Classroom Language
Classroom assessment
2009级教育学一班40915033 熊艳丽Classroom assessment——on classroom assessment language Classroom assessment language is the assessment of language with which the teacher uses for the students’ behavior on learning in the classroom, and is the immediate feedback for the live action of students. If a teacher could make most use of assessment language, he would let his classroom interesting and lively, further more, he would encourage his students learning actively. Therefore, it is extremely important to apply classroom assessment language to assess students properly and suitably. It is necessary for teachers to master the language skills like following advice.First of all, the teachers’ assessment language should be brief and accurate. In the face of the advantages and disadvantage of students, teachers should point out them briefly and make the students carefully know their questions and solve them immediately. For instance, a student said, “I am like playing basketball.” The teacher looked at his eyes and said, “How interesting your favorite sport! But you make a wrong sentence; there are two verbs in your sentence. Have you find them? Yes, they are ‘am’ and ‘like’. Please remember that we cannot use two verbs or more in one sentence. ” the assessment language like this example is direct and distinct, which is meaningfully for students to incorrect themselves.Secondly, there should be encouragement and appreciation in teachers’assessment language. Everyone is eager to be appreciated and encouraged inside of their mind, especially the students. Although as teachers we are, we long to help students find their difficulty on learning and point out their mistakes, occasionally we are so strict that injure the students, even make them lose their confidence to improve themselves. As a result, teachers should be good at “saying good to students”, that means teachers could give an objective and active assessment for the students’ behavior. Active assessment has an effect on the students study, and it would motivate them into learning. The appreciation of teachers would give the students a sense of achievement which is much more effective to let them develop their initiative. Whether the good learning habit or wonderful presentations could be the materials which th e teacher finds students’ advantages from. For example, when a student cannot speak fluently but pronounce accurately, the teacher should confirm his pronunciation and encourage him practicing more. The appreciation of teachers would strengthen the self-confidence of students which gives them happiness of success.Thirdly, teachers should have a sense of humor. The teaching style of humor can make the classroom atmosphere wonderful and delighted, which is enjoyed by most of the students. Students would feel relaxed and happy from this kind of classroom atmosphere, and this atmosphere will let them learn and think actively. For instance, a student said, “There are two birds on the apple tree.” The teacher said, “While, the tree would not be a apple tree, and it should be a bird tree .because the bird is ‘on’ the tree not ‘in’ the tree.” This interesting example willmake the child remember the difference between “in” and “on”. So humorous assessment language will help students keep the knowledge in mind easily.Lastly, the assessment language should be educational and can lead students to solve problems by themselves. In classroom teaching, teachers must guide students to form a effective learning method, even a correct sense of value and life. This one is the main factor of the classroom assessment, and is the expression of teaching wisdoms. For example, two students debated on the meaning of a polysemous word. The teacher said, “When you find some polysemous words, firstly you’d better look up them in the dic tionary; secondly put it in the context.” Then the students solved this debate and obtained the truth. The assessment language is not only a judgment to the behavior of students but also a learning method and habit.All in all, a assessment language is a part of classroom assessment, as well as playing an important role in teaching today. Brief and accurate, full of encouragement and appreciation, humor and educational, as the assessment language is , this assessment will be effective and useful. However, to master this kind of effective is not a easy job, and teachers should improve themselves day by day, including developing the expressing skill and learning more new education ideas. Only in this way can all the teachers be more successful in classroom teaching.。
英语课文讲解教师课堂用语
英语课文讲解教师课堂用语Effective classroom language is essential for English teachers to create a productive and engaging learning environment. As language instructors, we must carefully consider the words and phrases we use to convey information, provide feedback, and manage the classroom. In this essay, I will explore the key elements of classroom language for English teachers and offer strategies for using language effectively.One of the primary responsibilities of an English teacher is to explain and clarify course content. This requires the use of clear, concise, and accessible language. When presenting new material, teachers should avoid overly complex vocabulary or grammatical structures that may confuse students. Instead, they should use simple, straightforward language to ensure that the key concepts are understood. For example, instead of saying "utilize," a teacher might say "use." Similarly, instead of "commence," they could say "begin."In addition to explaining content, English teachers must also provide feedback to students on their progress and performance. Thisfeedback should be constructive and encouraging, helping students to identify areas for improvement while also recognizing their strengths. Teachers can use language to convey a sense of support and encouragement, such as "I can see you've been working hard on this" or "You've made great progress since our last lesson." Conversely, they should avoid using language that is overly critical or discouraging, as this can undermine student confidence and motivation.Effective classroom management is another critical aspect of an English teacher's role, and the language used in this context can have a significant impact on student behavior and engagement. Teachers should use language that is firm yet respectful, setting clear expectations and boundaries while also maintaining a positive and supportive classroom environment. For example, instead of saying "Stop talking," a teacher might say "Let's focus our attention on the lesson now." This language conveys the same message but in a more constructive and collaborative way.In addition to the content and tone of their language, English teachers must also consider the pace and delivery of their speech. Speaking too quickly or using overly complex sentence structures can make it difficult for students to follow along and comprehend the material. Teachers should aim to speak at a moderate pace, using simple, straightforward language and pausing frequently to check forunderstanding. They can also use techniques such as rephrasing or providing examples to reinforce key concepts.Another important aspect of classroom language for English teachers is the use of questioning techniques. Effective questioning can help to engage students, assess their understanding, and promote critical thinking. Teachers should use a variety of question types, ranging from simple recall questions to more complex, open-ended questions that require students to analyze, synthesize, and evaluate information. They should also be mindful of the way they phrase their questions, using language that is clear and unambiguous.Finally, English teachers should be aware of the nonverbal aspects of their classroom language, such as body language, tone of voice, and eye contact. These elements can greatly influence the way students perceive and respond to the teacher's message. For example, maintaining eye contact and using a warm, friendly tone of voice can help to create a more welcoming and engaging learning environment.In conclusion, the language used by English teachers in the classroom is a crucial component of effective instruction. By using clear, concise, and supportive language, teachers can create a learning environment that is both productive and engaging for students. Additionally, by considering the pace, delivery, andnonverbal aspects of their language, teachers can further enhance their ability to communicate effectively and foster student learning and success.。
student engagement in the language classroom
Student Engagement in the Language ClassroomIntroductionIn the language classroom, ensuring student engagement is crucial for effective learning and language acquisition. When students actively participate and are fully engaged, they are more likely to grasp and retain the language skills being taught. This article aims to explore various strategies and techniques that teachers can employ to enhance student engagement in the language classroom.The Importance of Student EngagementEngaged students are more motivated, attentive, and involved in the learning process. When students feel connected to the material and have the opportunity to engage with it, they are more likely to develop a genuine interest in the subject matter. This not only enhances their language learning experience but also paves the way for higher academic achievement.Strategies to Enhance Student Engagement1. Create a Supportive Learning Environment•Establish a positive classroom atmosphere where students feel safe to express themselves and take risks.•Foster a sense of community and encourage collaborative learning among students.•Personalize the learning experience by showing genuine interest in each student’s progress and individual needs.2. Incorporate Active Learning Strategies•Use interactive activities such as role-plays, debates, and group discussions to engage students in meaningful language use.•Utilize technology tools like educational apps, language learning platforms, and multimedia resources to enhance engagement.•Encourage project-based learning and provide opportunities for students to take ownership of their learning process.3. Use Varied and Authentic Materials•Introduce a variety of authentic materials such as songs, videos, and news articles to expose students to real-life language use.•Incorporate cultural elements and bring in guest speakers to provide a more authentic language learning experience.•Tailor materials to students’ interests and learning styles to boost engagement and motivation.4. Provide Immediate Feedback•Offer timely and constructive feedback to help students gauge their progress and identify areas for improvement.•Implement peer evaluation and self-assessment techniques to encourage students to take an active role in their learningjourney.•Emphasize the growth mindset and highlight the value of learning from mistakes.Benefits of Student Engagement1. Improved Language AcquisitionEngaged students are more likely to actively listen, speak, read, and write in the target language. Regular and meaningful language practice develops fluency and proficiency more effectively.2. Enhanced Motivation and RetentionWhen students are engaged, they are more motivated to participate, learn, and retain the language skills. This intrinsic motivation leads to long-term language learning success.3. Development of Critical Thinking and Communication SkillsEngagement fosters the development of critical thinking and communication abilities. Students actively analyze, interpret, and articulate their thoughts, thereby enhancing their language skills.4. Boosted Classroom Participation and CollaborationEngaged students are more willing to participate in classroom activities, contributing to a dynamic and interactive learning environment. Collaboration among students facilitates peer learning and improves overall language proficiency.ConclusionStudent engagement plays a crucial role in the language classroom. By creating a supportive environment, incorporating active learning strategies, using authentic materials, and providing feedback, teachers can enhance student engagement and lead students towards successful language acquisition. These efforts result in improved motivation, retention, critical thinking, and communication skills, ultimately creating a more effective language learning experience for students.。
教室的英语作文
教室的英语作文Title: The Importance of Classroom Environment in English Learning。
Introduction:In the realm of language acquisition, the classroom environment plays a pivotal role, especially in English learning. It serves as the breeding ground for linguistic development, shaping learners' attitudes, motivations, and proficiency levels. This essay delves into the significance of the classroom environment in fostering effective English learning.Creating a Supportive Atmosphere:First and foremost, a conducive classroom atmosphere cultivates a sense of psychological safety among learners. When students feel comfortable expressing themselves without fear of ridicule or judgment, they are more likelyto engage actively in language activities. Teachers can foster such an environment by encouraging open communication, embracing diversity, and promoting mutual respect among students.Utilizing Interactive Teaching Methods:Furthermore, the classroom environment greatly influences the choice of teaching methods employed by instructors. Interactive approaches, such as communicative language teaching (CLT), task-based learning (TBL), and peer collaboration, thrive in environments that prioritize active student participation and meaningful interaction. Through group discussions, role-plays, and collaborative projects, learners have ample opportunities to practice English in authentic contexts, thereby enhancing their communicative competence.Incorporating Technology:In today's digital age, technology integration has become increasingly prevalent in language classrooms.Interactive whiteboards, multimedia resources, educational apps, and online platforms offer a wealth of resources for enhancing English instruction. By incorporating technology into lessons, teachers can cater to diverse learning styles, stimulate student interest, and provide access to authentic language input from various sources.Cultivating a Language-Rich Environment:Moreover, the physical layout of the classroom can significantly impact language learning outcomes. Displaying English language materials, such as posters, charts, and vocabulary word walls, creates a language-rich environment that immerses learners in the target language. Visualstimuli serve as constant reminders of linguisticstructures and vocabulary, reinforcing learning outside formal instruction hours.Encouraging Learner Autonomy:Additionally, an effective classroom environment empowers learners to take ownership of their languagelearning journey. By fostering learner autonomy and self-regulated learning strategies, teachers equip students with the tools to become independent language learners.Activities such as goal-setting, reflective journaling, and self-assessment instill a sense of responsibility and accountability, motivating students to actively engage with English both inside and outside the classroom.Facilitating Cross-Cultural Understanding:Furthermore, the classroom serves as a microcosm of the globalized world, bringing together students from diverse cultural backgrounds. In this multicultural setting, English becomes a medium for intercultural communication and understanding. Through exposure to different perspectives, customs, and traditions, learners develop not only linguistic competence but also cultural literacy, preparing them to navigate an increasingly interconnected world.Conclusion:In conclusion, the classroom environment exerts a profound influence on English language learning outcomes. By fostering a supportive atmosphere, utilizing interactive teaching methods, incorporating technology, cultivating a language-rich environment, encouraging learner autonomy, and facilitating cross-cultural understanding, educators can create an optimal learning environment conducive to linguistic growth and intercultural competence. As such, the classroom becomes not only a place of instruction but also a vibrant hub for language acquisition and cultural exchange.。
小学英语教师课堂教学用语规范PPT课件
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2. 用词不当：
e.g. Can you make a sentence about “how
long”?
