小学英语教学技能训练-教师教育试验教学示范-南京晓庄学院
外语专业实践活动课程化的教学模式探索--以南京晓庄学院外语类专业为例
外语专业实践活动课程化的教学模式探索--以南京晓庄学院外语类专业为例王兰香【摘要】具体阐述南京晓庄学院外国语学院在外语专业实践活动的课程化改革过程中探索出的“五法五式”实践教学模式的理念与“五法”“五式”的内涵，以及该模式的保障措施和实施的成效。
认为“五法五式”外语专业实践教学模式将零散的专业实践活动课程化，能有效地解决实践课程因课时短小、实施困难、考核模糊等导致的教学效果差的问题，激发学生的选课兴趣和学习的积极性。
【期刊名称】《英语教师》【年(卷),期】2016(016)021【总页数】5页(P69-73)【关键词】五法五式;外语专业;实践教学【作者】王兰香【作者单位】211171，江苏南京，南京晓庄学院【正文语种】中文近年来，外语专业实践教学体系的研究不断完善和深入。
外语专业实践教学模式更是与时俱进，因势而为，实践教学的成效在不断提高。
但英语类专业实践多元人才观更加客观与全面地反映了目前外语专业实践教学的真实诉求（文秋芳2014；陈法春2014），外语类人才的复合性和应用性，使得实践教学必须考虑学生的个性化、行业的特性以及学科思维训练。
从多元人才培养这一理念出发，2013年，南京晓庄学院进行新一轮人才培养方案修订，外国语学院将原来零散的外语专业实践活动进行课程化管理，如第二课堂活动和社会实践活动等，经过三年不断地探索，逐渐形成“五法五式”实践教学模式，“五法”指“导、练、赛、训、娱”五种方法或形式，“五式”则是由五种方法或形式自由组合而成的五种特殊模式。
（一）教学化整为零实践类课程一般设置0.5～1学分，安排7～28课时不等，为避免集中短时间教学而导致的效果差，首先在教学安排上化整为零，通过分散难点、拉长教学战线、注重过程和师生互动，根据任课教师的任务安排，不要求按固定时间和固定地点开展教学活动，而是根据实践的目的、内容、方式等要求灵活进行时空安排和线上线下沟通。
其次是实践任务安排上化整为零，如成立翻译工作坊，经常参与校外的翻译项目合作（如展会咨询、实地参观、旅游考察、商务谈判、合同签订、国际会议交流等），一般的中小型活动，要求翻译服务的人数并不多，为了让学生有充分实践的机会，更好地提升实践的能力，将学生分批、分项目安排翻译实践。
附加资料1南京晓庄学院课程大纲标准规定模板及格式要求
英语歌曲与戏剧表演课程大纲课程代码：课程学分：2学分课程总学时：28课时适用专业：小学教育（英语方向）一、课程概述（一）课程的性质本课程是为小学教育专业英语方向学生开设的一门实践性和技巧性较强的专业教学技能训练选修课程，该课程主要基于《英语课程标准》所倡导的六大基本理念选定适合儿童演唱的若干主题英文歌谣以及课本剧，要求学生能够理论联系实际、灵活地进行英文歌谣的演唱与教学设计以及课本剧的编写改写和表演。
本课程的开设旨在培养小学教育专业英语方向的学生成为能歌唱善表演的多才多艺的小学英语师资，教学过程中侧重以英文歌谣教学设计的能力培养为重点，以英文歌谣的演唱、英文歌谣教学案例分析和英文歌谣模拟教学为基本载体，强调相关理论对教学操作的实际指导，也强化在实际操作中的升华理论，其次要求学生理解并掌握适合小学生的课本剧的改变与演绎。
（二）设计理念与开发思路本课程根据高校小学师资培养课堂的学生需求，紧密结合小学英语教学一线名师优师实践经验来开展相关技能讨论与训练，课堂教学将秉承陶行知先生“教学做合一”的理念。
本课程为考查课程，平时成绩占30%，平时注重考查学生演唱英语歌曲和表演课本剧的能力；考查成绩占70%，主要考查学生对英语歌曲和课本剧的教学价值与优势的认识并尝试进行教学设计的能力。
二、课程目标（一）知识目标1、了解并掌握现行小学英语教材中英语歌谣所涉及的话题和功能；2、了解和掌握小学英语歌曲的分类；2、了解和掌握英语歌谣演唱的基本原则和要求；3、了解和掌握戏剧的特点与类型；4、了解和掌握就英语歌曲和戏剧进行教学设计的基本思路；（二）能力目标1、能够语音语调准确、表情动作丰富地表演各主题的儿童英文歌谣。
2、能够比较丰富地多层面解读所演唱英文歌曲的文本，准确地把握住语言知识点，并据此确定教学重难点，以小组合作形式完成教学片段的活动设计并说课或者试讲。
3、能够掌握和实践儿童英文歌曲教学的经典教学步骤和常用教学设计方法。
小学英语教师技能大赛(朗读范文)
小学英语教师技能大赛(朗读范文)全文共10篇示例，供读者参考篇1Title: My Experience at the Primary School English Teacher Skills CompetitionHi everyone! My name is Lily and I want to tell you about my experience at the Primary School English Teacher Skills Competition. It was so much fun and I learned a lot!First, let me tell you about the competition. It was held at our school and all the English teachers from different primary schools in the city came to participate. There were different rounds like spelling, grammar, and speaking. I was so excited to show off my English skills!In the spelling round, we had to spell words like‘elephant’, ‘banana’ and ‘computer’. It was easy for me because I love spelling! Next was the grammar round where we had to identify verbs, nouns, and adjectives. I remembered all the rules Mrs. Smith taught us in class, so I did really well.The best part of the competition was the speaking round. We had to read a passage out loud and use different expressions like ‘happy’, ‘sad’, and ‘excited’. I practiced a lot at home and when it was my turn, I spoke confidently and clearly.At the end of the competition, the judges announced the winners. I didn’t win a prize, but I was happy because I tried my best and learned so much. I had a great time meeting new friends and competing with them.I can’t wait for next year’s competition to show off my improved English skills. I want to thank my teachers and parents for all their support and encouragement. English is so much fun and I love learning it!That’s all for now. Thanks for listening to my story. Bye!篇2Hello everyone! Today I want to share with you my experience in the Primary School English Teacher Skills Competition.First of all, I was so excited to be a part of this competition because I love English so much. I have been practicing myEnglish skills for a long time and I was ready to show what I can do.In the competition, we had to do different tasks like reading a passage, speaking in front of the judges, and even acting out a short skit in English. I was a little nervous at first, but I remembered to take deep breaths and just have fun.One of my favorite parts was the reading task. I chose a passage from a book that I really liked and practiced reading it out loud many times. I wanted to make sure I pronounced all the words correctly and used the right intonation. When it was my turn to read, I spoke clearly and confidently. I even added some expression to make the story more interesting.For the speaking task, I had to talk about my favorite animal.I chose to talk about dolphins because they are so smart and playful. I talked about where they live, what they eat, and some interesting facts about them. I also showed a picture of a dolphin and explained why I love them so much.In the end, I was so proud of myself for doing my best in the competition. I may not have won, but I had a lot of fun and learned a lot from the experience. I can't wait to keep practicing and improving my English skills. Thank you for listening to my story!