英语教学法_图文.ppt
人教版小学英语六年级上册Unit 6教学 PPT课件 图文
It's cold outside. Sam is talking with Sarah.
Listen and circle.
1.Where are they?
A.At home.
B.At school.
2.What will they do?
A.Eat some fruit.
B.Watch films.
Let's talk
Sam:What's this cartoon about? Sarah:It's about a cat. The cat is a police officer.
Sam:Cool! Sarah:He chases the mice. They're afraid of him.
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3
1
2
Fill in the blanks and retell the story.
The ant is _a_f_ra_i_d_. Robin is stuck and __w_o_r_ri_e_d__.
The ants are strong.They _pu_l_l _R_ob_i_n_o_u_t_o_f_t_h_e_m_u_d_. Now everyone _is__h_ap_p_y___.
2.They're afraid of him. 它们害怕它。
3.The cat is angry with them. 这只猫很生它们的气。
4.Don't be sad. 别伤心。
小练习
一、根据所给词或上下文提示填空。 1. I am afraid of __ch_a_s_in_g___ (chase) snakes. 2. There are a lot of _m__ic_e__ (mouse) under the ground. 3. Amy is angry __w_it_h__ me. Because I broke her favourite toy. 4. How _d_o___ (do) they feel? 5. -How _d_o_e_s_ (do) Jack feel? -He _f_ee_l_s_ (feel) sad.
小学英语教学经验交流精品PPT课件 图文
单调枯燥、副科观念、不够重视、基础较差
英语学习出现的两种状态：
1、学生没兴趣，事倍功半，学生累，老 师累！（你费尽心思去爱一群人，结果 却只感动了自己。）
2、学生感兴趣，事半功倍，学生学得快 乐，老师教得轻松！
建立和谐融洽的师生关系
1.以朋友的身份去对待每一个学生，尤其是那些问 题学生，不带"有色眼镜"去看他们，和他们以诚 相待，以心换心，久而久之，使学生真心地相信 教师，心悦诚服地接收老师的批评和教育。
培养记单词的习惯。
采用拼读法和归类记忆法进行教学。 1.所谓拼读法，就是对一些和汉语拼音相近的单词
，通过读音进行单词记忆，比如ruler、chair等 词就可以用这种方法记忆；
培养记单词的习惯。
2.归类记忆法就是将一些含有相同字母组合的单词 放到一起记忆，如brother、sister、father、 mother都含有ther就可以利用此方法进行记忆。
子都从车上下来，贴着里道走近若的 车，透 过车窗 ，他看 着若手 扶方向 盘，杨 巍坐她 旁边… …那时 他确是 淡定;又 不知出 于一种 怎样的 心态， 倒是希 望她们 发现他 ……没 出现想 象中的 一幕， 他稍事 安宁， 觉得做 的也差 不多了 ，回到 车上… … 子都想走又不想走，心里矛盾着：不 做声色 地离开 ，那样 尤顾及 了大家 的脸面; 人性之 弱，又 想知道 接下来 的可能 ;后者 站了上 风……
人教版初中英语说课(全英文) PPT课件 图文
Greet the students Ask and answer What do you(does he/she)do? What do you(does he/she) want to be? Why?
Step 2. Presentation Lead out the new phrases and target languages. ( Show some pictures on the screen).
Six Parts
Status and Function(单元地位与功能) This unit is mainly about describing people’s activities. Let the students talk about what people are doing now. The content of this unit is closely related to students’ daily life, so it’s easy to encourage them to communicate with others by using what they have learned in this class.
I'm watching TV.
