words in cultural context结合文化背景教单词Teaching of sentence patterns句型教学Mechanical drills机械操练Meaningful drills意义操练Communicative drills交际性练习Presenting patterns in situations情景呈现句型Presenting patterns by raising questions问题呈现句型Presenting patterns by pictures看图呈现句型Presenting patterns by narration叙述呈现句型Presenting patterns through action动作表情呈现句型Pattern drills by imitation模仿式句型操练Pattern drills by substitution替换式句型操练Pattern drills by conversion转换式句型操练Teaching methods and classroom techniques教学方法与课堂技巧Micro-teaching微型教学Teaching of pronunciation语音教学Teaching liaison连读教学Teaching words in sentence patterns利用句型教单词Teaching vocabulary by comparison比较法教词汇Teaching words by rules of word formation利用构词法教词汇Goals/ objectives目标Aims目的Requirements要求Role of the English Teacher 英语教师的作用Revision复习activator记忆激活者presentation呈现demonstrator示范者drill操练organizer or director组织者或指挥者practice 练习supervisor or monitor 监督者或监听者consolidation巩固helper or marker帮手或记分员能够实现的目标：achievable goals；理解检查：comprehension check；结伴学习：cooperating with others；手段：device；自我测评：evaluating one’s learning ；细读：full reading ；功能词：function word；基本思路：general tendency；小组活动：group work；分类聚词：grouping；圈划重点：highlighting；明确目的；identifying the purpose of a language task；输入假设：input theory；内省法：introspection；以学生为中心：learner-centered；学习策略：learning strategy；逻辑思维：logical thinking；排除焦虑：lowing one’s anxiety；记忆策略：memory strategy；误解misunderstanding；需要分析：needs analysis；观察（法）：observation；口头报告：oral report；片面理解：partial understanding；解决问题：problem-solving；步骤：procedure；有目的的听说读写purposeful listening/ speaking/ reading/ writing；规则演绎：reasoning deductively；现场记录：recording ；查阅：scanning；争取机会：seeking practice opportunities；自选话题：selecting the topic；自我意识：self-awareness；自我评价：self evaluating；社交策略：social strategy；列单式笔记：shopping list note form；提要式笔记：standard outline note form；有声思维：think aloud三、英语教学法术语Aachievement test 成绩测试acquisition 习得，语言习得acquisition 语言习得顺序active mastery 积极掌握active vocabulary 积极词汇，主动词汇affective filtering 情感筛选aim,objective 目的，目标analysis of errors 错误分析analytic approach 分析教学法，分析法analytical reading 分析性阅读application to practice 运用于实践applied linguistics 应用语言学approach 教学路子aptitude test 能力倾向测验Army method 陆军法associative learning 联想性学习auditory discrimination 辨音能力auditory feedback 听觉反馈auditory memory 听觉记忆auditory perception 听觉audio-lingual method 听说法audio-visual method 视听法aural-oral approach 听说教学法，听说法aural-oral method 听说法Bbasic knowledge 基本知识basic principle 基本原则basic theory 基本理论basic training 基本训练basic vocabulary 基本词汇behaviourism 行为主义bilingual 双语的bilingual education 双语教育blank filling 填空Cchain drill 链式操练，连锁操练choral repetition 齐声照读，齐声仿读class management 课常管理classroom interaction 课常应对cloze 完形填空cognitive approach 认知法common core 语言的共同核心，语言共核communicative drill 交际性操练communicative exercise 交际练习communicative langunge teaching 交际派语言教学法，交际教学法community language learning 集体语言学习法comparative method 比较法communicative approach 交际法comprehensible input 不难理解的输入comprehensive method 综合法computer-managed instruction 计算机管理教学concord and coordination 默契与配合console 控制台consonant cluster 辅音连缀context 上下文controlled composition 控制性作文course density 课堂密度course design 课程设计cramming method 灌输式cue word 提示词curriculum 课程，教学大纲curriculum development 课程编制，课程设计cultrual objective,aim 教养目的cclical approach 循环教学法，循环法Ddeductive learning 演绎性学习deductive method 演绎法delayed auditory feedback 延缓听觉反馈demonstration 演示demonstration lesson 示范教学describe a picture in writing 看图说话describe a picture orally 描写语言学diagram 图解diagnostic test 诊断性测验dicto-comp 听写作文direct application 直接应用direct comprehension 直接理解direct learning 直接学习direct method 直接教学法Eeducational objective, aim 教育目的EFL 英语作为外语English as a Foreign Language 英语作为外语English as an International Language 英语作为国际语言English environment 英语环境English for Academic Purposes 学术英语English for general prupose 普通英语English for General Purposes 通用英语English for specific purposes 专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语English medium school 英语授课学校English teaching;teaching English 英语教学WSD（English as a Second Dialect）英语作为第二方言WSL（English as a Second Language）英语作为第二语言ESL Programme（English as a Second Language Programme）英语（第二语言）教程ESP（English for Special Purposes）专用英语EST（English for Science and Technology）科技英语evaluation 评语，评价examination 考试examination question 考题experimental method 实验法extensive reading 泛读external speech 外语言语extra-curiculum activity 课外活动extra-curriculum club,group 课外小组Ffacial expression 面部表情feedbace 反馈film projector 电影放映机filmstrip 电影胶片final stage 高级阶段first language 第一语言，母语formative evaluation 自由作文free practice 自由练习frequency of word 词的频率al approach 功能法al syllabus 功能派教学大纲Ggeneral linguistics 普通语言学gestalt style 格式塔式（学习），整体式（学习）gesture 手势getting students ready for class 组织教学global learning 整体式学习，囫囵吞枣式学习global question 综合性问题gradation 级进法，分级递升法graded direct method 循序直接法grading 级进法，分级递升法；评分grammar lesson 语法课grammar method 语法法grammar translation method 语法翻译法grammatical analysis 语法分析group reading 集体朗读group training 集体练习guided composition 引导性作文Hheuristic method of teaching 启发式教学法heurstics 启发法；探索法humanistic approach 人本主义教学法Iidealism 唯心主义imitatiom 模仿immersion programme 沉浸式教学imparting knowledge 传授知识incomplete plosive 不完全爆破independent composition 独立作文individualized instruction 个别教学individual training 个别练习inductive learning 归纳性学习inductive method 归纳法inflection,inflexion 词形变化information,processing 信息处理initial beginning stage 初级阶段inner speech 内语言语in-service training 在职培训instructional objective 语言教学目标integrative teaching 综合教学integrated approach 综合教学法，综合法intelligent memory 理解性记忆language training 强化教学intensive training 精读intermediate stage 中级阶段interpretation 头口翻译International Phonetic Alphabet 国际音标Jjuncture 连读，音渡junior high school 初级中学junior school 初级学校junior sceondary school 初级中等学校junior-senior high school 初高中junior technical college(or school) 初级职业学院（或学校）junior year 大学三年级Kkey words 基本词，关键字kinesics 身势语，身势学kinesthetic memory 动觉记忆knowledge 知识knowledge structure 知识结构Llanguage acquisition 语言习得language acquisition device 语言习得机制language arts 语言技能language competence,or knowledge 语言知识language learning capability 语言学习能力language laboratory;lab 语言实验室language leaning capacity 语言学习能力language pedagogy 语言教育language performance 语言行为language program design 语言课程设计language test 语言测试learning by deduction 演绎性学习learning by induction 归纳性学习learning process 学习过程learning style 学习方式lesson conducting 教课lesson plan 课时计划，教案lesson preparation 备课lesson type 课型linguistics 语言学linguistic competence 语言能力linguistic method 口语领先教学法living language 活的语言long-term memory 长期记忆look-and-say method 看图说话法Mmeaningful drill 有意义的操练neabubgful exercise 有意义的练习meaningful learning 理解性学习means of teaching 教学手段mechanical drill 机械操练mechanical exercise 机械练习mechanical memory 机械记忆mechanical translation 机器翻译medium of instruction 教学媒介语，教学语言memory 记忆，记忆力memory span 记忆幅度memorizing 用记记住method 方法methodology of teaching 教学法methodology of teaching English 英语教学法micro-teaching 微型教学mim-mem method 模仿—记忆法minimal pair 最小对立体（一种辨音练习）modeling 示范教学modern equipment 现代化设备modern language 现代语言monitor hypothesis 语言监控说mother tongue 母语motivation 引起动机Nnative language 本族语natural approach 自然教学法，自然法natural method 自然法needs analysis 需要分析new lesson 新课nine-pile grading 九堆法notional approach 意念法notional-al syllabus 意念-功能派教学大纲notional syllabus 意念大纲、意念派教学大纲Oobservation lesson 观摩教学objective 教学目标optimum age hypothesis 学习最佳年龄说operating principle 操作原则oral approach 口语教学法，口语法oral exercise 口语练习oral method 口授法oral reading 朗读order of acquisition 语言习得顺序organization of teaching materials 教材组织organs of speech 发音器官outside reading 课外阅读Over learning 过量学习Ppaired-associate learning 配对联想学习法pair work 双人作业，双人练习passive vocabulary 消极词汇pattern drill 句型操练pattern practice 句型练习pedagogical grammar 教学语法pedagogy 教育法peer teaching 同学互教penmanship handwriting 书法perception 知觉performance objective 语言实践目标personality 个性philosophy 哲学phoneme 音素phonetics 语音法phonetic method 按字母音值拼读法phonology 音位学picture 图画placement test 分班测验plateau of learning 学习高原practical objective 实用目的practice effect 练习效应practice of teaching 教学实践presentation of new materials 提出新材料pre-teaching 预教primary of speech 口语领先principle of communication 交际性原则principle of teaching 教学原则problem solving 习题解答production stage 活用阶段，产出阶段productive exercise 活用练习productive mastery 活用掌握productive vocabulary 活用词汇proficiency 熟练program designing 课程设计psycho-linguistics 心理语言学psychological method 心理法Qqualified teacher 合格教师question band 试题库questionnaire 调查问卷questions 提问rapid reading 快速阅读，快读rate of reading 阅读速度readability 易读性read by turns 轮读reading 阅读reading lesson 阅读课reading method 阅读法reading speed 阅读速度reading vocabulary 阅读词汇，阅读词汇量receptive language knowledge 接受性语言知识receptive vocabulary 领会词汇reformed method 改良法regression 回看，重读reinforcement 巩固reinforcement lesson 巩固课repetition drill 复述操练repetition-stage 仿照阶段response 反应retelling 复述retention 记忆review;revision 复习review（revise）and check up 复习检查review（revision）lesson 复习课rewriting 改写rhythm 节奏role-play 扮演角色rote learning 强记学习法，死记硬背scanning 查阅，扫瞄school practice 教学实习scientific way of thinking 科学的思想方法second language 第二语言segment 音段，切分成分semantics 语义学seminar 课堂讨论sentence completion 完成句子short-term memory 短期记忆sight vocabulary 一见即懂的词汇silent reading 默读silent way 沉默法，静授法simplification 简写simplified reader 简写读本simulation 模拟，模拟性课堂活动simultaneous interpretation 同声翻译situational method 情景法situational language teaching 情景派语言教学法，情景教学法situational method 情景教学法situational syllabus 情景派教学大纲situation reinforcement 情景强化法skimming 略读，济览slide 幻灯片slide projector 幻灯片socialized speech 社会化言语socio-linguistics 社会语言学soft ware 软件speech disorder 言语缺陷speech pathology 言语病理学speech perception 言语知觉speech reading 唇读法speed reading 快速阅读，快读speelling 正字法spiral approach 螺旋式教学法，螺旋法spoken language 口语stage of teaching 教学阶段stick drawing;mathch drawing 简笔画stimulus and response 刺激与反应stress accent 重音，重读structuralism 结构主义（语言学）structural method 结构法student-centered 学生中心student-centered learning 学生为主学习法student teacher 实习教师student teaching 教育实习submersion programme 沉浸式教程substitution 替换substitution table 替换表subvocal reading 默读suggestopaedia 暗示教学法syllabus 教学大纲syllabus design 教学大纲设计syllabus for middle school English 中学英语教学大纲synthetic approach 综合性教学法，综合法synthetical reading 综合性阅读Ttarget language 目的语，译文语言teacher’s book 教师用书teacher’s manual 教师手册teaching experience 教学经验teaching objective,aim 教学目的teaching procedure 教学过程teaching tools;property 教具teaching words in isolation 孤立教单词theory of teaching 教学理论TEFL 英语（外语）教学TESL 英语（第二语言）教学TESOL 对非英语民族教英语time allotment 时间分配total physical response method 整体动作反应法transformation drill 转换操练translation method 翻译法transformational generative grammar 转化生成语法Uunconscious 潜意识underclassman 低年级学生undergraduate 大学本科生undergraduate course 大学本科课程undergraduate school 大学本科学院undergraduate special 大学特殊课程unified studied 统一课程university high school 大学附属中学university of the air 广播电视大学updating courses/training 现代化课程/训练upgrading courses/training 进修课程/训练upperclassman 高年级学生use and usage 使用和用法四、教学常用英语常见的语法术语摘要1.名词 noun 动词 verb 形容词 adjective 数词 numeral 代词 pronoun2.介词 preposition 副词 adverb 连词 conjunction 冠词 article 感叹词interjection3.结构：structure 简单句 simple sentences 并列句 compound sentences4.复合句complex sentences 倒装句inverted sentences 省略句ellipticalsentences5.陈述句 declarative sentences 疑问句 interrogative sentences6.祈使句 imperative sentences 感叹句 exclamatory sentences7.否定句 negative sentences 被动句 passive sentences8.虚拟语气句 subjunctive sentences 同义句 synonymous sentences9.歧义句 ambiguous sentences 委婉句 euphemisms 强调句 emphasis10.疑难句 difficult sentences 叙述句 narrative sentences 说明句 expositorysentences11.议论句 argumentative sentences 人物描写句 descriptive sentences of people12.动作描写句：descriptive sentences of actions13.环境描写句 descriptive sentences of environment14.日常口语句 sentences for everyday talk15.实用情景句 sentences of actual situations16.课堂教学句 sentences of classroom teaching17.名人语句 quotations 格言句 maxims 谚语句 proverbs18.状语adverbial 补语complement 宾语object 宾语补助语objectivecomplement19.表语 predicative 主语 subject 谓语 predicate 谓语动词 finite verb20.非谓语动词 non-finite verb 情态动词 modal verb21.并列 coordination 选择 alternative 转折 transition 对比 contrast22.原因 cause 结果 effect 解释 explanation23.动词时态 verb tenses24.一般现在时 simple present (tense)25.一般过去时 simple past (tense) 一般将来时 simple future (tense)26.过去将来时 future (tense) in the past 现在完成时 present perfect (tense)27.过去完成时 past perfect (tense) 将来完成时 future perfect (tense)28.现在进行时 present continuous (tense) 过去进行时 past continuous (tense)29.将来进行时 future continuous (tense)30.现在完成进行时 present perfect continuous (tense)31.主句 main clause 从句 subordinate clause32.限定性定语从句 restrictive attributive clause33.非限定性定语从句 non-restrictive attributive clause34.宾语从句 object clause 壮语从句 adverbial clause 主语从句 subjectclause35.表语从句 predicative clause 同位语从句 appositive clause36.双重复合句 double complex sentences37.多重复合句 multiple complex sentences38.插入语 parenthesis39.IT引导的句子 IT sentences40.THERE引导句 THERE sentences41.省略名词 omission of noun42.判断句statements 列举句enumeration 比较句comparison 让步句concession43.一般疑问句 general question 特殊疑问句 special question44.选择疑问句 alternative question 反意疑问句 disjunctive question45.陈述式疑问句 declarative question 省略疑问句 elliptical question46.一般否定 general negation 全部否定 complete negation 部分否定 partialnegation47.双重否定 double negation 否定句 negative sentences 肯定句 affirmativesentences48.主格 subjective case 宾格 objective case 所有格 possessive case49.单数与复数 singular and plural 语序 word order50.不定式 infinitive 动名词 gerund 现在分词 present participle51.主动的 active 被动的 passive 语态 voice 标点符号 punctuation mark52.抽象的 abstract 具体的 concrete 名言 saying 语气 mood53.典故 allusion 习语 idiom 俚语 slang 外来语 foreign word 行话 jargon54.直接引语 direct speech 间接引语 indirect speech 命题 proposition课堂教学句 sentences of classroom teaching开始上课 beginning of the class1.我们开始吧 Let’s start/ Let’s begin now2.让我们开始上课 Let’s begin our lesson.3.今天我们上新课，先学生词，然后读课文 We are going to have a new lesson today.We’ll learn the new words first. Then we’ll read the text.4.我们先学课文，然后提问。
初中英语说课稿常用语
初中英语说课稿常用语在初中英语教学中，说课稿是教师展示教学计划和教学方法的重要工具。
以下是一些常用的说课稿用语，它们可以帮助教师更有效地组织和传达他们的教学理念。
1. 开场白：- "Good morning/afternoon, everyone. Today, I am going to present my lesson plan for..."2. 课程目标：- "The main objectives of this lesson are to enable students to..."3. 教学内容：- "The content of this lesson includes..."4. 教学重点：- "The key points of this lesson are..."5. 教学难点：- "The challenging aspects of this lesson are..."6. 教学方法：- "To address these challenges, I will employ a variety of teaching methods, including..."7. 学生活动：- "Students will be engaged in activities such as..."8. 教学媒体和教具：- "I will use various teaching aids and media, such as..."9. 课堂导入：- "To begin the lesson, I will start with a..."10. 课堂互动：- "Throughout the lesson, I will encourage student interaction through..."11. 课堂小结：- "Towards the end of the lesson, I will summarize the key points by..."12. 作业布置：- "As homework, students will be asked to..."13. 课后反思：- "After the lesson, I will reflect on the effectiveness of the teaching methods and..."14. 教学评价：- "The lesson will be evaluated based on students' performance in..."15. 结束语：- "I believe this lesson plan will be both engaging and informative for the students. Thank you for your attention."这些用语可以根据具体的教学内容和目标进行调整和补充，以确保说课稿的完整性和针对性。
英语说课术语汇总
