英语教学法教程教案
英语教学法教程教案(王蔷)
英语教学法教程教案A Course in English Language Teaching主讲：姚向礼教材：《英语教学法教程》主编：王蔷出版社：高等教育出版社绪论外语教学法主要流派Teaching approaches & MethodsApproaches & methods of Language Teaching众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。
并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。
①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。
它在（15——16世纪）为语法模仿法：16世纪末到17世纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。
先后提出了自觉性原则和直观性原则。
这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670)①德国论点是通过经验与分析去学习一切。
认为只从理论途径得到的记忆才是可靠的。
词汇翻译法，自觉对比法，认真教学法。
二、联结性的教学法学派特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。
自然教学法（绝对排斥本族语的教学法）直接教学法（自然教学法发展起来的）（一种习惯）听说教学法视听教学法功能教学法（又名意念法，交际法或意念——功能—交际法三、综合性的教学法学派，来源于直接法与翻译的综合自觉实践法折衷法（又是极端）分阶段教学法一、语法翻译法(Translation Method)The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation.The mains features are as the followings.1.Classes are taught in the mother tongue,with little active use of the target lauguage.2.Much vocabulary is taught in the form of lists of isofated words.3.Long elaborate explanations of the intricacies of grammar are given.4.Little attention explanations of the intricacies of grammar are given.5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue.6.little or no attention is given to pronunciation.希腊文、拉丁文、通过翻译来学习外语。
《英语教学法 》全英文教案
Teaching Plan科目:英语教学法Lesson 3 Living AbroadⅠ.Background information:1. Student:45 Senior High School students, Grade 22. Class duration: 45 minsⅡ.Teaching aims:By the end of the lesson, students will be able to1. use the new words and phrases to express themselves;2. know the functions of present participle and make sentences with the grammar;3. find some cultural differences between Chinese and American.Ⅲ.Teaching contents:1. vocabulary and phrases that help to express cultural differences, such as embarrassed, embarrassing, exchange, host, hospitable, appetite, modest, stare at, have a difficult time doing sth. insist / keep on doing sth. notice / hear / see sb. doing sth.2. functions of present participle:⑴ hear sb. doing sth. (object complement)⑵ an embarrassing experience (attribute)⑵ What he did is amazing. (predicate)⑵ I went back to the room closing the door. (adverbial)3. some cultural differences between Chinese and American in three different situations.Ⅳ.Teaching aids:PPT, pictures, paper.Ⅴ.Teaching procedures:Step 1. Lead- inT: Good morning, everyone!Ss: Good morning, teacher!T: Today we will learn Lesson 3 Living Abroad. First, let us look at two pictures. (Present the pictures.) The American mouse and the Chinese mouse reply differently when they are praised, one in a confident way while the other in a modest way. So we willfind some other cultural differences between American and Chinese through the lesson.Step 2. Learn the new words and phrasesT: Before the text, let us learn the new words. Oh, the first two words are embarrassing. Do not worry! Now, we only need to recognize them. “embarrassed” means feeling shy and stupid, and we say sb. feel embarrassed. “embarrassing” refers to making sb. feel shy and stupid, and we say sth. is embarrassing. The subject is different, and you can compare them with “interested” and “interesting”. Understand?Ss: Yes!T: Ok! Next, the word “change” means “交换”，while “exchange” refers to“交换或交流”. For example, “cultural exchange” means — (Ask students to translate it.)Ss: 文化交流.T: Yes! Then, when foreign friends come to China, we Chinese, as the host or hostess，should be hospitable. (Point at the PPT and say “friendly and generous”.) Appetite---When the host or hostess is hospitable, the guest may feel delighted and have a good appetite (Point at the PPT and say “desire for food”.) Now, the last two words. (Point at the PPT.) Most Chinese are modest. (Point at the PPT and say “talking little about one’s own abilityand achievement) “stare at” means looking at for a long time without moving. Read after me —“embarrassed”.Ss: embarrassed.(Read after me: embarrassing, exchange, host, hospitable, appetite, modest, stare at)T: Do you know how to use the new words in phrases? Let us learn them together. (Next PPT.) No strange words in the phrases, so we start directly. Xxx, the meaning of the first one, please.Student A: 度过一段困难时期T: Yes, sit down please. This phrase is similar to “have difficulty doing sth.” Xxx, the second one, please.Student B:有一次尴尬经历T: Right! Sit down, please. “look embarrassed” means “看起来尴尬”. And what about the fourth one?Ss: 胃口好，有食欲.T: Good! Then, both “insist on” and “keep on” mean “继续”. The last one! “notice / hear / see + sb. + doing sth.” means “注意到/听到/看到+某人+正在做某事”. (Show the sentences.) Xxx, could you translate the sentences into Chinese for us? Student C: 我听见她正在唱歌和我听到过她唱歌。
英语教学法教程教案
