小学英语教法与学法及小学英语教师个人成长规划

常用的小学英语教学方法英语教学法中英对照1Communicativeapproach:theprojectisbasedonideasandcommunicationcapabilitiesofthesystemtodevelopstudentscommunicativecompetenceteachings.Thepurposeistoenablestudentstouselanguagetocommunicate,itisimportanttoenablestudentstocommunicatewitheachother,takingintoaccounttheroleandstatusofthepeople,takingintoaccountthesubjectinvolved,andscenariossothattheycanuselanguageappropriately.2Games,teachingmethods:Thegameistheformofreviewwords,sentences,practicingthenewlanguagepoint,sothatstudentslearninblendingmusic,inthelively,lightagitated,pleasantatmospherenaturallyobtaintheknowledgeandskillsinEnglish.Gamesrequireabriefandeasytohavefun,butalsocloselyrelatedtoteachingcontentwiththelesson.3Scenarioteaching:teacherscreatescenariosorsimulatedscenesoflife,shouldhaveareal,vivid,practicalfeatures,easeoflanguagestudentshavelearnedthematerialsynthesis,acreativewaytoexpresstheexchange.Thisexercisemethod,andanearlylifecommunicativefunction,butalsotobecomemonotonous,mechanicaldrillssentenceforlively,vividcommunicativepractice.4ActionMethod:InthelowergradesinEnglishteaching,withaspecificimageofthegestures,movementstosupportEnglishlanguagelearning,stimulatestudentsinterestinlearning,enhancelearning.5Theactivityapproach:thatinaccordancewithphysicalandmentaldevelopmentofstudentsatdifferentstagesoftheprocesstodesign,layoutsituations,providematerialstoenablestudentstoactivelyparticipateinthefreeoperation,observeandponder.Throughactivitiesforthestudentsthemselvesunderstandthings,identifyproblemsandarriveatanswers,toexplorethepotentialofstudents.6Trinityteaching:isbasedonletters,phonemes,phoneticintrinsiclinkbetweentheirbusinessandcross-relationswillbethreeintegratedteachingmethods.7Naturallaw:Thisapproachallowsstudentstohavelearnedknowledge,basedontheirlevelofproficiencytoparticipateinactivities.8Totalphysicalresponsemethod:themobilizationofstudents,senseorgans,sothatstudentsthroughthevariouspartsofthebodyinactiontoachievethepurposeofmemory.9Cooperativelearning:StudentsarethroughparticipationinPairworkandgroupworkactivities,forstudentstopracticelanguageandlearnfromeachothertheconditionsandopportunities.10Functional-notionalmethod:Thismethodisavailabletotheteachersfocusonstudentsinaparticularsessionorwhenacertaincontextmayusethelanguage,sothattheyperceivetheircapabilitiestouseincommunication.1、交际法：是根据意念项目和交际功能发展学生交际能力的系统教法。其目的是为了让学生能够运用言语进行交流，重要的是使学生能够考虑到进行相互交流的人们的作用和地位，考虑到所涉及的题目和情景，从而能恰如其分地运用语言。2、游戏教学法：用游戏形式复习单词、句型，练习新语言点，使学生寓学于乐，在活泼、轻忪、愉快的气氛中自然而然地获得英语知识与技能。游戏要求简短易行，有趣味，而且要与本课教学内容紧密相关。3、情景教学法：情景是教师创设或模拟的生活场景，应具有真实、生动、实用的特点，便于学生将所学语言材料进行综合、创造性地进行表达交流。这种练习方法，有接近生活的交际功能，而且能变单调、机械的句型操练为活泼、生动的交际性练习。4、动作教学法：在低年级英语教学中，用具体形象的手势、动作来辅助英语学习，激发学生学习兴趣，提高学习效果。5、活动教学法：就是按照学生身心发展过程中的不同阶段来设计、布置情境，提供材料，让学生积极参与自由操作、观察思考。通过活动让学生自己认识事物、发现问题，得出答案，发掘学生潜能。6、三位一体教学法：是根据字母、音素、音标三者的内在联系业务和交叉关系将三者融为一体进行教学的方法。7、自然法：这种方法允许学生根据自己对已学知识的熟练程度来参加活动。8、全身反应法：调动学生的感觉器官，让学生通过全身各个部位的不同动作达到记忆的目的。9、合作学习法：让学生通过参加两个人的活动和集体活动，给学生练习语言并互相学习的条件和机会。10、功能意念法：这种方法是教师集中提供给学生在某次会话时或某种情境中可能运用的有关语言，让他们感知其功能，在交际中运用。还有其他一些说法，如：SituationalTeachingMethod情景教学法PlayMethod游戏教学法Directmethod直接法Happyteaching快乐教学法translating翻译法expositorymethod讲授法Functionmethod功能法communicativeapproachThecommunicativeapproachCommunicativeLanguageTeaching交际法discussionmethod讨论法Importmethod导入法这个是学法，也是教法，能这么理解么？