Can you make a sentence with “how long?”?
I’d like some of students to come to the front now.
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二、英语课堂教学用语的重要性
课堂教学用语是课堂教学中的一项重要的信息输入 内容，是英语教师对学生进行教学的重要手段。 教师坚持使用英语课堂教学用语组织教学，有利 于创设一种英语学习和使用的环境，使学生真实 地感受语言的交际性、意义性和趣味性，从而达 到营造语言学习环境、激发学生学习兴趣、促进 师生间用英语进行沟通和交流的目的。
• What did we learn in the last lesson?
• Who can tell/remember what we did in the last lesson/yesterday?
• We have some new words / sentences.
• Now we’re going to do something new／ different．
• Now let’s learn something new．
• We have some new words/sentences.
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提醒注意 (Directing Attention)
• Ready？／Are you ready？
• Did you get there？/Do you understand？
Language for Primary English Class
语言课堂的反思性教学
later reflection. 2.The process of writing itself helps trigger insights
about teaching.
整理课件
9
Beliefs about appropriate classroom behavior Beliefs about self Beliefs about goals
Cognitive style Knowles suggests that differences of this kind reflect the cognitive styles of
整理课件
11
Authority-oriented learning style
Learners are said to be responsible and dependable. They like and need structure and sequential progression. They relate well to a traditional classroom. They prefer the teacher as an authority figure. They like to have clear instructions and to know exactly what they are doing; they are not comfortable with consensus-building discussion.
Communicative learning style learners of this style
英文课堂用语课件(最新)
the lesson but also the language structures and vocabulary which are used repeatedly in classroom English. practising a number of language skills : how to listen, pick out key words and think in English.
How to use classroom language effectively
* first grade your English ; * make a list of classroom language for each activities
while preparing your lesson;
英语课堂用语在教学实践中的具体用法举例 2.1.5 课前准备和组织（Getting Prepared and Organized Before Class) Who’s on duty today? Please clean the blackboard/whiteboard/board. Would you please rub off the drawings on the right? It’s too hot/stuffy/cold in here. Please turn the air-conditioner/fan/ventilator/heating on. Will you please open the windows/blinds? Will you draw the curtains together/ aside /up /down?
1.4 课堂用语不通俗，说话费解
Classroom English 1
1852Classroom Language: The beginning of the lesson1. Good morning∙Good morning, everybody.∙Good afternoon, everybody.∙Hello, everyone.∙Hello there, James. 2. How are you?∙How are you today, 미경?.∙How are you getting on?∙How's life?∙How are things with you, 은주?∙Are you feeling better today, Bill?3. Introductions ∙My name is Mr/Mrs/Ms Kim. I'm your new English teacher.∙I'll be teaching you English this year.∙I've got five lessons with you each week.4. Time to begin∙Let's begin our lesson now.∙Is everybody ready to start?∙I hope you are all ready for your English lesson.∙I think we can start now.∙Now we can get down to work.5. Waiting to start∙I'm waiting for you to be quiet.∙We won't start until everyone is quiet.∙Stop talking and be quiet.∙Settle down now so we can start.6. Put your things away∙Close your books.∙Put your books away.∙Pack your things away.7. Register∙Who is absent today?.∙Who isn't here today?∙What's the matter with 은미today?8. Late∙Where have you been?∙We started ten minutes ago. What have you been doing?.∙Did you miss your bus?∙Did you oversleep?∙Don't let it happen again.∙What'swrong withJim today?∙Whywere youabsent lastFriday, 인혜?ClassroomLanguage:SimpleinstructionsHere are some common instructions which the class can easily understand:∙Come in.∙Go out.∙Stand up.∙Sit down.∙Come to the front of the class.∙Stand by your desks.∙Put your hands up.∙Put your hands down.∙Hold your books/pens up.∙Show me your pencil.A number of instructions can be used at the beginning of a session, and as the semester continues:∙Pay attention, everybody.∙You need pencils/rulers.∙We'll learn how to ...∙Are you ready?∙Open your books at page ...∙Turn to page ...∙Look at acitivity five.∙Listen to this tape.∙Repeat after me.∙Again, please.∙Everybody ...∙you have five minutes to do this.∙Who's next?∙Like this, not like that.A number of instructions can be used at the end of a session, and as the semester continues:∙It's time to finish.∙Have you finsihed?∙Let's stop now.∙Stop now.∙Let's check the answers.∙Any questions?∙Collect your work please.∙Pack up your books.∙Are your desks tidy?∙Don't forget to bring your ... tomorrow.Instructions can also be sequenced:∙First∙Next∙After that ∙Then ∙FinallyComprehension language:∙Are you ready?∙Are you with me?∙Are you OK?∙OK so far?∙Do you get it?∙Do you understand?∙Do you follow me?∙What did you say?∙One more time, please.∙Say it again, please.∙I don't understand.∙I don't get it.∙Like this?∙Is this OK?Classroom Language: The end of the lesson1. Time to stop∙It's almost time to stop.∙I'm afraid it's time to finish now.∙We'll have to stop here.∙There's the bell. It's time to stop.∙That's all for today. You can go now. 2. Not time to stop.∙The bell hasn't gone yet.∙There are still two minutes to go.∙We still have a couple ofminutes left.∙The lesson doesn't finish till five past.∙Your watch must be fast.∙We seem to have finished early.∙We have an extra five minutes.∙Sit quietly until the bell goes.3. Wait a minute ∙Hang on a moment.∙Just hold on a moment.∙Stay where you are for a moment.∙Just a moment, please.∙One more thing before you go.∙Back to your places.4. Next time∙We'll do the rest of this chapter next time.∙We'll finish this exercise next lesson.∙We've run out of time, so we'll continue next lesson.∙We'll continue this chapter next Monday.5. Homework∙This is your homework 6. Goodbye∙Goodbye, everyone.∙See you again next Wednesday.for tonight.∙Do exercise 10 on page 23 for your homework.∙Prepare the next chapter for Monday.∙There is no homework tonight.∙Remember your homework.∙Take a worksheet as you leave.∙See you tomorrow afternoon.∙See you in room 7 after the break.∙Have a good holiday.∙Enjoy your vacation..7. Leaving theroom∙Get into aqueue.∙Form aqueue and wait forthe bell.∙Everybodyoutside!∙All of you,get outside now!∙Hurry upand get out!∙try not tomake any noise asyou leave.∙Be quiet asyou leave. Otherclasses are stillworking.ClassroomLanguage:SimpleinstructionsHere are some common instructions which the class can easily understand:∙Come in.∙Stand by your desks.∙Go out.∙Stand up.∙Sit down.∙Come to the front of the class.∙Put your hands up.∙Put your hands down.∙Hold your books/pens up.∙Show me your pencil.A number of instructions can be used at the beginning of a session, and as the semester continues:∙Pay attention, everybody.∙You need pencils/rulers.∙We'll learn how to ...∙Are you ready?∙Open your books at page ...∙Turn to page ...∙Look at acitivity five.∙Listen to this tape.∙Repeat after me.∙Again, please.∙Everybody ...∙you have five minutes to do this.∙Who's next?∙Like this, not like that.A number of instructions can be used at the end of a session, and as the semester continues:∙It's time to finish.∙Have you finsihed?∙Let's stop now.∙Stop now.∙Let's check the answers.∙Any questions?∙Collect your work please.∙Pack up your books.∙Are your desks tidy?∙Don't forget to bring your ... tomorrow.Instructions can also be sequenced:∙First∙Next∙After that ∙Then ∙FinallyComprehension language:∙Are you ready?∙Are you with me?∙Are you OK?∙OK so far?∙Do you get it?∙Do you understand?∙Do you follow me?∙What did you say?∙One more time, please.∙Say it again, please.∙I don't understand.∙I don't get it.∙Like this?∙Is this OK?Classroom Language,Week 2: The language of spontaneous situationsIf we use English in spontaneous situations:∙we relate the target language to the learner's immediate environment;∙we take advantage of spontaneous situations to use the target language;∙we exploit contexts which are not directly linked to the syllabus (language in use).Here are some common situations in which spontaneous English can be used:∙Happy birthday!.∙Many returns (of the day).∙..... has his/her 12th birthday today.∙... is eleven today. Let's sing "Happy Birthday".∙I hope you all have a good Christmas.∙Happy New Year!∙All the best for the New Year.∙Happy Easter.∙Best of luck.∙Good luck.∙I hope you pass.∙Congratulations!∙Well done!∙Hard lines!∙Never mind.∙Better luck next time..∙Who's not here today?∙Who isn't here?∙What's wrong with ... today?∙Do you feel better today?∙Are you better now?∙Have you been ill?∙What was the matter?∙I'm sorry (about that).∙Sorry, that was my fault.∙I'm terribly sorry.∙Excuse me for a moment.∙I'll be back in a moment.∙Carry on with the exercise while I'm away.∙I've got to go next door for a moment.∙Excuse me.∙Could I get past please?∙You're blocking the way.∙I can't get past you.∙Get out of the way, please.∙I'm afraid I can't speak any louder.∙I seem to be losing my voice.∙I have a sore throat.∙I have a headache.∙I'm feeling under the weather.∙Do you mind if I sit down?InterrogationAsking questions∙Where's Min-su?∙Is Min-su in the kitchen?∙Tell me where Min-su is.∙What was the house like?∙What do you think?∙How can you tell?Responding to questions∙Yes, that's right∙Fine.∙Almost. Try again.∙What about this word?ExplanationMetalanguage∙What's the Korean for "doll"?∙Explain it in your own words.∙It's spelt with a capital "J".∙Can anybody correct this sentence?∙Fill in the missing words.∙Mark the right alternative.Reference∙After they left the USA, the Beatles ...∙The church was started in the last century.∙This is a picture of a typically English castle.∙In the background you can see ...∙While we're on the subject, ...∙As I said earlier, ...∙Let me sum up.InteractionAffective attitudes∙That's interesting!∙That really is very kind of you.∙Don't worry about it.∙I was a bit disappointed with your efforts.Social ritual∙Good morning.∙Cheerio now.∙God bless!∙Have a nice weekend.∙Thanks for your help ∙Happy birthday!∙Merry Christmas!Most recently updated on April 22, 2002。
七年级英语Is-this-your-pencil-公开课课件
ruler
['pen sl] [bɒks] ['rU: lə ]
Is this a / an …?