篇3Hi everyone! My name is Lucy and today I want to share with you a story about the English teacher skills competition I participated in. It was so much fun and I learned a lot from it!First, let me tell you about the competition. There were different rounds, like pronunciation, vocabulary, storytelling, and more. We even had to do some role-playing exercises where we acted out different scenarios in English. It was really exciting and challenging.In the pronunciation round, we had to say some tongue twisters like "She sells seashells by the seashore" really fast and without making any mistakes. It was tricky but I practiced a lot and managed to do it well.In the vocabulary round, we had to match words with their meanings and use them in sentences. I love learning new words, so this round was really fun for me. I even learned a few new words that day!The storytelling round was my favorite. I got to tell a story about a magical adventure in the jungle. I used different voices for the characters and acted out the scenes. Everyone was so impressed with my performance.At the end of the competition, they announced the winners. I didn't win the first prize, but I did get a special mention for my storytelling skills. I was so proud of myself!Overall, the English teacher skills competition was a great experience. I learned a lot, made some new friends, and had a lot of fun. I can't wait to participate again next year and show off my improved English skills. Thanks for listening!篇4Hello everyone, my name is Tommy and today I want to tell you about the Elementary English Teacher Skills Competition that I participated in. It was so much fun and I learned a lot of new things!First, let me tell you about the competition. It was held at our school and there were five different challenges that we had to complete. The first challenge was a reading comprehension test where we had to answer questions about a story we read. The second challenge was a grammar quiz where we had to fill in the blanks with the correct words. The third challenge was a vocabulary game where we had to match words with their definitions. The fourth challenge was a writing task where we had to write a short paragraph about our favorite food. And the lastchallenge was a speaking task where we had to describe a picture to the judges.I was so nervous at first, but once I started the competition, I felt more confident. I read the story carefully, answered the questions, and even managed to get all of them right! In the grammar quiz, I remembered all the rules I learned in class and filled in the blanks with the correct words. For the vocabulary game, I matched all the words with their definitions without any mistakes. I even wrote a great paragraph about my favorite food – pizza! And when it came to describing the picture, I used all the English words I knew to explain it.After all the challenges were over, the judges announced the winners. And guess what? I won third place! I was so excited and proud of myself. I received a medal and a certificate for my hard work.Overall, the Elementary English Teacher Skills Competition was a great experience for me. I learned a lot and had so much fun. I can’t wait to participate again next year! Thank you for listening to my story. Bye bye!篇5Hello everyone! Today I am going to share with you a story about the English teacher skills competition. It was so much fun and I learned a lot from participating in it!The competition started with a warm-up activity where we had to introduce ourselves in English. It was a bit nerve-wracking at first, but once I got on stage and started speaking, I felt more confident. The judges were impressed by my pronunciation and fluency, which motivated me to do even better in the next round.In the next round, we had to read a passage from a children's book out loud. I chose a story about a talking dog who goes on adventures in the park. I practiced reading it at home and tried to add lots of expression to my voice. When it was my turn to read in front of the judges, I could see them smiling and nodding along to the story. It made me feel so happy!After the reading round, we had a spelling bee where we had to spell out English words. Some of the words were quite tricky, but I remembered to sound them out carefully and use my phonics skills. I managed to spell all the words correctly and felt proud of myself for remembering all the rules.In the final round, we had to give a short presentation on a topic of our choice. I decided to talk about my favorite animal, the panda. I included lots of interesting facts and usedvocabulary that I had learned in class. The judges seemed impressed by my confidence and knowledge of the topic.At the end of the competition, the winners were announced and I was awarded a special prize for my performance. I felt so happy and proud of myself for all the hard work I had put in. It was a great experience and I can't wait to participate in more English teacher skills competitions in the future!I hope you enjoyed my story and feel inspired to improve your English skills too. Thank you for listening!