1 The analysis of the teaching material (教材分析) 2.Teaching Aims (教学目标) 3.Teaching key points and difficult points（重难点） 4. The analysis of the students（学情分析） 5.Teaching methods（教法） 6.Teaching procedures（教学过程） 7.Blackboard designing（板书设计）
小学英语教学课件
学情分析： 对教学年龄的特点，已有知识的经验，学习态度全面了解的过程。 目的：1.明确英语学习都有的听，说，读，写在什么样的水平，是否具备听说读写的能力。
2.了解学生对现有知识的储备，更好的明确学生的发展区。
间隔长 （间距）
100 m 太 长 了 ， 可以先用简单的 数试试。
我先看看20 m 可以栽几棵。
3.教学效果。
教师确立的基本教学设计理念：
1.正确的教师观 为学生成长铺路。
2.教学观
促进学生发展
3.学生观
学生为本
4.课程观
实践为主
板书的概念，板书的作用，板书的类型，板书的基本要求：
什么是板书设计？板书设计是教师在教学过程中在黑板上运用文字，图文结合，简笔画，图表，粘贴图片， 及其他有关材料展示教学内容的一种手段，是课堂教学的重要组成部分。 板书的作用： 1.体现教师的教学思路。 2.与利于突破重难点。 3.提高课堂教学。 4.激发学生学习兴趣。 1.体现教师的教学思路 从板书设计的内容可以清晰看出一节课的教学思路，条理清晰的板书将一节课的内容呈现在黑板上，非常 有益于学生学习理解与掌握。 2.有利于突出重点。 3.有利于学生记忆 4.板书的作用 具有审美示范作用。 课堂教学的艺术，教师的板书直接影响学习的学习记忆。
评价试行结果和对方方案进行修改的过程。教学设计以优化教学效果为目的，以学习理论，教学理论与
教学传播学为基础。
什么是教学理念？
教学设计理念是指教师在教学设计过程中多运用的指导思想，是教师对教学设计所持立场，观念与方法，
知道教学设计体系。
教学设计理念对教学设计的影响
1.教学设计的方式与方法。
2.教学设计的目的与方向。
5m 5m 5m 5m
英文单词图文各种形状英文名称课件
英文单词图文各种形状英文名称课件一、教学内容本节课选自教材《英语单词图文各种形状英文名称》的第二章节，详细内容包括基础的图形如圆形（circle）、正方形（square）、长方形（rectangle）、三角形（triangle）以及较为复杂的图形如星形（star）、心形（heart）、椭圆形（oval）、菱形（diamond）。
教学内容涵盖了各种形状的认知、英文名称的对应关系以及相关例句的运用。
二、教学目标1. 学生能够掌握常见图形的英文名称，并能够准确发音。
2. 学生能够运用所学图形英文名称进行简单句子构建，提高口语表达能力。
3. 学生能够通过观察、思考，培养对周围环境图形的认知和英语思维能力。
三、教学难点与重点教学难点：星形、心形、椭圆形、菱形等复杂图形的英文名称及其发音。
教学重点：常见图形英文名称的记忆、运用以及相关句型的练习。
四、教具与学具准备1. 教具：PPT课件，展示各种图形及其英文名称；磁性板，展示图形卡片。
2. 学具：图形卡片，供学生课堂练习使用；彩色笔，用于标记重点内容。
五、教学过程1. 导入：通过PPT展示一组日常生活中常见的图形，引导学生用英文说出所看到的图形，激发学生兴趣。
2. 讲解：详细讲解各种图形的英文名称，并进行示范发音，让学生跟读，确保发音准确。
3. 实践：分组进行图形认知游戏，教师随机展示图形卡片，学生迅速用英文说出图形名称，巩固所学内容。
4. 例题讲解：用PPT展示例题，如：“This is a circle. What is the shape?”引导学生运用所学知识进行回答。
5. 随堂练习：发放图形卡片，学生自行练习，并在小组内进行交流，提高口语表达能力。
六、板书设计板书分为两部分：一部分为各种图形的英文名称，另一部分为相关句型。
板书设计简洁明了，突出重点，方便学生记忆。
七、作业设计（1）圆形：________________（2）正方形：________________（3）星形：________________2. 答案：（1）圆形：This is a shape that has no corners and all the points are equidistant from the center. Its English name is "circle".（2）正方形：This shape has four equal sides and four right angles. Its English name is "square".（3）星形：This shape looks like a star, with five points extending from a central point. Its English name is "star".八、课后反思及拓展延伸本节课通过丰富的教学活动，让学生在轻松愉快的氛围中学习图形英文名称，提高了学生的英语口语表达能力。
王蔷主编的《英语教学法教程》第二版Unit-1.doc
王蔷主编的《英语教学法教程》第二版 -Unit-1Unit 1 Language and Language LearningAims of the unitIn this unit we will discusssome general matters about language learning and teaching. We are going to discuss five questions on particular:1.How do we learn language?2.What are the common views on language?3.What are the common views on language learning?4.What are the qualities of a good language teacher?5.How can one become a good language teacher?1.1 How do we learn languages?Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroomis to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience.Task 1Below is a list of interview questions on how people learn a foreign language.In the first column, write down your own responses.Then interview three other students in your class and enter their responsesin the other columns. Discuss your findings in group of 4 and draw some conclusion.You ST1 ST2ST31.How many foreign languages can you speak so far?2.When did you start learning the foreign language(s)?3.How do you feel about learning a foreign language?4.What difficulties have you experienced in learning?5.Which skill do you find more difficult to learn?6.Have you focused on knowledge or skills? Why?7.Why do you learn the foreign language(s)?8.Do you consider yourself a successful learner? Why?9.What are your most common learning activities?10.Do you like the way you learned the foreignlanguage(s)?From the above task, you may have found that 1) people started learning a foreign language at different ages; 2) people have different experiences in learning a foreign language, some find it easy, some find it difficult; 3) people learn languages for different reasons; 4) people learn languages in different ways; 5) people have different understandings about language learning; 6) people havedifferent capacities in language learning; 7) learning can be affected by theway it is taught; 8) learning is affected by the degree of successone isexpected to achieve; and more. Thus the challenge confronting language teaching is how teaching methodology can ensure successfullearning by allthe learners who have more differences than the commonality.1.2 views on languageThe question that all approaches to language teaching should answer ‘is,what is language?’The answer to this question is the basis for syllabus designs, teaching methodology,teaching and assessmentprocedures in the classroom. Different views on language generate different teaching methodologies.Task 2Work in group of 4. Brainstorm possible answer to the question: what is language? When you are ready, join another group and share your ideas.To give a concise definition of language has always been difficult for linguists and philogists. Although there has been an enormous amount of research in language in the past century, no authoritative answer has been given ‘towhat is language?’ rather, people have settle down to talk about views of language, seemingly allowing for or accepting different theories for the moment. However, language teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are teaching fits into that entity (Brown, 1994a). for sample definition of‘language’ , please refer to Appendix 1.Structural viewThe structural view of language sees language as a linguistic system made up of various subsystems (Larsen-Freeman & Long, 1991): the sound system (phonology); the discrete units of meaning produced by sound combinations (morphology), and the system of combining units of meaning for communication (syntax). Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. When this structural view of language was combined with the stimulus-response principles of behaviorist psychology, the audio-lingual approach to language learning emerged.Functional viewIn the 1960s, British linguists developed a system of categories based on the communicative needs of the learner (Johnson and Marrow, 1981) and proposed asyllabus based on communicative functions. The functional view not only sees languages as a linguistic system but also a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. therefore, learners learn a language in order to be able to do with it. In order to perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are the concept of present, past and future time, the expressionsof certainty and possibility, the roles of agents, instruments with a sentence, and special relationships between people and objects.Interactional viewThe interactional view considers language to be a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.These three views present an ever wider view of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabulary to do whatever it is one wants to do. The interactional view says that to know how to do what you want to do involves also knowing whether it is appropriate to do, and where, when and how it is appropriate to do it. In order to know this, you have to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richard and Rodgers, 1986), but more importantly, it is closely related to the understanding of language learning. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than just a system of structures, it is more importantly a tool then to learn the language learning. If language is more than just a system of structures, it is more importantly a tool, then to learn the language means to use it, rather than just study what it is and how it is formed. The next section discussessome current theories about language learning.1.3 Views on Language learning and learning in generalA language learning theory underlying an approach or method usually answers two questions; 1) What are the psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processes to be activated?Task3Work in groups of 4. Brainstorm the answers to the two questions stated above. When you are ready, join another group and share your ideas.Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects. The research can be broadly divided into process-oriented theories and condition-oriented theories. Process-oriented theories are concerned with how the mind organizes new information such as habit formation, induction, making inference, hypothesis testing and generalization. Condition-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, the kind of input learners receive, and the atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions. At this level, it is too early to formulate a specific approach, because some aspects are still too vague, for example, what is done in these processes.Behaviorist theoryThe behaviorist theory of language learning was initiated by behavioural psychologist Skinner, who applied Watson and Raynor’s theory of conditioning to the way human acquire language (Harmer, 1983). Based on their experiments, Watson and Raynor formulated a stimulus-response theory of psychology. Inthis theory all complex forms of behavior— motions, habits and such—are seen as composed of simple muscular and glandular elements that can be observed and measured. They claimed that emotional reactions are learned in much the same way as other skills. The key point of the theory of conditioning is that ‘you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages,stimulus, response,and reinforcement’(Harmer, 1983:30).Based on the theory of conditioning, Skinner suggestedthat language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by the language teaching profession, particularly in the U.S. One influential result is the audio-lingual method, which involves endless’listen and repeat’drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.Cognitive theoryThe term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be largely the result of Noam Chomsky’s reaction to Skinner’s behaviorist theory, which led tothe revival of structural linguistics. The key point of Chomsky’s theory is reflected in his most famous question: if all language is a learned behavior, how can achild produce a sentence that never been said by others before?According to Chomsky, language is not a form of behavior, it is an intricate rule-based system and a large part of language acquisition is the learning of this system. There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. A language learner acquires language competence which enables him to produce language.Though Chomsky’s theory is not directly applied in language teaching, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentencesbased on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.Although people are pretty much still in the dark as to what language is andhow language is learned, it is believed that general knowledge about language and language learning will help language teachers do a better job.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructsmeaning based on his/her own experiencesand what he/she already knows. Although constructivist theory was not developed for the understanding of language learning, it is widely applicable to learning in general. It is believed that education is used to develop the mind, not just to rote recall what is learned. John Dewey provided a foundation for constructivism. He believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners. Therefore, teachers must balance an understanding of the habits, characteristics as well as personalitiesof individual learners with an understanding of the means of arousing learner’s interests and curiosity for learning (Archambault, 1964).Socio-constructivist theorySimilar to constructivist theory, socio-constructivisttheory represented by Vygotsky (1978) emphasizes interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development’(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner andbetween learners. With the teacher’s scaffolding through questions and explanations, or with a more capable peer’s support, the learner can move toa higher level of understanding and extend his/her skills and knowledge and knowledge to the fullest potential.1.4 What makes a good language teacher?Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. What do you think might account for this phenomenon?Task 4Work in groups. Reflect on your own learning experience from early school years to the university. Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). Note down all the qualities that you think are important for a good English teacher.It is clear that whether someonecan become a good foreign language teacher does not solely depend on his\her command of the language. There are avariety of elementsthat contributes to the qualities of a good language teacher. These elements can be categorized into three groups: ethic devotion, professional qualities and personal styles (Parrot, 1993).Task 5Ethic devotion, professional qualities and personal styles jointly contribute to the making of a good English teacher. All the adjectives in the box below could be used to characterize these three aspects.1. Work in groups of 4 and decide which adjectives describe ethic devotion,which describe personal styles and which describe professional qualities.Please write your answers on a separate piece of paper.2.Add any adjectives to the list which describe further qualities that you feelare missing.3.These adjectives are intended to describe positive qualities or styles. Doyou feel that any of them could have a negative side as well? If yes, in what way? For example, an authoritative teacher may make the students feelassured, but may also make the student less free to disagree with him\her.kind dynamic authoritative hardworkingcreative patient well-informed fairresourceful attentive warm-hearted reflectivewell-prepared flexible intuitiveaccurate enthusiastic humorouscaring disciplined professionally-trained(Adapted from Tasks for Language Teachers, Martin Parrot, 1993)From the above activities we can see that a good English teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three aspects constitute the professionalcompetenceof a good English teacher. A person who has a good command of English is not necessarily a good teacher because he has only one of the elements of professional competence.It is assumed that all responsibleEnglish teachers have ethic devotion, and they are supposedto make their personal styles compatible with their work. Thesetwo aspects, which are beyond the scope of this book, can be achieved as long as the teacher himself\herself has the willingness to do so.A question that many teachers often ask is: I like my job, and I love the students, but how can I becomea good English teacher? Our answer is thatthey need professional competence, which we are going to discuss in thenext section.1.5 How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is the development of professional competence,which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, strategies, knowledge, and ability.Task 6Work in pairs and discuss how one can become a professionally competent teacher of English. For example, we have to develop our English proficiencyfirst and also we may need to learn from experienced teachers through observations. What else can you think of? Make a list and then pool all yourideas together to find out about your common beliefs.A language teacher’s professional competence is much more difficult than a driver ’s skill to handle a car, and is more complicated than a student’s competenceof speaking foreign language. It involves more factors and longer learning time, and may never be finished.Some people think teaching is a craft; that is, a novice teacher can learn theprofessionby imitating the experts’techniques, just like an apprentice. Othershold the view that teaching is an applied science, based on scientific knowledge and experimentation. By making a compromise between these two views, Wallace (1991) uses a “ reflectivemodel” to demonstrate the development of professional competence. The following model is an adapted version toillustrate the process of becoming a professionally competent teacher.Figure 1.1 Teacher’s professional development(Adapted from Wallace, 1991:15)From the above model, we can see the development of professional competence for a language teacher involves Stage 1, Stage 2 and Goal. The first stage is language development. All English teachers are supposed to have a sound command of English. As language is the subject matter for language teachers and also because language is always changing, language development can never come to an end.The second stage is the most crucial stage and it is more complicated because it involves three sub-stages: learning, practice, and reflection. The learning stageis actually the purposeful preparation that a language teacher normally receives before he\she starts the practice of teaching. This preparation can include:1.learning from others’experiences (empirical knowledge gained throughreading and observations)2.learning the received knowledge (language learning theories, educationalpsychology, language teaching methodology, etc.)3.learning from one’s own experiences as a learnerBoth experiential knowledge (others’and one’s own) and received knowledge are useful when a teacher goes to practice. This is the combination of ‘craft’and‘applied science’knowledge. The learning stage is followed by practice. The term ‘practice’can be used in two senses.In one sense,it is a short period of time assignedto do teaching practice as part of one’s pre-service education, usually under the supervision of instructors. This practice is also called pseudo practice. The other sense of ‘practice’is the real classroom teaching that a teacher undertakes after he/she finishes formal education.Teachers benefit from practice if they keep on reflecting on what they havebeen doing (Stanely, 1999). It should be noted that teachers reflect on their work not only after they finish a certain period of practice, but also while they are doing the practice.When the would-be teachers(trainees) are doing pseudo practice, they are often trying out ideas that they have learned in a methodology class. Therefore, they are likely to reflect on how well a certain idea or technique works and often their instructors may require them to do so. The pseudo practice is beneficial only if the student teachers take reflections seriously. The most difficult thing is to keep on reflecting on one’s work when one moves on to real classroom teaching.Ideally, a teacher should be able to attain his/her professional competence after some period of practice and reflection as shown in Figure 1.1. However, professional competence as an ultimate goal does not seem to have an end. With the ever-deepening of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students, and of the teaching requirements, one must keep on learning, practicing and reflecting. Actually professional competence is’ a moving target or horizon, towards which professionals travel all their professional life but which is never finally attained‘. (Wallace, 1991:58)Task 7Work in groups. Discuss possible answers to the following questions in relation to the model presented in Figure 1.1.1. Whyare stage 1 and stage 2 interrelated by a double arrow line?2. Why are practice and reflection connected by a circle?3. Why is professional competence ’ a moving target or horizon,towards which professional travel all their professional