目录一、英语说课常用教学术语 (2)二、英语教学术语 (3)三、英语教学法术语 (8)四、教学常用英语 (23)五、校园常用英语口语 (27)一、英语说课常用教学术语A. Brief introduction to the teaching material 教材分析教材分析 Teaching Tasks 教学任务教学任务Teaching contents 教学内容教学内容B. Teaching objectives; Teaching aims; Teaching goals 教学目标教学目标1. Language knowledge objectives 知识目标知识目标2. Language skills objectives 能力目标能力目标3. Emotion objectives 情感目标情感目标情感目标 C. Emphases and consolidation 重点与巩固重点与巩固 D. Difficulties and breakthrough 难点与突破难点与突破E. Ideas of language teaching 教学思想教学思想F. Teaching methods and teaching aids 教法教具教法教具G . Teaching process and distribution of time 教学过程与时间分配教学过程与时间分配 Teaching procedure 教学过程教学过程Teaching steps 教学环节教学环节（Warm up ）1. Presentation 2. Sample drills 3. Explanation to the linguistic points 4. Consolidation practice 5. Summary 6. Test 7. Homework 8. Distribution of time H. Layout of blackboard writing 板书板书Blackboard design 板书设计板书设计Whole class work 全班活动全班活动全班活动 Pair work 双人活动双人活动Group work 小组活动小组活动Learning strategies 学习策略学习策略After class reflection 课后反思课后反思课后反思 Description of students Junior 2 （45students ）Main structure Main vocabulary Visual aids Review Background information Optional activities and assignments Presentation Practice Production Pre-reading While-reading Post-reading Warming-up 热身活动；准备活动热身活动；准备活动Lead-in 导入导入二、英语教学术语1. Plans and objectives计划和目标aims and demands目的与要求目的与要求plan for the topic课题计划课题计划课题计划analysis of teaching materials教学分析教学分析教学分析main points重点重点difficult points (trouble spots)难点难点allocation of time时间分配时间分配lesson plan课时计划课时计划teaching objectives教学目标教学目标develop skills (in listening, speaking, reading and writing)培养/发展（听、说、读、写）技能写）技能2. Types and content of lesson课型和内容old(new) lesson旧（新）课旧（新）课revision/ review复习（课）复习（课）reading 阅读课阅读课dialogue对话课对话课listening 听力课听力课conversation会话（课）会话（课）(writing) precis（写）概要（写）概要composite lesson综合课综合课open class(demonstration lesson)公开课公开课公开课3. procedure程序introduction导言（课）导言（课）checkup/ checking检查检查(have) dictation（进行）听写（进行）听写listening to recording听录音听录音model reading (by the teacher) 范读，示范朗读范读，示范朗读read in chorus声朗读声朗读watching lantern-slides diagram在图/表中指示point to … in the chart/表中指示retelling (retell the story) 复述（故事）复述（故事）rewrite the paragraph 改写段落改写段落改写段落generalize , induce 概括、归纳概括、归纳概括、归纳row work一排（座位）同练一排（座位）同练pair work 结对儿练习结对儿练习group work 小组练习小组练习summing-up 总结总结4. Assignments and tests 作业与考查assign class work / homework 布置课内（外）作业布置课内（外）作业hand in / collect the homework 交（收）作业交（收）作业oral / written work 口头/书面作业书面作业quiz 随堂小测验随堂小测验(unit) test （单元）测验（单元）测验mid-term exam(ination) 期中考试期中考试term(inal) exam(ination) 学期考试学期考试make-up exam(ination) 补考补考sit for an exam(ination) （在）参加考试（在）参加考试mark the homework / paper 改作业/卷（给分）卷（给分）full marks 满分, A+ excellent (superior) 优，A(优减，A－) good 良，B normal/ fairly good /fair 中、尚好，C not good / bad 差，D fail 不及格, F 教学法流派：教学法流派：audio-lingual approach or aural-oral method听说法；听说法； cognitive approach认知法；认知法；compromise method 折中法；折中法；deductive method演绎法；演绎法；inductive method归纳法；归纳法；cramming method灌输法；灌输法；comparative method比较法；比较法；direct method直接法；直接法；discovery learning发现学习法；发现学习法；eclecticism优选法；优选法；grammar translation method语法翻译法；语法翻译法； language teaching methods语言教学法；语言教学法；the natural approach自然法（途径）；reading method阅读法；阅读法；silent way沉默法；沉默法；the communicative approach 交际法（途径）交际法（途径）；notion-al approach意念法；意念法；functional approach 功能法；功能法；comprehensive method综合法；综合法；situational method情景法；情景法；heuristic method of teaching启发式教学法；启发式教学法；启发式教学法；oral method口授法；口授法；didactics教授法教授法 ；audio-visual method视听法；视听法；suggestopoedia 暗示法；暗示法；activity method活动教学法；活动教学法；card system卡片教学法；卡片教学法；group training method分组训练方法；分组训练方法；computer aided instruction计算机辅助教学；计算机辅助教学；discussion method讨论教学法；讨论教学法；demonstration method演示法；演示法；Total Physi-cal Response全身反应法；全身反应法；Structural Method 结构法；结构法；Com-munity Language Learning 集体语言学习法；集体语言学习法；集体语言学习法；Zhang Sizhong’s Method of Foreign Language Teaching张思中外语教学法张思中外语教学法 Teaching grammar in situations情景法语法教学情景法语法教学情景法语法教学Teaching grammar by charts and diagrams用图表概括教语法用图表概括教语法Teaching grammar in sentence patterns结合句型教语法结合句型教语法Teaching of grammar by comparison比较法语法教学比较法语法教学比较法语法教学Teaching grammar in various ways多样化语法教学多样化语法教学Teaching grammar in a communicative way交际式语法教学交际式语法教学Teaching of grammar by inductive method归纳法语法教学归纳法语法教学Teaching of grammar by deductive method演绎法语法教学演绎法语法教学Teaching vocabulary in situations情境法词汇教学情境法词汇教学情境法词汇教学Teaching words in cultural context结合文化背景教单词结合文化背景教单词Teaching of sentence patterns句型教学句型教学句型教学Mechanical drills机械操练机械操练Meaningful drills意义操练意义操练Communicative drills交际性练习交际性练习Presenting patterns in situations情景呈现句型情景呈现句型情景呈现句型Presenting patterns by raising questions问题呈现句型问题呈现句型Presenting patterns by pictures看图呈现句型看图呈现句型看图呈现句型Presenting patterns by narration叙述呈现句型叙述呈现句型叙述呈现句型Presenting patterns through action动作表情呈现句型动作表情呈现句型动作表情呈现句型Pattern drills by imitation模仿式句型操练模仿式句型操练模仿式句型操练Pattern drills by substitution替换式句型操练替换式句型操练替换式句型操练Pattern drills by conversion转换式句型操练转换式句型操练转换式句型操练Teaching methods and classroom techniques教学方法与课堂技巧教学方法与课堂技巧Micro-teaching微型教学微型教学Teaching of pronunciation语音教学语音教学Teaching liaison连读教学连读教学Teaching words in sentence patterns利用句型教单词利用句型教单词Teaching vocabulary by comparison比较法教词汇比较法教词汇Teaching words by rules of word formation利用构词法教词汇利用构词法教词汇Goals/ objectives目标目标Aims目的目的Requirements要求要求Role of the English Teacher 英语教师的作用英语教师的作用Revision复习复习activator记忆激活者记忆激活者presentation呈现呈现demonstrator示范者示范者drill操练操练organizer or director组织者或指挥者组织者或指挥者practice 练习练习supervisor or monitor 监督者或监听者监督者或监听者监督者或监听者consolidation巩固巩固helper or marker帮手或记分员帮手或记分员能够实现的目标：achievable goals；理解检查：comprehension check；结伴学习：cooperating with others；手段：device；自我测评：evaluating one’s learning ；细读：full reading ；功能词：function word；基本思路：general tendency；小组活动：group work；分类聚词：grouping；圈划重点：highlighting；；明确目的；identifying the purpose of a language task输入假设：input theory；内省法：introspection；以学生为中心：learner-centered；学习策略：learning strategy；逻辑思维：logical thinking；排除焦虑：lowing one’s anxiety；记忆策略：memory strategy；误解misunderstanding；需要分析：needs analysis；观察（法）：observation；口头报告：oral report；片面理解：partial understanding；解决问题：problem-solving；步骤：procedure；有目的的听说读写purposeful listening/ speaking/ reading/ writing；规则演绎：reasoning deductively；现场记录：recording ；查阅：scanning；争取机会：seeking practice opportunities；自选话题：selecting the topic；自我意识：self-awareness；自我评价：self evaluating；社交策略：social strategy；列单式笔记：shopping list note form；提要式笔记：standard outline note form；有声思维：think aloud 三、英语教学法术语Aachievement test 成绩测试成绩测试acquisition 习得，语言习得习得，语言习得acquisition 语言习得顺序语言习得顺序active mastery 积极掌握积极掌握active vocabulary 积极词汇，主动词汇积极词汇，主动词汇 affective filtering 情感筛选情感筛选aim,objective 目的，目标目的，目标analysis of errors 错误分析错误分析错误分析analytic approach 分析教学法，分析法分析教学法，分析法 analytical reading 分析性阅读分析性阅读application to practice 运用于实践运用于实践运用于实践applied linguistics 应用语言学应用语言学approach 教学路子教学路子aptitude test 能力倾向测验能力倾向测验Army method 陆军法陆军法associative learning 联想性学习联想性学习auditory discrimination 辨音能力辨音能力auditory feedback 听觉反馈听觉反馈auditory memory 听觉记忆听觉记忆auditory perception 听觉听觉audio-lingual method 听说法听说法audio-visual method 视听法视听法aural-oral approach 听说教学法，听说法听说教学法，听说法 aural-oral method 听说法听说法Bbasic knowledge 基本知识基本知识basic principle 基本原则基本原则basic theory 基本理论基本理论basic training 基本训练基本训练basic vocabulary 基本词汇基本词汇behaviourism 行为主义行为主义bilingual 双语的双语的bilingual education 双语教育双语教育blank filling 填空填空Cchain drill 链式操练，连锁操练链式操练，连锁操练choral repetition 齐声照读，齐声仿读齐声照读，齐声仿读class management 课常管理课常管理classroom interaction 课常应对课常应对cloze 完形填空完形填空cognitive approach 认知法认知法common core 语言的共同核心，语言共核语言的共同核心，语言共核communicative drill 交际性操练交际性操练communicative exercise 交际练习交际练习communicative langunge teaching 交际派语言教学法，交际教学法交际派语言教学法，交际教学法community language learning 集体语言学习法集体语言学习法集体语言学习法comparative method 比较法比较法communicative approach 交际法交际法comprehensible input 不难理解的输入不难理解的输入comprehensive method 综合法综合法computer-managed instruction 计算机管理教学计算机管理教学concord and coordination 默契与配合默契与配合默契与配合console 控制台控制台consonant cluster 辅音连缀辅音连缀context 上下文上下文controlled composition 控制性作文控制性作文course density 课堂密度课堂密度course design 课程设计课程设计cramming method 灌输式灌输式cue word 提示词提示词curriculum 课程，教学大纲课程，教学大纲curriculum development 课程编制，课程设计课程编制，课程设计 cultrual objective,aim 教养目的教养目的cclical approach 循环教学法，循环法循环教学法，循环法Ddeductive learning 演绎性学习演绎性学习deductive method 演绎法演绎法delayed auditory feedback 延缓听觉反馈延缓听觉反馈延缓听觉反馈demonstration 演示演示demonstration lesson 示范教学示范教学describe a picture in writing 看图说话看图说话 describe a picture orally 描写语言学描写语言学 diagram 图解图解diagnostic test 诊断性测验诊断性测验dicto-comp 听写作文听写作文direct application 直接应用直接应用direct comprehension 直接理解直接理解direct learning 直接学习直接学习direct method 直接教学法直接教学法Eeducational objective, aim 教育目的教育目的教育目的EFL 英语作为外语英语作为外语English as a Foreign Language 英语作为外语英语作为外语English as an International Language 英语作为国际语言英语作为国际语言English environment 英语环境英语环境English for Academic Purposes 学术英语学术英语English for general prupose 普通英语普通英语English for General Purposes 通用英语通用英语English for specific purposes 专用英语专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语供非英语民族使用的英语English medium school 英语授课学校英语授课学校英语授课学校English teaching;teaching English 英语教学英语教学英语教学WSD（English as a Second Dialect） 英语作为第二方言英语作为第二方言WSL（English as a Second Language） 英语作为第二语言英语作为第二语言ESL Programme（English as a Second Language Programme） 英语（第二语言）教程英语（第二语言）教程ESP（English for Special Purposes） 专用英语专用英语EST（English for Science and Technology） 科技英语科技英语evaluation 评语，评价评语，评价examination 考试考试examination question 考题考题experimental method 实验法实验法extensive reading 泛读泛读external speech 外语言语外语言语extra-curiculum activity 课外活动课外活动extra-curriculum club,group 课外小组课外小组Ffacial expression 面部表情面部表情feedbace 反馈反馈film projector 电影放映机电影放映机filmstrip 电影胶片电影胶片final stage 高级阶段高级阶段first language 第一语言，母语第一语言，母语formative evaluation 自由作文自由作文free practice 自由练习自由练习frequency of word 词的频率词的频率词的频率al approach 功能法功能法al syllabus 功能派教学大纲功能派教学大纲Ggeneral linguistics 普通语言学普通语言学gestalt style 格式塔式（学习），整体式（学习）gesture 手势手势getting students ready for class 组织教学组织教学 global learning 整体式学习，囫囵吞枣式学习global question 综合性问题综合性问题gradation 级进法，分级递升法级进法，分级递升法graded direct method 循序直接法循序直接法循序直接法grading 级进法，分级递升法；评分grammar lesson 语法课语法课grammar method 语法法语法法grammar translation method 语法翻译法语法翻译法语法翻译法grammatical analysis 语法分析语法分析group reading 集体朗读集体朗读group training 集体练习集体练习guided composition 引导性作文引导性作文Hheuristic method of teaching 启发式教学法启发式教学法 heurstics 启发法；探索法启发法；探索法humanistic approach 人本主义教学法人本主义教学法Iidealism 唯心主义唯心主义imitatiom 模仿模仿immersion programme 沉浸式教学沉浸式教学 imparting knowledge 传授知识传授知识 incomplete plosive 不完全爆破不完全爆破 independent composition 独立作文独立作文 individualized instruction 个别教学个别教学 individual training 个别练习个别练习inductive learning 归纳性学习归纳性学习inductive method 归纳法归纳法inflection,inflexion 词形变化词形变化 information,processing 信息处理信息处理initial beginning stage 初级阶段初级阶段初级阶段inner speech 内语言语内语言语in-service training 在职培训在职培训 instructional objective 语言教学目标语言教学目标 integrative teaching 综合教学综合教学 integrated approach 综合教学法，综合法综合教学法，综合法 intelligent memory 理解性记忆理解性记忆 language training 强化教学强化教学intensive training 精读精读intermediate stage 中级阶段中级阶段 interpretation 头口翻译头口翻译International Phonetic Alphabet 国际音标国际音标国际音标Jjuncture 连读，音渡连读，音渡junior high school 初级中学初级中学初级中学junior school 初级学校初级学校junior sceondary school 初级中等学校初级中等学校初级中等学校junior-senior high school 初高中初高中初高中junior technical college(or school) 初级职业学院（或学校）初级职业学院（或学校） junior year 大学三年级大学三年级Kkey words 基本词，关键字基本词，关键字kinesics 身势语，身势学身势语，身势学kinesthetic memory 动觉记忆动觉记忆knowledge 知识知识knowledge structure 知识结构知识结构Llanguage acquisition 语言习得语言习得language acquisition device 语言习得机制语言习得机制语言习得机制language arts 语言技能语言技能language competence,or knowledge 语言知识语言知识语言知识language learning capability 语言学习能力语言学习能力语言学习能力language laboratory;lab 语言实验室语言实验室language leaning capacity 语言学习能力语言学习能力语言学习能力language pedagogy 语言教育语言教育language performance 语言行为语言行为language program design 语言课程设计语言课程设计语言课程设计language test 语言测试语言测试learning by deduction 演绎性学习演绎性学习演绎性学习learning by induction 归纳性学习归纳性学习归纳性学习learning process 学习过程学习过程learning style 学习方式学习方式lesson conducting 教课教课lesson plan 课时计划，教案课时计划，教案lesson preparation 备课备课lesson type 课型课型linguistics 语言学语言学linguistic competence 语言能力语言能力linguistic method 口语领先教学法口语领先教学法living language 活的语言活的语言long-term memory 长期记忆长期记忆look-and-say method 看图说话法看图说话法Mmeaningful drill 有意义的操练有意义的操练neabubgful exercise 有意义的练习有意义的练习 meaningful learning 理解性学习理解性学习means of teaching 教学手段教学手段教学手段mechanical drill 机械操练机械操练mechanical exercise 机械练习机械练习mechanical memory 机械记忆机械记忆mechanical translation 机器翻译机器翻译medium of instruction 教学媒介语，教学语言教学媒介语，教学语言教学媒介语，教学语言memory 记忆，记忆力记忆，记忆力memory span 记忆幅度记忆幅度memorizing 用记记住用记记住method 方法方法methodology of teaching 教学法教学法教学法methodology of teaching English 英语教学法英语教学法 micro-teaching 微型教学微型教学mim-mem method 模仿—记忆法记忆法minimal pair 最小对立体（一种辨音练习）modeling 示范教学示范教学modern equipment 现代化设备现代化设备modern language 现代语言现代语言monitor hypothesis 语言监控说语言监控说mother tongue 母语母语motivation 引起动机引起动机Nnative language 本族语本族语natural approach 自然教学法，自然法自然教学法，自然法 natural method 自然法自然法needs analysis 需要分析需要分析new lesson 新课新课nine-pile grading 九堆法九堆法notional approach 意念法意念法notional-al syllabus 意念-功能派教学大纲功能派教学大纲 notional syllabus 意念大纲、意念派教学大纲意念大纲、意念派教学大纲 Oobservation lesson 观摩教学观摩教学objective 教学目标教学目标optimum age hypothesis 学习最佳年龄说学习最佳年龄说学习最佳年龄说operating principle 操作原则操作原则oral approach 口语教学法，口语法口语教学法，口语法oral exercise 口语练习口语练习oral method 口授法口授法oral reading 朗读朗读order of acquisition 语言习得顺序语言习得顺序语言习得顺序organization of teaching materials 教材组织教材组织 organs of speech 发音器官发音器官发音器官outside reading 课外阅读课外阅读Over learning 过量学习过量学习Ppaired-associate learning 配对联想学习法配对联想学习法 pair work 双人作业，双人练习双人作业，双人练习passive vocabulary 消极词汇消极词汇pattern drill 句型操练句型操练pattern practice 句型练习句型练习pedagogical grammar 教学语法教学语法 pedagogy 教育法教育法peer teaching 同学互教同学互教penmanship handwriting 书法书法 perception 知觉知觉performance objective 语言实践目标语言实践目标 personality 个性个性philosophy 哲学哲学phoneme 音素音素phonetics 语音法语音法phonetic method 按字母音值拼读法按字母音值拼读法 phonology 音位学音位学picture 图画图画placement test 分班测验分班测验plateau of learning 学习高原学习高原学习高原practical objective 实用目的实用目的practice effect 练习效应练习效应practice of teaching 教学实践教学实践教学实践presentation of new materials 提出新材料提出新材料 pre-teaching 预教预教primary of speech 口语领先口语领先口语领先principle of communication 交际性原则交际性原则交际性原则principle of teaching 教学原则教学原则教学原则problem solving 习题解答习题解答production stage 活用阶段，产出阶段活用阶段，产出阶段 productive exercise 活用练习活用练习productive mastery 活用掌握活用掌握productive vocabulary 活用词汇活用词汇proficiency 熟练熟练program designing 课程设计课程设计psycho-linguistics 心理语言学心理语言学psychological method 心理法心理法Qqualified teacher 合格教师合格教师question band 试题库试题库questionnaire 调查问卷调查问卷questions 提问提问Rrapid reading 快速阅读，快读快速阅读，快读rate of reading 阅读速度阅读速度阅读速度readability 易读性易读性read by turns 轮读轮读轮读reading 阅读阅读reading lesson 阅读课阅读课reading method 阅读法阅读法reading speed 阅读速度阅读速度reading vocabulary 阅读词汇，阅读词汇量阅读词汇，阅读词汇量 receptive language knowledge 接受性语言知识接受性语言知识接受性语言知识receptive vocabulary 领会词汇领会词汇reformed method 改良法改良法regression 回看，重读回看，重读reinforcement 巩固巩固reinforcement lesson 巩固课巩固课repetition drill 复述操练复述操练repetition-stage 仿照阶段仿照阶段response 反应反应retelling 复述复述retention 记忆记忆review;revision 复习复习review（revise）and check up 复习检查复习检查复习检查review（revision）lesson 复习课复习课 rewriting 改写改写rhythm 节奏节奏role-play 扮演角色扮演角色rote learning 强记学习法，死记硬背强记学习法，死记硬背Sscanning 查阅，扫瞄查阅，扫瞄school practice 教学实习教学实习scientific way of thinking 科学的思想方法科学的思想方法 second language 第二语言第二语言segment 音段，切分成分音段，切分成分semantics 语义学语义学seminar 课堂讨论课堂讨论sentence completion 完成句子完成句子short-term memory 短期记忆短期记忆sight vocabulary 一见即懂的词汇一见即懂的词汇silent reading 默读默读silent way 沉默法，静授法沉默法，静授法 simplification 简写简写simplified reader 简写读本简写读本simulation 模拟，模拟性课堂活动模拟，模拟性课堂活动simultaneous interpretation 同声翻译同声翻译situational method 情景法情景法situational language teaching 情景派语言教学法，情景教学法情景派语言教学法，情景教学法situational method 情景教学法情景教学法situational syllabus 情景派教学大纲情景派教学大纲situation reinforcement 情景强化法情景强化法skimming 略读，济览略读，济览slide 幻灯片幻灯片slide projector 幻灯片幻灯片socialized speech 社会化言语社会化言语socio-linguistics 社会语言学社会语言学soft ware 软件软件speech disorder 言语缺陷言语缺陷speech pathology 言语病理学言语病理学speech perception 言语知觉言语知觉speech reading 唇读法唇读法speed reading 快速阅读，快读快速阅读，快读speelling 正字法正字法spiral approach 螺旋式教学法，螺旋法螺旋式教学法，螺旋法spoken language 口语口语stage of teaching 教学阶段教学阶段教学阶段stick drawing;mathch drawing 简笔画简笔画简笔画stimulus and response 刺激与反应刺激与反应刺激与反应stress accent 重音，重读重音，重读structuralism 结构主义（语言学）结构主义（语言学）structural method 结构法结构法student-centered 学生中心学生中心student-centered learning 学生为主学习法学生为主学习法student teacher 实习教师实习教师student teaching 教育实习教育实习submersion programme 沉浸式教程沉浸式教程substitution 替换替换substitution table 替换表替换表subvocal reading 默读默读suggestopaedia 暗示教学法暗示教学法syllabus 教学大纲教学大纲syllabus design 教学大纲设计教学大纲设计syllabus for middle school English 中学英语教学大纲中学英语教学大纲 synthetic approach 综合性教学法，综合法综合性教学法，综合法 synthetical reading 综合性阅读综合性阅读Ttarget language 目的语，译文语言目的语，译文语言teacher’s book 教师用书教师用书teacher’s manual 教师手册教师手册teaching experience 教学经验教学经验teaching objective,aim 教学目的教学目的teaching procedure 教学过程教学过程teaching tools;property 教具教具teaching words in isolation 孤立教单词孤立教单词theory of teaching 教学理论教学理论教学理论TEFL 英语（外语）教学英语（外语）教学TESL 英语（第二语言）教学英语（第二语言）教学TESOL 对非英语民族教英语对非英语民族教英语time allotment 时间分配时间分配total physical response method 整体动作反应法整体动作反应法 transformation drill 转换操练转换操练translation method 翻译法翻译法transformational generative grammar 转化生成语法转化生成语法转化生成语法Uunconscious 潜意识潜意识underclassman 低年级学生低年级学生undergraduate 大学本科生大学本科生undergraduate course 大学本科课程大学本科课程 undergraduate school 大学本科学院大学本科学院 undergraduate special 大学特殊课程大学特殊课程unified studied 统一课程统一课程university high school 大学附属中学大学附属中学大学附属中学university of the air 广播电视大学广播电视大学updating courses/training 现代化课程/训练训练 upgrading courses/training 进修课程/训练训练 upperclassman 高年级学生高年级学生use and usage 使用和用法使用和用法使用和用法四、教学常用英语常见的语法术语摘要1.名词名词 noun 动词动词 verb 形容词形容词 adjective 数词数词 numeral 代词代词 pronoun 2.介词介词 preposition 副词副词 adverb 连词连词 conjunction 冠词冠词 article 感叹词感叹词 interjection 3.结构：structure 简单句简单句 simple sentences 并列句并列句 compound sentences 4.复合句复合句 complex sentences 倒装句倒装句 inverted sentences 省略句省略句 elliptical sentences 5. 陈述句陈述句 declarative sentences 疑问句疑问句 interrogative sentences 6. 祈使句祈使句 imperative sentences 感叹句感叹句 exclamatory sentences 7. 否定句否定句 negative sentences 被动句被动句 passive sentences 8. 虚拟语气句虚拟语气句 subjunctive sentences 同义句同义句 synonymous sentences 9. 歧义句歧义句 ambiguous sentences 委婉句委婉句 euphemisms 强调句强调句 emphasis 10. 疑难句疑难句 difficult sentences 叙述句叙述句 narrative sentences 说明句说明句 expository sentences 11. 议论句议论句 argumentative sentences 人物描写句人物描写句 descriptive sentences of people 12. 动作描写句：descriptive sentences of actions 13. 环境描写句环境描写句 descriptive sentences of environment 14. 日常口语句日常口语句 sentences for everyday talk 15. 实用情景句实用情景句 sentences of actual situations 16. 课堂教学句课堂教学句 sentences of classroom teaching 17. 名人语句名人语句 quotations 格言句格言句 maxims 谚语句谚语句 proverbs 18. 状语状语 adverbial 补语补语 complement 宾语宾语 object 宾语补助语宾语补助语 objective complement 19. 表语表语 predicative 主语主语 subject 谓语谓语 predicate 谓语动词谓语动词 finite verb 20. 非谓语动词非谓语动词 non-finite verb 情态动词情态动词 modal verb 21. 并列并列 coordination 选择选择 alternative 转折转折 transition 对比对比 contrast 22. 原因原因 cause 结果结果 effect 解释解释 explanation 23. 动词时态动词时态 verb tenses 24. 一般现在时一般现在时 simple present (tense) 25. 一般过去时一般过去时 simple past (tense) 一般将来时一般将来时 simple future (tense) 26. 过去将来时过去将来时 future (tense) in the past 现在完成时现在完成时 present perfect (tense) 27. 过去完成时过去完成时 past perfect (tense) 将来完成时将来完成时 future perfect (tense) 28. 现在进行时现在进行时 present continuous (tense) 过去进行时过去进行时 past continuous (tense) 29. 将来进行时将来进行时 future continuous (tense) 30. 现在完成进行时现在完成进行时 present perfect continuous (tense) 31. 主句主句 main clause 从句从句 subordinate clause 32. 限定性定语从句限定性定语从句 restrictive attributive clause 33. 非限定性定语从句非限定性定语从句 non-restrictive attributive clause 34. 宾语从句宾语从句 object clause 壮语从句壮语从句 adverbial clause 主语从句主语从句 subject clause 35. 表语从句表语从句 predicative clause 同位语从句同位语从句 appositive clause 36. 双重复合句双重复合句 double complex sentences 37. 多重复合句多重复合句 multiple complex sentences 38. 插入语插入语 parenthesis 39. IT 引导的句子引导的句子 IT sentences 40. THERE 引导句引导句 THERE sentences 。