篇6Hello everyone, my name is Lily and I am so excited to tell you about the English Teacher Skills Competition that took place at our school last week. It was so much fun!First, all the English teachers had to do a reading competition. Each teacher had to choose a story to read aloud to the students. The teachers had to make sure they used a clear voice and made the story interesting. The students got to vote on who they thought did the best job.Next, the teachers had to do a spelling bee with the students. The teachers had to spell out tricky words and the students hadto try and spell them correctly. It was so funny to see some of the teachers struggling with the hard words!After that, the teachers had to do a grammar challenge. They had to write a sentence on the board with correct grammar and punctuation. The students had to correct any mistakes they saw. It was a tough challenge but all the teachers did a great job.Lastly, the teachers had to do a role play with the students. They had to act out a scene from a movie or book and the students had to guess what it was. It was so entertaining to see the teachers acting silly and having fun with the students.In the end, all the teachers did an amazing job and it was so hard to pick a winner. But in the end, Mrs. Smith won first place and got a shiny trophy. We all clapped and cheered for her because she was the best!I had so much fun at the English Teacher Skills Competition and I can't wait for next year's event. Learning English is so much fun! Thank you teachers for all your hard work!篇7Title: My Experience at the Primary School English Teacher Skills ContestHi everyone! My name is Lily and I want to share with you my super awesome experience at the Primary School English Teacher Skills Contest. It was like, totally amazing!So, like, the contest was held at our school and there were so many cool teachers from different schools who came to compete.I was so excited to watch them show off their English skills!The contest had different rounds like reading aloud, storytelling, and even acting out a skit in English. It was so cool to see how the teachers could speak in English so confidently and fluently. I was like, “Wow, they are like superheroes of English!”I especially loved the storytelling round where a teacher told us a really funny and exciting story in English. It was like I was in a different world, imagining all the cool things happening in the story.But the best part was when the teachers had to act out a skit in English. It was so hilarious and entertaining! I couldn’t stop giggling as they danced and sang in English. They were so funny and talented!At the end of the contest, they announced the winners and gave out prizes. It was so exciting to see the teachers jumping up and down with joy. I was so happy for them!Overall, the Primary School English Teacher Skills Contest was like, the best day ever! I can’t wait for next year’s contest to see even more awesome teachers show off their English skills. English is so cool! Bye bye!篇8Title: My Experience in the Primary School English Teacher Skills CompetitionHi everyone, my name is Amy and I want to tell you about my experience in the Primary School English Teacher Skills Competition. It was so much fun and I learned a lot!First, we had to do a reading test. We had to read a story aloud in English and we were judged on how clear and fluent we sounded. I chose a story about a little bear and his adventures in the forest. I practiced so many times at home and my mom helped me with my pronunciation. When it was my turn, I was a little nervous but I did my best and I think I did pretty well!Next, we had to do a spelling bee. We had to spell out words like "elephant", "bicycle" and "rainbow". It was a bit challenging but I remembered all the spelling rules I learned in class. Some words were tricky but I tried my best and spelled them out correctly.After that, we had a role-playing activity. We were given a situation and we had to act it out with a partner. My partner and I had to pretend we were at a restaurant ordering food. We had so much fun pretending to be waiters and customers. I remembered to use polite words like "please" and "thank you" and I think we did a great job!Finally, we had a quiz about English grammar and vocabulary. We had to answer questions about verb tenses, prepositions, and synonyms. I studied really hard for this part and I was so happy when I got most of the questions right.In the end, I didn't win a prize but I had so much fun participating in the competition. I made new friends, learned new English words, and gained more confidence in speaking English. I can't wait to join the competition again next year! Thank you for listening to my story. Bye!