life butwhich is never finally attained?'4. Where should a TEFL methodology course fill in the model?1.6 An overview of the bookThis second edition of A Course in English Language Teaching has allowed usthe opportunity to expand the original 14 units into 18 in order to include topics reflecting the recent development in English language teaching both at home and abroad, to revisit a number of areas, to expand an clarify points that we felt were not sufficiently clear in the first edition, and to improve the pedagogical usefulness of the text.Overall, the book aims at introducing practical methods to teachers of Englishas a foreign language with some basic theories presented in the first two units. Itis hoped that classroom teachers or would-be teachers will not simply copy or imitate what are suggested but be able to choose or adapt with anunderstanding of why.Unit 1 serves as an introduction for setting the scene for this methodology course. It discusses issues concerning views on language and language learning or learning in general with the belief that such views will affect teachers’ways of teaching and thus learners’ways of learning. The qualities of a good language teacher is also discussed in order to raise the participants’awareness of what is required for a good English teacher.Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT) have been the most influential language teaching approaches in the past two decades and they have proven to be effective in a variety of languageteaching contexts. In Unit 2 we introduce the basic principles of CLT andactivities followed by an introduction to task-based approach. It is intended that most of the methods that we introduce in the remaining units will, to some extent, follow a communicative approach and task-based language teaching.Unit 3 is a new unit which focuses on the new National English Curriculum. It begins with a brief overview of the history of English language teaching in China followed by tasks and discussions on the goals, objectives, and design of thenew English curriculum and ends with discussions on the challenges facing teachers today.We have arranged lesson planning and classroom management as the next two units of the book-Unit 4 and Unit 5 respectively. With regard to these two units,the new edition has replaced some previous lesson plan samples and addedsome relevant issues, i.e. giving effective instructions, asking effective questions, and dealing with students’errors in the classroom. To have these two parts in the early units, our intention is that the reader will use what is covered in these two parts in the early units, our intention is that the reader will use what is coveredin these two units to design mini classroom activities for the teachingof knowledge and skills that come in later units.Like the first edition of the book, Units 6, 7 and 8 focus on the teaching oflanguage components, that is, the teaching of pronunciation, grammar, and vocabulary, while Units 9, 10, 11, 12 focus on the teaching of four skills of language, namely, listening, speaking, reading and writing, with Unit 13 discussing the integration of the four skills. Some new examples and new points are added to all these units in the new edition. It should be noted that neither the language components nor the language skills are taught in an isolated fashion. We present the teaching of these language components and skills in separate units so that there is a clearer focus of discussion. In classroom teaching, we hope teacherswill be able to integrate all areas.Unit 14 is about moral education. This is a new unit aiming at raising teachers’awareness of the scope available for moral education in language teaching sothat teachers will be able to create opportunities and use relevant materials and activities to help students form positive social values towards life and work.Unit 15 deals with language assessment. We have avoided‘testing’and‘examination’as our unit title because we believe‘assessment’is a broader concept. In this unit we focus on classroom assessment rather than standard tests. Research evidence shows that classroom-based assessment provides a better evaluation of what the students have achieved during the course of study.Units 16 and 17 are also new units. Unit 16 is about learner differences andlearner training. As the purpose of teaching is for learning to take place, learners will need to play a major role in the learning process. We think as teachers weneed to understand learners and the differences among them so that appropriate methods and techniques can be selected or designed to cater for learner needs. Also, we teach in order not to teach. In this sense, we need to help learners develop awareness of different learning strategies and learn to takeresponsibility for their own learning . Unit 17 focuses on using and creating resources. It discusses how to use the available resources as well as how to explore hidden resources for teaching and learning.Unit 18 introduces the reader to the most basic things in the evaluation,selection and adaptation of textbooks used in language teaching and learning. In the future, classroom teachers will have to take more responsibility and be given more autonomy in selecting and adopting ELT textbooks for their students.Throughout the book, we provide a number of tasks for each unit. The tasks usually follow a discussion and are aimed at providing the reader with opportunities torelate theory to practice. Most of the tasks are open-ended, that is, they do not have fixed answers or solutions. Sometimes, discussions following the task provide the authors’further comments. Occasionally, some tasks seem toneed more‘concrete’solutions. In that case, we remove the solutions to Appendix 1 at the back of the book. We intend that users of the book should solve the problems themselves before referring to the authors’uggested solutions.Most of the tasks involve group work or pair work. If the book is used in class, we consider it very important for students to work in pairs or groups so that they can share knowledge and experience. Individual readers may find it inconvenient to perform the task. We suggest that they discuss the problems with their colleagues wherever possible.。
高中英语学习方法的建议 PPT课件 图文
二、高中英语与初中英语课程 的不同点。
• 1．听力理解由浅层的信息获取转向 深层的信息加工处理
高中英语听力除了题型变化，听力材 料内容难度增加，语速变快外，更强调 学生对所获取信息的深层理解（包括猜 测，推理，归纳等）同时也强调对学生 书面表达能力的考查。
2．词汇由常用生活词汇(基本词汇) 扩展到大量核心词汇及认知词汇
Ten minutes every day is better than ten hours in one day!