高中英语课堂授课教师用语
高中英语课堂授课教师用语课堂常规用语一、打招呼(GreetingsGood morning,class.Good afternoon,class 4.Good morning,everybody.Good afternoon,everyone.Good morning,boys and girls.Good afternoon,children.How are you all today?Are you all well this morning?打招呼之后,可以增加一两句(Beginning a chatWell,did you have a good weekend?Well,did you enjoy the holiday?Well,what did you do yesterday evening?Tell me what you did at the weekend?谈谈学生衣着发型也可以:Oh,you\'ve got a new dress on.It\'s very nice.Oh,you\'ve got a new hair style.二、考勤(Checking attendance1.点名Right!I\'m going to call the row.OK!Listen while I call your names.Now!I\'ll take the register.Quiet now,please.Listen while I see if you\'re all here.2.问缺席情况Now!Let\'s see who\'s absent.Right!Let\'s see if anyone\'s away.Is anybody absent?Is everybody here?3.关照新生Oh,are you new?OK,are you a pupil?You have just come to this class(school,haven\'t you?Where do you come from? What\'s your name?Do you like the school?Welcome to our class.4.谈缺勤原因Where\'s Wang Hai?Does anyone know where Li is?Can anyone tell me where Liu has gone?Who knows when he will be back?Han Meimei is ill today,isn\'t she?5.关照病愈者You were absent for three lessons last week.Did you catch a cold?Oh,I\'m sorry.You\'ll catch up l won\'t you?Don\'t worry.You\'ve been absent for days,haven\'t you?You were away last lesson,weren\'t you?\'What was the matter?Why were you away?Are you better?How are you feeling now?Do you feel better?Well,Jane,ask your friends to help you.OK,you\'d better ask your neighbour to tell you what we\'ve e and see me aft er the lesson,OK?三.介绍Now,let me introduce myself.I\'ll just tell you a bit about myself.My name is...,spelt...I\'ve been teaching in the school for 1O years.I come from Shanghai.I worked for a newspaper until last year.And what about you?Will you introduce yourselves?四.开始谈话T:I went to the Summer Palace(引出话题Yesterday.Did any of you go?No?...Well,(无人回答,问某一学生What did you do,-..er...Zhang Hong.Zhang:...er...I-.-er.-.in home.(学生响应断断续续T:Oh,you stayed at home.(“搭救“说话的学生Zhang:Yes,I stay at home.T:OK,you stayed at home.(暗中纠正时态What did you do then?Zhang:...T:Oh,you watched television 9 didn\'t you?Which programme?(继续问下去困难,可就此打住有关用语还有:Tell me what you did 1ast night.Will you te11 me a bit about your weekend?Could you tell us more about the programme?How did you like yesterday\'s party?五.建议(SuggestingLet\'s go through the text.Could you open your textbook and find Ex.5 on page 45?Could you take out the cards?Will you all think of some questions to ask each other?Will you get together in groups and discuss the idea?Try to think it out for yourself.Let\'s work out how you could plan your piece of writing.Now you\'ve answered all the questions in full.You need to say a bit more about that. You\'d better get that right.六.提起注意(Directing students\'attentionQuiet,now,please.Let\'s work in pairs.Will you face the people in front of you?Fine.Look again carefully.Are you ready to listen?Are you all listening?OK,then.Now then something new!Let\'s change the topic.That was quite good,let\'s do it once more.七.请求(Making polite requestsCould you possibly plug the cassette player in for me?Can you check the tch is on?Will you go and fetch some chalk?Will you find the wall charts?Has anybody seen the stick/tape/drawing pins?Please could you put it up here?Please would you mind cleaning the board?八.指导(Giving instructions1.纠正语音You\'d better listen again.Will you listen carefully?Now listen to the sound[a:].Not[a],like this-you try.Don\'t forget it\'s[[]not[a]in and.Now listen.There\'s something different,What\'s different?Listen.2.启发思路Suppose a friend needs advice on the subject-You could agree with the other person and say something else. You may ask the reason.Shal1 1 demonstrate?Keep to the same pattern,~OK?What do you think the author will say next?I\'ll give you a cue.It\'s something to do with-.Let me give you some help.When did the man use the word?3.介绍方法You\'d better put them together-Ask each other questions to find out what is different.Look at the sentence before and see if you can guess.You sort out these sentences,then copy them,taking care withcapital letters.You fill the blanks in these sentences,then write them neatly.4.示范动作Look at what I\'m doing.You may do as I do.Please look at my mouth,like this-.九宣告(Announcements1.宣布教学计划Today we\'re going to do three main things.First l I\'m going to introduce a few new words about weather.Then you\'re going to wr ite a dialogue and act it out.After that,we are going to learn a new song.2.宣布某些事项I have something to tell you before you go.There\'s a club meeting on Saturday.If you want to attend it,please write your name on this piece of paper.3.宣布教学项目Well,now,we\'re going to practise a short dialogue.l want to introduce to you a new programme now.十.解释(ExplainingListen to me and I\'ll explain the meaning of the word.Let me use the picture to show its meaning.The word ends in\'tion\'so it must be a noun-Let\'s see if you can guess.I\'ll give you an example:-.We can use this sentence to express-.What does it mean in the context?It\'s clear that the man used it to blame the boy.Look at the picture here-The man is standing by the window.Perhaps he is interested in What is happening in the street.What might happen in a few minutes?The boy is getting angry with Mary.There are three people sitting by the river.They are looking at the ship.The ship is very beautiful.十一.禁止(ForbiddingT:OK t everybody.Quiet now please!No more talking.Wang Hai,stop chatting now.And you,Li Guang!Whose turn is it?S:It\'s my turn.(教学继续进行......No talking!No chattingStop making a noise.Without disturbing the others.No more shouting!客气一些:Please will you stop interrupting the others JWould you mind not whispering?严重一些:There\'ll be trouble if you go on disturbing the others\'I\'ll report you to Miss Zhou if you go on being silly!更严重些:You shouldn\'t behave(be behaving like that!Why are you passing notes?You can\'t copy!Do it on your own!No dreaming1 Wake up!-Stop turning round!训练中禁止No writing while I\'m talking.Don\'t move your lips while(you\'re reading.No,Wang Hai,that\'s not the way to learn English properly\'No,Han Meimei,it\'s not good to do pair practice like that-You\'re doing it the wrong way.十二.指命(Issuing a commandBy yourself.This is practice for the exam.Books closed.Back into groups,each person can say it in turn.You work in twos with two pictures.Silence.Quiet please.Stop now.Watch how I write it.Watch how to do it.Now,turn round,face the back without looking at the board.十三.警告(WarningCareful.This is a hard sentence-Don\'t forget to write neatly.Make sure your spaces between words are clear.See that your\'U\'s are different from your\'v\'s.Copy them taking care with spelling.Watch your punctuation.十四、评价(EvaluatingWonderful!Good!Very good JThat was good.Not bad-Well done.That was a little better,but...That\'s much better,but you forgot something when you pronounced Don\'t you think yo u have made a little progress?Nearly right,but you\'d better...That was not quite right,you didn\'t...That doesn\'t sound very good.Not really!/Not quite!/Watch me and I\'ll show you.教学过程用语作者:佚名课堂过程用语一、开始课堂教学(Beginning the lessonNow,who can remember what we did last lesson?Well,can any of you tell me what we practised last time?OK,l want a student to tell us what we learned/read about/used last lesson.Remember?Do you remember these pictures?We used the pictures and the cards,didn\'t we?We practised a talk about sports,right?Let\'s go over it again.Let\'s read the sentences once more.What about having another practice?How about revising them once more?二、宣布教学计划(Announcing the teaching pIanfirst/first of all/and then/later(on/after that/finally/by the end of-.-etc.one..../two.../three.../four..\'Practise a dialogueLearn something nowDo some read ing/w rit ing/note tak ingHave some conversation practiceDo some role playin a few minutes/half way through the lesson/when we\'ve finished.../near the end of the lesson/at the end of the lessonif we have enough time/if time permits/if there\'s time/perhaps we may spend a few mi nutes on...By the end of the lesson you\'ll be able to talk about agreements and disagreements.You\'ll have learnt how to give people advice.You\'ll have had practice in writing a letter asking for help.You\'ll be able to use the present perfect tense for checking up.三、组织课堂教学(Gettin g organizedWould you move your chairs in(up,back,etc.?Could you three move your desks forward l please?Will you both move your table this way please?Would you mind straightening the chairs please?Do you mind moving back a bit?Will you make a bigger space here?Could you possibl y arrange yourselves to make a group of 3(4,6,8,etc.?If you could arrange yourselves to form a group of 5.-.Please would you arrange your chairs in 3(4,5 t etc-?Would you find the handouts we were using last week please?Could you get out the polycopies you had last time please?Will you take out the worksheets you began yesterday please?Let\'s find the passage we were reading last lesson.Put your other books away,please.No others!That\'s all.We don\'t need these pictures.Will you put them away?Not that book.The other one.Yes,the red one.Ready!Now we can start.Haven\'t you brought yours?Well,you\'ll have to share with your neighbour.Have you lost yours?Well,you may share with Li Lei.Haven\'t you got yours?Forgotten?Well,you should use mine,but don\'t forget next time.I have some papers to give out now.I have some new books to give out today.Here are some worksheets to hand round.Will you please give these sheets out,Han Mei?Thanks.Please pass these papers back(round,along,please.Take one and(then pass them on.They\'re for you to keep.You may have them to keep.I want the materials back please.I want them back at the end of the lesson.You must give them in again,so please don\'t write on them.OK?Please can you clean t he blackboard/the whiteboard/the board?Would you mind cleaning the board,please?Just clean this half.Leave that section.We still need this part.Just clean that bit.Don\'t clean that side.Not this hit.Only that part.Just that section.Thank you very much.Could you clean the top left-hand corner,please?Will you clean the bottom right-hand corner,please?Please rub of f the yellow words on the left at the top-Would you please rub off the drawings on the right at the bottom?Rub everything off,please-Leave this on,please.四、举例(Giving examples1.以速度区分You should use-ing form here,like...(入慢速度I love playing football.2.以重复来区分You will have to use\'but\'when you express this idea,now listen tothe sentence:\'I lovemming but I don\'t likemming in winter.\'(停顿,再读一遍3.以重读来区分We ought to use the form\'have done...\'such as(加强重点部位的读音力度\'Have you fini shed that job yet?\'4.以手势来区分五、谈论课堂环境(taking about physical conditionsDon\'t you think it\'s too hot in here?Isn\'t it rather cold in here?Please can you turn the fan on?Would you mindtching the air condition or on?Then we\'ll be ableto keep cool.I\'m afraid it\'s too dark in here.Can you work alright?Can you see alright?Don\'t we need that light(s on?Wi1l you open the shutters?Oh,it\'s much too untidy for us to study in.Please tidy up,will you?Please would you go and ask someone to fix the light?Will you fetch someone to see to the cooler?.六、使用教学工具与设备(Using aids and instrumentsWill you fetch the wall charts of Lesson 65?Can you bring me those sets of flash cards of\'food and drink\'?We need a flannel board.Now,I\'ve got some folders of cue cards.Please could you stick the picture up here?Let\'s find the sticky tape to fix the chart up.Is that alright?Straight?High enough?Can you all see it?Wil1 you give me the scissors?They are to cut these out with.Will you take them down?I\'m going to collect the cards in now and put them away.--作者:baidu--发布时间:2005-2-28 10:45:45--七、使用电教设备(Using electrical equipmentWill you possibly plug the tape recorder in for me?Oh dear.It\'s too loud,what must you do then?(S:Well,I have to turn the volume down.I\'m afraid it\'s not loud enough.You\'d better turn it up a bit.What\'s wrong with the re corder?Will you check the plug is in/the switch is on/the mains supply?It won\'t work.Can you check the plug is in?I can\'t get it to work.Now,wait a minute.Let\'s find the right place on the tape.Shall we go back and play it again?Did you catch that?That seemed to be a bit fast-We\'l1 go back and listen again,Ready?Check it is rewound,back to the start.Wind the tape on to the empty spool.Set the counter to O00 at the beginning of the tape.T:Now,let\'s talk about some pictures.We\'ll need the O.H.P.,that is,the overhead projector.Do you know how to make it work?(教师指引出投影仪的英文名称S:Electricity.,T:Well,do l need to switch it on first or plug it in?Ss:Plug in.T:Plug it in,good.Can you say that?Come on!You have...everyone.Ss:You have to plug it in-T:Good l Well,l\'ve plugged it in.Now what?Ss:er-..You have to switch it...T:Switch it on t on Everyone!You have...Ss:You have to switch it on.T:That\'s it.Now I\'ll adjust the mirrors...oh dear,the picture\'s upside down!How silly! lt\'s too bright\'It\'s not bright enough.It\'s not clear enough.It\'s out of focus.Let\'s adjust the focus.八进行分组活动(Dividing the class up(1 Choral(2 Individuals(3 Teams(4 PairsI want all of you to answer the questions.(ChoralI\'d like just one person to continue the sentence.(IndividualI want this part to correct the sentence.(TeamNow let\'s play the dialogue out in pairs.(PairFor this,I\'m going to divide you down the middle.Now I\'ll divide you in half.Whose go is it?Not yours-You be quick!It\'s group 6 first.Now you.Quickly!That\'s it.It\'s your turn second.It\'s their go third.We\'ll score on the board and we\'ll see which team wins.I want you to work in groups.In fours./In groups of four\'Turn round and face your neighbour.You haven\'t anyone to work with,have you?What about joining in with them?九、布置作业(Setting homeworkAt home tonight,practise the exercise on page 9.At home this evening,not now,revise this dialogue.You are going to compose a piece of writing about today\'s topic in your notebooks an d give it intomorrow morning.For homework,l want you to finish this piece of work.Before next lesson you must go over what we\'ve just learnt from unit 12.It must be done by next lesson.The piece of writing must be completed by next time I see you/this time next week.十结束课堂教学(Ending the lessonOne or two more minutes,just complete the task you\'re doing and then we\'ll stop-.Now time is up.We\'ll stop now.You\'ve done enough of that/enough practice at that- Most of you have done that better than last time.I want to collect your papers now please.I\'d like to take in your last lot of homework.Please will you give it/pass it up to the end of the row?Put your work on my desk as you leave.Thank you,everyone.Well done.Could you see all the library books are returned,everyone,please?Before you all leave,wo uld you check that all the books are put away?Li Ming,it\'s your job today to clean the board/collect the readers in/make sure it\'s all t idy forthe next class.I have some announcements to make be fore you go.Could you listen,please?。
全英授课英语课堂用语