篇9Hello everyone, my name is Lily and today I want to tell you all about the Primary School English Teacher Skills Competition that I participated in last week. It was so much fun and I learned a lot of new things!First of all, we had to do a reading comprehension task where we read a story and answered questions about it. I practiced a lot at home with my mom and dad to make sure I could understand all the words in the story. When it was my turn to read in the competition, I read the story out loud and answered all the questions correctly! I was so proud of myself.Next, we had to do a listening task where the teacher played a recording and we had to answer questions about what we heard. This one was a bit tricky because the recording was fast, but I listened carefully and managed to answer all the questions.I think listening is really important for learning English!After that, we had to do a speaking task where we had to talk about our favorite book in English. I chose "Alice in Wonderland" because it's a magical story that I love. I practiced my speech in front of the mirror so I wouldn't be nervous when it was my turn to speak. I spoke clearly and confidently and the judges seemed to like it.Finally, we had a writing task where we had to write a short story in English. I wrote about a funny adventure I had with my best friend at the park. I made sure to use lots of descriptive words and correct grammar. I was really happy with how my story turned out.In the end, I didn't win the competition, but I had so much fun and I learned a lot of new English skills. I can't wait to practice more and try again next year. English is such a cool language and I'm excited to keep learning more! Thank you for listening to my story. Bye!篇10Title: My Experience in the Primary School English Teacher Skills CompetitionHi everyone! My name is Lily and I want to share with you all about my experience in the Primary School English Teacher Skills Competition. It was so much fun and I learned a lot of new things!First, I had to do a reading aloud competition. I practiced with my teacher every day after school. I read a story about a little girl who loved to play with her dog. I practiced my pronunciation and made sure to speak clearly and loudly. Whenit was finally my turn to compete, I felt a little nervous but I tried my best. I read the story with confidence and the judges said they liked my expression and fluency.Next, I had to do a spelling bee competition. I love spelling so I was really excited for this part. The words were a bit tricky but I practiced every day with my mom at home. When it was my turn to spell a word, I spelled it out loud and clear. I got most of the words right and I was so happy when I got a shiny medal for my efforts.Lastly, I had to do a teaching demonstration. I pretended to be a teacher and taught a group of students how to introduce themselves in English. I used flashcards and games to make it fun and interactive. The judges said they were impressed with my creativity and engagement with the students.Overall, the Primary School English Teacher Skills Competition was a great experience for me. I learned a lot and had so much fun. I can't wait to participate again next year and show off my improved skills! Thank you for listening to my story. Bye bye!。
小学英语学科教育教学实践案例(3篇)
第1篇一、案例背景随着我国教育改革的不断深入，小学英语教育越来越受到重视。
为了提高学生的英语水平，激发学生学习英语的兴趣，我校英语教师开展了以下教育教学实践。
二、案例目标1. 培养学生对英语学习的兴趣，提高英语学习积极性。
2. 培养学生的英语听说读写能力，为今后英语学习打下坚实基础。
3. 培养学生的跨文化交际能力，拓宽国际视野。
三、案例实施过程1. 创设英语学习氛围为了让学生在轻松愉快的氛围中学习英语，我校英语教师采取了以下措施：（1）教室布置：将教室布置成英语角，悬挂英语海报、标语，营造浓厚的英语学习氛围。
（2）课堂用语：教师尽量使用英语进行教学，鼓励学生用英语进行交流。
（3）课外活动：开展英语角、英语歌曲比赛、英语戏剧表演等活动，激发学生学习英语的兴趣。
2. 采用多样化教学方法（1）游戏教学法：通过游戏让学生在轻松愉快的氛围中学习英语。
如：猜单词、找不同、拼图等。
（2）情景教学法：结合生活实际，创设生动有趣的情景，让学生在情景中学习英语。
如：购物、问路、看病等。
（3）任务型教学法：设计具有实际意义的任务，让学生在完成任务的过程中学习英语。
如：制作海报、编写剧本等。
（4）合作学习法：鼓励学生分组合作，共同完成任务，培养学生的团队协作能力。
3. 注重学生个体差异针对学生个体差异，教师采取以下措施：（1）分层教学：根据学生的英语水平，将学生分为A、B、C三个层次，分别制定教学目标，确保每个学生都能得到充分发展。
（2）个性化辅导：针对学生的薄弱环节，进行有针对性的辅导，提高学生的学习效果。
（3）鼓励学生积极参与：鼓励学生大胆发言，勇于表达自己的观点，培养学生的自信心。
四、案例效果通过以上教育教学实践，我校英语学科取得了以下成果：1. 学生的英语学习兴趣明显提高，课堂参与度明显增强。
2. 学生的英语听说读写能力得到全面提升，英语成绩稳步提高。
3. 学生的跨文化交际能力得到锻炼，拓宽了国际视野。
五、案例反思1. 教师要关注学生的个体差异，制定合适的教学策略，提高教学质量。
南京晓庄学院英语专业(师范方向)
南京晓庄学院英语专业（师范方向）2012届毕业生实习大纲本大纲为英语专业（师范方向）实习工作的指导性文件，是各学年制订实习计划的依据。
本大纲依据我校教育实习的有关意见，英语专业（本科）（师范方向）培养方案以及我院实习工作经验而制订，包括实习的性质、指导思想、组织、内容要求等方面。
专业培养方案一旦改变，本大纲亦做相应调整。
一、实习的性质毕业实习是高等师范教育专业教学计划的重要组成部分，是我院英语教育专业人才培养计划中的一门重要实践课程，是对学生进行实际教育、教学和科研能力初步训练的基本形式，也是使学生接受较深刻的专业思想教育，树立献身教育事业的思想，增强对中等或初等教育事业适应性的重要途径。
这一活动属于实践教学的范畴，有相应的学时、学分以及成绩评定要求。
二、实习工作的指导思想1、依靠教育行政主管部门和各实践基地的力量，共同组织实习工作。
2、提高广大教师对实习工作意义的认识，深入发动广大教师，争取各方面的支持，开发和利用各种资源。
3、根据各个时期的形势，采取多样化的、灵活的实习方式，因地制宜、因时制宜。
4、以学生的专业成长为根本目的，着力提高实习质量和实习效果。
三、毕业实习的组织与实施根据专业教学计划和学校教务处的安排，制定相应的实习工作计划，成立毕业实习领导小组，组长由院长担任，副组长由分管教学院长等担任，成员为相关指导教师。
本届毕业实习由分管实践教学的教学秘书以及各教研室主任，教务办全体协同分管教学副院长配备指导教师，组织实习动员，加强实习纪律和安全教育，安排实习分组并指派负责人等。
1、毕业实习领导小组职责制定本专业毕业实习实施计划；选派实习指导教师；督促检查毕业实习的准备工作；做好实习生的思想政治工作；巡视指导全院的集中实习活动，交流情况，总结经验，及时发现和解决实习中出现的问题；考核实习生毕业实习成绩；做出毕业实习总结。
2、实习小组组长职责实习生实习期间可按照实习学校或实习班级组成实习小组，实习小组可设组长1－2名。
小学英语教学技能训练 Teaching Vocabulary
1 )含有相同的发音 shirt skirt red dress
June July chicken fish
2）单词同音异形 see sea ； meat meet； son sun
3）合成词： schoolbag policeman
football homework
classroom blackboard
Teaching Procedure 小学英语词汇教学的框架
Procedure
Phase 1
Warm up
Phase 2
Present ation
Phase 3 Phase 4 Phase 5
Practice
Commun ication
Extensi on
Kk ittyen
duck but
p u_ p p y
good, excellent
表示周围事物的table, chair等
red, yellow, blue, black, white, green, purple
表示事物外在特征的：big, small
表示 事物 外在 特征 的： thin,
fat
表示性别的：
boy
girl
词义解释： one, half, quarter
Serial Method
小学词汇中有很多词是以连续的 形式出现的。 Students readily memorize the series, but they then have difficulty in using the words out of sequence.