2．要尊重记忆规律，反复是 关键。
记住：
Always keep an English book at hand! 利用点滴时间：与其他学科穿插进行。早晨
是学习英语的大好时光。
一、如何科学记忆单词:
一、高中英语学习的指导思想
• 学习中要注意的几点：
1．要点滴积累，不要急于求成。 记住：Rome wasn’t built in a day! 罗马不是一天建 成的。/ 复杂的工作不会一蹴而就.
急于求成就可能会造成消化不良，或者一事无成的结果。 急于求成往往表现为对自己提出过高的要求。这样做往往会 给自己很大压力，进而对自己逐渐失去信心，失去兴趣。记 住：
• 1）学习内容方面：20%的知识——自学能 会，
•
70%的知识
——合作学会，
•
10%的知识—
—老师教会。
• 高效课堂的五个基本步骤
• 预习自学，自主探究；
• 完成学案，训练应用；
• 分组合作Biblioteka 讨论解疑；• 展示点评，总结升华；
• 高效课堂对学生的要求
• 1——预习：完成导学案。前提是1） 在熟
记单词，自己能读，能默写。2） 导学部分 内容学生自己至少看3遍以上，单词，词组 和句子要能在课本中用红线划出来。
小学英语课堂教学常规
二.关于学生学习习惯的培养 (学法指导 关于学生学习习惯的培养 学法指导) 学法指导 1.小学英语“听说读写”的要求及其训练方法 小学英语“听说读写” 小学英语 A.对听的要求 对听的要求 1.能听懂课堂用语和日常生活中的简单用语 能听懂课堂用语和日常生活中的简单用语; 能听懂课堂用语和日常生活中的简单用语 2.能听懂教师用学过的英语讲述的浅易片断或小故事 能听懂教师用学过的英语讲述的浅易片断或小故事; 能听懂教师用学过的英语讲述的浅易片断或小故事 3.能听懂教师用英语说的数字 从0至100,并且能用阿拉伯 能听懂教师用英语说的数字,从 至 并且能用阿拉伯 能听懂教师用英语说的数字 数字写下来; 数字写下来 4.能听懂简单的英语指令 会做一些英语游戏 能听懂简单的英语指令,会做一些英语游戏 能听懂简单的英语指令 会做一些英语游戏。
C.
教师在进行教案设计时应该注意的事项： 教师在进行教案设计时应该注意的事项： 1）教学目标的表述要明确，即用可以观察得到的 学生行为的语言来表述； 2）安排教学活动要适合学生情况，如学生的语言 水平、年龄、兴趣等； 3）安排课堂活动时要考虑到课堂空间的大小，学 生可活动的范围等，尽量减少组织方面造成的 干扰； 4）时间分配要合理，如新旧内容所占的比例，讲 解与练习的时间比例等。 5) 教案一般要求是每次备一个单元,要求用英语.
步骤二： 步骤二：呈现 1.呈现的形式 呈现的形式
学生表演、借助动作姿势和表情、利用事物或图片、 学生表演、借助动作姿势和表情、利用事物或图片、 模型、玩具等、利用图表、简笔画、利用卡片并听录音、 模型、玩具等、利用图表、简笔画、利用卡片并听录音、 猜谜提问或动作演示、用唱歌等其他方式创设情景。 猜谜提问或动作演示、用唱歌等其他方式创设情景。
常规之二：课堂教学步骤（五步教学法）
自然拼读法在小学英语教学中的应用精品PPT课件 图文
四、自然拼读法教学内容
年级
三年级 下学期
单元
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10
教学内容
参考使用《小学自 然拼读过关必备》
短元音a
短元音e
复习a, e，练习拼读
短元音i
复习a, e, i， 练习拼读
ar 复习
参考使用《小 学自然拼读过
关必备》
下册Lesson 12 下册Lesson 12 下册Lesson 3
下册Lesson 11 下册Lesson 9 下册Lesson 7 下册Lesson 16 下册Lesson 11
四、自然拼读法教学内容
年级
五年级 上学期
单元
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10
oa, oo, ou, ow, or/our/ore
年级上学
辅音字母组合
ur, ue
期、五年
Th, ch, ck, sh, wh, ph, ght, tr, dr, le, ng, 级下学期
nk,
六年级上
四、自然拼读法教学内容
年级
三年级 上学期
单元
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10
下册Lesson 1
复习a_e, e_e, e在词尾 复习短元音i，学习长元音i_e 复习a_e, e_e, e在词尾, i_e 复习短元音o，学习长元音o_e 复习a_e, e_e, e在词尾, i_e, o_e 复习短元音u，学习长元音u_e
高级英语 第三版 1 第四课教学PPT
III. Background Knowledge:
Bible New Testament: the distinctive Christian portion of the Bible Gospel: Greek word for good news. the first four books of the New Testament.
work on hand.