全英授课英语课堂用语上课用语1.Class begins.2.XXX to page…3.Let’s come to Unit 3.4.XXX.6.Follow me.7.Let’s play a game, ok、8.Are you ready? (Yes./No)9.Exchange.10.Speak loudly! Ok?e here! Go back!e on.13.Everybody here, stand up.14.Look at me.15.Who would like to have a try? (Me, me, me, let me try.)16.Try it again. (Again)17.It’s your turn. (You, please.)18.Let’s read it one by one. (group by group/line by line/row by row.)课堂表扬用语1.Good!2.Very good!3.Excellent4.You are very smart.5.Well down!6.Terrific!7.XXX!8.Wonderful! Wonderful!9.Good! Good! Very good!上课流程讲解Step 1: Greetings (全方位的与学生举行互动打号召问候)Step 2: Warm up (可用歌曲游戏等举行热身，匡助孩子尽快进入教室进修)Step 3: Revision (温前次的讲授内容)Step 4: New lesson (对本次课新课内容，导入-新授-仿照-练-输出-应用)Step 5: Summary (总结)Step 6: XXX.Greetings用语：1.Hello! / Hi!2.XXX.Welcome back to school.4.Long time no see.5.How nice to see you again.6.How are you？7.How are things with you, John.8.How’s it going?Check on the attendance点名 1.Let me call your name.2.Who’s on duty today？3.Is everybody here?4.Who is not here?5.Where is he/she?e in please.Begin class用语1.Let’s begin our class.2.Let’s XXX now.3.Are you ready for the class?4.Let’s begin.Warm up, XXX1.Let’s warm up.2.First, let’s do some review.3.First, let’s review.4.Let’XXX what we have learned in last class.5.Let’s start our class.6.Let’s begin a/our new lesson.7.Now we are going to learn something different/new.Issuing a command1.Follow me, please.after me.3.Once more! Again please.4.Please come here/ to the front/ to the backboard.5.Please go back to your seat.6.Say it in English, please.Request1.Pardon?2.Please say it again loudly!3.Could you please try again?4.Could you please try the next one、5.Again please.6.XXX.Directing attention1.Ready. Go!2.Are you ready?3.Are you clear？4.Do you understand?5.Did you get there？6.Any volunteers?7.Do you know what to do？Class activities1.All together! XXX!2.Practice in groups!3.Get into groups of three/four/two.4.Practice in pairs.5.XXX’s do it one by one.7.Now, please. It’s your turn.Encouragee on!2.Be a man.3.You can do it.4.I’m sure you can do it well.5.Can you try it?6.Try please! Try your best!7.Don’t be afraid/shy!8.It’XXX.9.Think it over and try it again.Summary1.Let’s summarize what we have learnt.2.Let’s make a summary.3.Today we have learnt…4.Before we finish the class, let’s summarize.Setting homework1.For today’s each word XXX.Dismissing class1.Time is up.2.XXX ringing.3.There is the bell.4.So much for today.5.Let’s stop h ere.6.XXX over.8.That’s all for today.。
全英文授课的专用术语
全英文授课的专用术语全英文授课环境中，学术和教育领域使用许多专用术语。
以下是一些可能在这种环境中经常遇到的专用术语：Lecture（讲座）：教师向学生传授知识和信息的正式演讲。
Seminar（研讨会）：一种小组学习形式，通常涉及学生参与讨论和交流观点。
Tutorial（导学课）：一对一或小组形式的教学，目的是对学生进行更深入的指导和辅导。
Assignment（作业）：学生需要完成的课程作业或任务。
Assessment（评估）：对学生学术表现的评估，包括考试、论文、项目等。
Grading（评分）：对学生作业和考试进行的评分过程。
Syllabus（教学大纲）：课程的详细计划和安排，包括教学目标、内容、考核方式等。
Office Hours（办公时间）：教师为学生提供咨询和辅导的时间段。
Research Paper（研究论文）：学生需要撰写的深度研究论文。
Abstract（摘要）：研究论文或学术文章的简要概述。
Peer Review（同行评审）：学术论文由同领域专家进行评估的过程。
Citation（引用）：在学术论文中引用其他文献或研究的标准做法。
Plagiarism（剽窃）：抄袭他人作品或未经授权使用他人思想的行为。
Thesis（论文）：研究生或博士生需要完成的学位论文。
Dissertation（学位论文）：高级学位（通常是博士学位）的研究性论文。
Abstract（摘要）：论文或文章的简短总结。
Peer-reviewed Journal（同行评审期刊）：经过同行评审的学术期刊，发表高质量的研究。
这些术语在全英文授课环境中是常见的，了解并熟悉它们有助于学生更好地适应和参与学术活动。
全英教学授课用语
72.Will you lease correct his mistake?请你纠正他的错误好吗？
73.We are going to have a revision lesson today.今天我们上复习课。
74.What’s the noun form of this word?这个词的名词形式是什么？
4.围成一个圈.Make a circle.
5.3人一组.Play in group of three.
6.排成2队.Make two lines.
7.加油.Come on.
8.从你开始You go first.
9.轮到谁了？Whose turn?
10.下一个是谁？Who’s next?
11.等一下.Wait/Just a second.
86. Hand in your exercise books.把本子交上来。
87. Put down your pens.把笔放下。
（五）游戏用语
1.我们来唱首歌吧Let’s sing a song.
2.你们还记得那首歌么？Do you remember the song?
3.仔细听游戏规则.Listen to the instructions carefully.
15. Go back to your seat.回到你的座位去
16. Now , let’s begin.现在开始吧。
17. Listen carefully.注意听。
（四）教学指示语In class(在课堂上)
1. I can’t hear you.对不起，我听不见
2. Pardon?对不起，你说什么
教师资格证(招聘)英语讲课常用语
英语课堂常用(chánɡ yònɡ)语1 Let’s get ready for class. 准备(zhǔnbèi)上课。
2 Class begins. 上课(shàng kè)。
3 Open your books, please. 请翻开书。
4、 please turn to Page 12. 请翻开书到12页。
5、Please take out your notebooks/exercise books. 请拿出笔记本/练习本。
6、No more talking, please. 请安静(ānjìng)。
7、Attention, please. 请注意(zhù yì)。
8、 Are you ready? 准备好了吗？9、Who can answer this question? 谁能回答这个问题？10、Raise your hands, please. 请举手。
11、Hands down. 把手放下。
12、 Repeat after me/Follow me. 跟我读。
13、Are you clear ? 明白了吗？14、Come up to the front, please. 请到前面来。
15、 Go back to your seat, please. 请回座位。
16、 Come on. You can do it. 来吧！你能做到的。
17、 Come on, you’re almost there. 来吧！你快（做/答）对了。
18、I’ll give you a clue (hint). 我给你一些提示。
19、 You can do it this way. 你可以这样来做。
20、Let’s play a game. 让我们玩个游戏。
21、 Are you tired? Let’s take a break. 累了吗？休息一下。
英语课程标准之课堂教学用语
英语课程标准之课堂教学用语1．上课(Beginning a class)(1)Let's start now./Let's begin our class/lesson.(2)Stand up, please.(3)Sit down, please.2．问候(Greeting)(4)Hello, boys and girls/children.(5)Good morning, class/everyone/everybody/children/boys and girls.(6)Good afternoon, class/everyone/everybody/children/boys and girls.(7)How are you today?3．考勤(Checking attendance)(8)Who's on duty today?/Who's helping this morning/today?(9)Is everyone/everybody here/present?(10)Is anyone away？/Is anybody away？(11)Is anyone absent?/Is anybody absent?(12)Who's absent?/Who's away?(13)Where is he/she?(14)Try to be on time./Don't be late next time.(15)Go back to your seat, please.(16)What day is it today?(17)What's the date today?(18)What's the weather like today?(19)What's it like outside?4．宣布(Announcing)(20)Let's start working./Let's begin/start a new lesson./Let's begin/start our lesson.(21)First, let's review/do some review.(22)What did we learn in the last lesson?(23)Who can tell/remember what we did in the last lesson/ yesterday?(24)Now we're going to do something new/different./Now let's learn something new.(25)We have some now words/sentences.5．提起注意(Directing attention)(26)Ready?/Are you ready?(27)Did you get there?/Do you understand?(28)Is that clear?(29)Any volunteers?(30)Do you know what to do?(31)Be quiet, please./Quiet, please.(32)Listen, please.(33)Listen carefully, please.(34)Listen to the tape recorder/the recording.(35)Look carefully, please.(36)Look over here.(37)Watch carefully.(38)Are your watching?(39)Please look at the blackboard/picture/map…(40)Pay attention to your spelling/pronunciation.6．课堂活动(Classroom activities)(41)Start！/Start now.(42) Everybody together./All together.(43)Practise in a group./Practise in groups/in groups, please.(44)Get into groups of three/four …(45)Everybody find a partner/friend.(46)In pairs, please.(47)One at a time./Let's do it one by one.(48)Now you, please./Your turn (Student's name).(49)Next, please. Now you do the same, please.(50)Let's act./Let's act out/do the dialogue.(51)Who wants to be A?(52)Practise the dialogue, please.(53)Now Tom will be A, and the other half will be B.(54)Please take (play) the part of …(55)Whose turn is it?(56)It's your turn.(57)Wait your turn, please.(58)Stand in line./Line up.(59)One by one./One at a time, please.(60)In twos./In pairs.(61)Don't speak out.(62)Turn around.7．请求(Request)(63)Could you please try it again?(64)Could you please try the next one?(65)Will you please help me?8．鼓励(Encouraging)(66)Can you try?(67)Try, please.(68)Try your best./Do your best.(69)Think it over and try again.(70)Don't be afraid/shy.9．指令(Issuing a command)(71)Say/Read after me, please.(72)Follow me, please.(73)Do what I do.(74)Repeat, please./Repeat after me.(75)Once more, please./One more time, please.(76)Come here, please.(77)Please come to the front./Come up and write on the blackboard/chalkboard.(78)Come and write it on the blackboard.(79)Please go back to your seat.(80)In English, please.(81)Put your hand up, please. Raise your hand, please.(82)Put your hands down, please./Hands down, please.(83)Say it/Write it in Chinese/English.(84)Please take out your books.(85)Please open your books at page …/Find page …/Turn to page …(86)Please answer the question/questions./Please answer my question(s).(87)Please read this letter/word/sentence out loud./Please read out this letter/word/sentence.(88)Please stop now./Stop now, please./Stop here, please.(89)Clean up your desk/the classroom, please.(90)It's clean-up time./Tidy up your desk/the classroom.(91)Put your things away./Clean off your desk./Pick up the scraps.(92)Clean the blackboard.(93)Plug in the tape-recorder, please.(94)Put the tape-recorder away.(95)Put the tape in its box/cassette.(96)Listen and repeat.(97)Look and listen.(98)Repeat after me.(99)Follow the words.(100)Fast./Quickly!/Be quick, please.(101)Hurry!/Hurry up, please.(102)Slow down, please.(103)Slowly.(104)Bring me some chalk, please.10．禁止和警告(Prohibition and warning)(105)Stop talking./Stop talking now, please.(106)Don't talk./Everybody quiet, please.(107)Don't be silly.(108)Settle down.11．评价(109)Good, thank you.(110)Good!/Very good./Good job./Good work./Good example.(111)A good answer./Nice work.(112)Excellent./Great!/Well done./Very good./I like the way you …(113)That's interesting!(114)Don't worry about it./No problem.(115)OK!/That's OK.(116)I don't think so.(117)That's not quite right, any other answers?/That's close./That's almost right. (118)Not quite, can anyone help him/her?/Try again.(119)A good try.12．布置作业(Setting homework)(120)For today's homework …(121)Practise after class./Practise at home.(122)Say it out loud, before you write it down.(123)Copy/Print/Write each word twice.(124)Remember (Memorize) these words/sentences.(125)Learn these words/these sentences/this text by heart.(126)Do your homework./Do the next lesson./Do the new work.13．下课(Dismissing the class)(127)Hand in your workbooks, please.(128)Time is up.(129)The bell is ringing.(130)There's the bell.(131)There goes the bell.(132)Let's stop here.(133)That's all for today.(134)Class is over.(135)Goodbye./Bye./See you next time.。
英语说课用语大全
英语说课用语大全1. Let's start class. =It's time for class. 上课2. Hello, boys and girls / children.同学们好3. Good morning /afternoon, boys and girls / teacher/同学们／老师们,早晨好／下午好4.Stand up / Sit down, please.起立／请坐5. Who is on duty today? 今天谁值日?6. Is everyone / everybody here /present? 大家都出席了吗?7. Is anyone/anybody absent? 有人缺席吗?8. Who's absent? 谁没来?9. Let's begin our class. 咱们上课吧.10. We'll start / begin a new lesson today.今天我们讲学习新课.11. What day is it today? 今天星期几?12.What's the weather like today? 今天的天气怎么样?13.Let's begin a new lesson. 我们开始学新课.14. We'll learn something new. 我们讲学新知识.15. Let's learn some new words/ sentences. 咱们学些新单词／句子16. Let's review what we learned yesterday.咱们复习一下昨天学过的内容.17. Ready? Are you ready? 准备好了吗?18. Start. 开始19. All together.大家一起来.20. Read all together now.大家一起读.21. Sit down, please.请坐端正.22. Stop talking. don't talk.不许说话.23. Be quiet, please.请安静.24. Look at my mouth, please.请看我的口型。
英语说课术语汇总
目录一、英语说课常用教学术语 (2)二、英语教学术语 (3)三、英语教学法术语 (8)四、教学常用英语 (23)五、校园常用英语口语 (27)一、英语说课常用教学术语A. Brief introduction to the teaching material 教材分析Teaching Tasks 教学任务Teaching contents 教学内容B. Teaching objectives; Teaching aims; Teaching goals 教学目标1. Language knowledge objectives 知识目标2. Language skills objectives 能力目标3. Emotion objectives 情感目标C. Emphases and consolidation 重点与稳固D. Difficulties and breakthrough 难点与突破E. Ideas of language teaching 教学思想F. Teaching methods and teaching aids 教法教具G. Teaching process and distribution of time 教学过程与时间分配Teaching procedure 教学过程Teaching steps 教学环节〔Warm up〕1. Presentation2. Sample drills3. Explanation to the linguistic points4. Consolidation practice5. Summary6. Test7. Homework8. Distribution of timeH. Layout of blackboard writing 板书Blackboard design 板书设计Whole class work 全班活动Pair work 双人活动Group work 小组活动Learning strategies 学习策略After class reflection 课后反思Description of students Junior 2 〔45students〕Main structureMain vocabularyVisual aidsReviewBackground informationOptional activities and assignmentsPresentation Practice ProductionPre-reading While-reading Post-readingWarming-up 热身活动；准备活动Lead-in 导入二、英语教学术语1. Plans and objectives方案和目标aims and demands目的与要求plan for the topic课题方案analysis of teaching materials教学分析main points重点difficult points (trouble spots)难点allocation of time时间分配lesson plan课时方案teaching objectives教学目标develop skills (in listening, speaking, reading and writing)培养/开展〔听、说、读、写〕技能2. Types and content of lesson课型和内容old(new) lesson旧〔新〕课revision/ review复习〔课〕reading 阅读课dialogue对话课listening 听力课conversation会话〔课〕(writing) precis〔写〕概要composite lesson综合课open class(demonstration lesson)公开课3. procedure程序introduction导言〔课〕checkup/ checking检查(have) dictation〔进行〕听写listening to recording听录音model reading (by the teacher) 范读，示范朗读read in chorus声朗读watching lantern-slidespoint to … in the chart/ diagram在图/表中指示retelling (retell the story) 复述〔故事〕rewrite the paragraph 改写段落generalize , induce 概括、归纳row work一排〔座位〕同练pair work 结对儿练习group work 小组练习summing-up 总结4. Assignments and tests 作业与考查assign class work / homework 布置课内〔外〕作业hand in / collect the homework 交〔收〕作业oral / written work 口头/书面作业quiz 随堂小测验(unit) test 〔单元〕测验mid-term exam(ination) 期中考试term(inal) exam(ination) 学期考试make-up exam(ination) 补考sit for an exam(ination) 〔在〕参加考试mark the homework / paper 改作业/卷〔给分〕full marks 总分值, A+excellent (superior) 优，A(优减，A－)good 良，Bnormal/ fairly good /fair 中、尚好，Cnot good / bad 差，Dfail 不及格, F教学法流派：audio-lingual approach or aural-oral method听说法；cognitive approach认知法；compromise method 折中法；deductive method演绎法；inductive method归纳法；cramming method灌输法；comparative method比拟法；direct method直接法；discovery learning发现学习法；eclecticism优选法；grammar translation method语法翻译法；language teaching methods语言教学法；the natural approach自然法〔途径〕；reading method阅读法；silent way沉默法；the communicative approach 交际法〔途径〕；notion-al approach意念法；functional approach 功能法；comprehensive method综合法；situational method情景法；heuristic method of teaching启发式教学法；oral method口授法；didactics教授法；audio-visual method视听法；suggestopoedia 暗示法；activity method活动教学法；card system卡片教学法；group training method分组训练方法；computer aided instruction计算机辅助教学；discussion method讨论教学法；demonstration method演示法；Total Physi-cal Response全身反响法；Structural Method 结构法；Com-munity Language Learning 集体语言学习法；Zhang Sizhong’s Method of Foreign Language Teaching张思中外语教学法Teaching grammar in situations情景法语法教学Teaching grammar by charts and diagrams用图表概括教语法Teaching grammar in sentence patterns结合句型教语法Teaching of grammar by comparison比拟法语法教学Teaching grammar in various ways多样化语法教学Teaching grammar in a communicative way交际式语法教学Teaching of grammar by inductive method归纳法语法教学Teaching of grammar by deductive method演绎法语法教学Teaching vocabulary in situations情境法词汇教学Teaching words in cultural context结合文化背景教单词Teaching of sentence patterns句型教学Mechanical drills机械操练Meaningful drills意义操练Communicative drills交际性练习Presenting patterns in situations情景呈现句型Presenting patterns by raising questions问题呈现句型Presenting patterns by pictures看图呈现句型Presenting patterns by narration表达呈现句型Presenting patterns through action动作表情呈现句型Pattern drills by imitation模仿式句型操练Pattern drills by substitution替换式句型操练Pattern drills by conversion转换式句型操练Teaching methods and classroom techniques教学方法与课堂技巧Micro-teaching微型教学Teaching of pronunciation语音教学Teaching liaison连读教学Teaching words in sentence patterns利用句型教单词Teaching vocabulary by comparison比拟法教词汇Teaching words by rules of word formation利用构词法教词汇Goals/ objectives目标Aims目的Requirements要求Role of the English Teacher 英语教师的作用Revision复习activator记忆激活者presentation呈现demonstrator示范者drill操练organizer or director组织者或指挥者practice 练习supervisor or monitor 监督者或监听者consolidation稳固helper or marker帮手或记分员能够实现的目标：achievable goals；理解检查：comprehension check；结伴学习：cooperating with others；手段：device；自我测评：evaluating one’s learning ；细读：full reading ；功能词：function word；根本思路：general tendency；小组活动：group work；分类聚词：grouping；圈划重点：highlighting；明确目的；identifying the purpose of a language task；输入假设：input theory；内省法：introspection；以学生为中心：learner-centered；学习策略：learning strategy；逻辑思维：logical thinking；排除焦虑：lowing one’s anxiety；记忆策略：memory strategy；误解misunderstanding；需要分析：needs analysis；观察〔法〕：observation；口头报告：oral report；片面理解：partial understanding；解决问题：problem-solving；步骤：procedure；有目的的听说读写purposeful listening/ speaking/ reading/ writing；规那么演绎：reasoning deductively；现场记录：recording ；查阅：scanning；争取时机：seeking practice opportunities；自选话题：selecting the topic；自我意识：self-awareness；自我评价：self evaluating；社交策略：social strategy；列单式笔记：shopping list note form；提要式笔记：standard outline note form；有声思维：think aloud三、英语教学法术语Aachievement test 成绩测试acquisition 习得，语言习得acquisition 语言习得顺序active mastery 积极掌握active vocabulary 积极词汇，主动词汇affective filtering 情感筛选aim,objective 目的，目标analysis of errors 错误分析analytic approach 分析教学法，分析法analytical reading 分析性阅读application to practice 运用于实践applied linguistics 应用语言学approach 教学路子aptitude test 能力倾向测验Army method 陆军法associative learning 联想性学习auditory discrimination 辨音能力auditory feedback 听觉反响auditory memory 听觉记忆auditory perception 听觉audio-lingual method 听说法audio-visual method 视听法aural-oral approach 听说教学法，听说法aural-oral method 听说法Bbasic knowledge 根本知识basic principle 根本原那么basic theory 根本理论basic training 根本训练basic vocabulary 根本词汇behaviourism 行为主义bilingual 双语的bilingual education 双语教育blank filling 填空Cchain drill 链式操练，连锁操练choral repetition 齐声照读，齐声仿读class management 课常管理classroom interaction 课常应对cloze 完形填空cognitive approach 认知法common core 语言的共同核心，语言共核communicative drill 交际性操练communicative exercise 交际练习communicative langunge teaching 交际派语言教学法，交际教学法community language learning 集体语言学习法comparative method 比拟法communicative approach 交际法comprehensible input 不难理解的输入comprehensive method 综合法computer-managed instruction 计算机管理教学concord and coordination 默契与配合console 控制台consonant cluster 辅音连缀context 上下文controlled composition 控制性作文course density 课堂密度course design 课程设计cramming method 灌输式cue word 提示词curriculum 课程，教学大纲curriculum development 课程编制，课程设计cultrual objective,aim 教养目的cclical approach 循环教学法，循环法Ddeductive learning 演绎性学习deductive method 演绎法delayed auditory feedback 延缓听觉反响demonstration 演示demonstration lesson 示范教学describe a picture in writing 看图说话describe a picture orally 描写语言学diagram 图解diagnostic test 