a) Flash cards (一周几天，缩写，不断变换）
2. 系统地感知语段中的词汇， 能明确词汇在交际中的作 用。
依托教材文本，提高写作能力——以译林版小学英语教材为例
依托教材文本，提高写作能力 ——以译林版小学英语教材为例发布时间：2022-07-21T05:04:03.981Z 来源：《中国教师》2022年5期作者：居晓雯[导读] 要使学习者成功地习得语言，仅仅依靠语言输入是不够的，还要使学者进行大量的语言输出居晓雯南京晓庄学院顶山实验小学，江苏南京210031要使学习者成功地习得语言，仅仅依靠语言输入是不够的，还要使学者进行大量的语言输出(范晓敏，2011)。
小学五、六年级，在学生积累了一定量的词汇、句型后，可以尝试让学生进行笔头输出，即进行简单的英语写作。
写作有助于词激发学生学习英语的兴趣和提高学生的综合语言运用能力。
译林版《小学英语》教材图文并茂，每一个单元都围绕一个话题展开教学活动，每个话题和板块内容都是小学生进行英语写作的好素材。
教师在教学中要利用教材中的资源，合情、合理、适时、适量地进行写作训练，结合教材中各单元的话题与板块内容指导小学生进行英语写作的练习。
一、利用Story time 板块进行话题创编的写作译林版《小学英语》Story time是语篇教学，学生学习完语篇内容之后，教师可以帮助学生整体理解语篇中的人物和话题，整理和归纳语言知识点，引导学生通过小组合作创编新的话题作文，之后再让学生结合自己的生活经历进行写作。
以6A Unit8 Chinese New Year 为例，本单元围绕“春节”这一主题，展示了香港女孩Anna一家春节的活动计划。
笔者以春节活动计划为话题设计了一节写作训练课，主要教学环节如下：上课伊始，教师围绕本单元的关键句型与学生进行简单交流，并明确本节课的教学目标是写一篇关于活动计划的英语作文。
之后，教师用多媒体呈现语篇插图并提出三个问题：①Who is Anna ? ②Where does Anna live ? ③What does the e-mail talk about? 接着，教师让学生讨论插图中的人物、地点和他们正在进行的活动；之后播放语篇引言部分的录音，引导学生回答以上问题。
小学英语教师教学技能大赛
第五届全国小学英语教师教学技能大赛暨2012全国高师学生英语教师职业技能竞赛一级初赛试题参考答案第一卷英语语言技能部分计70分,共六部分I. 1—5 BBABA 6—10 BCABC 11. municative 12. proficiency13. adolescence 14. untutored 15. acquisitionII. 16—20 ADBCA 21—25 DBADBIII. 26. contain 27. equal 28. balance 29. conWORD30. extensive31. criteria 32. checking 33. ingredients 34. essential35. AsIV. 36. It was built for housing an exhibition. 37. About 5 months.38. The arches made from a bination of snow and ice.39. Because the ice from there is as clear as glass.40. They froze them into the ice.41. learn differently42. bright; colorful; enough room43. Yes, they can respond to meaning even if they don’t understand individual words.44. They get understanding from others’explanation and what they see, hear, especially what they touch and interact with.45. Because young children have a limited attention span.V. 46. 我们中很多人在回顾自己的大学生活时,才意识到自己可以用另外一种方式更好地来度过大学时光。
英语教学技能训练教程
英语教学技能训练教程
《英语教学技能训练教程》是一本旨在提高教师的教学技能，促进教师的专业发展的书籍。
该教程强调实用性，突出训练合格外语教师所应具备的各项教学技能，同时力图将有关外语教学方法、二语习得、教师发展研究的新理念和成果融合并应用于各项技能之中。
教程以学习者为中心，力图使学习者在完成任务的过程中研究和解决问题，熟悉并运用相关教学技能。
各章均设案例部分，集中体现该章各项技能的综合运用。
此外，该教程还提供必要的学术知识培训，包括语言学、教育学、英语文学等方面的知识。
实践教学技能，学习使用不同的教学方法和教学资源。
培养课堂管理技巧，包括时间管理、学生行为管理和课堂组织能力。
不断更新教学资料和教学资源，了解最新的教学方法和技术。
如需更多信息，建议查阅英语教学类书籍或咨询英语教育专家。
外语教师的实践教学技能(3篇)
第1篇摘要：外语教师作为语言教学的引导者和组织者，其实践教学技能对于提高外语教学质量至关重要。
本文从外语教师的听、说、读、写四个方面，分析了外语教师的实践教学技能，旨在为外语教师提供教学参考。
关键词：外语教师；实践教学；听、说、读、写一、引言随着全球化的不断深入，外语教学在我国教育领域的重要性日益凸显。
外语教师作为语言教学的引导者和组织者，其实践教学技能对于提高外语教学质量具有重要意义。
本文从听、说、读、写四个方面，探讨外语教师的实践教学技能。
二、外语教师的听、说、读、写实践教学技能1. 听力教学技能（1）创设真实语境：教师应尽量为学生创设真实语境，使学生在听的过程中能够更好地理解和掌握语言。
（2）培养听力策略：教授学生有效的听力策略，如预测、归纳、总结等，提高学生的听力理解能力。
（3）强化听力训练：通过课堂练习、课后作业等方式，让学生进行大量的听力训练，提高听力水平。
2. 口语教学技能（1）营造轻松氛围：教师应营造轻松、愉快的课堂氛围，让学生敢于开口说。
（2）培养口语表达技巧：教授学生口语表达技巧，如语音、语调、语速等，提高口语水平。
（3）开展口语实践活动：组织学生进行口语对话、角色扮演等活动，提高学生的口语表达能力。