Teaching PlanⅠ.Background information:●Analysis of the teaching material:This reading material is from Unit10,Section A I’m Going to be a Basketball Player. The topic of the lesson is talking about occupation. This topic is attractive and interesting because it is close to Students’ daily life. But some new words and expressions are difficult for students to understand.●Analysis of the students:The students are in junior high school, Grade 2.They have mastered a basic knowledge of English, but they may be unaware of some new words and expressions . Besides, they may have different ideas of what they are going to be in the future and they are curious about some jobs.Ⅰ. Teaching objectives1.Knowledge objectives:Students can learn some important words and expressions: professional, pilot, programmer, engineer,dream job, grow up, move to, exhibition, resolutions, get good grades, get a part-time job, make more friends2.Ability objectives1)students can understand the words and expression of future intensions2)students can understand the dialogue about future intensions3)students can talk with other students about their future intensions using thestructure pattern “be going to”3..Affective objectivesEveryone has their own dreams and plans for the future and look forward to the future career. People often talk about their ideas, so this part can stimulate the students' learning initiative and interest in learning.Ⅲ. Key points and difficult points.1.key point1）vocabulary: professional, pilot, programmer, engineer, exhibition, resolutions……2) sentence pattern: --What are you going to be…--I’m going to be….--How are you going to do……--I’m going to ……2. Difficult point and solutions一般将来时be going to 中be 的具体形式和后面接动词原形的用法学生容易混淆. 学生根据自己喜欢的职业，运用所学知识谈论自己打算怎样做来实现目标则既是难点，又是能力训练点。
大学英语教学法教程教案
课时安排：2课时教学目标：1. 知识与技能目标：（1）使学生了解英语教学法的基本概念和分类；（2）掌握英语教学法的不同流派及其特点；（3）了解英语教学法的应用和实践。
2. 过程与方法目标：（1）培养学生自主学习能力，提高学生分析问题和解决问题的能力；（2）通过小组讨论、案例分析等方式，培养学生的团队合作能力。
3. 情感态度与价值观目标：（1）激发学生对英语教学法的兴趣，提高学生的职业素养；（2）培养学生具有创新精神和实践能力。
教学重点：1. 英语教学法的基本概念和分类；2. 英语教学法的不同流派及其特点；3. 英语教学法的应用和实践。
教学难点：1. 英语教学法流派的深入理解和区分；2. 英语教学法的实践应用。
教学过程：第一课时一、导入新课1. 教师简要介绍英语教学法的重要性；2. 学生分享自己学过的英语教学法。
二、讲授新课1. 英语教学法的基本概念和分类：（1）英语教学法是指根据语言教学理论，采用科学的教学方法和手段，提高学生英语水平的教学活动；（2）英语教学法分为语法翻译法、直接法、听说法、交际法等。
2. 英语教学法的不同流派及其特点：（1）语法翻译法：注重语法知识的传授，强调语言结构的准确性；（2）直接法：强调口语训练，通过模仿、重复等方式提高学生的口语能力；（3）听说法：以听力为主，通过听力训练提高学生的语言感知能力；（4）交际法：注重语言的实际应用，强调学生之间的交流与合作。
三、课堂讨论1. 学生分组讨论，分析不同英语教学法的特点和适用范围；2. 各小组代表发言，分享讨论成果。
四、总结与作业1. 教师总结本节课的重点内容；2. 布置作业：阅读相关英语教学法书籍，撰写一篇关于英语教学法流派特点的论文。
第二课时一、复习导入1. 教师提问：上节课我们学习了哪些英语教学法流派？2. 学生回答问题，回顾上节课所学内容。
二、讲授新课1. 英语教学法的应用和实践：（1）根据教学目标和学生特点，选择合适的英语教学法；（2）结合实际教学案例，分析不同英语教学法的应用效果；（3）探讨如何将英语教学法应用于教学实践中。
英语教学法教程教案
英语教学法教程教案英语教学法教程教案A Course in English Language Teaching教材：《英语教学法教程》主编：王蔷出版社：高等教育出版社陇南师范高等专科学校外语系2008年6月22日Introduction1.The name of this course.1)Methodology of English Teaching2)Methodology of English teaching at middle school/secondary school3)Teaching English as a Foreign Language/TEFL & TESL4) English, Teach it Better2.The nature of language teaching1) What's methodology?English teaching methodology is a set of methods used for study or action in English teaching. It is the science to research the Teaching rules at middle school, which will guide our teaching to develop the students' communicative competence.2) The definition of teaching.Teaching is an attempt to help someone acquire, or change some skills, attitude),knowledge, ideal, or appreciation. In other words, the teacher's task is to create or influence desirable changes in behavior, or in tendencies toward behavior, in his students.3) The purpose of English teachinga. To improve their four skills.b. To cultivate their communicative competence.c. To show them the way to study themselves.3.The significance of learning this course.1) Teaching is a highly demanded art.(4 skills & sing, play, draw and make)2) Teacher's qualificationsa. subject matter competenceb. professional competencec. personal attitude.3)The aims of this course.a)to provide you with the rationale of English teaching at middle school, which will be proved necessary and advantageous to the reform of English teaching.b)to help you to clear the importance as well as the aims of English teaching at middle school in present China.c)to provide you with chances to familiarize with the graded contents of the textbooks in the junior section, analysis of the textbook and to learn the syllabus for middle school English.d)to introduce some commonly used techniques and methods adopted in teaching pronunciation, grammar, vocabulary and the cultivation of the students' 4 skills.e)to help you so solve some problems concerning the classroom instruction.f)to make some preparations for the coming teaching practice.4.How to present this course.1) lectures2) readings3) discussions4) watch video demonstrations5) mini-teaching6) practice writing teaching plan and peer teaching.5.The relationship between methodology of English and the other subjects. linguistics, psychology, pedagogy, philosophy, Question：1.What qualifications, in your opinion, should a teacher of English possess?2.Do you think you will perform well