Yes, it is. No, it isn’t.It’s a/an…
pen 钢笔
Is that a / an …?
Yes, it is. No, it isn’t.It’s a/an…
eraser 橡皮
5. ruler _c__
6. pencil box _f__ 7. schoolbag _a__
8. dictionary _d__
一个橡皮擦 pencil boxes dictionaries
an eraser
d c
e
b f g h
1b Listen and number the conversations [1-3].
That is her eraser.〔那是她的 橡皮〕 That eraser is hers. (那橡皮是 她 Th的os)e are his books.〔那些是他 的书〕 Those books are his. (它们是他
Homework
1. 抄写1b,2d中的功能句。 提示：书写工整，注意字母的大小写。 2. 听读模仿1b,2d并且背诵，要求语音语调
Is that yours?
Anna: Yes, it is. thank you for… 为……而感谢=thanks for Teacher: Thank you for
your help, Anna.
Anna: You’re welcome. ——Thank you.
——You’re welcome.别客气。
听录音，在你听到的物品后打勾( ) 。
Unit+4+Using+Language+课件-高中英语人教版(2019)选择性必修第一册
Part 3 -Para 6
Why does the teacher think body language is important?
He is wearing a frown and hiding his face with his hand. He is troubled.
The boy on the left is looking up at the teacher. He is focused on the class. While his deskmate is amusing himself with a doll.
点拨精讲 25’
How do I know my students?
Read and divide the text into three parts.
①② ③④⑤
main idea
Introduction
Recognise when students _a_re__in__te_r_e_s_te_d__o_r_bored Recognise when students _a_r_e__d_is_t_ra_c_t_e_d___
asleep I daydreaming J angry, afraid, or experiencing anxiety
Part 2 Read again and answer the questions 1. Acording to the teacher, what is some students' favourite activity? 2. What does the phrase “who knows that” in para. 4 mean ?
Classroom language
ClassroomLANGUAGE Useful phrases in EnglishFor primary and secondary educationA.The beginning of thelesson1.Good morning∙Good morning, everybody∙Good afternoon, everybody∙Hello, everyone∙Hello there, James2.Introductions∙My name is Mr/Mrs/Ms Pitts∙I’m your new English teacher∙I’ll be teaching you English this year∙I’ve got two lessons with you each week3.Waiting to start∙I’m waiting for you to be quiet∙We won’t start until everyone is quiet∙Stop talking and be quiet∙Settle down now so we canstart4.Register∙Who is absent today?∙Who isn’t here today?∙What’s the matter with Jenny today?∙What’s wrong with Jennytoday?∙Why were you absent lastFriday Jenny?∙For how long have you been ill Jenny? 5.How are you?∙How are you today, Jenny?∙How are you getting on?∙How’s life?∙How are things with you,Jenny?∙Are you feeling better today, Jenny?6.Time to begin∙Let’s begin our lesson now∙Is everybody ready to start?∙I hope you are all ready foryour English lesson∙I think we can start now∙Now we can get down to work7.Put your things away∙Close your books∙Put your books away∙Pack your things away∙Clear your tables, pleasete∙Where have you been?∙We started ten minutes ago.What have you been doing?∙Did you miss your bus?∙Did you oversleep?∙Don’t let it happen againA.Simple instructions1.Instructions the class can easilyunderstand∙Come in∙Go out∙Stand up∙Sit down∙Come to the front of the class∙Stand by your desks∙Put your hands up∙Put your hands down∙Hold up your books/pencils∙Show me your pencil∙Could you sit up please?2.Instructions that can be used at thebeginning of a session∙Pay attention please∙You need pencils/rulers∙We’ll learn how to….∙Are you ready?∙Open your books at page…∙Turn to page….∙Look at activity five∙Listen to the CD player∙Repeat after me∙Again, please∙Everybody….∙You have ten minutes to do this ∙Who’s next?∙Like this, not like that.3.Instructions that can be used at theend of a lesson∙It’s time to finish∙Have you finished?∙Let’s stop now∙Let’s call it the day∙Stop now.∙Let’s check the answers Anyquestions?∙Pack up your books∙Don’t forget to bringyour….tomorrow∙Get your books from the locker4.Instructions can also be sequenced:∙First∙Next∙After that∙Then∙Finallyprehension language:∙Are you ready?∙Are you with me?∙Are you OK?∙OK so far?∙Do you get it?∙Do you understand∙What did you say?∙One more time, please∙Say it again, please∙Pack up your books∙Are your desks tidy?∙Is this OK?∙Splendid!B.The end of the lesson1.Time to stop∙It’s almost time to stop∙I’m afraid it’s time to stop∙We’ll have to stop here∙There’s the bell. It’s time tostop∙That’s it for t oday. You can go now.2.Wait a minute∙Hang on a moment∙Just hold on a moment∙Stay where you are for amoment∙Just a moment, please∙One more thing before…..∙Let’s close with prayers.∙Back to your places3.Homework∙This is your homework fortonight∙Do exercise 10 on page 23 for your homework∙Prepare the next chapter forMonday∙There is no homework tonight ∙Remember your homework∙Take a worksheet as you leave4.Leaving the room∙Get into a queue∙Form a queue and wait for the bell∙All of you, get outside now!∙Hurry up and get outside∙Try not to make any noise as you leave∙Be quiet as you leave. Otherclasses are still working5.Not time to stop∙The bell hasn’t gone yet∙There are still two minutes to go∙We still have a couple ofminutes left∙We seem to have finished early∙The lesson does not finish tillfive past∙Your watch must be fast∙We have an extra five minutes∙Sit quietly till the bell goes6.Next time∙We’ll do the rest of this chapter next time∙We’ll finish this exercise nextlesson∙We’ve run out of time, so we’ll continue next lesson∙We’ll continue this chapter next Monday7.Goodbye∙Goodbye, everyone∙See you again next Wednesday∙See you later friends∙See you tomorrow afternoon∙Have a good holiday∙Enjoy your vacation∙See you in room 7 after thebreakC.Classroom Managementmon situations in whichspontaneous English can be used.∙Make groups of four∙Move your desks into groups of four people∙Turn your desks around∙Make a circle with your desks ∙Make a line of desks facing each other∙Make groups of four desks facing each other∙Sit back to back∙Work together with your friend ∙Find a partner∙Work in pairs / threes / fours / fives∙Work in groups of three / four / five∙I want you to form groups∙Form groups of three∙Here are some tasks for you to work on in groups of four∙Everybody work individually ∙Work by yourselves∙Work on your own∙Ask your neighbour for help ∙Work on the task together.∙Have you finished?∙Do the next activity∙There are too many in thisgroup∙Can you join the other group? ∙Only three people in eachgroup∙Ask others in the class∙Ask everyone in the class∙Stand up and find another partner∙Open your books on page 54∙Come out and write it on the board∙Listen to the tape, please∙Get into groups of four∙I would like to write this down ∙Let’s sing a song∙Finish off this song at home∙Close your eyes∙Push your chairs (under the table)∙Put it in my pigeon hole, please ∙Show me your work later2.Giving instructions∙Could you try the next one?∙I would like you to write this down∙Who would like to read?∙Do you want to answerquestion 5?∙Look this way∙Stop talking, please ∙Put a sock in it!∙Now hang on!∙Mind your language!∙Please switch on the lights ∙Could you open the window for me please?∙Which topic will your group report be on?∙Now answer me please!∙First of all, today….∙Right, now we will go on to the next exercise∙Have you done your work?∙For the last thing today, let’s….∙Whose turn is it to read?∙Which question are you on?∙Next one, please∙Who hasn’t answered yet?∙Let me explain what I want you to do next∙The idea of this exercise is for you to….∙You have ten minutes to do this ∙Your time is up∙Finish this by twenty to eleven∙Can you all see the board?∙Have you found the place?∙Are you ready∙You may go on to exercise five∙Get your books from the locker ∙Finish this by twenty to eleven∙Can you all see the board?∙Have you found the place?∙Are you all ready?3.Supervision∙Look this way∙Stop talking∙Listen to what…. is saying∙Push your chairs∙Leave that alone now∙Be careful∙Think well before you answer!∙Do you understand myquestion?4.Responding to questions∙Yes, that’s right∙Fine∙Almost. Try again∙Well done. ∙Excellent∙Good boy / girl∙You did a good job.∙What about this word? ∙Who’ s next∙Splendid∙Say that again∙I don’t quite get youD.Explanation∙Explain it in your own words∙It’s spelled with a capital “J”∙Can anybody correct thissentence?∙Fill in the missing words∙Mark the right alternative1.Interaction; affective attitudes∙That’s interesting∙That’s really very kind of you∙Don’t worry about it.∙Why didn’t you give ananswer?∙I was a bit disappointed with your efforts2.Reference∙After they left the USA, thesoldiers….∙The church was started in the last century∙This is a picture of a typically English castle∙In the background you cansee…∙While we are on the subject…..∙As I said earlier…∙Let me sum up∙The solution is on page 44 3.Social∙Good morning∙Cheerio now∙God bless!∙Have a nice weekend!∙Thanks for your help∙Happy birthday!∙Many happy returns!∙Congratulations!∙Merry Christmas!∙Enjoy your holidays∙You were almost right∙That’s almost it∙You’re halfway there∙You’ve almost got it∙You’re on the right lines∙There’s no need to rush∙There’s no hurry∙We have plenty of time∙Go on. Give it a try∙Keep trying∙Have a go∙Have a guess∙Look this up on the web…∙Try to find the answer with the help of googleE.Error correctionPhrases that can used when giving feedback to pupils / students∙There’s nothing wrong with your answer∙What you said was perfectly alright∙You didn’t make a singlemistake∙That’s exactly the point∙That’s just what I was looking for!∙You have a good pronunciation ∙Your pronunciation is very good∙You are communicating well ∙You speak very fluently∙You have made a lot ofprogress∙Don’t worry about yourpronunciation∙Don’t worry a bit about your spelling∙Don’t worry; it will im prove∙Maybe this will help you∙Do you want a clue?∙You still have trouble with your….∙You need some more practice with these words∙Practice these words at home, please∙You’ll have to spend some time practicing this∙You are getting better at it all the time ∙Very good∙That’s very good ∙Very fine∙Well done∙Excellent∙Super∙That’s nice∙Well said∙I like that∙Marvellous∙You did a great job ∙Magnificent∙Terrific!∙Wow!∙Jolly good∙Great stuff∙Fantastic∙Right∙Fine∙Quite right∙That’s (quite) right ∙That’s correct∙Yes, you’ve got it ∙You’ve got the idea ∙It depends.。