3. 阅读教学技能（1）激发阅读兴趣：通过有趣的故事、图片等，激发学生的阅读兴趣。
（2）培养阅读策略：教授学生有效的阅读策略，如略读、扫读、精读等，提高阅读理解能力。
（3）拓展阅读资源：提供丰富多样的阅读材料，满足不同层次学生的需求。
4. 写作教学技能（1）培养写作思维：引导学生进行思维训练，提高写作能力。
（2）教授写作技巧：教授学生写作技巧，如句子结构、段落布局、文章结构等，提高写作水平。
（3）开展写作实践活动：组织学生进行写作练习，如日记、作文、论文等，提高写作能力。
三、结语外语教师的实践教学技能对于提高外语教学质量具有重要意义。
教师应不断学习、实践，提高自身的听、说、读、写教学技能，为学生的外语学习提供有力支持。
南京晓庄学院各级教育教学成果奖一览表
成果奖二等奖 、陈红英、余守萍、朱敏
2013
9
基于新媒体综合艺术的绘画专业创新型人 省级教育教学 王承昊、陶亚萍、李雪艳
才培养模式实践探索
成果奖二等奖 、管策、许炎骏
2013
10
以做为本，创造社会工作的“教学做合一 校级教育教学
”模式
成果一等奖
段继业、金英俊、金涯杰 、黄亚慧、石燕、黄琦
2010
11
建设
成果奖一等奖 、刘娟娟、王宗海
2007
4
智慧树：学前教育专业创新能力培养的实 省级教育教学 史爱华、袁宗金、蔡红梅
践探索
成果奖特等奖 、徐虹、李影
2009
5
以做为本，创造社会工作专业的教学做合 省级教育教学 段继业、 金英俊、 金涯
一模式
成果奖一等奖 杰、 黄亚慧、石燕
2011
6
本科生全程导师制的实践与探索 ----以 省级教育教学 华春、李朝晖、贲爱玲
校级教育教学 成果三等奖
周建新
2010
21 高等代数课程教学方法改革与实践
校级教育教学 成果三等奖
任艳丽、周伟光 广泉、陈权、王勇
郭
2010
22
化学专业选修课程教学模式改革的研究与 校级教育教学
实践
成果三等奖
柳闽生、孙幼红、施梅、 陈凯、吴晓霞
2010பைடு நூலகம்
23 理科教学论系列教材
校级教育教学 成果三等奖
南京晓庄学院各级教育教学成果奖一览表
序号 成果/项目名称
成果等级
主持人/负责人
1 化学双语教学研究与实践
高等教育教学成 果奖二等奖
李小华、龙琪
2
培养21世纪本科学历新型小学教师的探索与实践成果
南京晓庄学院第五届师范生教学技能竞赛方案
附件一：南京晓庄学院第五届师范生教学技能竞赛方案一、举办单位：教务处主办、教师教育学院承办二、竞赛项目1、两笔字（粉笔、钢笔）2、课件制作3、说课三、参赛对象1、两笔字：所有在校普通全日制师范生。
2、课件制作：大二、三、四年级的在校普通全日制师范生。
3、说课：大四年级的在校普通全日制师范生（教师教育学院可根据自身实际情况推荐适量优秀大三学生参加）。
四、竞赛内容1、两笔字：院（系）选拔赛时，内容自定。
决赛时，内容由评委老师统一命题；命题范围选用中、小学《语文新课程标准》中涉及的课文、诗句等。
2、课件制作：中、小学各门课程的课堂教学内容（可任选一篇）。
3、说课：中、小学各门课程的课堂教学内容（可任选一篇）。
五、竞赛流程及时间安排本次竞赛，由院（系）选拔赛、全校决赛两部分组成。
1、院（系）选拔赛：由院（系）自行组织安排选拔赛的时间、地点，请于10月20日（周四）前将本院（系）内部选拔方案及院（系）具体负责本项活动的负责人名单报至教务处技能训练科蔡老师处（联系电话：86178135，E-mail:*************.cn）。
院（系）内部选拔赛可制作宣传海报在校园内张贴（海报题目应为“南京晓庄学院第五届师范生教学技能竞赛***院（系）选拔赛”，比赛时请留下影像图片资料。
院（系）内部选拔赛请于11月16日（周三）前完成，并于11月16日（周三）前务必将选拔后进入决赛的推荐名单（附件二）、“课件制作”和“说课项目”所设计的作品、稿件等报至教务处蔡华健老师处（电子版发送至指定邮箱*************.cn即可）。
院（系）推荐的选手参赛项目数量不限，可以兼报三项，也可只报其中一项，各院（系）师范生进入全校决赛的名额见附件三。
2、全校决赛全校决赛由学校教务处主办，教师教育学院承办。
全校决赛时间：11月份的周末（具体时间另行通知）全校决赛地点：方山校区（具体地点见届时发放的决赛参赛证及学校教务网/公告通知栏相关通知）六、决赛规则1、两笔字（1）钢笔字比赛：参赛学生根据评委提供的材料在15分钟内现场完成作品；粉笔字比赛：限时5分钟现场完成。
英语课堂教学技能
• 知识呈现功能的本质是学生对于新知识的 感知过程和记忆过程，不涉及深度的练习 和应用过程。
• 二、知识呈现技能案例展示 • 案例一 (教师应用情境进语法形式和意义呈现） • 请观察下面的教学视频，先在草稿纸上记录教学 过程，然后认真誊写在表格内。 • 注意： • 请同学记录： • 1）教师的教学过程； • 2）教师的话语。
英语课堂教学技能训练
骆北刚 石河子大学外国语学院 2013年11月
课程目标
• • • • 了解教学设计的特征； 有限地运用教学技能进行课堂教学； 进一步增强学科能力； 理解和认可现代教学理念。
课程内容
• • • • • • • • 教学导入技能； 教学热身技能； 教学知识呈现技能（一）； 教学知识呈现技能（二）； 教学活动组织技能（一）； 教学活动组织技能（二）； 课堂教学评价技能； 教学技能展示。
• 二、热身技能展示和学习 • 案例一 • 请观察下面的教学视频，先在草稿纸上记 录教学过程，然后认真誊写在表格内。 • 注意： • 请同学记录： • 1）教师的教学过程； • 2）教师的话语。
• 提示： • Step 1. Greeting • Step 2. Free talk about our feelings • Step 3. Pictures discussion
• • • •
提示： Step 1. Greeting Step 2. Lead in Step 3. Discuss how useful the computers are • Step 4. Describe the picture • Step 5. Listen, match and identify
• 三、知识呈现技能练习
• 一、什么是导入？ • 导入（Lead-in）是教学的重要环节。导入 是教师帮助学生明确学习内容的过程，也 是激发学生学习兴趣的过程。
大专师范院校小学英语教育专业学生教学技能训练模式探讨