in your future teaching? What qualifications have you obtained now? What will you do if you haven't got the required qualifications?3.Who was your admirable teacher of English at junior school?What do you think of him/her?Unit 1 Language and Learning1.Teaching Aims:To discuss some general matters about language learning and teaching, such as common views on language and language learning, qualities of a good language teacher.2.Teaching Content:How do we learn language?Views on languageViews on language learningWhat is good language teacher?How can one become a good language teacher?An overview of the book3. Teaching Hours: 4 periods4. Teaching materials:TextbookHandout5.Teaching Methods:1) Lecture ( Computer-aided Instruction)2)Demonstration6. Teaching Procedures:1) Information about language and language learningThree views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which explicitly or implicitly is reflected in current approaches to language learning.A. The structural view of languageThe structural view of language is that language is a system of structurally related elements for the transmission of meaning.a. These elements are usually described as phonological units (phonemes) grammatical units (phrases, clauses, sentences) grammatical operations (adding, shifting, joining or transforming elements)lexical items (function words and structure words)b. Target of language learningThe target of language learning, in the structural view, is the mastery of elements of this system.c. Methods based on this viewSome of the language learning methods based on this view of language are:the Audiolingual methodTotal Physical Responsethe Silent WayB. The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.a. Here are some of the areas of research in this view of language: sociolinguistics ; pragmatics ; semanticsb. Target of language learning : The target of language learning is to learn to express communication functions and categories of meaningc. Approaches and methods based on this viewSome of the language learning approaches and methods based on this view of language are: communicative approaches functional-notional syllabusesThe Natural ApproachC. The interactional view of languageThe interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals.a. Here are some of the areas of research in this view of language:interactional analysisconversational analysisethnomethodologyb. Target of language learning: The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.c. Approaches and methods based on this viewSome of the language learning approaches and methods based on this view of language are:Strategic interactioncommunicative approaches2) Teaching Methods in the Language Classroom:FL teachers must provide students with adequate teachingmethodology and time, as well as appropriate vocabulary and learning activities that will allow for the development of verbal skills.There is no single "BEST WAY" to teach. The question teachers must address is which methods are best employed during the different stages of the teaching and learning process and then design curriculum to meet their final objectives/goals.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Vi?tor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom situations while the students do most of the talking and interaction amongthemselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is theacquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously. ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is withchildren when theyare learning their native language) .James Ashers' Total Physical Response:Skills in second language acquisition can be more rapidly assimilated if the teacher appeals to the students' kinesthetic-sensory system. Asher believes that understanding of the spoken language must be developed in advance of speaking.Understanding and retention is best achieved through movement (total movement of the student's bodies) in response to command sequences. Asher believes that the imperative form of language is a powerful tool that can be used to guide them to understanding as it manipulates their behavior--many of the gramatical structures of the target language can be learned through the use of the imperative.Never force students to speak before they are ready. Asher believes that as the target language is internalized, speaking will automatically emerge (you must decide, as the teacher, when YOU will encourage your students to participate orally in the classroom).7.Homework:What are difference between learning the first language and a foreign language? What are the qualities of a good language teacher? T o what extent have you got these qualities? What do you think you should do so as to become a good teacher in the future?What are the qualities of good language learner? What do they suggest to language teaching?8.Self-assessment:Because students are not familiar with these theroy on the language and view of thelanguage, it is very difficult to help Ss understand it. So it requires T explain it in details with the help of clare illustration and examples by using vediotapes. To get students read more on linguistics and schools of language methors is also necessary.。