诊断性测验dicto-comp 听写作文direct application 直接应用direct comprehension 直接理解direct learning 直接学习direct method 直接教学法Eeducational objective, aim 教育目的EFL 英语作为外语English as a Foreign Language 英语作为外语English as an International Language 英语作为国际语言English environment 英语环境English for Academic Purposes 学术英语English for general prupose 普通英语English for General Purposes 通用英语English for specific purposes 专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语English medium school 英语授课学校English teaching;teaching English 英语教学WSD〔English as a Second Dialect〕英语作为第二方言WSL〔English as a Second Language〕英语作为第二语言ESL Programme〔English as a Second Language Programme〕英语〔第二语言〕教程ESP〔English for Special Purposes〕专用英语EST〔English for Science and Technology〕科技英语evaluation 评语，评价examination 考试examination question 考题experimental method 实验法extensive reading 泛读external speech 外语言语extra-curiculum activity 课外活动extra-curriculum club,group 课外小组Ffacial expression 面部表情feedbace 反响film projector 电影放映机filmstrip 电影胶片final stage 高级阶段first language 第一语言，母语formative evaluation 自由作文free practice 自由练习frequency of word 词的频率al approach 功能法al syllabus 功能派教学大纲Ggeneral linguistics 普通语言学gestalt style 格式塔式〔学习〕，整体式〔学习〕gesture 手势getting students ready for class 组织教学global learning 整体式学习，囫囵吞枣式学习global question 综合性问题gradation 级进法，分级递升法graded direct method 循序直接法grading 级进法，分级递升法；评分grammar lesson 语法课grammar method 语法法grammar translation method 语法翻译法grammatical analysis 语法分析group reading 集体朗读group training 集体练习guided composition 引导性作文Hheuristic method of teaching 启发式教学法heurstics 启发法；探索法humanistic approach 人本主义教学法. Iidealism 唯心主义imitatiom 模仿immersion programme 沉浸式教学imparting knowledge 传授知识incomplete plosive 不完全爆破independent composition 独立作文individualized instruction 个别教学individual training 个别练习inductive learning 归纳性学习inductive method 归纳法inflection,inflexion 词形变化information,processing 信息处理initial beginning stage 初级阶段inner speech 内语言语in-service training 在职培训instructional objective 语言教学目标integrative teaching 综合教学integrated approach 综合教学法，综合法intelligent memory 理解性记忆language training 强化教学intensive training 精读intermediate stage 中级阶段interpretation 头口翻译International Phonetic Alphabet 国际音标Jjuncture 连读，音渡junior high school 初级中学junior school 初级学校junior sceondary school 初级中等学校junior-senior high school 初高中junior technical college(or school) 初级职业学院〔或学校〕junior year 大学三年级Kkey words 根本词，关键字kinesics 身势语，身势学kinesthetic memory 动觉记忆knowledge 知识knowledge structure 知识结构Llanguage acquisition 语言习得language acquisition device 语言习得机制language arts 语言技能language competence,or knowledge 语言知识language learning capability 语言学习能力language laboratory;lab 语言实验室language leaning capacity 语言学习能力language pedagogy 语言教育language performance 语言行为language program design 语言课程设计language test 语言测试learning by deduction 演绎性学习learning by induction 归纳性学习learning process 学习过程learning style 学习方式lesson conducting 教课lesson plan 课时方案，教案lesson preparation 备课lesson type 课型linguistics 语言学linguistic competence 语言能力linguistic method 口语领先教学法living language 活的语言long-term memory 长期记忆look-and-say method 看图说话法Mmeaningful drill 有意义的操练neabubgful exercise 有意义的练习meaningful learning 理解性学习means of teaching 教学手段mechanical drill 机械操练mechanical exercise 机械练习mechanical memory 机械记忆mechanical translation 机器翻译medium of instruction 教学媒介语，教学语言memory 记忆，记忆力memory span 记忆幅度memorizing 用记记住method 方法methodology of teaching 教学法methodology of teaching English 英语教学法micro-teaching 微型教学mim-mem method 模仿—记忆法minimal pair 最小对立体〔一种辨音练习〕modeling 示范教学modern equipment 现代化设备modern language 现代语言monitor hypothesis 语言监控说mother tongue 母语motivation 引起动机Nnative language 本族语natural approach 自然教学法，自然法natural method 自然法needs analysis 需要分析new lesson 新课nine-pile grading 九堆法notional approach 意念法notional-al syllabus 意念-功能派教学大纲notional syllabus 意念大纲、意念派教学大纲Oobservation lesson 观摩教学objective 教学目标optimum age hypothesis 学习最正确年龄说operating principle 操作原那么oral approach 口语教学法，口语法oral exercise 口语练习oral method 口授法oral reading 朗读order of acquisition 语言习得顺序organization of teaching materials 教材组织organs of speech 发音器官outside reading 课外阅读. Over learning 过量学习Ppaired-associate learning 配对联想学习法pair work 双人作业，双人练习passive vocabulary 消极词汇pattern drill 句型操练pattern practice 句型练习pedagogical grammar 教学语法pedagogy 教育法peer teaching 同学互教penmanship handwriting 书法perception 知觉performance objective 语言实践目标personality 个性philosophy 哲学phoneme 音素phonetics 语音法phonetic method 按字母音值拼读法phonology 音位学picture 图画placement test 分班测验plateau of learning 学习高原practical objective 实用目的practice effect 练习效应practice of teaching 教学实践presentation of new materials 提出新材料pre-teaching 预教primary of speech 口语领先principle of communication 交际性原那么. principle of teaching 教学原那么problem solving 习题解答production stage 活用阶段，产出阶段productive exercise 活用练习productive mastery 活用掌握productive vocabulary 活用词汇proficiency 熟练program designing 课程设计psycho-linguistics 心理语言学psychological method 心理法Qqualified teacher 合格教师question band 试题库questionnaire 调查问卷questions 提问Rrapid reading 快速阅读，快读rate of reading 阅读速度readability 易读性read by turns 轮读reading 阅读reading lesson 阅读课reading method 阅读法reading speed 阅读速度reading vocabulary 阅读词汇，阅读词汇量receptive language knowledge 接受性语言知识receptive vocabulary 领会词汇reformed method 改进法. regression 回看，重读reinforcement 稳固reinforcement lesson 稳固课repetition drill 复述操练repetition-stage 仿照阶段response 反响retelling 复述retention 记忆review;revision 复习review〔revise〕and check up 复习检查review〔revision〕lesson 复习课rewriting 改写rhythm 节奏role-play 扮演角色rote learning 强记学习法，死记硬背Sscanning 查阅，扫瞄school practice 教学实习scientific way of thinking 科学的思想方法second language 第二语言segment 音段，切分成分semantics 语义学seminar 课堂讨论sentence completion 完成句子short-term memory 短期记忆sight vocabulary 一见即懂的词汇silent reading 默读silent way 沉默法，静授法simplification 简写. simplified reader 简写读本simulation 模拟，模拟性课堂活动simultaneous interpretation 同声翻译situational method 情景法situational language teaching 情景派语言教学法，情景教学法situational method 情景教学法situational syllabus 情景派教学大纲situation reinforcement 情景强化法skimming 略读，济览slide 幻灯片slide projector 幻灯片socialized speech 社会化言语socio-linguistics 社会语言学soft ware 软件speech disorder 言语缺陷speech pathology 言语病理学speech perception 言语知觉speech reading 唇读法speed reading 快速阅读，快读speelling 正字法spiral approach 螺旋式教学法，螺旋法spoken language 口语stage of teaching 教学阶段stick drawing;mathch drawing 简笔画stimulus and response 刺激与反响stress accent 重音，重读structuralism 结构主义〔语言学〕structural method 结构法student-centered 学生中心student-centered learning 学生为主学习法student teacher 实习教师student teaching 教育实习submersion programme 沉浸式教程substitution 替换substitution table 替换表subvocal reading 默读suggestopaedia 暗示教学法syllabus 教学大纲syllabus design 教学大纲设计syllabus for middle school English 中学英语教学大纲synthetic approach 综合性教学法，综合法synthetical reading 综合性阅读Ttarget language 目的语，译文语言teacher’s book教师用书teacher’s manual教师手册teaching experience 教学经验teaching objective,aim 教学目的teaching procedure 教学过程teaching tools;property 教具teaching words in isolation 孤立教单词theory of teaching 教学理论TEFL 英语〔外语〕教学TESL 英语〔第二语言〕教学TESOL 对非英语民族教英语time allotment 时间分配total physical response method 整体动作反响法transformation drill 转换操练translation method 翻译法transformational generative grammar 转化生成语法Uunconscious 潜意识underclassman 低年级学生undergraduate 大学本科生undergraduate course 大学本科课程undergraduate school 大学本科学院undergraduate special 大学特殊课程unified studied 统一课程university high school 大学附属中学university of the air 播送电视大学updating courses/training 现代化课程/训练upgrading courses/training 进修课程/训练upperclassman 高年级学生use and usage 使用和用法四、教学常用英语常见的语法术语摘要1.名词noun 动词verb 形容词adjective 数词numeral 代词pronoun2.介词preposition 副词adverb 连词conjunction 冠词article 感慨词interjection3.结构：structure 简单句simple sentences 并列句compound sentences4.复合句complex sentences 倒装句inverted sentences 省略句elliptical sentences5.陈述句declarative sentences 疑问句interrogative sentences6.祈使句imperative sentences 感慨句exclamatory sentences7.否认句negative sentences 被动句passive sentences8.虚拟语气句subjunctive sentences 同义句synonymous sentences9.歧义句ambiguous sentences 委婉句euphemisms 强调句emphasis10.疑难句difficult sentences 表达句narrative sentences 说明句expository sentences11.议论句argumentative sentences 人物描写句descriptive sentences of people12.动作描写句：descriptive sentences of actions13.环境描写句descriptive sentences of environment14.日常口语句sentences for everyday talk15.实用情景句sentences of actual situations16.课堂教学句sentences of classroom teaching17.名人语句quotations 格言句maxims 谚语句proverbs18.状语adverbial 补语complement 宾语object 宾语补助语objective complement19.表语predicative 主语subject 谓语predicate 谓语动词finite verb20.非谓语动词non-finite verb 情态动词modal verb21.并列coordination 选择alternative 转折transition 比照contrast22.原因cause 结果effect 解释explanation23.动词时态verb tenses24.一般现在时simple present (tense)25.一般过去时simple past (tense) 一般将来时simple future (tense)26.过去将来时future (tense) in the past 现在完成时present perfect (tense)27.过去完成时past perfect (tense) 将来完成时future perfect (tense)28.现在进行时present continuous (tense) 过去进行时past continuous (tense)29.将来进行时future continuous (tense)30.现在完成进行时present perfect continuous (tense)31.主句main clause 从句subordinate clause32.限定性定语从句restrictive attributive clause33.非限定性定语从句non-restrictive attributive clause34.宾语从句object clause 壮语从句adverbial clause 主语从句subject clause35.表语从句predicative clause 同位语从句appositive clause36.双重复合句double complex sentences37.多重复合句multiple complex sentences38.插入语parenthesis39.IT引导的句子IT sentences40.THERE引导句THERE sentences41.省略名词omission of noun42.判断句statements 列举句enumeration 比拟句comparison 让步句concession43.一般疑问句general question 特殊疑问句special question44.选择疑问句alternative question 反意疑问句disjunctive question45.陈述式疑问句declarative question 省略疑问句elliptical question46.一般否认general negation 全部否认complete negation 局部否认partial negation47.双重否认double negation 否认句negative sentences 肯定句affirmative sentences48.主格subjective case 宾格objective case 所有格possessive case49.单数与复数singular and plural 语序word order50.不定式infinitive 动名词gerund 现在分词present participle51.主动的active 被动的passive 语态voice 标点符号punctuation mark52.抽象的abstract 具体的concrete 名言saying 语气mood53.典故allusion 习语idiom 俚语slang 外来语foreign word 行话jargon54.直接引语direct speech 间接引语indirect speech 命题proposition课堂教学句sentences of classroom teaching开始上课beginning of the class1.我们开始吧Let’s start/ Let’s begin now2.让我们开始上课Let’s begin our lesson.3.今天我们上新课，先学生词，然后读课文We are going to have a new lesson today. We’lllearn the new words first. Then we’ll read the text.4.我们先学课文，然后提问。
英语课堂教学用语
英语课堂教学用语英语课堂教学用语是英语教学中不可或缺的一部分，它既能帮助学生更好地理解和掌握知识，也能提高教学效率和质量。
在英语课堂上，老师需要善于运用各种教学用语，让学生在轻松愉快的氛围中学习英语。
1. 介绍课程内容•Today we are going to learn about…：今天我们将学习关于…•Let’s start with…：让我们从…开始•The topic for today is…：今天的课题是…2. 向学生提问题•Can you tell me…?：你能告诉我…吗？•What do you think…?：你觉得…怎么样？•How would you describe…?：你会如何描述…？3. 鼓励学生参与讨论•Who would like to share their thoughts on this?：谁愿意分享对此的看法？•I’d like to hear from someone who hasn’t spoken yet.：我想听听还没发言的同学。
•Great job! Keep it up!：做得很好！继续努力！4. 确认学生理解•Do you understand what I just explained?：你理解我刚才讲的内容吗？•Can you explain it in your own words?：你能用自己的话解释一下吗？•Let’s review what we’ve learned today.：让我们复习一下今天学到的内容。
5. 鼓励学生表现•You’re doing a great job! Keep it up!：你做得很棒！继续努力！•I’m impressed by your effort!：你的努力令我印象深刻！•Well done!：干得好！6. 提供反馈和建议•I see room for improvement in…：我觉得需要在…方面加以改进•You could try to…：你可以尝试…•Keep practicing! You’ll get better.：继续练习！你会变得更好的。
高中英语课堂教学用语
中学讲堂惯例用语一、打招呼（Greetings ）Good morning, class.Good morning, everybody.Good afternoon, everyone.Good morning, boys and girls.Good afternoon, children.How are you all today?Are you all well this morning?Well, did you have a good weekend?Well, did you enjoy the holiday?Well, what did you do yesterday evening?Tell me what you did at the weekend?Oh, you\'ve got a new dress on. It\'s very nice.Oh, you\'ve got a new hair style.二、考勤 (Checking attendance)1．点名Right ! I\'m going to call the row.OK ! Listen while I call your names.Now ! I\'ll take the register.Quiet f now, please. Listen while I see if you\'re all here. 2．问缺席状况Now ! Let\'s see who\'s absent.Right ! Let\'s see if anyone\'s away.Is anybody absent?Is everybody here?3.关照重生Oh, are you new?OK, are you a pupil?You have just come to this class (school), haven\'t you? Where do you come from?What\'s your name?Do you like the school?Welcome to our class.4.谈少勤原由Where\'s Wang Hai?Does anyone know where Li is?Can anyone tell me where Liu has gone?Who knows when he will be back?Han Meimei is ill today, isn\'t she?5.关照全愈者You were absent for three lessons last week.Did you catch a cold?Oh, I\'m sorry.You\'ll catch up l won\'t you?Don\'t worry.You\'ve been absent for days, haven\'t you?You were away last lesson, weren\'t you?\' What was the matter?Why were you away?Are you better?How are you feeling now?Do you feel better?Well, Jane, ask your friends to help you.OK, you\'d better ask your neighbour to tell you whatwe\'ve and see me after the lesson, OK?三．介绍Now, let me introduce myself.I\'ll just tell you a bit about myself.My name is..., spelt...I\'ve been teaching in the school for 1O years.I come from Shanghai.I worked for a newspaper until last year.And what about you?Will you introduce yourselves?四．开始讲话T: I went to the Summer Palace (引出话题)Yesterday. Did any of you go?No?... Well, (无人回答，问某一学生)What did you do, -.. er... Zhang Hong.Zhang:... er... I-. - er. -. in home. (学生响应断断续续) T: Oh, you stayed at home.( “援救“说话的学生) Zhang: Yes, I stay at home.T: OK, you stayed at home. (暗中纠正时态)What did you do then?Zhang:... TV...T:Oh, you watched television 9 didn\'t you? Which programme? ( 持续问下去困难，可就此打住 ) 相关用语还有 :Tell me what you did 1ast night.Will you te11 me a bit about your weekend?Could you tell us more about the programme?How did you like yesterday\'s party?五．建议(Suggesting)Let\'s go through the text.Could you open your textbook and find Ex. 5 on page 45?Could you take out the cards?Will you all think of some questions to ask each other?Will you get together in groups and discuss the idea?Try to think it out for yourself.Let\'s work out how you could plan your piece of writing.Now you\'ve answered all the questions in full.You need to say a bitmore about \'d better get that right.六．提起注意(Directing students\' attention) Quiet, now, please. Let\'s work in pairs.Will you face the people in front of you?Fine. Look again carefully.Are you ready to listen?Are you all listening? OK, then.Now then something new! Let\'s change the topic.That was quite good, let\'s do it once more.七．恳求 (Making polite requests)Could you possibly plug the cassette player in for me?Can you check thetch is on?Will you go and fetch some chalk?Will you find the wall charts?Has anybody seen the stick/tape/drawing pins?Please could you put it up here?Please would you mind cleaning the board?八．指导(Giving instructions)1.纠正语音You\'d better listen again.Will you listen carefully?Now listen to the sound [a:].Not [a ], like this - you try.Don\'t forget it\'s [[] not [a ] in and.Now \'s something different, What\'s different? Listen.2.启迪思路Suppose a friend needs advice on the subject-You could agree with the other person and say something else. You may ask the reason.Shal1 1 demonstrate? Keep to the same pattern, ~ OK? What do you think the author will say next?I\'ll give you a cue. It\'s something to do with -.Let me give you some help. When did the man use the word?3.介绍方法You\'d better put them together-Ask each other questions to find out what is different.Look at the sentence before and see if you can guess.You sort out these sentences, then copy them, takingcare with capital letters.You fill the blanks in these sentences, then writethem neatly.4.示范动作Look at what I\'m doing.You may do as I do.Please look at my mouth, like this -.九宣布 (Announcements)1．宣布教课计划Today we\'re going to do three main things.First l I\'m going to introduce a few new words about weather. Then you\'re going to write a dialogue andact it out. After that, we are going to learn a new song.2.宣布某些事项I have something to tell you before you go.There\'s a club meeting on Saturday. If you want to attend it,p write your name on thispiece of paper.3.宣布教课项目Well, now, we\'re going to practise a short dialogue.l want to introduce to you a new programme now.十．解说(Explaining)Listen to me and I\'ll explain the meaning of the word.Let me use the picture to show its meaning.The word ends in \'tion\' so it must be a noun-Let\'s see if you can guess. I\'ll give you an example: -.We can use this sentence to express -.What does it mean in the context? It\'s clear that the manused it to blame the boy.Look at the picture here- The man is standing by thewindow. Perhaps he is interested inWhat is happening in the street.What might happen in a few minutes? The boy is gettingangry with Mary.There are three people sitting by the river. They arelooking at the ship. The ship is very beautiful.十一．严禁(Forbidding)T:OK t everybody. Quiet now please! No more talking.Wang Hai, stop chatting now. And you, Li Guang!Whose turn is it?S: It\'s my turn. (教课持续进行......)No talking!No chattingStop making a noise.Without disturbing the others.No more shouting !客气一些：Please will you stop interrupting the others JWould you mind not whispering?严重一些：There\'ll be trouble if you go on disturbing the others\'I\'ll report you to Miss Zhou if you go on being silly !