大专师范院校小学英语教育专业学生教学技能训练模式探讨李静红曾庆乔(嘉应学院梅州师范分院广东·梅州514721)中图分类号：H315.9文献标识码：A文章编号：1672-7894（2013）19-0134-02摘要大专师范院校小学英语教育专业的目标是培养小学英语教育专业学生教学技能。
大专师范院校的首要任务就是为基础教育培训出一批具有较高素质的小学英语教师。
目前，小学教育专业面临的问题是如何采取科学有效的方法培养英语学生的教学技能。
培训英语教学技能，不仅要沿用传统的方法，还要开创新的教学技能培养的内涵。
通过多种教学技能模式的转换，探讨出有效的，能够实现英语教师教学技能提高的方法。
关键词大专师范院校小学英语教育专业教学技能训练模式Exploration of the Training Mode for Primary English E鄄ducation Majors'Teaching Skills in Higher Vocational Normal Colleges//Li Jinghong,Zeng QingqiaoAbstract The purpose of primary English education major in higher vocational normal colleges is the cultivation of students' teaching skills.The top task of higher vocational normal colleges is to cultivate a lot of quality primary school English teachers.In primary English education major,we should adopt scientific and effective methods to cultivate students'teaching skills.Key words higher vocational normal colleges;primary English e-ducation major;teaching skill;training mode大专师范院校小学英语教育专业学生的教学技能是衡量他们将来能否成为合格教师的一项重要指标。
南京晓庄学院英语专业（旅游英语方向）
南京晓庄学院英语专业（旅游英语方向）第一篇：南京晓庄学院英语专业(旅游英语方向)南京晓庄学院英语专业（旅游英语方向）2012届毕业生实习计划毕业实习是高等学校人才培养计划的重要组成部分，是贯彻党的教育方针，促进理论与实践相结合的基本教学环节。
为了妥善处理和解决实习中的有关问题，不断提高实习质量，完成实习任务，特制定本实习计划。
一、实习目的随着旅游业的快速发展，激烈的人才竞争对毕业实习提出了新的要求，一方面要求学生通过毕业前有针对性的实习为胜任今后工作打下基础；另一方面要求学生通过实习了解社会，了解企业，培养主动适应旅游行业各种工作岗位需要的素质和能力。
1.实习学生通过参加与未来就业有关的社会实践活动，锻炼社会交往能力，获得实际旅游业务知识和管理知识，培养学生综合运用知识的能力，进一步提高学生的综合素质。
2.通过与实际接触，拓展学生眼界，让实习生弥补课堂教学之不足，进一步提高学生在听说读写等方面的应用能力，并让学生体会理论基础必须与实践结合的真理。
3.通过实习，及时获取反馈信息，不断改进和调整我院学科建设规划及人才培养方案，提高我院教学质量，以培养出更加适合社会需要的高级旅游管理应用人才。
二、实习时间2012年2月13日——4月6日（8周）三、实习方式和分工1、本次实习采用集中实习与分散实习相结合的方式。
2、集中实习由学院负责统一安排实习单位。
分散实习由学生自主联系实习单位，实习单位应具备必要的条件，为学生提供基本的资料，办公设备、同时负责实习全过程的指导和实习成绩评定等。
3、集中实习的实习生按实习单位成立实习组，设立组长1-2人。
实习组长在实习单位领导下，负责该组实习生的日常工作。
4、分散实习的实习生按市（县）指定一名联系人，负责与学院及同县（区）实习生的联系。
四、实习过程与内容实习过程分为四个阶段。
学生在实习准备（第一周）之后，要在实践基地进行6周的实习，其中包括：第一阶段：到实习单位见习，了解导游职业素养。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
小学英语教学技能训练课程大纲
课程代码：
课程学分：2学分
课程总学时：28课时
适用专业：小学教育（英语）
一、课程概述
（一）课程的性质
本课程是为小学教育专业双语或英语方向学生开设的一门实践性和技巧性较强的教学技能训练专业限选课程，该课程主要基于《英语课程标准》所倡导的六大基本理念进行小学英语课堂教学各项基本技能和专业教学技能的训练。
本课程的学习过程中，学生将在英文书写、口语表达、板书板画设计、歌谣表演、故事表演、语言学习评价与测试、备课和说课以及相关课堂教学微技能等方面得到较为系统和规范的训练，最终将学生打造成为多才多艺、合格胜任的小学英语教师。
选修该课程的学生，先期宜选修过《小学英语课程与教学论》和《小学英语教学研究》等相关课程。
（二）设计理念与开发思路
本课程根据高等师范院校小学教育师资培养课堂的学生需求，紧密结合小学英语教学一线名师优师的实践经验来开展相关技能的讨论与训练，课堂教学将秉承陶行知先生“教学做合一”的理念，将按照“自主阅读、发现问题-案例感悟-理论梳理-微格训练-尝试应用-反馈修改-再次实践”的微格训练模式展开，要求学生在“先做后学，以学定教，学后再做”的教学思路中，通过教材所构建的【想与说】、【读与评】、【讲与议】和【学与做】四个培养界面帮助学生训练、发展和提升教学准备技能、教学实施技能和作业与练习设计技能。
二、课程目标
（一）知识目标
1、了解小学英语教学准备技能、教学实施技能以及作业和练习设计技能的内涵；
2、了解与感悟小学英语课堂教学中的存在问题与常见误区；
3、了解与掌握教学准备技能、教学实施技能以及作业和练习设计技能的基本原则与要求；
（二）能力目标
1、能够语音语调准确、表情动作丰富地表演英语歌谣、英语故事以及课本剧。
2、能够按照相关要求设计科学合理、能启迪思维的课堂板书和简笔画。
3、能够按照小学英语说课和备课的基本要求分组训练英语说课和备课技能。
4、能够根据语言学习评价与测试、练习与作业设计的基本要求进行课堂练习、课外作业和各种类型测试题的设计。
5、能够科学合理地分析教学内容并设计和撰写可行的教学方案，在试讲基础上进行二次设计与修订。