Classroom English
classroom English
小学英语课堂用语分类
一、课堂问候用语 二、课堂组织用语 三、课堂活动用语 四、课堂批评用语 ． 五、课堂提问用语
clห้องสมุดไป่ตู้ssroom English
小学英语课堂用语的基本原则
1.阶段性原则 2.交际性原则
3.简单性原则
4.重复性原则
5.激励性原则
classroom English
小学英语课堂用语的基本原则 如何应用到我们现在的小学英语课堂中去？
1.阶段性原则：小学分三、四、五、六年级阶段。每个年级段 的课堂用语要适合本年级段的难度。如果太难，则达不到意料 的效果，反而让学生感觉到英语是一门难学的课程。 例如：三年级上册Unit3: Look at me ! 我就用Look at …作 为常用的课堂用语，应用到每个单元的教学当中去，特别是在教 Unit4:At the zoo 中，我边做动作边说：Look at Miss Yan,she is a cat. Look at Li le, he is a duck. 学生会大笑，然后指着别的同 学说同样的句子。无形中提高了学生说英语的能力。
classroom English
2.交际性原则：
在每天的问候语中，最能体现课堂用语的交际性原则： 例如：1.T:How are you today,Li Le? S: I'm fine, thank you! T:How is Li Fang today? S:She is fine , too. 2. T:You look so cool today, Li Le! S:Thank you,Miss Yan! You, too.
3.简单性原则：
在我的课堂上，我常会说一些简单的课堂用语：
英语教师课堂用语
英语教师课堂用语Classroom Language for English TeachersEffective communication is the backbone of a successful English language classroom. As an English teacher, the way you use language in the classroom can significantly impact the learning experience of your students. Classroom language refers to the specific vocabulary, phrases, and expressions that teachers use to facilitate learning, manage the classroom, and interact with students. In this essay, we will explore the importance of classroom language for English teachers and examine some key strategies for using language effectively in the English language classroom.Firstly, the use of clear and concise language is crucial in the English language classroom. As teachers, we must ensure that our instructions, explanations, and feedback are easily understood by our students. This means using simple, straightforward language and avoiding overly complex or technical terms, especially when working with beginner or intermediate-level learners. By using language that is accessible to our students, we can minimize confusion andmaximize their understanding of the material.One effective strategy for using clear language in the classroom is to employ a variety of questioning techniques. Open-ended questions that encourage students to think critically and express their ideas can be particularly valuable. For example, instead of asking, "What is the past tense of the verb 'to walk'?" you could ask, "Can you tell me how to form the past tense of the verb 'to walk'?" This type of question not only checks the students' understanding but also prompts them to engage more actively with the language.In addition to using clear language, English teachers should also be mindful of the pace and tone of their speech. Speaking at a moderate pace and using a warm, encouraging tone can help create a positive and supportive learning environment. Avoid speaking too quickly or in a monotone, as this can make it difficult for students to follow along and may even cause them to disengage from the lesson. Instead, try to vary your pace and intonation to maintain the students' attention and interest.Another important aspect of classroom language for English teachers is the use of instructions and directions. Providing clear, step-by-step instructions is essential for ensuring that students understand what is expected of them, whether it's a writing assignment, a group activity, or a language exercise. When giving instructions, use simple, directlanguage and, if necessary, provide visual aids or demonstrations to reinforce the instructions.In addition to using clear language for instructions, English teachers should also be mindful of the language they use to manage the classroom. This includes giving directions for classroom routines, such as handing in assignments or lining up for a break, as well as addressing any disruptive behavior. When dealing with behavior management, it's important to use a firm but fair tone and to avoid scolding or belittling the students. Instead, focus on using positive language to redirect the students' attention and encourage appropriate behavior.Another crucial aspect of classroom language for English teachers is the use of feedback and praise. Providing constructive feedback on students' work and progress is essential for their language development, but it's important to do so in a way that is encouraging and motivating. Use language that highlights the students' strengths and provides specific, actionable suggestions for improvement. Avoid overly critical or negative language, as this can undermine the students' confidence and motivation.In addition to providing feedback, English teachers should also be generous with praise and positive reinforcement. Acknowledging and celebrating the students' achievements, no matter how small,can go a long way in fostering a positive learning environment and encouraging continued language development. Use language that is specific and genuine, such as "Great job using the past tense correctly in your writing" or "I really liked how you expressed your opinion in that discussion."Finally, it's important for English teachers to be mindful of the language they use to build rapport and foster a positive relationship with their students. This includes using language that is friendly, approachable, and personalized. Addressing students by name, asking about their interests and experiences, and showing genuine interest in their lives can all help to create a warm and welcoming classroom environment.In conclusion, the use of effective classroom language is a crucial aspect of being an English teacher. By using clear, concise, and positive language, English teachers can facilitate learning, manage the classroom, and build strong relationships with their students. By implementing the strategies outlined in this essay, English teachers can enhance the learning experience for their students and help them to develop their language skills more effectively.。
英语课程教学论考试重点
Unit 1 Language and Language Learning 语言和语言学习1.Views on language 有关语言的观点Different views on language generate different teaching methodologies. P2不同的语言观产生不同的教学方法..Three different views of language: 三种不同观点的语言:1. Structural view: language as a system made up of various subsystems: the sound system phonology; the discrete units of meaning morphology; the system of combining units of meaning for communication syntax p3a finite number of such structural items 有限数量的这种结构性产品结构语言理论:语言作为一个系统由各种子系统:音响系统语音;离散单元的意义形态;对通信相结合的系统单位的意义语法2. Functional view: Language is not only a linguistic system but also a means for doing things. 功能观:语言不仅是一种语言系统;但也做事情的一种方式..3. Interactional view: language as a communicative tool to build up and maintain social relations between people. p3交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系..2. Views on language learning and learning in general 语言学习两类理论：Process-oriented theories and Condition-oriented theories1. Behaviourist theory: p5 行为主义学习理论面向流程理论和条件理论behavioural psychologist Skinner; 行为心理学家斯金纳Watson and Raynor’s theory of conditioning; stimulus; response; and reinforcement;the audio-lingual method; the language is learned by constant repetition and reinforcement of the teacher 沃森和雷诺的调节理论;刺激响应;和强化;听说教学法;语言是不断的重复和强化学习的老师2. Cognitive theory: students are asked to think rather than simply repeat; p5Noam Chomsky; 乔姆斯基认知学习理论:要求学生想而不是简单的重复;language 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. 有数量有限的语法规则系统和知识的这些可以生成无限的句子语言是一个复杂的基于规则的系统语言习得和一个大的部分是这个系统乔姆斯基认知语言学 Transformational-Generative T-G Grammer 转换生成语法(3). Constructivist theory:P6 Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already know; 建构主义学习理论:学习是一个过程;学习者建构意义基于自己的经历和已经知道什么;applicable to learning in general; 适用于一般学习 John Dewey 杜威teaching should be built based on what learners already knew and engage learners in learning activities; 教学应构建基于学习者已经知道和学习者参与学习活动to foster inventive; creative; critical learner; 培养创造力;创造力;关键的学习者4. Social-constructivist theory: P6 社会-建构主义理论 Vygotsky; 维果斯基emphasizes interaction and engagement with the target language in a social context;the concept of ‘Zone of Proximal Development’ ZPD 可能发展区/临近发展区and scaffolding 鹰架理论; 概念和鹰架理论强调互动和社会背景与目标语言接触learning is best achieved through the dynamic interaction betweenthe teacher and the learner and between learners.