更严重些You shouldn\'t be have (be behaving) like that!Why are you passing notes?You can\'t copy ! Do it on your own !No dreaming1 Wake up! -Stop turning round !训练中严禁No writing while I\'m talking.Don\'t move your lips while (you\'re) reading.No, Wang Hai, that\'s not the way to learn English properly\'No, Han Meimei, it\'s not good to do pair practice like that-You\'re doing it the wrong way.十二．指命(Issuing a command)By yourself. This is practice for the exam.Books closed.Back into groups, each person can say it in turn.You work in twos with two pictures.Silence.Quiet please.Stop now.Watch how I write it.Watch how to do it.Now, turn round, face the back ) without looking at the board.十三．警示 (Warning)Careful. This is a hard sentence-Don\'t forget to write neatly.Make sure your spaces between words are clear.See that your \'U\'s are different from your \'v\' s.Copy them taking care with spelling.Watch your punctuation.十四、评论(Evaluating)Wonderful !Good !Very good JThat was good.Not bad-Well done.That was a little better, but...That\'s much better, but you forgot something when you pronounced Don\'t you think you have made a little progress?Nearly right, but you\'d better...That was not quite right, you didn\'t...That doesn\'t sound very good.Not really ! /Not quite! /Watch me and I\'ll show you.教课过程用语一、开始讲堂教课(Beginning the lesson)Now, who can remember what we did last lesson?Well, can any of you tell me what we practised last time?OK, l want a student to tell us what we learned/read about/used last lesson.Remember?Do you remember these pictures?We used the pictures and the cards, didn\'t we?We practised a talk about sports, right?Let\'s go over it again.Let\'s read the sentences once more.What about having another practice?How about revising them once more?二、宣布教课计划 (Announcing the teaching pIan)first/first of all/and then/later (on)/after that/finally/by the of-. -etc.one. ... /two... /three... /four..\'Practise a dialogueLearn something nowDo some read ing / w rit ing / note tak ingHave some conversation practiceDo some role playin a few minutes/half way through the lesson/when we\'ve finishe/near the end of the lesson/at the end of the lessonif we have enough time/if time permits/if there\'s time/perhapsmay spend a few minutes on...By the end of the lesson you\'ll be able to talk aboutagreement disagreements.You\'ll have learnt how to give people advice.You\'ll have had practice in writing a letter asking for help.You\'ll be able to use the present perfect tense for checkingup 三、组织讲堂教课 (Getting organized)Would you move your chairs in (up, back, etc. ) ?Could you three move your desks forward l please?Will you both move your table this way please?Would you mind straightening the chairs please?Do you mind moving back a bit? Will you make a bigger space heCould you possibly arrange yourselves to make a group of 3 (4，8, etc. ) ?If you could arrange yourselves to form a group of 5. -.Please would you arrange your chairs in 3 (4, 5 t etc- )?Would you find the handouts we were using last week please?Could you get out the polycopies you had last time please?Will you take out the worksheets you began yesterday please?Let\'s find the passage we were reading last lesson.Put your other books away, please.No others! That\'s all.We don\'t need these pictures. Will you put them away?Not that book. The other one. Yes, the red one.Ready ! Now we can start.Haven\'t you brought yours? Well, you\'ll have to share with you neighbour.Have you lost yours? Well, you may share with Li Lei.Haven\'t you got yours? Forgotten? Well, you should use mine, budon\'t forget next time.I have some papers to give out now.I have some new books to give out today.Here are some worksheets to hand round.Oh, it\'s much too untidy for us to study in.Will you please give these sheets out, Han Mei? Thanks.Please tidy up, will you?Please pass these papers back (round, along), please.Please would you go and ask someone to fix the light?Take one and (then) pass them on.Will you fetch someone to see to the cooler?.They\'re for you to keep.六、使用教课工具与设施(Using aids and instruments) You may have them to keep.Will you fetch the wall charts of Lesson 65?I want the materials back please.Can you bring me those sets of flash cards of \'food and drink\' I want them back at the end of the lesson.We need a flannel board.You must give them in again, so please don\'t write on them. OK?Now, I\'ve got some folders of cue cards.Please can you clean the blackboard/the whiteboard/the board?Please could you stick the picture up here?Would you mind cleaning the board, please?Let's find the sticky tape to fix the chart up.Just clean this half.Is that alright? Straight? High enough? Can you all see it? Leave that section.Wil1 you give me the scissors? They are to cut these out with. We still need this part.Will you take them down?Just clean that bit.I\'m going to collect the cards in now and put them away.Don\'t clean that side.Not this hit.七、使用电教设施 (Using electrical equipment)Only that part.Will you possibly plug the tape recorder in for me?Just that section. Thank you very much.Oh dear. It\'s too loud, what must you do then?Could you clean the top left-hand corner, please?(S: Well, I have to turn the volume down. )Will you clean the bottom right-hand corner, please?I\'m afraid it\'s not loud enough. You\'d better turn it up a bi Please rub of f the yellow words on the left at the top-What\'s wrong with the recorder? Will you check the plug is Would you please rub off the drawings on the right at the bottom?in/the switch is on/the mains supply?Rub everything off, please-It won\'t work. Can you check the plug is in?I can\'t get it to work.Leave this on, please.Now, wait a minute. Let\'s find the right place on the tape.四、举例 (Giving examples)Shall we go back and play it again?1. 以速度划分Did you catch that? That seemed to be a bit fast- We\'l1 go You should use-ing form here, like...back and listen again, Ready?( 入慢速度 )I love playing football.Check it is rewound, back to the start.2. 以重复来划分Wind the tape on to the empty spool.You will have to use \'but\' when you express this idea, now listen to Set the counter to O00 at the beginning of the tape.the sentence:T: Now, let\'s talk about some pictures. We\'ll need the O. H. P\'I lovemming but I don\'t likemming in winter.\' (停留，再读一that遍 is,) the overhead projector. Do you know how to make3. 以重读来划分it work? ( 教师引导出投影仪的英文名称) We ought to use the form \'have done...\' such as (增强S: Electricity.,要点部位的读音力度 ) \'Have you finished that job yet?T: Well, do l need to switch it on first or plug it in?4. 以手势来划分五、讨论讲堂环境( taking about physical condition s) Don\'t you think it\'s too hot in here?Isn\'t it rather cold in here?Please can you turn the fan on?Would you mindtching the air condition or on? Thenwe\'ll be able to keep cool.I\'m afraid it\'s too dark in here. Can you work alright? Can you see alright?Don\'t we need that light(s) on?Wi1l you open the shutters?Ss: Plug in.T： Plug it in, good. Can you say that? Come on ! You have...everyone.Ss: You have to plug it in-T:Good l Well, l\'ve plugged it in. Now what?Ss: er-.. You have to switch it...T:Switch it on t on Everyone! You have...Ss: You have to switch it on.T:That\'s it. Now I\'ll adjust the mirrors... oh dear, the picture ’sIt's not bright \'s not clear enough.It's out of focus. Let's adjust the focus.八进行分组活动(Dividing the class up)(1 ) Choral(2)Individuals(3)Teams(4)PairsI want all of you to answer the questions. (Choral)I'd like just one person to continue the sentence.(Individual)I want this part to correct the sentence. (Team)Now let's play the dialogue out in pairs. (Pair)For this, I\'m going to divide you down the middle.Now I\'ll divide you in half.Whose go is it? Not yours- You be quick!It\'s group 6 first. Now you. Quickly! That\'s it.It\'s your turn second.It\'s their go third.We\'ll score on the board and we\'ll see which teamwins. I want you to work in groups.In fours. /In groups of four\'Turn round and face your neighbour.You haven\'t anyone to work with, have you?What about joining in with them?九、部署作业(Setting homework)At home tonight, practise the exercise on page 9.At home this evening, not now, revise this dialogue.You are going to compose a piece of writing abouttoday's topic in your notebooks and give it intomorrow morning.For homework, l want you to finish this piece of work.Before next lesson you must go over what we've justlearnt from unit12.It must be done by next lesson.The piece of writing must be completed by next time I seeyou/this time next week.十结束讲堂教课(Ending the lesson)One or two more minutes, just complete the task you\'re doing and then we\'ll stop-. Now time is up. We\'ll stop now. You\'ve done enough ofthat/enough practice at that-Most of you have done that better than last time.I want to collect your papers now please.I\'d like to take in your last lot of homework.Please will you give it/pass it up to the end of the row?Put your work on my desk as you leave.Thank you, everyone. Well done.Could you see all the library books are returned, everyone,please?Before you all leave, would you check that all the bookstaway?Li Ming, it\'s your job today to clean the board/collectthe readersin/make sure it\'s all tidy forthe next class.I have some announcements to make be fore you go.Could you listen?英语讲堂用语集锦1Let ’s get ready for class.准备上课。
英语教学术语
英语教学术语库Introduction to Online Courses导论adapt/adaptation 改编advancement 前进,进步aim 总目标,教学的基本目的alternative 可供选择的applied linguistics 应用语言学approach 教学路子,教学方针assessment 评估attitude 态度audio material 听力材料autonomy 自主,独立awareness 意识bank 语料库classroom management 课堂组织collaboration 合作common core 语言共核common sense 常识communication 交际communicative skills 交际技能conceptualize 概念化constructivism 构建主义course content 课程内容cultivate independence 培养独立性custom-built 定制的demonstrate 示Xdesign 设计domain 领域educational experiment 教育实验ELT=English Language Teaching 英语教学evaluation 评价explicit 显形的expertise 专业性,专业知识或技能exploration 探索facilitate 帮助,减少困难feedback 反馈fringe approach 边缘方法,非主流方法general proficiency 综合水平glossary 术语表implicit 隐性的individualized teaching 因材施教information access 得到信息的便利条件in-service training 在职培训insight 见解integrate 结合interest 兴趣intuition 本能issue 问题,议题justify 表明〔某人/某事〕是正当的learner-centered 以学生为中心的learning effect 学习效果language form 语言形式lesson planning 备课life enhancing 终生有益的linguistic competence 语言能力menu 菜单methodology 教学法methods 教学方法modular structure 由独立单元组成的,可供学生选修的模式motivation 动机multi-perspective 多视角的normal pattern 常规模式objective 具体教学目标operation 操作outside classroom activity 课外活动overlap 重叠pedagogical skill 教学技能policy making 决策practical training 实用的训练practicing teacher 在职教师pre-service training 职前培训principle 原则prior knowledge 已有知识privacy 私下process 过程processor 加工人/器product 产品professionalism 专业技能,职业特性qualification 资格,资历rationale 理论基础recycling 循环reflection 反思relaxing environment 轻松的环境research method 研究方法research projects 科研项目resource sharing 资源共享self-contained 独立的situated learning 有情景的学习skill-getting 获得技能skill-using 使用技能strategies 策略subject 科目Suggestopedia 暗示法supervise 监控,指导syllabus 大纲target language 目的语target user 用户teacher education 教师专业教育teacher training 教师〔技能〕培训teacher-trainer 培训者teaching aids 教具technical terms 术语technique 技术TEFL=Teaching English as a Foreign Language 英语作为外语的教学法testing 测试The Silent Way 沉默法trainee 受训者trend 倾向tutorial 指导课unknown area 未知领域user-friendly 便于使用的user-orientated 为使用者专门设计的visual material 视觉教材web site 网址web-based instruction 网络教学well-developed 发达的The Teaching of Phonetics语音教学1. allophonic : 音位变体的,语音变体的.2. articulation: 发音动作,发音.3. consonant clusters 辅音4. content words 实词5. contraction: 缩略形式.6. discrimination: 辨别.7. form words 虚词8. homophones: 同音异形词9. inflection: 变音；转调；语音的抑扬变化.10. jingle: 叠韵的诗句.11. lateral consonant 边辅音12. linking of souds 音的连读13. mimicry 模仿14. minimal pair: 最小对立体.15. nasals 鼻音16. ongoing 持续的17. oral cavity 口腔18. phoneme：音位〔语音的最小单位〕；音素.19. prosodic feature: 韵律特征.20. remedial teaching <此处为>纠音教学法21. rhythm: 节奏.22. segment: 单位；切分成分.23. segmental phoneme：切分音位.24. sight words: 同形异音词25. soft palate 软腭26. super segmental phoneme: 超切分音位27. utterance: 发声,表达,话语〔指两个停顿或可能的停顿之间的一串言语,通常在话语的末尾用上升或下降的终端连音表示〕.28. vibration 振动共鸣29. willy-nilly:不管愿不愿意.The Teaching of Vocabulary词汇教学acquire 习得〔语言〕adjective 形容词adverb 副词affixation 加词缀〔法〕antonym 反义词brainstorming 〔为发挥成员积极性以解决难题而举行的〕集体自由讨论chorus repetition 齐声朗读collocation 搭配conjunction 连词connotation 内涵意义connotative meaning 内涵意义context 上下文contextual meaning 上下文意义crossworddefinition 定义denotation 指示意义denotative meaning 指示意义interjection 感叹词intermediate level 中级水平morpheme 词素mother tongue acquisition 母语习得noun 名词part of speech 词类polysemy 多义现象；多义性prefix 前缀preposition 介词pronoun 代词root 词根speech sound 言语语音suffix 后缀synonym 同义词verb 动词vocabulary expansion 单词扩充word formation 构词,构词法Teaching of Grammar语法教学comprehensible input : 有意义输入cue : 提示词chain drill : 链式操练deductive method : 演绎法function : 功能inductive method: 归纳法morpheme : 词素multi- slot substitution : 多成分替换morphology : 词法syntax : 句法the Grammar Translation Method : 语法翻译法transformation drill : 转换练习single-slot substitution : 单一成分替换The Teaching of Listening听力教学backgroud knowledge 背景知识bottom-up processing 自下而上认识法communicative competence交际能力decode解码encode编码information input/output信息输入/输出interactional purpose 互动目的lead-in导入linguistic competence语言能力phatic寒暄top-down processing自上而下认识法transactional purpose 信息传递目的Bottom-up processing: It refers to an understanding of an aural message with a successive procedure, i.e. from the "bottom"---sound, then up to words, phrases, sentences, paragraphs, and finally to the whole discourse. It is a process of language decoding from the smaller units to bigger units of meaning.Top-down processing: It refers to an understanding of a listening material by using one's background knowledge. It starts from the "top"---making an expectation, and then down to the actual utterance to confirm it. Usually, top-down processing, together with bottom-up processing, functions at the same time when a listener is trying to understand a message.Interactional: Interactional uses of language are those in which the primary purposes for communication are social. The emphasis is on creating harmonious interactions between participants rather than on communicating information. The goal for the participants is to make social interaction comfortable and non-threatening.Transactional: Transactional uses of language are those in which language is being used primarily for communicating information. In comparison with the vagueness of interactional language, transactional language requires accuracy, coherence, explicitness, directness, and confirmation that the message has been understood.Phatic response: Phatic response is a kind of response in speech, esp. in conversation. It is used to establish social contact and to express social rather than specific meaning.Teaching of Speaking口语教学Conversion drill 转换练习Decode 解码Demonstration：示XEncode 编码Information gap 信息沟Inhibition 约束,抑制Interaction 交互作用,互动Mechanical drills 机械操练Motivation 动力Nonverbal 非言语的Pantomime 哑剧,用手势表达Participation 参与Receptive 接受性的Scenario 剧本Stimulate 激发Stimulus 刺激,促进因素Substitution drills 替换练习Target language 目标语,指要学习的语言Unpredictability 不可预见性Teaching of Reading阅读教学#A1 code 语码a system of words, letters, numbers, etc.#A1 decode 解码to discover the meaning of a code#A1 encoding 编码putting … into a code#A1 decoding 解码discovering the meaning of a code#A1 Skimming 掠读Skimming means reading quickly to get the gist, i.e. the main idea of the text.It is the method in which the reader reads only the first sentence of each paragraph of a whole passage and then recalls everything and identifies the most important points. After that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace.#A1 Scanning 略读Scanning means to read and locate specific information such as figures, schedules, tables, news heading, etc. The key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading.#A2 Top-down approach 自上而下模式It is a model of teaching reading in which the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.#A2 Bottom-up approach 自下而上模式It is a reading model that follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.#A1 Distinguishing 辩识finding the main idea from supporting details#A1 Predicting 预测guessing what is coming next#A2 SQ3R Strategy SQ3R阅读策略SQ3R is a five-step procedure made up of Surveying, Questioning, Reading, Reciting, and Reviewing, which can be used for reading a variety of reading materials, including textbooks and journal articles, as long as the structure or organization of the material is not too complex.The first step is to survey the material for content and organization to create a mental map of the text and selective reading;The second step is to predict questions that may be answered by the material on the basis of the survey to serve as an individualized knowledge framework or template of the passage to which details may be added later;The third step is to read the assignment one section at a time for content, search for relationships among the main ideas and their supporting details, look for information that answers the predicted questions, and take note of unexpected ideas;The fourth step is to recite to actively make mental connections among main ideas and details;Finally, review the entire chapter or article to see how the information fits together.