VI. Detailed Study:
All his old friends will be on hand / present to see Jack receive the medal of honour.
I want you to be at hand / near during my interview with the boss of the company.
VI. Detailed Study:
8. bring about: cause Scientists have brought about great changes in our lives.
VI. Detailed Study:
9. involve: to cause sb. to become connected or concerned Don't involve other people in your mistakes. We are all involved, whether we like it or not.
VI. Detailed Study:
cf: assure: try to cause to believe or trust in sth.; promise The captain assured the passengers that there was no danger.
初中英语听说课要领 PPT课件 图文
教材分析 听说课教学的基本模式 听说课教学要领 听说课活动设计的原则
教材分析
《Go for it》每个单元Section A 和 Section B的1a---2c通常都是听说课型。 通过听说，学生可以学习词汇、语法， 并进一步展开教学活动（ Section A 3a-4 和阅读做好准备。
“三听”；初听大意，再听细节，三听解 惑。
然后复述Cheng Han 未来计划，以听助说 听后仿说，谈论自己的圣诞计划等。
听说同题
在 “先说—后听—再说”中活动都借助本 单
元的语法知识，围绕本单元的话题,开展相 应的活动。听主要是语言的输入，说为输 出，听说同题强调的是语言输入与输出的 一致性。
总之，“先说--后听--再说”的模式中， “先说”看作是听前活动；“再说”看 成听后活动。将“说”融合到听的各个 环节中，从而形成《Go For It》教材 “听说课”的教学模式。
结语
听说课是初中英语教学中最重要的课型之 一。 我们要认真研究教材， 把握听说课的 基本模式， 领会听说课的教学要领， 遵循 设计的原则， 在设计与实施有效课堂教学 方面下功夫， 一定能打造有效的听说课。
谢谢！ 学妹给我打电话，说她又换工作了，这次是销售。电话里，她絮絮叨叨说着一年多来工作上的不如意，她说工作一点都不开心，找不到半点成就感。 末了，她问我：学姐，为什么想 找一份 自己热 爱的工 作这么 难呢？ 我问她上一份工作干了多久，她 说不到 三个月 ，做的 还是行 政助理 的工作 ，工作 内容枯 燥乏味 不说， 还特别 容易得 罪人， 实在不 是自己 的理想 型。 我又问了她前几份工作辞职的原 因，结 果都是 大同小 异，不 是因为 工作乏 味，就 是同事 不好相 处，再 者就是 薪水太 低，发 展前景 堪忧
小学英语阅读教学策略和方法ppt课件
教学方式
1、把课文分成四、五部份，每组学生负 责一部份。
2、对于不适合分解的课文，可让学生负 责其中某一方面，如词汇、结构、主题 等。
3、选择四、五篇主题相同的材料，难度 相等或不等，每组负责一篇。
可编辑课件PPT
14
互补式阅读(jigsaw reading)
基本教学步骤 1、分组（2—6人，4、6人为佳，教学过程中，
常有必要再次分组，使学生充分参与交流， 如时间 一同组异质，时间二同组同质。） 2、说明教学目标及任务：交待过程和步骤，说 明拟完成的任务类型，读前词汇练习和讨论， 读后陈述、总结以及向同伴等。
可编辑课件PPT
15
互补式阅读(jigsaw reading)
基本教学步骤
3、分发阅读材料及相关练习，同组的人材料可 不同。
在阅读过程中，请学生标出自己不认识 的生词难句，读后抄在黑板上，然后， 师生共同解决。
在阅读前不讲授，引导学生阅读中，随 机讲解，并引导学生积极参与释义。
可编辑课件PPT
6
阅读过程
阅读前： 利用情景会话引出阅读材料中的关键新词或
新表达法（控制好生词释义的量，培养学生 的猜词悟义能力） 设计问题就阅读文本的话题引导学生联系自 己的生活实际展开讨论 鼓励使用常见阅读策略：skim,scan,predict等
8
阅读过程
阅读中
朗读与默读的作用
默读：真实的阅读行为
朗读：听录音朗读课文能使学生体会语 篇的发音，掌握标准的重音和语调，使 文本有真实的生活感，教师能强调某一 小部分材料时，借助朗读能增强学生的 参与感。
可编辑课件PPT
9
阅读过程
阅读中 2、阅读语篇需要从略（默读）到精多次
新版PEP小学英语教材分析精品PPT课件 图文