6、能够规范灵活地使用各种教学媒体辅助课堂教学，并能尝试制作简易直观教具。
三、课程内容与要求
（一）课程内容与要求
1、技能训练第一篇：小学英语教学准备技能，主要涉及教材分析技能、教学目标设计技能和教案编写技能。
教材分析技能要求学生了解教材的内涵和作用；能够举例说明教材分析的重要性；能够举例并陈述教材分析的基本方法；举例并陈述教材分析的类型和要点；举例陈述教材分析中容易出现的问题及对策；掌握并能相对灵活地运用创新使用教材的方法和调整思路。
教学目标设计技能要求学生能够了解教学目标的内涵；举例说明教学目标的特点和分类；陈述小学英语课程教学目标的维度及叙写注意要点；陈述小学英语教学目标设计与叙写过程中的存在问题；能够陈述并举例说明小学英语教学目标设计与叙写的基本原则和维度。
教案编写技能训练要求学生能够了解并能叙述教案的内涵、特点与类型；举例并陈述教案编写的价值与作用；举例并能够分析教案编写中的常见问题；了解影响教师教案编写质量的问题及对策；了解并能够掌握教案编写的基本格式和结构；能够根据给定的教学内容编写简明教案和详细教案。
2、技能训练第二篇：小学英语教学实施技能，主要包括课堂导入技能、课堂讲解技能、课堂提问技能、课堂调控技能、课堂激励技能和教学媒体展示技能。
课堂导入技能训练要求学生能够了解课堂导入的重要性及其内涵；举例说明小学英语课堂导入过程存在的问题；举例并陈述小学英语课堂导入的结构和注意原理；能够举例并阐述小学英语课堂导入的基本方法和原则；陈述并举例说明小学英语课堂导入设计的基本策略及其注意点。
课堂讲解技能训练要求学生能够了解课堂讲解的内涵和特点；举例说明课堂讲解的重要性及课堂讲解技能对于教师和学生发展的价值；举例并能陈述课堂讲解过程中存在的问题及解决的办法；陈述课堂讲解的主要类型并能针对一定教材内容设计组织合适的课堂讲解语言；陈述并能说明他人课堂讲解的类型和辨析其优劣。
课堂提问技能训练要求学生能够了解课堂教学提问过程中的存在问题和误区；了解课堂有效提问的特征；了解并能够阐释课堂有效提问的教学价值；了解影响课堂提问的因素；了解并能够掌握基本的课堂提问技巧和方法；能够根据教学内容和主题设计并提出有效的问题；了解并能够阐述课堂提问的基本原则。
课堂调控技能训练要求学生能够了解课堂调控的内涵和功能；举例说明课堂调控的必要性和重要性；陈述并举例简介课堂调控的基本范畴；陈述并举例说明课堂调控过程中的存在问题；陈述并举例说明课堂调控的基本运用策略。
课堂激励技能训练要求学生能够了解课堂激励的内涵与目的；举例说明课堂激励中的存在问题及可能的解决策略和方法；陈述课堂激励需要遵循的基本原则和要点；举例并陈述有效课堂激励对于学生的成长意义。
教学媒体展示技能训练要求学生能够了解教学媒体使用过程中的常见问题和存在误区；举例说明课堂内外常用的教学媒体种类；陈述板书和简笔画的内涵及基本要求；举例陈述简笔画辅助教学的内涵；举例陈述多媒体辅助教学的内涵；掌握并能相对灵活地运用各种教学媒体的基本方法和使用原则。
3、技能训练第三篇：小学英语作业与练习设计技能，侧重训练课外作业设计和课堂练习设计。
作业设计技能训练要求学生能够了解课堂练习的内涵与功能；举例说明小学英语课堂常见的练习类型；陈述并举例说明课堂练习设计过程中的存在问题；举例陈述课堂练习设计需要遵循的基本要素；掌握并能相对灵活地运用课堂练习设计的基本策略与方法。
练习设计技能训练要求学生能够了解作业的内涵、特点和基本类型；举例说明课外作业布置过程中的存在问题；陈述作业布置时需要注意的要素；举例陈述作业批阅中的存在问题；举例并能陈述作业设计过程中的基本原则和有效策略；掌握并能相对灵活地运用课外作业布置和批阅基本原则和方法。
（二）教学设计
1、课前准备
首先要求学生提前阅读教材中的相关章节；然后拓展阅读范围，主要为期刊文章或相关专著；要求学生准备好读书报告或者课堂发言提纲；
2、课堂主要教学环节
主要课堂教学环节分为技能展示、技能讨论与技能训练三个。
技能展示环节由学生展示其近期英文书写、板书设计、板画演示、故事演绎、英语歌谣表演、朗读和微型演讲、说课展示等的训练情况，然后师生共同分析与点评其训练效果。
技能讨论环节由学生做读书报告或研究报告，然后教师引领学生共同探讨新技能的内涵以及在训练中需要注意的问题，帮助学生梳理和辨析相关的理论依据。
技能训练环节要求学生分组进行相关技能模拟实践的前期准备，然后由小组代表做技能展示，师生共同分析模拟实践中出现的问题以及需要注意的问题，最后针对学生的课后的再训练提出相关的要求。
3、课后训练
课后训练主要由学生自主完成，教师定期或不定期抽查或批阅作品，要求学生针对课堂技能展示与训练情况，课后安排一定时间继续相关技能的练习。
四、课程实施建议
（一）教学建议
本课程根据高校小学师资培养课堂的学生需求，紧密结合小学英语教学一线名师优师的实践经验来开展相关技能讨论与训练，课堂教学将秉承陶行知先生“教学做合一”的理念。
本课程的技能训练重点为教学准备技能（以备课和说课为主）与教学实施技能（以课堂模拟试讲为主），教师主要根据自主阅读、案例描述与分析、感悟问题、探讨建议与策略、读书与研究报告、理论梳理、技能实践与训练、课堂展示等教学环节，引领学生根据“先做后学、以学定教、学后再做、”的教学思路进行各项技能的训练。
（二）教学评价
本课程为考试课程，教学过程中注重以过程性评价促进学生展开各项技能的训练，训练成绩根据学生自评、小组评价和教师评价的均值而定，平时成绩占30%，考试成绩占70%。
（三）教材选编
1.教材的选用及编写
王丽春.《小学英语教学技能》.上海：华东师范大学出版社,2011（9）.
2.教参资料的选用
[1]广东省教育厅组编小学英语教学技能培训教程广东高等教育出版社2005.3
[2]程哓堂.英语教材分析与设计[M].北京：外语教学与研究出版社，2007
[3]肖惜．英语教师职业技能训练简明教程．北京：高等教育出版社，2002
[4]邹为诚．外语教师职业技能发展．北京：高等教育出版社，2008 （四）课程资源的开发与应用
1、本课程将充分运用和发挥小学教育专业英语方向往届学生优秀作品和设计的示范与引领作用；
2、在专项技能训练过程中，为学生提供近5年的前沿理论与实践研究的相关期刊与专著；
3、向学生推荐并要求定期浏览南京教育信息网等优秀网络资源；
4、提供给学生优秀简笔画电子书籍，提供与现行小学英语教材话题相关的动物、人物、物品、植物、生活用品等专题的简笔画样例；
编写者：王丽春
审核者：
院系（部门）教学委员会主任：
2012年9月10日。