#A2 PQ4R Strategy PQ4R阅读策略PQ4R Strategy is a six-step process that involves previewing, questioning, reading, reflecting, reciting, and reviewing.The first stage is to preview the material for content and organization to create a mental map of the text and selective reading;The second step is to predict questions that may be answered by the material;The third stage is to carefully read the complete text, unlike SQ3R to read section by section, recording notes in the margin or underlining important information that answers the predicted questions. In this stage, reflection phase, information from the entire chapter or article is linked together. The reader should attempt to develop insight into the topic and make associations among the important material noted while reading.The fourth stage, recitation, involves summarizing the main points and supporting details of the complete text.In the final stage, review, make sure the predicted questions have been answered and that the author's purpose is fully understood.#A2 RAP Strategy RAP阅读策略The RAP strategy is a three-step approach involves reading, asking questions, and paraphrasing, which targets the reader's ability to understand main ideas and supporting details by emphasizing paraphrasing skills.Read one paragraph of the text at a time;Ask oneself what the main idea of the paragraph is, then;Paraphrase the identified details supporting the main idea finally and record them.#A2 REAP Strategy REAP阅读策略The REAP Strategy is a four-step strategy that involves reading, encoding, annotating, and pondering, armed with ten varieties of annotations, each focusing on different aspects of a text, that help to improve student writing skills, meta-cognitive awareness, and comprehension of main ideas.The first step of the strategy is to read the text.After reading the text, the information is paraphrased <encoded> by the student into his/her own words in the second step.Annotation of a text that explains and/or critique the text is made in the third step. Different aspects of the text are handled differently when writing annotations. All together there're ten annotations, namely, Summary Annotation; Thesis Annotation; Question Annotation; Critical Annotation; Heuristic Annotation; Intention Annotation; Motivation Annotation; Probe Annotation; Personal View Annotation; Inventive Annotation.In the fourth step the student evaluates <ponder> the annotation for accuracy and completeness. The teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.#A2 SNIPS Strategy SNIPS阅读策略The SNIPS Strategy is a five-step reading approach for facilitatingon-line processing through interpretation of visual aids. The steps are: to Start with questions, to Note what can be learned from hints, to Identify what is important, to Plug the important matters into the chapter, and See if you can explain the visual to someone.The first step is to start with questions like "Why am I looking at this visual aid?" The reader then asks questions to determine what kinds of information on which to focus, depending on the type of visual aid presented.In the second step, note what can be learned from hints, look for hints or clues about the meaning of the visual aid in the title, caption, lines, numbers, or colors. And activate prior knowledge as it relates to the subject.Identify the main idea of the graphic in the third step.Plug the important matter into the chapter in the fourth step. Consider how the visual aid relates to the main ideas of the chapter or article.In the last step, see if you can explain the visual to another person or just explain it aloud to yourself if no one is available.#A2 PRSR Strategy PRSR阅读策略PRSR stands for preview, read, self-test, and review. Text organization, paraphrasing, and self-evaluation are stressed in PRSR strategy..In previewing stage, read the title, introduction, the headings and subheadings to determine the main ideas covered in the text. Examine the illustrations for additional information. Look at the words in italics or bold print. Read the summary and then skim any review questions or discussion questions at the end of the chapter.In reading stage, form the headings into questions and then read with the goal of answering those questions. Identify important points by underlining or taking notes. Clarify meanings further with visual imagery.In Self-testing step, monitor understanding by answering self-made questions as well as review and discussion questions at the end of the chapter without referring to the text. Use summaries to organize important information. Try explaining key ideas and concepts to another person.For reviewing check answers to review questions against the text. Reconsider information that was forgotten or misunderstood. Repeat the self-test and review stages until the material is mastered. Then review periodically to keep the information in long-term memory.#A2 PROR Strategy PROR阅读策略The PROR Strategy involves pre-reading, reading, organizing and reviewing. In pre-reading stage, use the title, headings, introduction, and summary to form questions to guide reading. Recall prior knowledge related to the subject to form more questions.In the second stage, read with the goal of answering the questions. Annotate key concepts, supporting details, and examples. Consider how illustrations relate to the text.In organizing stage, develop rehearsal strategies to organize the important information and commit it to memory. Answer the questions aloud. Compare the text to lecture material.Last, reduce the information to the bare essentials. Target the information that was unclear. Talk through the material to yourself or another student.#A2 PARTS Strategy PARTS阅读策略The PARTS strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learning. The five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope will be answered, and last, to state relationships.For the perform goal setting stage, consider the reason you are analyzing the text parts.In analyzing little parts stage, divide the text into parts, such as title, headings, visuals, and words. Analyze one part at a time. Explain the information included in each part. Then, based on one part, predict what the next part will discuss. After reading all parts, tie them together.During the review big parts stage, review the introduction and summary of the text. Search for signal words, such as "the most important" or "the purpose is," that indicates the main ideas. Decide what the author's main goal or purpose is. Relate the new information to knowledge you have already read about the subject. Paraphrase the main ideas into your own words.In the think of questions you hope will be answered stage, identify your own questions based on titles and headings, previous knowledge, and predictions. Check the questions at the end of the text.For the last stage, state relationships, consider how the text relates to other texts in the unit. Consider how the text relates to the course objectives indicated on the syllabus. Consider how the text relates to what you already know about the subject.#A2 DISSECT Strategy DISSECT阅读策略DISSECT stands for discover the word's context, isolate the prefix, separate the suffix, say the stem or root word, examine the stem or root word, check with someone, and try the dictionary. It is a word identification strategy.It emphasizes the systematic analysis of a word using context and word element clues.#A2 CSSD Strategy CSSD阅读策略The CSSD strategy is a four-step procedure combining a number of approaches for learning vocabulary words and meanings. SCCD stands for context, structure, sound and dictionary.The first step is to consider the context of the word.The second step is to Break the word into smaller parts and look for familiar prefixes, root words, and suffixes.The third step is to analyze the word phonetically by breaking it into units of sound.If these methods do not work, consult the dictionary in the last step.#A2 VOCAB game 词汇游戏The vocab game is for students to determine the meanings of out-of-context words through an understanding of morphemes, word parts, and etymology <word origins>.The steps of the vocab game are: to divide the class into groups, to discussand select vocabulary words, to select a scorekeeper and recorder, to present the words, to define the words, to analyze the words, to check the definitions, to record points, to do group discussion, to record the word lists, and to evaluate the students.#A4 The Patterned Language Approach 模式语言策略The patterned language approach is to practice word identification skills with an emphasis on word meaning.It follows these steps: to select the reading material, to read the selected material, to make and match text strips, and to write word cards.#A4 The Creative Mapping Strategy 图式阅读策略The creative mapping strategy is to use pictorial images to help students recognize the organization of information in content readings and reorganize the main ideas and details of the text.#A2 guided reading 指导性阅读Guided reading refers to timed reading conducted in class under the control and guidance of the teacher#A2 pre-reading activities 阅读前活动We mean tasks/activities that students do before they read the text in detail.#A3 a transition device 转换方式A transition device is the way to transfer information from one form to another#A2 referential words 指示词Referential words are words such as pronouns to refer to people or things already mentioned previously in the context#A2 making inferences 推理Making inferences means "reading between the lines" It requires the reader to use background knowledge in order to infer the implied meaning of the author.#A2 Role-play 角色表演Role-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play.#A1 subvocalization 默念Subvocalization means a more subtle type of saying the words, also called thinking each word without actually moving the lips or tongue.The Teaching of Writing写作教学#A anticipate 预测#A brainstorm 集思广益#A chunk 片语#A2 coherent unity 前后一致的整体#A command 命令句#A competence 能力#A compile 收集#A2 comprehensive recognition 理解性认知#A conjunction 连接词#A context 语境,上下文#A coordinator 协调连词#A2 Creative writing 创造写作#A cursive 手写体#A diagram 图表,图集,文图#A diction 语言风格#A exclamation 感叹句#A feedback 反馈#A framework 框架#A2 gap filling 填空#A genre 风格,体裁#A highlight 标明#A incorporate 包括,纳入#A2 information explosion 信息爆炸#A interaction 交流,合作#A2 interior relation 内在的联系#A2 Jigsaw writing 割画写作#A linker 连接词#A2 Matching words 词组填空#A morphology 形态#A muddled 乱序的#A OHP overhead projector 投影仪#A2 Pattern drills 句型练习#A2 Picture writing 看图写话#A2 pie chart 饼型图表#A proofread 审读#A punctuation 标点#A readership 读者#A3 Rearranging scrambled sentences 乱句重组#A reference. 注解#A2 resulting text 完成稿#A revise 校订#A2 rhetorical purposes 修辞目的#A semantic 语义的#A2 Sentence chains 句子连接#A2 sentence combining 句子组合#A2 sentence completion 完成句子#A4 Sentence judging and making 判断句子和造句#A2 Sentence linking 连句成段#A sequencer 顺序词#A statement 陈述句#A2 structurally complete 结构完整#A2 substantial guidance 大量的指导#A syntax 句法#A transcend 超越#A transformation 转换#A transition 过渡连接#A2 treasure hunt 寻宝Teaching of Translation翻译教学acquire 习得active L2 vocabulary 积极外语词汇bilingual 双语的classification 分类communicative ability 交际能力communicative function 交际功能a communication-oriented activity 以交际为中心的活动comparison and contrast 比较和对照cross lingual technique 跨语言〔教学〕法equivalent expression 相对应的表达FLT<foreign language teaching> 外语教学free interpretation 自由口译functional equivalent 功能对应的表达grammar formula 语法公式initial 首字母缩写词L2 proficiency 外语水平language proficiency 语言水平plural noun 复数名词privacy 隐私reference system 参照系统similarities and differences 异同点style 风格taboo 禁忌target culture 目标语文化teaching/learning technique 教/学方法third person singular 单数第三人称word list 单词表The Organization and Management of Classroom Activities课堂组织与活动设计active listening积极聆听agenda议程attention span注意力automatic reaction机械反应classroom interaction课堂互动classroom routine课堂常规communicating style传播风格communication model交际模式consultant咨询者cyclical <sequence>循环次序facilitator协助者follow-up跟踪练习group work activities小组活动half dialogue补全对话information gap信息沟instructor指导者linear sequence线性次序loss of control〔课堂〕失控motivation动机questioner提问者remedial teaching纠错教学rhetorical devices修辞手法pair work activities结对活动personalizing个体化prompts提示repetition dialogue重复对话substitution dialogue替换sequencing次序安排supervising监督,管理the need to communicate交际需求transmission model传授模式whole class work activities全班活动The Use of Blackboard and Simple Drawing黑板与简笔画运用blackboard arrangement 黑板布局board writing 板书dynamic person 动态人物画full cursive 草体inanimate object 静物main board writing 主板书minor board writing 副板书printing style 印刷体simple blackboard drawing 黑板简笔画simple cursive 简单草体；行体simple picture 简笔画static image 静物画stick figure 简笔人物画writing style 书体,字体web 网状图形Making Teaching Aids教具制作alphabet chart 字母表authentic printed material 原文材料flip chart 浏览图表grammar chart 语法图表JEFC 初中英语model 模型object visual 实物教具phonetic chart 语音图表picture flash card 图画卡片questionnaire 问卷sentence building card 组句卡sentence building grid 组句表格speech organ 发音器官syllable wheel 音节风车teaching aids 教具visuals 可视教具wall picture 墙画wall poster 墙贴word building card 组词卡word flash card 单词卡片word map 联想图表word slide 单词滑梯work card 练习卡work sheet 分发材料The Organization of Outside Class Activities课外活动设计affirmative answer 肯定回答allocation of roles 角色分配assessment 评估assessor 评估者bilabial 双唇音brainstorm 集思广益/大脑风暴Chinese Pinyin 汉语拼音closed pairs 练习式结对活动designing 设计communicative ability 交际能力communicative function 交际功能content feedback 内容反馈consonant clusters 辅音连缀compulsory course 必修课classroom teaching 课堂教学demonstration 示X,演示demonstrator 示X者,演示者diphthong 双元音elicitation 诱导,引出evaluation 评价exponents X例feedback 反馈form feedback 形式反馈falling tone 降调fluency practice 流利度训练group work 小组活动information gap 信息沟instructor 指导者intensive reading 精读interactional language 交际性语言intonation 语调indoor activities 室内活动jazz chants 爵士乐jigsaw games 拼图游戏language units 语言单位language input 语言输入language proficiency 语言熟练度manners of articulation 发音方法mime 模拟, 模仿monitor 监督者,监督者nasals 鼻音noughts and crosses 拼字游戏open pairs 演示性接对活动organizer 组织者outdoor activities 室外活动pair work 结对活动participation 参与places of articulation 发音部位practice stage 实践阶段procedure 步骤prompts 提示性语言pronunciation practice 语音练习quiz 知识小测验remedial measures 补救性措施rhyme 韵律rhythm 节奏rising tone 声调received pronunciation 标准语音role plays 角色扮演safety coefficient 安全系数scan 略读skim 快读supplementary form 补充形式supervisor 督促者stress 重音structure practice 结构练习teaching syllabus for full-time secondary schools 全日制中学教学大纲tongue twisters 绕口念vocal organs 发音器官vocabulary practice 词汇练习Lesson-plan Writing教案撰写1. language learning objective 语言学习目标2. curriculum 课程目标3. action and interaction 作用和相互作用4examination prescription 考试指南5. philisophy of teaching 教学观念6. practicality 实用性7. pragmaticality 实效性8. motivational drive 动力驱动9. reality 现实性10. learning strategy 学习策略11. terminal objective 结果目标12. enabling objective 过程目标13. evaluation 评价14. formative assessment 形成性测试15. assignment 作业布置16. language acquisition 语言习得17. individual difference 个体差异18. auditory 听觉19. scientificity 科学性20. variety. 多样性21. flexibility 灵活性22. creativity 创造性23. learner-centered 学生中心24. awareness of syllabus 大纲意识25. contextualized setting 语境The Meaning and Functions of Assessment学习效果评估achievement assessment 成绩评估achievement test 成绩考试alternative options 选择项analytic scoring 分解评分法anecdotal notes 笔记anecdotal records 笔记aptitude assessment 学能评估aptitude test 学能考试assessment method 评估方法assessment result 评估结果assessment technique 评估技巧attainment test 成绩测试backwash 反拨作用checklist 清单class assignment 课堂作业classroom test 自编考试cloze test 完形填空comparing function 比较功能conference 讨论会criterion 标准criterion-referenced test 标准参照考试diagnostic assessment 诊断评估diagnostic test 诊断考试dialogue journal 日记dictation with competing noise 干扰听写direct testing 直接考试discrete point test 分离式测试distracter 干扰项elicited dictation 复述听写essay test 作文式试题evaluation 评价feedback 反馈final achievement test 结业成绩考试final exam 期末考试formative test 形成性考试grade 评分等级grade 评分group project 集体项目holistic scoring 整体评分法home assignment 家庭作业homework 家庭作业impression-based scoring 印象评分法impressionistic scoring 印象评分法indirect testing 间接考试information transfer 信息转换informational function 信息功能instructional function 教学功能instrumental function 工具功能integrative test 综合性测试interview 面试key, answer, correct option 正确答案learning function 学习功能matching items 配对题measurement 测量mid-term exam 期中考试motivation 动机motivational function 动机功能multiple choice 多项选择题non-standardized test 非标准化考试norm 常模norm-referenced test 常模参照考试objective test 客观型考试observation 观察open-ended question 开放式试题options 选择项partial dictation 填空听写performance testing 行为测试placement test 分班考试,摸底考试portfolio 文件包pragmatic test 语用测试process 过程product 结果proficiency test 水平考试proficiency assessment 水平评估progress achievement test 成绩进展考试project 项目questionnaire 问卷regulatory function 调节功能reinforcement 强化reliability 信度remedial teaching 补救教学selection test 选拔考试self-assessment 自我评估spot dictation 定点听写standard dictation 标准听写standardized test 标准化考试stem 题干subjective test 主观型考试summary cloze 概要完形填空summative test 总结性考试teaching objective 教学目标teaching procedure 教学步骤true or false items 正误选择题,判断题validity 效度Doing Language Teaching Research教学技巧的研究与开发Cluster Sampling 整群抽样Cohort Design 类似群体设计Control Variable 控制变量Criterion Group Design 标准组设计Dependent Variable 依变量Expectancy Effect 期望效应Experimental Mortality 实验死亡率External Change 外部变化External Validity 外部效度History 历史Independent Variable 自变量Instability 不稳定性Instrumentation 手段Interaction of Several Factors 因素的交互组合Internal Change 内部变化Internal Validity 内部效度Interrupted Time Series Design 间断时间次序设计Maturation 成熟Moderator Variable 调节变量Non-Designs 前实验设计。