学习是最好的通过教师和学习者之间的动态交互和学习者之间3. qualities of What makes a good language teacher P7 品质好的语言老师ethic devotion; professional qualities; personal style; professional competence道德奉献职业素质个人风格专业能力4. Development of teacher’s professional competence教师专业能力的发展Figure 1.1 P9: Stage 1; Stage 2 and Goal 图1.19页:第一阶段、第二阶段和目标Stage 1: language development 阶段1:语言发展Stage 2: three sub-stages: learning; practice; reflection方案变动包括:学习实践反思The learning stage: 1. learning from others’ experiences; 2. learning the received knowledge; 3. learning from one’s own experiences学习阶段:借鉴别人的经验;学习获得知识;从自己的学习经验5. The most influential language teaching approaches in the past two decadesCommunicative Language Teaching CTL 交际语言教学最具影响力的语言Task-basked Language Teaching TBLT 任务型语言教学教学方法过去二十年Unit 2 Communicative Principles and Task-based Language Teaching 交际原则任务型语言教学1. Language use in real life vs. traditional pedagogy 在现实生活中与传统的教育学The language used in real life 在现实生活中;语言是用来执行特定的交际功能in real life; language is used to perform certain communicative functionsThe language learned in classroom 在教室里学到的语言A big gap between the two 一个很大的差距Main differences: P15 1. traditional pedagogy tends to focus on forms rather than functions; 2. traditional pedagogy tends to focus on one or two language skills and ignore the others; 3. traditional pedagogy tends to isolate language from its context.主要差异:1、传统教学往往关注形式而不是功能;2、传统教育学往往集中在一个或两个语言技能而忽略其他人;3、传统教学往往孤立的语言上下文..2. CLT 交际语言教学弥合两人之间的差距To bridge the gap between the two 目标是发展学生的交际能力The goal of CLT is to develop students’ communicative competence. Five main components of communicative competence p17-18交际能力的五个方面1. Linguistic competence 语言能力It’s concerned with knowledge of the language; it involves spelling; pronunciation; vocabulary; word formation; grammatical structure; sentence structure; and semantics.语言的知识;它包括拼写;发音;词汇;构词、语法结构、句子结构和语义..2. Pragmatic competence 语用能力适当的使用语言的社会环境It’s concerned with the appropriate use of the language in social context;To know when to speak; when not; what to talk about with whom; when; where and in what manner. 知道何时说话;何时不说;谈论与谁;何时、何地、以何种方式..3. Discourse competence 语篇能力It refers to one's ability to create coherent written text or conversation and the ability to understand them. 一个人的能力来创建一致的书面文本或对话和理解的能力..The cohesive markers used in the discourse. 有凝聚力的话语中使用的标记..The reference words in the context. 参考词汇在上下文.. 有凝聚力的词汇意义Cohesive words hold meaning together in a sensible way. 在一个合理的方式..One’s ability to initiate; develop; enter; interrupt; check or confirm in a conversation.一个启动的能力;开发、进入中断;请检查或确认的谈话..4. Strategic competence 策略能力It is similar to communication strategies. 它类似于沟通策略..It refers to strategies one employs when there is communication breakdown due to lack of resources. 它指的是战略雇佣通信故障时由于缺乏资源..By searching for other means of expression; such as using a similar phrase; using gestures; or using a longer explanation. 寻找其他的方式表达;如使用类似的短语;Keep the conversation going. 保持谈话.. 使用手势;或使用一个更详细的解释..Get input from the other end. 从另一端获取输入..5. Fluency 流利程度It means one’s ability to link units of speech toge ther with fluency and without nervousness or inappropriate slowness or undue hesitation. 这意味着一个人的能力联系单位一起演讲流利和没有紧张或不恰当的缓慢或不适当的犹豫..chunks of language大块的语言 Lexical phrases词汇短语Prefabricated language 预制语言Linguistic competence Chomsky: rules of grammar/ grammatical rules/grammar knowledge; the knowledge of language structure and the ability to use this knowledge to understand and produce language. P19 语言能力乔姆斯基:语法规则/语法规则/语法知识;语言的知识结构和使用这些知识的能力去理解和生成语言..Communicative competence Hymes: besides grammatical rules language use is governed by rules of use /knowledge of what to say; when; how; where and to whom.交际能力海姆斯:除了语法规则的语言的使用是由规则的使用/知识该说什么;何时、何地、如何和人..3. Principles of CLT 交际语言教学的原则 Communicative Language Teachingcommunication principle; task principle; meaningfulness principle 交际性原则工作原理有意义原则The weak version of CLT: learners first learn the language as a structural system and then learn how to use it in communication. 强大版本:语言是通过沟通..The strong version of CLT: language is acquired through communication.薄弱版本:学习者首先学习语言作为一种结构体系;然后学习如何使用它在沟通..4. CLT and the teaching of language skills 语言技能的教学交际能力Communicative competence is to develop learners’ language skills; namely; listening; speaking; reading and writing. 是培养学习者的语言能力;即听、说、阅读和写作..5. Main features of communicative activities 交际活动的主要特征The Key assumption in CLT is that students learn the language through engaging in a variety of communicative activities. 关键假设是学生学习语言通过从事各种各样Functional communicative activities 功能性交际活动的交际活动..Social interaction activities P22-23 社会互动活动6. Six criteria for evaluating communicative classroom activities Ellis 19901. Communicative purpose 交际目的六个标准评价课堂交际活动埃利斯2. Communicative desire 交际需要3. Content; not form 注重内容;不是形式4. Variety of language 语言的多样性5. No teacher intervention 没有老师的干涉6. No materials control 没有语言材料控制7. Task-based Language Teaching TBLT 任务型语言教学Task-based language teaching is a further development of Communicative Language Teaching. 是交际语言教学的进一步发展结合形式;集中教学与沟通combine form-focused teaching with communication-focused teaching Definitions of a task on P27 任务的定义Willis; 1996 Tasks are activities where the target language is used by the learner for a communicative purpose goal in order to achieve an outcome. 威利斯;1996任务活动;使用目标语言学习者交际目的目标为了实现一个结果..Four components of a task P28 任务的四个组成部分a purpose; a context; a process; a product 一个目的、内容、过程、结果8.Exercises; exercise-tasks; tasks 练习与任务Exercises: focus on individual aspects of language; such as vocabulary; grammar or individual skills 关注个人方面的语言;如词汇、语法和个人技能Exercise-tasks: contextualized practice of language items often a particular grammar point 符合实际的语言实践项目通常是一个特定的语法点Task: the complete act of communication purposeful & contextualized communication 完整的沟通行为有目的的和符合实际的沟通9.PPP P31-32 属于传统教学模式 traditional teaching mode Presentation of single new item 呈现单新项目Practice of new item: drills; exercises; dialogue 练习新项目:演习;演习、对话Production Activity; role play or task to encourage free use of language产出活动;角色扮演或任务鼓励免费使用语言The five-step teaching method 五步教学法修订;表示;实践;生产;整合revision; presentation; practice; production ; consolidation 10. TBLT/TBL P31Task-based Language Teaching TBLT 任务型语言教学Task-based Learning TBL 任务型学习Pre-task: introduction to topic and task 介绍主题和任务Task cycle: task/planning/report; students hear task recording or read text.任务周期:任务/计划/报告;学生听到任务记录或阅读文本Language focus: analysis and practice: Review and repeat task.语言重点:分析和实践:审查和重复的任务Five steps of designing tasks P34 五个步骤的设计任务1. Think about students’ needs; interests; and abilities考虑学生的需要兴趣和能力2. Brainstorm possible tasks 头脑风暴可能的任务3. Evaluate the list 评估列表使用以下标准:①. 教育价值using the following criteria: ①. educational value; ②.appropriateness to the students’ needs; interest and abilities;③. availability of suitable resources; ④. time available4. Choose the language items 选择的语言项目②. 适合学生的需要兴趣能力5. Preparing materials 准备材料③. 合适的资源的可用性;④.可用时间11. Appropriateness of CLT and TBLT in the Chinese context p35适当的交际语言教学和任务型语言教学在中国语境It is very difficult to design a syllabus with a one to one correspondence between a function and a form. 很难设计教学大纲与之间的一一对应一个功能和一个表单One function of the language can be fulfilled by several language forms.One language form may also have several functions. CLT一个功能可以实现语言的一些语言形式.. 一种语言形式也可能有几个功能..12. Potential constraints of TBLT 任务型语言教学的潜在限制1. It may not be effective for presenting new language items. Swan; 20052. Time 时间它可能不是有效的呈现新语言项目学习的文化:3. The culture of learning: some students may find it difficult to adapt to TBLT. Lack of appropriate skills such as problem-solving;discussing; inquiring and reasoning. 一些学生可能难以适应..缺乏适当的技能;如解决问题、讨论、4. Level of difficulty. 水平的困难查询和推理..Unit 3 The National English Curriculum 国家英语课程标准1. A brief history of foreign language teaching in China 在中国外语教学简史Main events before 1978 主要事件在1978年之前Four major phases of the development of ELT in China since 1978. Restoration; Rapid Development; Reform; and Innovation 发展的四个主要阶段;英语教学在中国自1978年以来修复、快速发展、改革和创新1. Restoration 1978-1985 : 恢复a national syllabus in 1978; 一个国家1978年教学大纲一套新的教科书a new set of textbooks by the People’s Education Press PEP; 由人民教育出版社grammar-based audio-lingual teaching method. 基本语法和听说教学方法2. Rapid development1986-1992: 快速发展the 1986 English Syllabus a revised one; 1986年英语教学大纲修订the rewriting of the textbooks by PEP. 重写教科书English is not only instrumental but also communicative and educational.Teaching should focus more on the use of the language.英语不仅是工具也是交际和教育.. 教学应更注重语言的使用..3. Reform 1993-2000: 改革The policy of nine-year compulsory education. 九年义务教育的政策..The communicative approach. 交际的方法在1993年发布的一份新的教学大纲A new syllabus issued in 1993. 很多教科书区域机构除了鼓舞士气的新系列A number of textbooks by regional agencies besides a new series by PEP.A synthesis of the new and the old approaches. 新和旧的合成方法A more communication-oriented language teaching. 面向更多的交流;语言教学4. Innovation from 2000: 创新A call for quality-oriented education. 呼吁素质教育A review of the curriculum prior 2000. overemphasis on the delivery of language knowledge; ignoring Ss’ language ability and individual learner differences; paper-and-pencil tests 回顾2000年之前的课程..过分强调语言知识的传递;忽略了学生的语言能力和学习者个别差异;纸笔测试A transition to the New National English Curriculum. 