英语教学法教程教案模板
---课程名称：英语教学法教程授课教师： [教师姓名]授课班级： [班级名称]授课时间： [具体日期]教学目标：1. [具体目标1]2. [具体目标2]3. [具体目标3]教学内容：1. [章节标题1]- 主要知识点：[详细描述] - 教学重点：[强调重点] - 教学难点：[指出难点] 2. [章节标题2]- 主要知识点：[详细描述] - 教学重点：[强调重点] - 教学难点：[指出难点] 3. [章节标题3]- 主要知识点：[详细描述] - 教学重点：[强调重点] - 教学难点：[指出难点]教学方法：1. 讲授法：[具体说明]2. 案例分析法：[具体说明]3. 小组讨论法：[具体说明]4. 角色扮演法：[具体说明]5. 其他方法：[具体说明]教学步骤：1. 导入：- 引入话题：[简要介绍]- 激发兴趣：[提出问题或活动]2. 讲授：- 讲解知识点：[按照教学目标详细讲解]- 结合案例：[引入实际案例，加深理解]3. 练习：- 课堂练习：[设计相关练习，巩固知识点]- 小组活动：[组织小组讨论或合作练习]4. 总结：- 知识点回顾：[总结本节课的主要知识点]- 学生反馈：[收集学生对教学内容的反馈]5. 作业布置：- 书面作业：[布置课后练习或作业]- 实践作业：[布置与实际应用相关的作业]教学评价：1. 课堂表现：[观察学生在课堂上的参与度、积极性等]2. 作业完成情况：[评估学生对知识的掌握程度]3. 小组合作：[评估学生在小组活动中的表现]教学反思：- 教学效果：[总结教学效果，反思教学方法的适用性]- 学生反馈：[记录学生对教学内容的反馈，改进教学方法] ---请根据具体的教学内容和学生情况进行调整和补充。
英语教学法教案
英语教学法教案一、教学目标本教案旨在帮助学生掌握英语教学法的基本概念和方法，了解英语教学的基本原则和技巧，提高英语教学的效果和质量。
二、教学内容1.英语教学法的基本概念和方法2.英语教学的基本原则和技巧3.英语教学中的教学设计和教学评估三、教学方法本教案采用讲授、讨论、案例分析和实践操作相结合的教学方法，通过理论讲解和实践操作相结合的方式，帮助学生掌握英语教学法的基本概念和方法，了解英语教学的基本原则和技巧，提高英语教学的效果和质量。
四、教学步骤第一步：导入1.教师介绍本节课的教学内容和目标，引导学生进入学习状态。
2.教师通过提问或讨论的方式，调动学生的学习兴趣，激发学生的学习热情。
第二步：讲授1.英语教学法的基本概念和方法–介绍英语教学法的基本概念和方法，包括语言教学法、教学设计、教学评估等。
–分析不同的英语教学法的优缺点，帮助学生选择适合自己的教学方法。
2.英语教学的基本原则和技巧–介绍英语教学的基本原则和技巧，包括语言输入、输出、交互、情境等。
–分析不同的英语教学技巧的优缺点，帮助学生选择适合自己的教学技巧。
第三步：案例分析1.教师通过案例分析的方式，让学生了解英语教学法的实际应用。
2.学生通过分析案例，掌握英语教学法的具体操作方法和技巧。
第四步：实践操作1.学生通过实践操作的方式，巩固所学的英语教学法知识和技巧。
2.教师通过实践操作的方式，对学生的英语教学法知识和技巧进行评估和指导。
第五步：总结1.教师对本节课的教学内容和目标进行总结和回顾。
2.学生对本节课的学习效果和收获进行总结和反思。
五、教学评估1.学生通过实践操作和案例分析的方式，展示所学的英语教学法知识和技巧。
2.教师通过观察和评估学生的实践操作和案例分析，对学生的英语教学法知识和技巧进行评估和指导。
六、教学反思本教案采用了讲授、讨论、案例分析和实践操作相结合的教学方法，通过理论讲解和实践操作相结合的方式，帮助学生掌握英语教学法的基本概念和方法，了解英语教学的基本原则和技巧，提高英语教学的效果和质量。
英语教学法教程教案
英语教学法教程教案第一章：英语教学法概述1.1 教学法的定义解释教学法的概念和重要性探讨不同教学法的特点和应用1.2 英语教学法的历史与发展回顾英语教学法的发展历程分析不期的教学方法和理念1.3 英语教学法的现状与趋势探讨当前英语教学法的现状预测未来英语教学法的发展趋势第二章：交际式教学法2.1 交际式教学法的理论基础介绍交际式教学法的理论背景分析交际式教学法的核心原则2.2 交际式教学法的教学目标阐述交际式教学法的教学目标探讨交际式教学法在英语教学中的应用2.3 交际式教学法的教学活动设计介绍交际式教学法的教学活动设计方法示范设计一个交际式教学活动的步骤第三章：任务型教学法3.1 任务型教学法的理论基础解释任务型教学法的理论背景探讨任务型教学法的教学理念3.2 任务型教学法的教学目标阐述任务型教学法的教学目标分析任务型教学法在英语教学中的应用3.3 任务型教学法的教学活动设计介绍任务型教学法的教学活动设计方法示范设计一个任务型教学活动的步骤第四章：直接法4.1 直接法的理论基础解释直接法的概念和理论背景探讨直接法在英语教学中的应用4.2 直接法的教学目标阐述直接法的教学目标分析直接法在英语教学中的优势和局限性4.3 直接法的教学活动设计介绍直接法的教学活动设计方法示范设计一个直接教学活动的步骤第五章：全身反应法5.1 全身反应法的理论基础解释全身反应法的概念和理论背景探讨全身反应法在英语教学中的应用5.2 全身反应法的教学目标阐述全身反应法的教学目标分析全身反应法在英语教学中的优势和局限性5.3 全身反应法的教学活动设计介绍全身反应法的教学活动设计方法示范设计一个全身反应教学活动的步骤第六章：沉默法6.1 沉默法的理论基础解释沉默法的概念和理论背景探讨沉默法在英语教学中的应用6.2 沉默法的教学目标阐述沉默法的教学目标分析沉默法在英语教学中的优势和局限性6.3 沉默法的教学活动设计介绍沉默法的教学活动设计方法示范设计一个沉默教学活动的步骤第七章：视觉教学法7.1 视觉教学法的理论基础解释视觉教学法的概念和理论背景探讨视觉教学法在英语教学中的应用7.2 视觉教学法的教学目标阐述视觉教学法的教学目标分析视觉教学法在英语教学中的优势和局限性7.3 视觉教学法的教学活动设计介绍视觉教学法的教学活动设计方法示范设计一个视觉教学活动的步骤第八章：游戏教学法8.1 游戏教学法的理论基础解释游戏教学法的概念和理论背景探讨游戏教学法在英语教学中的应用8.2 游戏教学法的教学目标阐述游戏教学法的教学目标分析游戏教学法在英语教学中的优势和局限性8.3 游戏教学法的教学活动设计介绍游戏教学法的教学活动设计方法示范设计一个游戏教学活动的步骤第九章：信息技术在英语教学中的应用9.1 信息技术在英语教学中的作用探讨信息技术在英语教学中的重要性分析信息技术的应用方式和效果9.2 信息技术的教学工具和资源介绍常用的信息技术教学工具和资源分析各种工具和资源的特点和适用场景9.3 信息技术的教学活动设计介绍信息技术教学活动设计的方法示范设计一个利用信息技术开展的教学活动步骤第十章：英语教学评估与反馈10.1 英语教学评估的重要性解释教学评估的概念和重要性探讨评估在英语教学中的作用和意义10.2 教学评估的方法和工具介绍常用的教学评估方法和工具分析各种方法和工具的特点和适用场景10.3 教学反馈的技巧与策略探讨如何有效地给予教学反馈示范有效的教学反馈技巧和策略重点和难点解析一、英语教学法概述重点和难点解析：理解不同教学法的特点和应用，以及它们在英语教学中的重要性。
英语教学法教程教案（王蔷）
英语教学法教程教案（王蔷）英语教学法教程教案A Course in English Language Teaching主讲：姚向礼教材：《英语教学法教程》主编：王蔷出版社：高等教育出版社绪论外语教学法主要流派Teaching approaches & MethodsApproaches & methods of Language Teaching众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。
并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。
①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。
它在（15——16世纪）为语法模仿法：16世纪末到17世纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。
先后提出了自觉性原则和直观性原则。
这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670)①德国论点是通过经验与分析去学习一切。
认为只从理论途径得到的记忆才是可靠的。
词汇翻译法，自觉对比法，认真教学法。
二、联结性的教学法学派特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。
自然教学法（绝对排斥本族语的教学法）直接教学法（自然教学法发展起来的）（一种习惯）听说教学法视听教学法功能教学法（又名意念法，交际法或意念——功能—交际法三、综合性的教学法学派，来源于直接法与翻译的综合自觉实践法折衷法（又是极端）分阶段教学法一、语法翻译法(Translation Method)The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation.The mains features are as the followings.1.Classes are taught in the mother tongue,with little active use of the target lauguage.2.Much vocabulary is taught in the form of lists of isofated words.3.Long elaborate explanations of the intricacies of grammar are given.4.Little attention explanations of the intricacies of grammar are given.5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue.6.little or no attention is given to pronunciation.希腊文、拉丁文、通过翻译来学习外语。
英语教学教案模板英文版优秀5篇
英语教学教案模板英文版优秀5篇篇一：英语教案篇一活动名称：《H Hat》活动目标：1、通过利用各种游戏活动让幼儿反复听、说、读、练，在游戏活动中学习并掌握英语字母：“H”、英语单词：“Hat”的正确发音及译义，理解短语：“Be quiet!Listen。
”的实际译义。
2、初步培养幼儿的英语对话能力。
活动准备：准备字母卡、图卡一张，录音机及《阳光幼儿英语》音乐磁带。
活动过程：1、活动开始，师幼例行问候，引起幼儿英语活动的兴趣，并进行热身运动。