co-operatingstudy合作学习exploringstudy研究性学习Task-basedteachingmethod任务型教学法Task-BasedLanguageTeaching,即TBLT任务型教学。五步教学法：Five-stepmethod（这个老生常谈了。。。太多了）Step1WarmingupStep2PresentationandpracticeStep3PresentationStep4PracticeStep5PostTask任务五指教学法:RPCPPStep1ReviewStep2PresentationStep3Consolidation巩固Step4PracticeStep5Project项目3P教学法1.Warming-up2.Presentation3.PracticeProduction4.Homework交际型教学CommunicativeTeaching这个是中职的课文:

TeachingplanforUnit16book1Goodafternoon,everyone,It’smygreatpleasuretobeheresharingmylessonwithyou.ThecontentofmylessonisSeniorEnglishforChinaBook1BUnit16Scientistsatwork.I’llbereadytobeginthislessonfromfiveparts.Analysisoftheteachingmaterial,theteachingmethods,thestudyingmethods,theteachingprocedure,andBlackboarddesign.First,letmetalkabouttheteachingmaterial.Part1TeachingMaterial:Thisunitisaboutscienceandscientists.Bystudyingofthisunit,we’llEnablethestudentstoknowtheseriousattitudetowardsscienceanddeveloptheinterestinscience.Atthesametime,Letthestudentslearnhowtogiveinstructions.thislessonplaysanimportantpartintheEnglishteachinginthisunit.ThisisanimportantlessoninBookOne.Fromthislesson,itstartsaskingtheSstograspcontentsofeachpassage.Therefore,thislessonisintheimportantpositionoftheteachingmaterial.IftheSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunit.Asweallknow,readingbelongstotheinputduringtheprocessofthelanguagelearning.Theinputhasgreateffectonoutput,suchasspeakingandwriting.Accordingtothenewstandardcurriculumandthesyllabus(新课程标准和教学大纲),afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Ithinktheteachingaimsarethefollowings:1.Knowledgeobjects:a)TheSscanhear,read,andusethemainsentencepatternsb)TheSscanunderstandthecontentofthelesson.c)TheSscanusethepatternstoexpresstheirthoughtsinthepropersituation.2.Abilityobjects:(1)TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting.(2)TotraintheSs’abilityofworkinginpairs.(3)ToImprovethestudent’sreadingability,especiallytheirskimmingandscanningability.3.Emotionormoralobjects:a)Bycompletingthetask,theSsincreasetheirinterestandsetupself-confidenceinscience;b)TeachtheSswhatis“science”,putthemoraleducationinthelanguagestudy.now,let’scometotheImportantpointsandtheDifficultpoints.Well,howtoachievetheteachingobjectsbetter,howtostresstheimportantpointsandbreakthroughthedifficultpoints?Asisknowntousall,Themodernteachingdemandstheteachershouldimprovethestudents’ability.Agoodteachingmethodrequiresthattheteachershouldhavetheleadingeffects.Accordingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingmethods.教法Part2TeachingMethods:Inmyopinion,themaininstructionalaimsoflearningEnglishintheMiddleSchoolistodevelopthestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.SointhislessonI’llmainlyuse“Communicative”Approach(交际教学法),“Wholelanguageteaching”(整体语言教学法)and“Task-based”languageteaching(任务教学法).Thatistosay,I’lllettheSstogetabetterunderstandingofthekeystructureofthedialogue.Accordingtothemodernsocialcommunicationteachingtheories(现代社会交际教学理论),IadopttheTSAmethod(情景教学)andTBLTmethod(语言任务教学)inmyteaching,namelyTotalSituationalActionandTask-basedLanguageTeaching.Theformerisa“scene—activity”teachingmethod.ItestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.ThelatterofferstheSsanopportunitytocompletethetasksinwhichSsuselanguagetoachieveaspecificoutcome.Theactivityreflectsreallifeandlearnersfocusonmeaning,theyarefreetouseanylanguagetheywant.Atthesametime,I’llmakeuseofthemodernelectricityteachingequipmentsandallkindsofteachingmeans,itcandeveloptheSscreativityinlearningEnglish.