过渡到新的国家英语课程..2.the six designing principles for the National English Curriculum6种设计原则1. Aim for educating all students; and emphasise quality-oriented education.2. Promote learner-centeredness; and respect individual differences. p42/p3103. Develop competence-based objectives; and allow flexibility and adaptability.4. Pay close attention to the learning process; and advocate experiential learning and participation. 1面向全体学生;注重素质教育..2突出学生主体;尊重个体差异..5. Attach particular importance to formative assessment; and givespecial attention to the development of competence. 3整体设计目标;体现灵活开放..6. Optimize learning resources; and maximize opportunities forlearning and using the language. 4强调学习过程;倡导体验参与.. 5注重过程评价;强调能力发展.. 6开发课程资源;拓展学用渠道..The overall aim of the curriculum for nine-year compulsory educationis to develop students’ comprehensive abilities in language use.Language skills; language knowledge; affects; culture awareness and learning strategies. 九年义务教育课程的总体目标是培养学生的综合语言运用能力..语言技能;语言知识、影响、文化意识、学习策略.. 九年义务教育的英语课程The English curriculum for nine-year compulsory education.The related senior high school English curriculum. 有关高中英语课程..Nine competence-based objectives. 9个能力本位的目标..Each level is described in terms of what students can do with the language.The integrity; flexibility and openness of the curriculum.每个级别的描述语言的学生能做什么.. 完整性、灵活性和开放性的课程..The principle of learner-centered approach. 原则为中心的方法Education for all students and quality-oriented education. 所有学生教育和素质教育Develop effective learning strategies and autonomous learning abilities by means of experiencing; practicing; participating; exploring and cooperating under the teacher’s guidence. 发展有效的学习策略和自主学习能力通过体验、实践、参与、探究和合作老师的引导.. 形成性评价中扮演主要角色..Formative assessment playing a primary role. 总结性评估应关注Summative assessment should focus on assess ing students’ overall language ability and the ability to use the language. 评估学生的综合语言能力和运用语言的能力..3. The changes of goals and objectives of English language teaching p45 目的目标Compare the teaching objectives in the syllabi which have appeared since 1978; and pay attention to the changes. 比较教学大纲中的教学目标;出现了自1978年以来;并注意更改.. 该框架的目标在新的国家英语课程.. 整体目标的5个方面the framework of objectives in the new National English Curriculum. Overall Language ability: 整体语言能力: 语言知识:语音;语法;词汇;功能;1. Language knowledge: Phonetics; Grammar; Vocabulary; Functions; Topics 话题2. Language skills: listening; Speaking; Reading; Writing 语言技能:听;说;读;写3. Learning strategies: Cognitive; Self-management; Communication; Resourcing学习策略:认知策略;自我调控策略;交际策略;资源策略4. Affection and attitude: Motivation; Confidence; Patriotism;International perspectives 感情和态度:动机兴趣;自信意志;合作精神;国际视野5. Cultural awareness: Knowledge; Understanding; Awareness of cross-culture communication 文化意识:知识;理解;跨文化交际的意识4. Design of the National English Curriculum 国家英语课程的设计Before 2001; the English syllabus did not include the primary phase.教学大纲主要阶Nine-competence based levels 9段能力水平The primary phase: Level 1; Level 2 初级阶段:1级、2级The junior high school phase: Level 3 to Level 5 初中阶段:3 - 5级水平The senior high school phase: Level 6 to Level 9 高中阶段:6 - 9级的水平Level 7 is the requirement for every senior high school leavers. 是高中毕业生要求Required courses English 1-5 必修课程英语1 - 5Two tracks of elective courses 选修课程的两个轨道Elective Track 1 English 6-11 选修课跟踪1 选修课跟踪2三大系列课程Elective Track 2 three series of courses: Specialized skills courses; ESP courses; Culture and literary studies courses.专业技能课程;ESP课程;文化和文学研究课程5. Performance standards for different levels of competence Refer to the Chinese version 指中国版本不同级别的能力的性能标准6. Challenges facing English language teachers 英语教师面临的挑战Faced with the new curriculum; English teachers are expected to change in many ways. 面对新课程;英语教师将在很多方面发生变化.. What should English teachers do 英语教师应该做什么使用更多的to change their views about language. 改变他们对语言的看法任务型活动to become a multi-role educator. 成为一个多功能教育家学生学习的中心to use more task-based activities and put the students in the centre of learning.to use more formative-assessment in addtion to using tests. 造型评估使用的测试to use modern technology in teaching; creating more effective resources for learning and for using the language. 教学技术;创造更有效的资源来学习使用语言Unit 4 Lesson Planning 课程计划1.Teaching Contents 教学内容1. Importance of lesson planning 课程计划的重要性2. Principles for good lesson planning 好的课程规划的原则3. Macro planning & micro planning 宏观规划和微观规划4. Components of a lesson plan 教案的组成5. Suitable form of a lesson plan 合适的教学计划1. Importance of lesson planning 课程计划的重要性A Lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. P51教案是一个框架的一课教师预先决定他们希望获得什么以及他们如何想实现它..Benefits from lesson planning P52 课程计划的好处Be aware of the aims and language contents of a lesson; 注意目标和语言课内容Distinguish the various stages of a lesson and see the relationship between them;Anticipate potential problems; 预测潜在的问题区分不同阶段的一个教训Give teachers confidence; 给教师的信心看到它们之间的关系Be aware of the teaching aids; 注意教学用具2. Principles for good lesson planning P53 好的课程规划的原则They are described in terms of aim; variety; flexibility; learnability; and linkage.Aim: the things that students are able to do by the end of the lesson. Variety: a number of different types of activity; a wide selection of materialsFlexibility: some extra and alternative tasks and activities灵活性:额外和替代的任务Learnability: the contents and tasks should be within the learning capability of the students 可学习性原则:内容和任务应该在学生的学习能力Linkage: the stages and the steps within each stage are someway linked with one another. 关联性原则:阶段;在每个阶段的步骤以某种方式相关..目标:学生能做的事情的教训.. 多样性:许多不同类型活动;参加多种多样的材料3. Macro planning & micro planning P54 宏观规划和微观规划Macro planning: Planning over a long period of time 规划在很长一段时间Micro planning: Planning for a specific unit or a lesson 一个特定的单元或课程Micro planning should be based on macro planning; and macro planning is apt to be modified as lessons go on. 微观规划应该基于;宏观规划课上容易被修改..4. Components of a lesson plan P55 教案的组成Different teachers have different teaching styles and may use different teaching procedures; so ‘every lesson is unique’ Robertson and Acklam; 2000:6; and so is every lesson plan. 不同的老师有不同的教学风格;可以使用不同的教学程序;所以“每课是独一无二的”;也是每一个教案..①. What should a lesson plan include P56-P60Background information; Teaching aims; Language contents and skills; Stages and procedures; Teaching aids; End of lesson summary; Optional activities and assignments; After lesson reflection 背景信息;教学目标;语言内容和技能;阶段和过程;教学用具;总结教训;教训后可选的活动和任务;反思②. Teaching aims: P56-P57 教学目标language skills; knowledge; affection & attitude; Learning strategies; culture awareness 语言技能;知识;情感与态度;学习策略;文化意识Language contents: structure grammar; vocabulary; functions; topics etc. P58Language skills: communicative skills listening; speaking; reading and writing语言内容:结构语法、词汇、功能、话题等.. 语言技能:交际技能听说读写Stages and procedures P58 阶段和过程Teaching stages refer to the major activities that teachers go through in a lesson.Procedures are the detailed steps in each teaching stage.指教学阶段的主要活动;教师经过一个教训程序在每个教学阶段的详细步骤A warm-up or a starter P58 热身或起动器A starter is an activity or a series of activities that a teacher does at the beginning of the lesson. 起动器是一种活动或一系列活动;教师在课的开始..③. A new structure-based lesson P59 一种新的基于结构课The PPP model 适合此种课程介绍:介绍新词汇和语法结构 Presentation: introduce new vocabulary and grammatical structuresPractice: controlled practice; guided practice 实践:控制实践;指导实践Production: communicative tasks 生产:交际任务④. A skill-oriented lesson 一个技巧性的课The PWP model 适合此种课程任务前:准备工作;例如设置场景;Pre-task: preparation work; such as setting the scene; warmingup; or providing the key information such as key words. 热身;或者提供的关键信息如关键字While-task: activities or tasks the students must perform while they are reading or listening. 任务中:学生活动或任务必须执行在他们阅读或倾听Post-task: students obtain feedback on their performance at the while-stage; some follow-up activities. 任务后:学生获得反馈性能的同时;舞台上;一些后续行动5. Suitable form of a lesson plan P55 合适的教学计划Teaching plan for lesson ~Teaching Contents:……教学内容Teaching aims: 教学目标1. Students are able to … by the end of the lesson.2. ……3. ……Teaching key points: 教学重点Teaching difficulties: 教学难点Teaching methods: 教学方法教学工具：卡片、图片、录音机、多媒体Teaching aids: cards; pictures; tape-recorder; multi-media; etc. Teaching procedures: 教学过程Step 1 Revision/Introduction 复习/介绍描述;介绍/任务前/快速阅读/略读/浏览Step 2 Presentation/pre-task/fast-reading/skimming/scanningStep 3 Drill/while-task/detailed-reading 训练/任务中/精读…………Step 6 Oral practice/interview/Discussion 口头练习/面谈/讨论Step 7 Consolidation 巩固Step 8 Summary 总结Homework/Assignments:1.……2.……Layout of Blackboard: 板书设计……Reflection: ……教学反思2. Group Activity: Teaching aims designing 小组活动:教学目标设计Students can introduce themselves in English——telling other people about their names; telephone numbers; addresses; and where they are from; etc. 介绍自己Students are able to find out information about other people in English. 发现信息Students are able to ask other people to clarify if they do not understand. 清晰Students can talk confidently and politely with strangers. 自信礼貌地与人交谈Students can make an ID card for themselves in English; 用英语自己的身份证Homework:Choose a lesson from the books of primary school and write a lesson plan.Unit 5 Classroom Management 课堂管理1.Classroom management is the way teachers organize what goes on in the classroom.contribute directly to the efficiency of teaching and learning. The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways. 目标是创建一种氛围有利于英语交流课堂管理是教师组织在教室里发生了什么.. 