说课讲课英语用语
说课讲课英语用语1. GreetingIt’s my great pleasure to be here sharing my lesson with you. The contents of my lesson is <PEP Primary English> Book__ Unit__2. Teaching AimsKnowledge goalsAbility goals.Emotion goals: (1) Raise the Ss’ interest to learn Eng lish.(2) Train the Ss to form the habits of using Englishwhile observing, meaning and the awarness ofcooperation while reading.(3) Lead the Ss to love others.(4) Enable the Ss cultivate good habit in arranging their free time.3. The Teaching Emphasis (Focus):(1) The important points of this lesson(2) The difficult points of this lesson4. Instructions About Learning Methods:It is based on the Ss’ interests. The level of knowledge and their experien ce of life. I’m ready to use the learning manners of studying by themselves to train the Ss’ ability of using English and the ability oflearning by themselves.5. Teaching Measures:According to the characteristics of this lesson. I used modern teaching technipues. In order to enable Ss to participate in variety of senses to the whole learning process. Arouse Ss interest in learning improve teaching efficiency.6. Preparation:Courseware, Teaching cards, Audio-visual aids7. Teaching Process(1) Warming – up (2) Review (3) Presentation (4) The end8. Homework9. Designs of teaching materials(1) Primary English teaching should focus on training Ss’ interests.Arousing the Ss’ initiative of learning English. According to the laws of the Ss’ re cognization. I used the following teaching methods: Let the Ss learn and use English through thinking, discussion, communication, reading , cooperation and games.(2) Greet with the video brisk the classroom. Build up a situationalcontext. Ss will be interested in learning.(3) Ss learn by themselves. That’s good for Ss’ ability of learning.(4) Ss make sentences by themselves. They will know the focus better.(5) Ss will remember the new words easily from the chant.(6) Ss will pronounce more correctly from reading after the tape.(7) The groups’ learning trains the Ss to cooperate with each other.(8) Saying, writing and acting will arouse the Ss to learn more.(9) Ending with a song. Ss will feel relax.(10) Homework is so important that the Ss should use English as muchas they can in class or after class..(11) To encourage Ss to think and use the language they learnt. Toextend the knowledge and raise them how to use the language. (12) To raise Ss’ reading and listening techniques and raise the usefulinformation though fast reading.(13) To raise the question about favourite sports.(14) To action Ss knowledge about sports and make them action for learning .(15) Turn the text into an interesting story and that could make Ss focus on the text.(16) The Ss could master the dialogue correctly in the form of choice.Filling in the blanks and answering questions.(17) Consolidate and extent the knowledge by using the multimedia courseware.(18) On one hand, this part could improve the Ss’ spoken English. Onthe other hand, the Ss could learn more sentences so that they can use them in their writing exercises following.。
小学英语说课(现场表演呈现用语)
小学英语说课稿（英文万能版）●Good morning, my dear judges. I am _______, from____________. I’m glad to interpret my teaching design here.●The teaching content is Module 6 Travel Unit 1I went there last year, of Unit of PEP Primary English, Book .This unit is mainly aboutNow, I will explain the lesson from the following aspects.1.教学内容（体现教材的整合）Firstly, let’s focus on the analysis of teaching content.The lesson is a new one of Unit .It includes parts: and . In section 1, it mainly deals with these key words,. And, in section 2, it deals with the patterns:2.教学对象Secondly, it is about the students.Our students are in Grade .They are active and curious, interested in new things.After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language. They have learnt English for years, and have already knownIt is not difficult for them to understand and use the language3.教学目标（根据具体内容定目标和要求）So, I set the following aims.By the end of the lesson, students will be able to read, recognize, and use these words:And, these sentences:By the end of the lesson,Ss can understand theand get useful information from the throughattentive listening / reading.Ss are able to talk aboutSs can useto give suggestions onSs’ abilities of listening and speaking will be developed.(Affect; learning strategies; cultural awareness. )In this lesson, the emotional aim isto help students cultivate and foster their abilities of working in groups.to foster Ss’consciousness of good-cooperation and proper competition.to help Ss cultivate their abilities to analyze and solve problems independently.to foster Ss’ initiative and creativeness.to help Ss to recognize and identify the differences between Chinese and English cultures onto help Ss know some and comprehend theto make sure that Ss can useCorrectly and skillfully.to develop Ss’ interest in English.The difficult point is:The pronunciation of4.教法学法Fourthly, it talks about teaching methods.In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.5.教学过程①具体steps 根据具体内容定；②板书steps＋purpose 说明；③如有可能，同时完成layout设计;Next, let’s focus on the teaching procedures.I will finish the lesson in steps.It will cost about mins.After greeting with the Ss, I will begin the lesson by singing the songtogether with the Ss.Purpose:The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt knowledgefor the next step.It will cost about mins.With the help of the PPT, I set a situation ofbyto stimulate the Ss’ interest of the lesson.By playing the PPT, IAnd then,(板书layout) The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’real life experiences, to help the Ss understand the language easily and naturally.After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words.It is called Phonics.It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words.（机械上口；有意义操练；let’s do; 课文对话表演;）It will cost mins, including 1 mechanical activity to help Ss to recognize and read the new words and sentences, and 2 activities in the meaningful situations to make Ss use the new words with sentence structures in , to help Ss use the languagein a real situation.Due to the Ss’ age, I makeThe purpose of this is to draw the whole Ss’ attention to the spelling of the words.It is to help Ss to learnthrough a true situation.In this step, I will give Ss a free space to show their abilities.I willThen,Task-based teaching method and Communicative language teaching are used here.The activity is to develop Ss’ability of communication, and also, their ability of cooperation will be well developed.Making a new dialogue is to check if Ss can usecorrectly and skillfully.（总结上课内容；德育渗透；作业布置；）In this step, I will guide the Ss to conclude the key wordsAnd sentencesAnd also, I willThe purpose of this is to stimulate Ss’interest of learning English and wide their knowledge about communication across cultures.6.板书设计And, this is my layout design.That’s all for my teaching design. Thank you a lot for listening. (GONG)。
小学英语说课(现场表演呈现用语)
小学英语说课稿（英文万能版）●Good morning, my dear judges. I am _______, from____________. I’m glad to interpret my teaching design here.●The teaching content is Module 6 Travel Unit 1I went there last year, of Unit of PEP Primary English, Book .This unit is mainly aboutNow, I will explain the lesson from the following aspects.1.教学内容（体现教材的整合）Firstly, let’s focus on the analysis of teaching content.The lesson is a new one of Unit .It includes parts: and . In section 1, it mainly deals with these key words,. And, in section 2, it deals with the patterns:2.教学对象Secondly, it is about the students.Our students are in Grade .They are active and curious, interested in new things.After learning English for years, they have some basic English background knowledge, so the teacher should attach importance to the communication with them, providing them the chances of using language. They have learnt English for years, and have already knownIt is not difficult for them to understand and use the language3.教学目标（根据具体内容定目标和要求）So, I set the following aims.By the end of the lesson, students will be able to read, recognize, and use these words:And, these sentences:By the end of the lesson,Ss can understand theand get useful information from the throughattentive listening / reading.Ss are able to talk aboutSs can useto give suggestions onSs’ abilities of listening and speaking will be developed.(Affect; learning strategies; cultural awareness. )In this lesson, the emotional aim isto help students cultivate and foster their abilities of working in groups.to foster Ss’consciousness of good-cooperation and proper competition.to help Ss cultivate their abilities to analyze and solve problems independently.to foster Ss’ initiative and creativeness.to help Ss to recognize and identify the differences between Chinese and English cultures onto help Ss know some and comprehend theto make sure that Ss can useCorrectly and skillfully.to develop Ss’ interest in English.The difficult point is:The pronunciation of4.教法学法Fourthly, it talks about teaching methods.In this lesson, I will mainly use “Task-based teaching method”, “Communicative language teaching method” and “TPR teaching method”, and so on.5.教学过程①具体steps 根据具体内容定；②板书steps＋purpose 说明；③如有可能，同时完成layout设计;Next, let’s focus on the teaching procedures.I will finish the lesson in steps.It will cost about mins.After greeting with the Ss, I will begin the lesson by singing the songtogether with the Ss.Purpose:The purpose of this is to form a better English learning surrounding for the Ss, and, at the same time, it provides situations to review the learnt knowledgefor the next step.It will cost about mins.With the help of the PPT, I set a situation ofbyto stimulate the Ss’ interest of the lesson.By playing the PPT, IAnd then,(板书layout) The purpose of this is to present the new words and sentences in the situation, which relates to the Ss’real life experiences, to help the Ss understand the language easily and naturally.After presenting each new word (by the guessing game), I will impart the knowledge of pronunciation rules in teaching the new words.It is called Phonics.It can facilitate the Ss’ abilities to pronounce the words, and help them to remember the spelling of the words.（机械上口；有意义操练；let’s do; 课文对话表演;）It will cost mins, including 1 mechanical activity to help Ss to recognize and read the new words and sentences, and 2 activities in the meaningful situations to make Ss use the new words with sentence structures in , to help Ss use the languagein a real situation.Due to the Ss’ age, I makeThe purpose of this is to draw the whole Ss’ attention to the spelling of the words.It is to help Ss to learnthrough a true situation.In this step, I will give Ss a free space to show their abilities.I willThen,Task-based teaching method and Communicative language teaching are used here.The activity is to develop Ss’ability of communication, and also, their ability of cooperation will be well developed.Making a new dialogue is to check if Ss can usecorrectly and skillfully.（总结上课内容；德育渗透；作业布置；）In this step, I will guide the Ss to conclude the key wordsAnd sentencesAnd also, I willThe purpose of this is to stimulate Ss’interest of learning English and wide their knowledge about communication across cultures.6.板书设计And, this is my layout design.That’s all for my teaching design. Thank you a lot for listening. (GONG)。
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英语教学术语1. Plans and objectives计划和目标aims and demands目的与要求plan for the topic课题计划analysis of teaching materials教学分析main points重点difficult points (trouble spots)难点allocation of time时间分配lesson plan课时计划teaching objectives教学目标develop skills (in listening, speaking, reading and writing)培养/发展（听、说、读、写）技能2. Types and content of lesson课型和内容old(new) lesson旧（新）课revision/ review复习（课）reading 阅读课dialogue对话课listening 听力课conversation会话（课）(writing) precis（写）概要composite lesson综合课open class(demonstration lesson)公开课3. procedure程序introduction导言（课）checkup/ checking检查(have) dictation（进行）听写listening to recording听录音model reading (by the teacher) 范读，示范朗读read in chorus声朗读watching lantern-slidespoint to … in the chart/ diagram在图/表中指示retelling (retell the story) 复述（故事）rewrite the paragraph 改写段落generalize , induce 概括、归纳row work一排（座位）同练pair work 结对儿练习group work 小组练习summing-up 总结4. Assignments and tests 作业与考查assign class work / homework 布置课内（外）作业hand in / collect the homework 交（收）作业oral / written work 口头/书面作业quiz 随堂小测验(unit) test （单元）测验mid-term exam(ination) 期中考试term(inal) exam(ination) 学期考试make-up exam(ination) 补考sit for an exam(ination) （在）参加考试mark the homework / paper 改作业/卷（给分）full marks 满分, A+excellent (superior) 优，A(优减，A－)good 良，Bnormal/ fairly good /fair 中、尚好，Cnot good / bad 差，Dfail 不及格, F教学法流派：audio-lingual approach or aural-oral method听说法；cognitive approach 认知法；compromise method 折中法；deductive method演绎法；inductive method 归纳法；cramming method灌输法；comparative method比较法；direct method直接法；discovery learning发现学习法；eclecticism优选法；grammar translation method语法翻译法；language teaching methods语言教学法；the natural approach 自然法（途径）；reading method阅读法；silent way沉默法；the communicative approach 交际法（途径）；notion-al approach意念法；functional approach 功能法；comprehensive method综合法；situational method情景法；heuristic method of teaching启发式教学法；oral method口授法；didactics教授法；audio-visual method 视听法；suggestopoedia 暗示法；activity method活动教学法；card system卡片教学法；group training method分组训练方法；computer aided instruction计算机辅助教学；discussion method讨论教学法；demonstration method演示法；Total Physi-cal Response全身反应法；Structural Method 结构法；Com-munity Language Learning 集体语言学习法；Zhang Sizhong’s Method of Foreign Language Teaching 张思中外语教学法Teaching grammar in situations情景法语法教学Teaching grammar by charts and diagrams用图表概括教语法Teaching grammar in sentence patterns结合句型教语法Teaching of grammar by comparison比较法语法教学Teaching grammar in various ways多样化语法教学Teaching grammar in a communicative way交际式语法教学Teaching of grammar by inductive method归纳法语法教学Teaching of grammar by deductive method演绎法语法教学Teaching vocabulary in situations情境法词汇教学Teaching words in cultural context结合文化背景教单词Teaching of sentence patterns句型教学Mechanical drills机械操练Meaningful drills意义操练Communicative drills交际性练习Presenting patterns in situations情景呈现句型Presenting patterns by raising questions问题呈现句型Presenting patterns by pictures看图呈现句型Presenting patterns by narration叙述呈现句型Presenting patterns through action动作表情呈现句型Pattern drills by imitation模仿式句型操练Pattern drills by substitution替换式句型操练Pattern drills by conversion转换式句型操练Teaching methods and classroom techniques教学方法与课堂技巧Micro-teaching微型教学Teaching of pronunciation语音教学Teaching liaison连读教学Teaching words in sentence patterns利用句型教单词Teaching vocabulary by comparison比较法教词汇Teaching words by rules of word formation利用构词法教词汇Goals/ objectives目标Aims目的Requirements要求Role of the English Teacher 英语教师的作用Revision复习activator记忆激活者presentation呈现demonstrator示范者drill操练organizer or director组织者或指挥者practice 练习supervisor or monitor 监督者或监听者consolidation巩固helper or marker帮手或记分员能够实现的目标：achievable goals；理解检查：comprehension check；结伴学习：cooperating with others；手段：device；自我测评：evaluating one’s learning ；细读：full reading ；功能词：function word；基本思路：general tendency；小组活动：group work；分类聚词：grouping；圈划重点：highlighting；明确目的；identifying the purpose of a language task；输入假设：input theory；内省法：introspection；以学生为中心：learner-centered；学习策略：learning strategy；逻辑思维：logical thinking；排除焦虑：lowing one’s anxiety；记忆策略：memory strategy；误解misunderstanding；需要分析：needs analysis；观察（法）：observation；口头报告：oral report；片面理解：partial understanding；解决问题：problem-solving；步骤：procedure；有目的的听说读写purposeful listening/ speaking/ reading/ writing；规则演绎：reasoning deductively；现场记录：recording ；查阅：scanning；争取机会：seeking practice opportunities；自选话题：selecting the topic；自我意识：self-awareness；自我评价：self evaluating；社交策略：social strategy；列单式笔记：shopping list note form；提要式笔记：standard outline note form；有声思维：think aloud。