2、创设情景进行英语对话，复习所学过的会话内容，奖励复习出色及有进步的幼儿，并介绍本节课将要学习内容的重点。
3、教授新字母“H”及新单词“Hat”。
（1）教师出示字母娃娃H，让幼儿说出像什么，在拼贴字母的过程中学会字母“H”的正确发音。
（2）教师利用图卡引出“帽子”的英语单词，通过游戏“贴帽子”让幼儿反复练习强化，逐渐掌握单词“Hat”的正确发音及译义。
4、律动教学。
教授幼儿短语“Be quiet!Listen。
”的实际译义及相应的动作。
5、教师小结，叮嘱幼儿：“回家要看VCD，回家要听录音机，回家要当Melody！”篇二：高中英语教学设计篇二一、课程类型：高三复习课二、教学目标：一) 认知目标1、句型和语言点（见教学重点）。
2、用所学的知识与伙伴进行交流、沟通，学会改错、写作。
二)情感目标利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。
三)智力目标在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
三、教材分析：这是高三复习阶段的一节写作课。
这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写，对于与写作紧密联系的听、说、读、改错都有兼顾。
大学英语教案教学方法
一、教学目标1. 知识目标：掌握大学英语课程的基础词汇、语法知识和阅读技巧。
2. 能力目标：提高学生的英语听说读写能力，培养学生独立思考、分析问题和解决问题的能力。
3. 情感态度价值观目标：激发学生学习英语的兴趣，培养良好的学习习惯，增强学生的自信心和团队协作精神。
二、教学方法1. 任务型教学法任务型教学法强调以学生为中心，将教学内容设计成一系列的任务，让学生在完成任务的过程中学习和运用英语。
具体方法如下：（1）设计贴近实际生活的任务，激发学生的学习兴趣。
（2）引导学生积极参与，培养学生的合作精神和团队意识。
（3）关注学生的个体差异，使每个学生都能在完成任务的过程中得到提高。
2. 情景教学法情景教学法通过模拟真实生活场景，让学生在情景中学习英语，提高学生的实际应用能力。
具体方法如下：（1）创设生动有趣的情景，激发学生的学习兴趣。
（2）让学生在情景中运用所学知识，提高英语口语表达能力。
（3）关注学生的情感体验，培养学生的跨文化交际能力。
3. 任务驱动教学法任务驱动教学法以任务为导向，让学生在完成任务的过程中自主学习和探究。
具体方法如下：（1）明确任务目标，让学生了解学习任务的要求。
（2）提供必要的资源，引导学生自主学习。
（3）鼓励学生合作交流，共同完成任务。
4. 交际教学法交际教学法强调在真实的语言环境中进行交流，提高学生的英语实际运用能力。
具体方法如下：（1）设计丰富多样的交际活动，让学生在活动中提高英语口语和听力水平。
（2）鼓励学生大胆开口，培养学生的自信心。
（3）关注学生的个体差异，尊重学生的个性化表达。
5. 翻转课堂教学法翻转课堂教学法将传统的教学方式颠倒过来，让学生在课前通过视频、音频等资源自主学习，课堂上教师进行辅导和答疑。
具体方法如下：（1）制作优质的课前学习资源，提高学生的学习效率。
（2）课堂上注重学生互动，培养学生的自主学习能力。
（3）关注学生的学习进度，及时调整教学策略。
6. 技术辅助教学法技术辅助教学法利用现代信息技术手段，提高英语教学质量。
小学英语教学法教程教案.doc
小学英语教学法教程教案A Course in Primary English Language Teaching PlanUnit 1 Children as language learners1.Teaching Aims:To understand children as language learners and know how to be a good primary English teacher.2. Teaching Content:1. How do we learn our first language?2. What are the similarities and differences between the learning of a firstlanguage and a foreign language?3. What are some of the characteristics of children as language learners?4. How children are individual differences affect their learning?5. Why should we treat children as equal human being?6. What makes a good primary English teacher?3. Teaching Hours: 3 periods4. Teaching materials:1.Textbook2.Handout3.Videotape5. Teaching Methods:1) Lecture (Computer-ai ded Instruction)2) Demonstration6. Teaching Procedures:1) Inform ation about language and language learningThe views about the nature of language: There are many possible theoreticalposi tions about the nature of language. Here are three different views whichexplicitly or implicitly is reflected in current approaches to language learning.The structural view of languageThe structural view of language is that language is a system of structurally related elements for the transmissio n of meaning.a. These elements are usually described as phono logical units (phonemes)∙grammatical units (phrases, clauses, sentences)∙grammatical operations (adding, shifting, jo ining or transforming elements)∙lexical items (function words and structure words)b. Target of language learningThe target of language learning, in the structural view, is the mastery of elementsof this system.2) Differences and similarities between learning L1 and L2For L2 learners, the language input is limited. The time spent on learning L2 is much shorter. The learning context is formal and errors are often corrected. Also, the development of the four skills begins almost at the same time. Moreover, L2 learners often do not have the need to communicate in the target languages: therefore, there are few opportunities for pupils to interact except in the classroom and little real context for children to experiment with the language.However, there are some similarities between the learning of L1 and L2. Rich context and input, opportunities for using the language, interaction with others, etc. are important in learning any languages. Teachers should create a nice environment and interesting activities for pupils to use the language to do things.3) Multiple intelligencesDr. Howard Gardner, professor of education at Harvard University, developed the theory of multiple intelligences in 1983.It suggests that everyone has at least seven different intelligences and everyone isdifferent in terms of the intelligences they have.Therefore, teachers need to be aware of the differences and try to help develop eachstudent‘s potentials and learn how to make good use of the theory of multipleintelligences to motivate students in learning.4)Total Physical Response Method:This approach to second language teaching is based on the belief that listening com prehension should be fully developed before any active oral participation from students is expected (just as it is with children when they are learning their native language).7. Homework:1. What are difference between learning the first language and a foreign language?2. What are the qualities of a good language teacher? To what extent have you got these qualities? What do you think you should