直接导致了教学和学习的效率..2. Six aspects of classroom management 课堂管理的六个方面1. Appropriate roles of the teacher 适当的教师角色2. Classroom instructions 教师课堂教学用语3. Student grouping 学生分组4. Classroom discipline 课堂纪律5. Questioning in the classroom 不同类型的问题6. Dealing with errors 课堂纠错3. Multi-roles of the teacher P68 多元化教师角色Different approaches stipulate different roles for the teacher. 为老师规定不同角色What are the most common roles that teachers play in present-day second/foreign language teaching 什么是最常见的角色;教师在今天的二/外语教学吗Planner; evaluator; controller: appropriate degree of control 规划师评估者控制器assessor: correcting mistakes; organising feedback 评估员:纠正错误;组织反馈organiser: to design and organise task-based activities 组织者:设计组织任务型活动prompter: give appropriate prompts 提词员:给予适当提示participant: participate in students’ activities 参与者:参与学生的活动resource-provider; facilitator; guides; researcher资源-提供者主持人指南研究员4. Classroom instructions 教师课堂教学用语Classroom instructions refer to the type of language teachers use to organise or guide learning. P73 课堂指令引用类型的语言教师使用组织或指导学习①. Use of classroom instruction 利用课堂教学指路;提供解释;设置要求;giving directions; providing explanation; setting requirements; checking comprehension; drawing attention; motivating learners; giving feedback; assigning homework; etc. 检查理解;注意;激励学习者;给予反馈;分配作业等..②. Function: useful model; meaningful input; tools for organizing learning作用有用的模型;有意义的输入;组织学习的工具有经验的教师③. Experienced teachers: use simple and clear instructions to organize learning activities and form a routine of using it.简单明确指示组织学习活动;形成常规使用Novice teachers: not able to target their instructions to the level of the learners; long and complicated instructions. 新手教师:指导学习者;长期和复杂的指令..④. Rules to follow: 规则: 1使用简单的指令;让他们适合学生的理解水平;1 to use simple instructions and make them suit the comprehension level of the students; try to establish a limited but realistic range of instructions and build upon them gradually. 试图建立一个有限但现实的一系列指令和逐步建立在他们身上..2 to use mother-tongue only when it is necessary: explain grammarrules or rules for a game or task. 使用母语;只有当它是必要的:解释语法规则或规则游戏或任务..3 to use body language. 使用肢体语言4 to model a task/ activitiy. 模型任务/活动5 not to do all the talking in class; maximum student participation; avoid lengthy explanations. 不要在课堂上说话;最大的学生参与;避免冗长的解释..5. Student grouping 学生分组Whole class work: all the students are under the control of the teacher. 全班的活动Pair work: students work in pairs. 双人活动:学生成对工作Group work: students work in small groups. 小组作业:学生在小组工作Individual study: students work on their own at their own speed. 个人学习individual study 自习 individualised study 个性化学习6. Discipline in the language classroom 课堂纪律①. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. p78 纪律是指一个行为准则;老师和一群学生紧密联系在一起;这样可以更有效的学习..②. Maitaining discipline: 先进性原则: 措施;目无法纪和行为严重的学生:Harmer 1983’s measures for indisciplined acts and badly behaving students:Act immediately; Stop the class; Rearrange the seats; Change the activity; Talk to students after class; Create a code of behaviour 立即行动;停止上课;重新安排座位;改变活动;跟学生下课后交谈;创建一个代码的行为③. Ur 1996; advice about problems in class 建议在课堂上的问题 Deal with it quietly; Don’t take things personally; Don’t use threats静静地处理它;不要感情用事;不要用威胁④. Problems of teachers 老师的问题Inadequate preparation; Unclear instruction; Lack of teacher attention; Lengthy explanations to one individual; Level of difficulty 不充分的准备;不清楚的指令;老师缺乏关注;冗长的解释一个人;水平的困难7. Questioning in the classroom 不同类型的问题The most common form of interaction between the teacher and the students in the classroom. P83 最常见的在教室里老师和学生之间的互动..①. Functions: 作用to focus students’ attention集中学生的注意力to invite thinking and imaginations 邀请的思维和想象力to check understanding 检查了解to stimulate recall of information 刺激召回的信息to challenge students 挑战的学生to assess learning 评估学习②. Questions should be wise and purposeful. 问题应该是明智和有目的的contribute to the overall objectives of the lesson 对课程的总体目标作出贡献stimulate the development of knowledge and thinking 促进知识和思维的发展Help to maintain effective interaction. 帮助维持有效的互动③. Classification of question types: 问题类型的分类:1. Closed questions and open questions 封闭性问题和开放性问题2. Display questions and genuine questions 展示性问题和演示性问题3. Lower-order questions and higher-order questions 低层次问题和高层次问题4. A taxonomy proposed by Bloom different question types: 布鲁姆提出的分类:Knowledge; Comprehension; Application; Analysis; Synthesis; Evaluation知识性问题;理解性问题;应用性问题;分析性;综合性;评价性问题8. Dealing with errors 课堂纠错①. distinction between an error and a mistakeA mistake is refers to a performance error that is either a random guess or a ‘slip of tongue’; and it is a failure performance to a known system. …has nothing to do with the language competence. …can be self-corrected. 是指性能错误随机猜测或“口误”;并且它是一个失败的一个已知系统性能..与语言能力无关..可以自我纠正An error has direct relation with the learners’ language competence. It results from lack of knowledge in the target language. … can not be self-corrected. 一个错误与学习者的语言能力有直接关系..它的结果缺乏知识在目标语言..不能自我纠正..②. Dealing with spoken errors 处理口语错误Whether the task or activity is focusing on accuracy or fluency.A balance between accuracy-based activities and fluency-based activities任务或活动是否专注于精确和流畅基于平衡精度的基于活动和流畅性的活动③. When to correct 何时纠错Not to interrupt students during fluency-based activities 不要打断学生。
幼儿园老师的英语口语课堂
幼儿园老师的英语口语课堂As a kindergarten teacher, it is important to create an engaging and effective English oral language classroom for young students. Here are some tips and strategies for achieving this goal:1. Create a Positive Learning EnvironmentAs young children are sensitive to their surrounding environment, it is essential to set up a positive learning atmosphere in the classroom. Teachers need to arrange the classroom space to create a bright and inviting area that encourages learning and exploration, with a range of age-appropriate English resources and activities that cater to different learning styles. Moreover, teachers should always praise students for their efforts and offer positive feedback to keep the class motivated and excited about learning.2. Use Songs and RhymesYoung children like singing and dancing, and incorporatingEnglish nursery songs and rhymes is a great way to introduce English to the classroom. They help to develop phonemic awareness and listening skills, while also building vocabulary and grammar. Teachers can also use props and actions to accompany the songs, making them more fun and interactive.3. StorytellingStorytelling is another effective way to boost children’s language development. It helps to build concentration and listening skills and stimulates imagination and creative thinking. Teachers can choose age-appropriate storybooks that engage children and support their English language and literacy development. They can ask questions during and after the story to enhance comprehension and provide more opportunities for children to use English.4. Games and ActivitiesEngaging in games and activities can help children learn essential language skills, such as listening, speaking, reading, and writing. Teachers can use games that involve movement, team-building, and social interactions. These games help toincrease children's awareness of grammar and vocabulary and model proper pronunciation. For instance, language scavenger hunts can help to strengthen both vocabulary and communication skills; bingo-style games can teach children word recognition and phonics.5. Conversational EnglishFinally, teachers should be enthusiastic about speaking English in everyday conversations with their pupils. This can be in the form of exchanging greetings, asking and answering simple questions, and giving instructions. Teachers should keep their language simple, clear and concise, and always encourage the children to speak in English in a relaxed and low-pressure atmosphere. This approach can help children feel more confident in their use of English and build their fluency and language skills.In conclusion, incorporating these strategies can help to create an English oral language classroom that is not only fun and engaging but a lso effective in promoting children’s language development. With a positive learning environment, games and activities, singing and storytelling, and conversational English,children can gain a solid foundation in English that will help them communicate well both academically and socially in the future.。
classroom language
The teacher can prompt individual students
to talk more about things they have done, e.g.: T: What did you do? Did you go out? S: Yes, I went to a party. T: A party? That’s nice. A birthday party? S: Yes, my friends birthday party. T: Ok, tell us what happened? What did you do at the party?
• an interesting TV programme
• birthday
Organizing’ language
(command and instruction)
Organizing a lesson: starting or stopping an activity, getting students to do or not to do things
• 做完请举手
• 现在听着， 我要给你们读课文。
• 作业请做练习6.
• 请打开书第53页。
Possible answers.
• Who would like to clean the blackboard? Would someone clean the blackboard? • Could you close the window, please?
Discuss what questions the teachers
might ask about the following topics. Think of ‘follow up’ questions which would get the students to talk more and involve more of the class.