全日制义务教育英 语 课 程 标 准 （修订稿）
教材使用建议
• 5．调整教学方法和步骤 • 由于客观条件的差异、学生现有水平的差
异以及具体教学实际情况的差异，有时教 材推荐或建议的教学方法和步骤不一定适 合实际教学的需要。在这种情况下教师要 注意调整教材中建议的教学方法，采用最 适合实际教学需要的方法和步骤。
在教材使用过程中，教师可以根据需要对教 材内容进行适当的补充，以使教材的内容更加符 合学生的需要和贴近学生的实际生活。在对教材 进行适当补充时，教师还可以根据实际情况对教 材的内容进行适当的取舍。 对教材进行补充或取 舍时，不应该影响教材的完整性和系统性。要避 免为了考试而随意对教材内容进行调整；如有可 能，应尽量与学生一起协商补充或取舍哪些内容。
• 学习是建构性的
新知识的建构建立在已有知识结构之上。 ABC知识点的蕴含、拓展关系; 单元间的 语言暗线; 滚动的知识结构。
PEP小学英语教材的理论基础：建构主义
• 学习是主动性的
做中学。 Let’s do/make/sing/chant/play/act
Task time
• 学习是合作性的
合作学习 pair work/group work/ Let’s act / Read and write
怒火中烧，气贯长虹，他按捺不住冲 动的情 绪…… “深更半夜，两人呆在车里干什么?工 作班上 有的是 时间谈 ，昨晚 刚一起 喝的酒 ，有什 么要命 的事情 偏得这 时候说 ，电话 都不接 ……电 话?这 会儿我 俩都是 手机一 丢，莫 非…… ”他大 脑缺氧 ，心脏 急遽地 跳动起 来…… “呵呵 ……以 弗所的 寡妇(《 以弗所 的寡妇 》)， 我明白 了，两 个月来 拼着性 命要走 ，一把 鼻涕一 把泪， 这儿病 那儿疼 ，归家 、爱怕 了…… 我始终 怀疑她 义无反 顾的决 心来自 何处? 她到底 是给自 己撕开 了那张 蒙面的 画皮… …百借 口、千 设难、 万般无 奈搭理 我;昨天 吐、今 天不上 班，‘ 热恋中 ’，就 像原先 对我， 白天见 、晚上 恋，万 水千山 ，一时 不见都 想念… …我扒 拉了一 圈的人 ，唯独 没睬这 只癞蛤 蟆，谁 知竟成 了她手 上的金 蟾…… 看来天 下真就 没有什 么不可 能，青 蛙变王 子、美 女与野 兽、武 大郎巧 娶潘金 莲、卖 油郎独 占花魁 ……越 是你不 待见的 ，偏就 是它… …惭愧 啊!我 竟不如 一只蛤 蟆，走 ，离开 她们… …”他 待要走 ，又一 转念： “若是 那种人 吗?不可 能啊? 莫不是 真就冤 枉了她? 兴许有 什么急 事儿… …不能 莽撞， 若不是 那种人 ，绝不 可能… …天意 遇上了 ，两个 月来的 谜，亦 或今晚 起底啦 ?‘是 福不是 祸，是 祸躲不 过’， 什么君 子小人 的，看 看再说 ……” 主意一 定，他 掉转车 头，把 车绕到 若的车 尾，停 下车， 两车相 距不足 二十米 远，熄 了火… …
英语五步教学法介绍之欧阳家百创编
英语五步教学法介绍欧阳家百（2021.03.07）一般说来，除了第一节课以外，每一节课教师所要进行教学的内容不外乎三部分：1. 复习已教过的语言材料；2. 教学新的语言项目如词汇、语音、语法或句型等；3. 进行各种形式的听、说、读、写训练活动。
为教学上述三部分内容，一般采用以下五个步骤（即五步教学法）：步骤1 (Step 1): 复习 (Revision)步骤2 (Step 2): 介绍 (Presentation)步骤3 (Step 3): 操练 (Drill)步骤4 (Step 4): 练习 (Practice)步骤5 (Step 5): 巩固 (Consolidation)在每一个步骤当中，教师的作用都有所不同。
一位成功的教师一定是一位“多面手”，不但会讲解、还会指挥、会导演、会组织、会表演、会监督、会评判、会记分、会帮忙、会引导，而且还是一位很好的帮助学生强化记忆的人。
教师在课堂上能够扮演上述各种角色，就能够顺利地上好一节课，完成一节课的整体教学任务。
教师在各个步骤中的作用，请看下表：教师在进行上述五个步骤的教学中，自始至终观察全班学生的反应，保证所教的内容大家都能理解。
如果相当一部分学生还没有弄懂，那么教师就需要重教。
因此，教师要随时根据情况变换自己的角色，起到不同的作用，以保证顺利完成课堂的整体教学任务。
例如，在进行第三步时，班上可能出现某种问题，教师就要从组织者或指挥者的角色再变成示范表演者，有时还要当讲解员，直到学生弄懂才能再变回第三步的角色。
下面详细分述五个教学步骤。
第一步复习（Revision）学习外语需要有个过程，需要逐步理解和吸收。
学习英语首先碰到的问题就是遗忘。
为防止遗忘，就需要复习。
复习的作用是“温故知新”，帮助学生回忆所学的语言项目，强化记忆，并对所学的知识加深理解，总结规律，发现问题及时加以解决。
此外对于练习不够、理解不深透或是疏漏的方面，及时加以弥补，以便使所学的知识和技能能更加完善和熟练。