do so as to become a good teacher in the future?3. What are the qualities of good language learner? What do they suggest to language teaching?8. Self-assessment:Because students are not familiar with these theory on the language and view of the language, it is very difficult to help Ss understand it. So i t requires T explain it in details with the help of clear illustration and examples by using vediotapes. To get students read more on linguistics and schools o f language methods is also necessary.Unit 2 Understanding the National English Curriculum1. Teaching Aims:To discuss one of the most important trends in second/ foreign language teaching in the past three decades, that is the practice of communicative language teaching2. Teaching Content:1) Why is English offered in the primary school?2)What are the objectives for primary English？3) How to understand the requirement of Level 1------2 in the National English Curriculum?3. Teaching Hours: 2 peri ods4. Teaching materials:1) Textbook2) Handout3) Videotape4) Pictures and real objects5. Teaching Methods:1) Lecture (Computer-aided Instruction)2) Demonstration6. Teaching Procedures目前小学英语课程存在的主要困难与问题:1. 对课程的认识尚不统一；重视程度差异大；2. 地区之间、学校之间发展不平衡；3. 师资数量不足，质量急需提高；4. 课堂教学效果需要给予更多关注；5. 评价方式的改革有待进一步深化。
英语教学法教案与讲义模板
英语教学法教案与讲义模板第一章：教学目标与教学方法1.1 教学目标了解英语教学的基本目标掌握设定教学目标的方法学会如何将教学目标与教学方法相结合1.2 教学方法介绍常用的教学方法及其特点分析不同教学方法在英语教学中的应用探讨如何选择合适的教学方法第二章：教学内容与教学材料2.1 教学内容分析英语教学的主要内容探讨如何设计教学内容学习如何根据学生的需求和水平选择教学内容2.2 教学材料介绍常用的教学材料及其特点学习如何选择和使用教学材料探讨如何自制教学材料第三章：教学组织与教学评估3.1 教学组织学习如何组织英语课堂教学探讨如何管理学生的学习过程3.2 教学评估了解教学评估的目的和方法探讨如何利用评估结果改进教学第四章：教学技巧与教学策略4.1 教学技巧学习英语教学的基本技巧探讨如何运用语言教学技巧进行教学分析如何运用非语言教学技巧进行教学4.2 教学策略介绍常用的教学策略及其特点学习如何选择和使用教学策略探讨如何结合教学技巧和教学策略进行教学第五章：教学实践与教学反思5.1 教学实践分析实际英语课堂教学案例学习如何进行课堂教学实践探讨如何解决课堂教学中遇到的问题5.2 教学反思了解教学反思的重要性学习如何进行教学反思探讨如何根据教学反思改进教学第六章：课程设计与单元规划6.1 课程设计理解课程设计的概念与重要性学习如何进行英语课程的整体设计探讨如何将课程设计与教学目标相结合6.2 单元规划掌握单元规划的原则与步骤学习如何制定有效的单元教学计划分析如何将单元规划与课程设计相衔接第七章：听力教学与口语教学7.1 听力教学探讨听力教学的重要性与挑战学习有效的听力教学策略与活动分析如何评估学生的听力理解能力7.2 口语教学了解口语教学的特点与目标掌握口语教学的技巧与活动设计探讨如何提高学生的口语交际能力第八章：阅读教学与写作教学8.1 阅读教学分析阅读教学的目的与方法学习如何培养学生的阅读技巧与策略探讨如何评估学生的阅读能力8.2 写作教学理解写作教学的意义与挑战掌握写作教学的基本原则与活动分析如何提高学生的写作能力第九章：语法教学与词汇教学9.1 语法教学探讨语法教学的重要性与方法学习如何有效地进行语法教学分析如何评估学生的语法掌握情况9.2 词汇教学了解词汇教学的目标与策略掌握词汇教学的技巧与活动设计探讨如何提高学生的词汇学习能力第十章：教学研究与发展10.1 教学研究理解教学研究的重要性与类型学习如何进行教学研究的方法与步骤探讨如何应用教学研究结果10.2 教学发展掌握教师专业发展的途径与方法学习如何持续提高教学能力与专业素养分析如何适应教育改革与发展的需求重点和难点解析一、教学目标与教学方法：理解和设定明确的教学目标是教学成功的基础，掌握有效的教学方法对于实现这些目标至关重要。
英语教学法教案（优秀范文5篇）
英语教学法教案（优秀范文5篇）第一篇：英语教学法教案Theme of the class: Earthquake Kills HundredsTime of the class: 45 minutesTarget of the class: senior high school studentsType of the class: English vocabularyTeaching Goals:1.To make sure that students know the Chinese meaning and English explanation of the new words.2.To introduce the different categories of the new words3.To make sure that the students could know how to use these new words..Key Point of Teaching: new words in a short reading text.Teaching Methods: expository method, questioning method, discuss method.T eaching Procedures:Step 1.Pre-vocabulary teaching(5 minutes)Warm up activity Asking the students to listen to the song Earth Song, and fill in the blanks.There are five words missing in the lyrics.The song will be played once or twice according to the students’ requirements.Then, the teacher will ask all the students to say their answers to the song together and give them the correct answers.Then the teacher will ask one of the students to tell us the main idea of the song.Therefore, the first step is a lead-in which helps to activate the atmosphere and enter into the next step coherently.Step 2.While-vocabulary teaching(35 minutes)Introducing the new words in the short reading context After the lead-in part, the teacher will firstly ask the students to look at the ppt, and there are two lines in the ppt.There are ten new words in the left line and its Chinese meaning in the right line.The teacher will ask ten students to find the correspondingChinese meaning for the ten new words in the left line.When the first part has been finished, there comes the second part.In the second part, the teacher will divide the students into several teams, and each team involves four to five students.Then the students will be asked to sort out these words according to different categories.There will be noun, ed-participle, and adjective.After three minutes, the teacher will ask three representatives from three groups to give us their answers.Then the teacher will analyze these words in detail.The ppt will present these words one by one.Then, the teacher will analyze these words from several points and analyze the sentences in the short reading passage with the ten words, and the teacher will ask the students to make a sentence with some of these words.magnitude Chinese meaning: 大小，震级，重要性The quake, measuring 6.3 magnitude, came just minutes after a warning had been given by scientist.(from the reading text)仅仅在科学家们发出警告之后的几分钟，6.3级大地震就发生了。