七年级上册第一单元英语笔记(人教版)
七年级上册第一单元英语笔记(人教版)Unit 1: Greetings and Introductions [Notebook]Lesson 1: Greetings- Greetings are an essential part of any conversation.- Common greetings include "Hello," "Hi," "Good morning," "Good afternoon," and "Good evening."- Greetings may also vary depending on the time of day and the level of formality.- It's important to respond to greetings politely and appropriately.Lesson 2: Introducing Yourself- When introducing yourself, start with a greeting and then state your name.- Example: "Hi, my name is [Your Name]."- You can also include additional information about yourself, such as your age, nationality, and hobbies.- It's polite to ask the other person for their name and respond with interest.Lesson 3: Asking and Giving Personal Information- To ask for personal information, use questions like "What's your name?" and "How old are you?"- When giving personal information, use phrases like "My name is [Your Name]" and "I'm [Your Age]."- Personal information may include name, age, nationality, address, and phone number.- Be cautious about sharing too much personal information with strangers.Lesson 4: Talking About Nationalities and Languages- Nationalities represent the country a person comes from.- To ask about someone's nationality, you can use questions like "Where are you from?" or "What's your nationality?"- To talk about languages, use phrases like "I speak [Language]" or "Do you speak [Language]?"- It's interesting to learn about different nationalities and languages.Lesson 5: Classroom Language- Classroom language helps students communicate in the classroom.- Common classroom language includes phrases like "May I come in?" and "Can I borrow a pen?"- It's important to use polite language and ask for permission when needed.- Classroom language promotes a positive learning environment.Lesson 6: Numbers and Colors- Numbers are used for counting and expressing quantity.- In English, numbers from 1 to 10 are: one, two, three, four, five, six, seven, eight, nine, ten.- Colors are used to describe the appearance of objects.- Common colors include red, blue, yellow, green, orange, purple, black, white, and brown.Lesson 7: Days, Months, and Dates- Days of the week: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday.- Months of the year: January, February, March, April, May, June, July, August, September, October, November, December.- Dates are expressed by combining the day with the month.- Example: September 14th or 14th September.Lesson 8: Family- Family is an important part of people's lives.- Common family members include parents, siblings, grandparents, and cousins.- To talk about family, use phrases like "This is my mother" or "I have one brother and one sister."- It's nice to share and learn about each other's families.Lesson 9: Describing People- People can be described by physical characteristics, such as height, hair color, and eye color.- Adjectives are used to describe people, like tall, short, long hair, short hair, etc.- It's important to use appropriate and respectful language when describing others.Lesson 10: Describing Objects- Objects can be described by their shapes, sizes, and colors.- Adjectives are used to describe objects, like round, square, big, small, red, blue, etc.- Describing objects helps in effective communication and understanding.Note: These are just some key points from the first unit of the 7th-grade English textbook (人教版). Ensure to refer to the textbook for a comprehensive study of the unit.[End of Notebook]。
全英文授课教学方法
全英文授课教学方法Teaching Methodologies: Promoting Active Learning in the English ClassroomIntroductionTeaching English as a second language is a complex process that requires careful planning and the implementation of effective teaching methodologies. Traditional teaching methods, such as lectures and rote memorization, have proven to be less engaging and less effective in helping students develop their language skills. In order to create a more interactive and student-centered learning environment, educators have started incorporating various active learning techniques into their teaching practices. This essay will explore several of these methodologies, including cooperative learning, problem-based learning, project-based learning, and technology-based learning, and discuss their benefits and challenges in the English language classroom.Cooperative LearningCooperative learning is a teaching methodology that encourages students to work together in small groups or pairs to achieve a common goal. The primary goal of this method is to promote interdependence among students, fostering a sense of cooperation and collaboration. In the English classroom, cooperative learning can be implemented through activities such as role play, group discussions, and peer editing.One of the major benefits of cooperative learning is that itenhances students' language skills by providing them with opportunities to practice speaking and listening in a supportive and non-threatening environment. Students are more likely to take risks and engage in conversations when they are working with their peers, which leads to increased fluency and confidence. Moreover, cooperative learning promotes the development of critical thinking and problem-solving skills as students work together to solve a common task or find a solution to a problem. Through this methodology, students learn to take different perspectives into account and develop empathy, which are essential skills for effective communication.However, implementing cooperative learning can pose some challenges. It requires careful planning and organization to ensure that each group or pair has a clear objective and task. The teacher also needs to establish clear guidelines and expectations to ensure that all students contribute to the group work. Additionally, some students may struggle with working in teams due to personal reasons or language proficiency levels, which may require additional support and guidance from the teacher.Problem-Based LearningProblem-based learning (PBL) is a student-centered teaching methodology that focuses on solving real-world problems. Instead of relying on textbooks and lectures, students are given complex, real-life scenarios and are required to work collaboratively to find solutions. By doing so, students develop critical thinking, problem-solving, and communication skills.In the English language classroom, PBL can be implemented by giving students a problem or a challenge related to a specific language skill or topic and asking them to work in groups to find a solution. For example, students can be given a task to plan a trip to an English-speaking country, where they need to research and present information about accommodation, transportation, and local attractions.PBL encourages active learning as students take ownership of their learning process and actively seek out information to solve the given problem. It also fosters collaboration and teamwork as students work together to achieve a common goal. Moreover, PBL promotes critical thinking and creativity as students analyze and evaluate different solutions and propose their own ideas.Despite its numerous benefits, PBL also presents challenges to both students and teachers. Students may find it difficult to transition from traditional teaching methods to PBL, as they are accustomed to being passive learners and may struggle with taking ownership of their learning. Moreover, PBL requires a significant amount of time and resources for planning and implementing. Teachers need to carefully design and select appropriate problems or challenges that are relevant to students' language proficiency levels and interests.Project-Based LearningProject-based learning (PBL) is another student-centered methodology that encourages students to engage in long-term projects that require them to apply their knowledge and skills toreal-life situations. PBL provides students with opportunities to explore topics of interest, conduct research, and present their findings in creative ways.In the English classroom, PBL can be implemented by assigning students group or individual projects that require them to use their language skills to explore a specific topic or issue. For example, students can be asked to create a digital presentation or a short film about an environmental issue and present it to their classmates.PBL promotes active learning as students engage in hands-on activities and take ownership of their learning process. It also develops research and presentation skills as students are required to gather information, analyze data, and present their findings in a coherent and organized manner. Moreover, PBL encourages creativity as students can choose how they want to present their projects, whether it be through digital media, artwork, or performance.However, implementing PBL in the English classroom can be challenging. It requires careful planning and scaffolding to ensure that students have the necessary skills and resources to complete their projects. Teachers need to provide guidance and support throughout the project, monitoring students' progress and providing feedback. Moreover, PBL may require additional resources and technology, which may not be readily available in all educational settings.Technology-Based LearningTechnology-based learning has become an integral part of education, including the English language classroom. With the advancement of technology, teachers now have access to a wide range of tools and resources that can enhance students' learning experience. Technology-based learning promotes active learning by providing students with opportunities to engage with authentic language materials and practice their skills in interactive and engaging ways.In the English classroom, technology-based learning can be implemented through various tools and platforms, such as online language learning platforms, digital textbooks, interactive whiteboards, and language learning apps. These tools provide students with instant feedback, personalized learning paths, and opportunities for collaborative learning.One of the major benefits of technology-based learning is that it caters to students' individual learning needs and preferences. Students can learn at their own pace and receive immediate feedback, which enhances their motivation and engagement. Moreover, technology-based learning provides students with authentic language materials, such as videos, articles, and podcasts, which expose them to different accents and contexts, improving their listening and comprehension skills. Additionally, technology-based learning encourages the development of digital literacy skills, which are essential in today's rapidly evolving digital world. Implementing technology-based learning in the English classroom can be challenging. It requires access to reliable technological infrastructure and devices, which may not be available in alleducational settings. Moreover, teachers need to be proficient in using technology and be able to integrate it effectively into their teaching practices. Additionally, the digital divide can create disparities among students, as not all students have equal access to technology outside of the classroom.ConclusionIn conclusion, incorporating active learning methodologies into the English language classroom has proven to be effective in promoting students' language development and engagement. Cooperative learning, problem-based learning, project-based learning, and technology-based learning all provide students with opportunities to actively engage in the learning process, develop critical thinking and problem-solving skills, and enhance their language proficiency. However, implementing these methodologies can present challenges to both students and teachers. Therefore, it is crucial for educators to carefully plan and scaffold their lessons, provide support and guidance, and adapt these methodologies to suit the needs and abilities of their students. By doing so, teachers can create a stimulating and interactive learning environment that fosters student growth and success in English language acquisition.。
5.classroom management 英语教学法
• Lesson Planning / Design
• Classroom Management
Practice
• Successful Teaching & Learning
What is classroom management?
•Classroom management is the way teachers organize what goes on in the classroom. •The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways.
Understanding/Comprehension
Useful Verbs Sample Question Stems
Can you write in your own words...? Can you write a brief outline...? What do you think could happen next...? Who do you think...? What was the main idea...? Who was the key character...? Can you distinguish between...? What differences exist between...? Can you provide an example of what you mean...? Can you provide a definition for...
The type of language teachers use to organize or guide learning.
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Classroom Instructions
Review: • First of all, let’s review. • Previously ( In past lessons), we’ve learned…(numbers, pinyin, characters, greetings, etc.)
Basic Instructions
Start class: • Shall we start? • Time to start. • OK, let’s start (our class today). • Class begins. • There are a few our classmates missing, shall we wait for another 5 mins? We can chat for a while.
New lesson practice: • Read after me. • Listen (to me). • Look at… (me, my mouth, my hand, the white board, the screen, etc.) • Find yourselves partners./Practice with your partner./You’re A, you’re B./Exchange. • Again! (listen, read, etc.) • … one by one. • Let’s start from here./You, please. • Answer my question./Tell me…? • Ask me. • Now, make me a new word/sentence/dialogue…, using…/in the format of…
Classroom Instructions
Explanation: • You got me?/Got it?/Everything, • Is it clear?/Clear?/ Understand?/Any questions?/Questions?/Are we done? • Let’s go through this part. • Let me explain. • This word/sentence… means… • Look at this word/sentence/part…
Tasks & homework: • For this week, I’d like you guys to… • Next week/time, I’ll…
Basic Instructions
Break & End up: • 10mins/15mins break now. Have some fresh air outside./Have a rest/ Have some water/Relax. • That’s all for today’s class./Now we’re done with today’s class. Any questions? • Thank you for coming. • Have a nice day/weekend. • Enjoy the weekend. • See you next time./Byebye!
supposed to ask about the students’ experience related to the learning content, to get them warmed up by sharing ideas, discussion, etc.)
பைடு நூலகம்
Classroom Instructions
Basic Instructions
Greetings: • Morning/afternoon! • Good evening! • How are you?/How’s life?/How’s everything going? • Any one has anything new to share?/Tell me something about your life recently. • Miss you guys!
Classroom Instructions
Start a new lesson: • Turn to page…(1,2,3,4…) • Page…(1,2,3,4…)! • Lesson… Part… • Today, we’re going to learn something about… Anybody knows anything about…? (Teachers are
Classroom Instructions
Discussion: • Any ideas about…? • So, can you tell me…? • How would you respond while…? • Tell me something about…
Classroom Instructions