英语教学法教案与讲义模板
英语教学法教案与讲义模板一、课程简介本课程旨在帮助教师掌握英语教学法的基本理论和实践技能，提高英语教学质量和效果。
通过学习，教师能够了解不同的教学法，掌握教学设计、课堂管理、学生评估等关键环节，形成自己的教学风格。
二、教学目标1. 理解英语教学法的概念和重要性2. 掌握不同的英语教学法及其特点3. 学会教学设计的方法和技巧4. 提高课堂管理和学生评估的能力5. 培养创新教学思维和实践能力三、教学方法1. 讲授：讲解英语教学法的理论知识，分析实际案例。
2. 互动：开展小组讨论，分享教学经验和心得。
3. 实践：设计教学活动，模拟课堂情境，进行角色扮演。
4. 反馈：点评教学设计，提出改进意见，促进教学反思。
四、教学内容1. 英语教学法的概念和重要性2. 直接法、听说法、交际法等不同教学法的特点和适用场景3. 教学设计的方法和技巧，包括课程目标、教学内容、教学过程和教学评价4. 课堂管理的方法和策略，包括课堂纪律、学生参与和教学组织5. 学生评估的方式和工具，包括平时成绩、考试成绩和综合评价五、教学评估1. 课堂参与度：观察学生在课堂上的发言和互动情况。
2. 教学设计：评估教师的教学设计质量和实用性。
4. 学生评价：收集学生对教学效果的评价，以便对教学进行改进。
六、教学活动1. 案例分析：分析具体的教学案例，讨论教学法的应用和效果。
2. 角色扮演：模拟课堂情境，进行角色扮演，实践不同的教学法。
3. 小组讨论：分组讨论教学问题，分享教学经验和解决方案。
4. 教学设计展示：教师展示自己的教学设计，其他教师进行评价和反馈。
七、教学资源1. 教材选择：介绍不同类型的英语教材，分析其优缺点。
2. 多媒体教学：介绍多媒体教学资源，如课件、视频和在线平台。
3. 教学资源整合：讨论如何整合不同教学资源，提高教学效果。
八、课堂管理1. 课堂纪律：讨论如何维持课堂纪律，创造积极的学习氛围。
2. 学生参与：讨论如何提高学生的参与度，激发学生的学习兴趣。
《英语教学法教案》课件
《英语教学法教案》PPT课件一、课程简介1. 课程目标：通过本课程的学习，使学生了解和掌握英语教学的基本理论和方法，提高英语教学能力。
2. 适用对象：英语专业本科生、研究生以及英语教师。
3. 课程内容：本课程主要包括英语教学法的基本理论、教学设计、课堂管理、评价方法等方面的内容。
二、教学方法1. 讲授法：通过讲解英语教学法的理论知识，使学生掌握相关概念和原则。
2. 案例分析法：通过分析实际教学案例，使学生了解英语教学法的具体应用。
3. 小组讨论法：组织学生进行小组讨论，培养学生的合作能力和批判性思维。
4. 实践教学：安排学生进行教学实践，提高学生的教学技能。
三、教学内容1. 第一讲：英语教学法的基本理论教学大纲的编制教学目标的确立教学原则的遵循2. 第二讲：教学设计教学内容的选择和组织教学活动的设计和实施教学资源的利用3. 第三讲：课堂管理课堂纪律的维护学生的激励与反馈教师的角色与行为4. 第四讲：评价方法形成性评价与终结性评价自我评价与同伴评价评价工具的设计与使用5. 第五讲：教学策略与技巧直观教学策略任务型教学法语言交际法四、教学评估1. 平时成绩：包括课堂参与、小组讨论、作业完成等情况。
2. 实践教学评估：对学生的教学实践进行评价，包括教学内容、教学方法、教学效果等方面。
3. 期末考试：包括理论知识考试和教学设计考试。
五、教学资源1. 教材：选用权威、实用的英语教学法教材。
2. PPT课件：制作精美的PPT课件，辅助教学。
3. 网络资源：利用网络资源，提供丰富的教学内容和案例。
4. 教学实践：安排实地教学实践，增强学生的实际操作能力。
六、教学活动设计1. 理论与实践相结合：通过讲解理论知识，结合实际教学案例，使学生更好地理解和掌握教学方法。
2. 小组讨论与合作：组织学生进行小组讨论，鼓励学生分享经验和观点，培养学生的合作精神。
3. 教学演示与反馈：安排学生进行教学演示，给予及时的反馈和建议，提高学生的教学技巧。
英语教学法教程教案
英语教学法教程教案教案标题：英语教学法教程教案教案目标：1. 理解英语教学法的基本概念和原则。
2. 掌握常用的英语教学法和教学技巧。
3. 能够运用适合学生特点的教学法进行英语教学。
教学内容：1. 英语教学法的概念和分类。
2. 交际法、听说法、阅读法和写作法等常用的英语教学法。
3. 教学技巧和策略，如课堂管理、教学资源的利用等。
教学步骤：引入：1. 创设情境，引起学生对英语教学法的兴趣。
可以通过问题、图片或小故事等方式引发学生思考。
2. 引导学生回顾已学的英语教学法知识，激活他们的背景知识。
主体：3. 介绍英语教学法的概念和分类。
通过简洁明了的语言，向学生解释英语教学法的定义和不同分类的特点。
4. 分别介绍交际法、听说法、阅读法和写作法。
对每种教学法，给出具体的定义、目标和特点，并结合实例进行说明。
5. 引导学生讨论和总结不同教学法的优缺点，以及适用的教学场景和学生特点。
拓展：6. 引导学生思考教学技巧和策略的重要性，并列举一些常用的教学技巧和策略，如课堂管理、教学资源的利用等。
7. 鼓励学生分享自己在英语教学中使用过的有效教学技巧和策略，并进行讨论和交流。
巩固：8. 设计一些小组活动或角色扮演，让学生运用所学的英语教学法和教学技巧，进行实际操作和演练。
9. 针对学生的表现，给予积极的反馈和建议。
总结：10. 总结本节课的内容，强调英语教学法的重要性和灵活运用的必要性。
11. 鼓励学生继续深入学习和探索英语教学法，并提供相关的学习资源和建议。
教学评估：12. 设计一份简单的练习或问答，以检验学生对英语教学法的理解程度。
13. 收集学生的学习反馈和意见，以便调整教学策略和方法。
教学资源：1. PowerPoint或其他多媒体工具，用于展示教学内容和示例。
2. 教材或教学参考书籍，用于提供更多的教学法案例和理论支持。
3. 练习题和评估表，用于学生的巩固和评估。
教学反思：1. 教师应根据学生的实际情况和英语水平，调整教学内容和教学方法的难易度。
英语教学法教案的范例[修改版]
![英语教学法教案的范例[修改版]](https://img.taocdn.com/s3/m/b2c7da6ab94ae45c3b3567ec102de2bd9605de84.png)
第一篇：英语教学法教案的范例Unit 6 Teaching PronunciationObjectives:By the end of this unit, Ss will Get to know:1. What role does pronunciation play in language learning?2. What is the goal of teaching pronunciation?3. What aspects of pronunciation do we need to teach?4. How can teachers help the students to practice pronunciation? Important points How can teachers help the students to practice pronunciation? Difficult points What aspects of pronunciation do we need to teach? Teaching methods Reflective CooperativeAutonomous-learning Model, Lecture, DiscussionTeaching Procedures Step 1 Lead-in 1. Ss do the reading report. 2.Ss discuss the goal of teaching pronunciation. Step 2 Presentation 1.The role of pronunciation Two points of views on teaching pronunciation:Students do not need to learn pronunciation, because pronunciation will take care of itself as the students develop overall language ability. Failure in pronunciation is a great hindrance in language learning. Therefore the teacher should spend some time in teaching pronunciation. Whether pronunciation needs special attention of focus depends on many factors, especially learner factors. for example: Learners whose native language has similar sounds to English vs. those whose native language has very different sounds from English; Learners who have more exposure to English vs. those who only learn English in the class; Adult learners vs. young ones.We should pay attention to the distinction between pronunciation and phonetics. The teaching of pronunciation should focus on the students’ability to identify and produce English sounds themselves. Students should NOT be led to focus on reading and writing phonetic transcripts of words, especially young students, because phonetic transcripts are more abstract and less meaningful. Introduction to phonetic rules should be avoided at the beginning stage. Stress and intonation should be taught from the very beginning.e.g. A: Would you please turn down the radio a little bit? B: Sorry.↘(with a sharp falling: No, I don’t want to.) Or: B: Sorry.↗(with a rising: What did you say?) 2. The goal of teaching pronunciation 1)Learner age The Critical Period Hypothesis: (pp. 92-93) The hypothesis claims that if humans do not learn a foreign language before a certain age (perhaps around puberty青春期), then it becomes impossible to learn the foreign language like a native speaker because of changes such as maturation of the brain. The hypothesis is still controversial/debated, because both positive and negative answers have been given by researchers. Most people agree, however, that those who learn a foreign language after puberty will have an accent. 2)Amount of exposure At the present time, most Chinese learners of English do not have enough exposure to English to acquire native-like pronunciation. 3) Differences of individual ability Students have different phonetic abilities due to biological and physiological differences. Some are more sensitive to sounds and are better at imitating sounds than others.The realistic goals (p. 93) Consistency: Be smooth and natural. (连贯性)（fluency）Intelligibility: Be understandable.(可辨认性，可理解性) Communicative efficiency: Convey the meaning that is intended.（交际的有效性）《窈窕淑女》（MY FAIR LADY）故事背景是20世纪的英国，两个语言学家打赌：一个乡下女人经过6个月的语言训练是否可进入上流会会。
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Teaching Plan
Ⅰ.Background information:
●Analysis of the teaching material:
This reading material is from Unit10,Section A I’m Going to be a Basketball Player. The topic of the lesson is talking about occupation. This topic is attractive and interesting because it is close to Students’ daily life. But some new words and expressions are difficult for students to understand.
●Analysis of the students:
The students are in junior high school, Grade 2.They have mastered a basic knowledge of English, but they may be unaware of some new words and expressions . Besides, they may have different ideas of what they are going to be in the future and they are curious about some jobs.
Ⅰ. Teaching objectives
1.Knowledge objectives:
Students can learn some important words and expressions: professional, pilot, programmer, engineer,dream job, grow up, move to, exhibition, resolutions, get good grades, get a part-time job, make more friends
2.Ability objectives
1)students can understand the words and expression of future intensions
2)students can understand the dialogue about future intensions
3)students can talk with other students about their future intensions using the
structure pattern “be going to”
3..Affective objectives
Everyone has their own dreams and plans for the future and look forward to the future career. People often talk about their ideas, so this part can stimulate the students' learning initiative and interest in learning.
Ⅲ. Key points and difficult points.
1.key point
1）vocabulary: professional, pilot, programmer, engineer, exhibition, resolutions……
2) sentence pattern: --What are you going to be…
--I’m going to be….
--How are you going to do……
--I’m going to ……
2. Difficult point and solutions
一般将来时be going to 中be 的具体形式和后面接动词原形的用法学生容易混淆. 学生根据自己喜欢的职业，运用所学知识谈论自己打算怎样做来实现目标则既是难点，又是能力训练点。
Ⅳ.Teaching methods:
municative language teaching methods;
2.Task-based teaching methods;
3.Audio-visual teaching methods
Ⅴ. Teaching aids:
Multi-audio devices, PPT ,pictures
Ⅵ.Teaching procedures:
Stage 1 Pre-task
Activity1:students enjoy a song Be What You Wanna Be. Let them find out how many jobs are mentioned in the song and what they are.
Activity2：play a guessing game: Teacher asks a student to the platform and tell him a career. The student should express the career by gestures. And the teacher should ask the students “what does he do?”
Activity3:Students see the pictures of jobs and volunteer to say what these jobs are. Teacher summarizes and writes the words on the blackboard.
Stage 2 While
-task
Activity1: Let students listen to a story. Say, I have a good friend ,he is a driver, he is a very friendly and kind person, but he has a very strange name, we call him
Mr. going to do . Mr. going to do is a good driver but he has a bad habit. He always says,
I’m going to do something, but actually, he never does it. Do you want to know him?
Activity2: Teacher leads the students to read the text and finish some tasks
1) Read the text and teach them the important sentence patterns
2) Teacher sets up questions and talk about ideals with the students
What are you going to be when you grow up?
I am going to be a …… ?
How are you going to do that?
I’m going to ……
Activity3: Pair work
Share your dream A: What are you going to be when you grow up?
B: I am going to be a ……?
A: Why do you want to be ……
B: Because……
A: How are you going to do that?
B: I’m going to ……
Activity4: Listening practice finish the practise1b
Stage 3 Post-task
Activity1: 1) Design the following charts
2) Require four students a group to talk about their ideal career and how
to realize his ideal
3) Make records and do a report in class.
Stage 4 Summary
Summary the sentence pattern:I am He / She / It is
going to + do
We / You / They are
Stage 4 Homework
Write a short essay “My Future” to talk about their life ideal.
Blackboard design。