学法Part3StudyingMethods:Ourstudentsarealmostfromthecountryside.Theyarelackofgeographyknowledgeandtheculturalbackgroundofthoseforeigncountries.Asseniorstudents,theyhaveacertainabilitytoread.Andthebeautifulplacesaremostattractiveandeasilyarousestudentslearningemotion.Asforthelearningmethods,theyarepoorincooperativelearningskills.Somestudentsarenotactiveintheclass,andsomestudentsdon’tlikeEnglish.therefore,I’llhaveSsstudyinarelaxedatmosphere.Ssunderstandthenewknowledgeincertaindegreethroughthementalprocessofseeing,hearing,saying,observing,thinkingetc.Andmakepreparationforcompletingthenewstudytask.Afterfeelingandunderstandingthelanguagepoints,letSsgettheknowledgeactivelybyprobestudyandcooperativestudy.Inaword,we’ll1.TeachtheSshowtobesuccessfullanguagelearners.2.LettheSspass"Observation—Imitation—Practice"（观察—模仿—实践三步教学法）tostudylanguage.3.TeachtheSshowtomasterdialoguesandhowtocommunicatewithothers.Part4TeachingProcedure:Step1Lead-in.Asweallknow,BenjaminFranklinisafamouspoliticianandwriter．Buttoday,wewillreadapassageabouthimasascientist.Hisseriousattitudetoscience.Let’sseehowFranklinmadehisfamouselectricityexperimentbyflyingakite．1).GroupcompetitionInthe18thand19thcentury,scientistsallovertheworldmademanyimportantdiscoveriesandinventionsindifferentfieldsofphysics,chemistry,medicine,biologyandsoon.Dividethewholeclassintofourgroupstonamesomeofthem.2).GroupworkAmatchcompetition.MatchColumnBwithColumnAcorrectly.givemoreexamplestomakeSsgetinformation.Purposeofmydesign:Togettoknowsomethingaboutthestoryoffamousscientists.Tohaveabetterunderstandingabouttheimportanceofexperimentsinscience.Itisreallydifficultforthescientiststoachievetheirgoal,andonlyaftertensofthousandsofattempts,experiments,thinkingandfailurecantheybesuccessfulintheirresearch.Today,wearegoingtolearnoneexampleofthem:Franklin’sfamouskiteexperiment.Step2Reading1).IndividualworkSkimming:ReadthematerialfasttofindouttherightpictureaboutFranklin’sexperiment.2).IndividualworkScanning:Listentothetapepartbyparttofindoutthetopicforeachone.Para1-3thedescriptionoftheexperimentPara4theequipmentoftheexperimentPara5-6thestepsoftheexperimentPurposeofmydesign:Enablestudentstounderstandthegivenmaterialbetterusingdifferentreadingskills.TopresentSampleAbyCAI（电脑辅助教学）ismucheasierfortheSstolearnandgraspthemeanings.CAIcanprovidearealsituationwithitssoundandpictureanditmakestherelationshipsbetweentheSsbetter.Inthiscourse,Sscanunderstandthemaincontentsofthisdialogueandgetthekeypointsbyfollowingtheexample.Step3Practice1).ClassworkWithalltheequipmentready(ahandkerchiefmadeofsilk,twopiecesoflightwood,strings,asharppieceofmetal,akey,asilkribbon),onestudentactsasthehosttoconducttwostudentshowtomakeakiteastheonemadebyFranklin.2).IndividualworkAfterthat,allthestudentstrytotellhowtomakesuchakiteintheirownwordswiththehelpofthepicturesonthescreen.Step4Furtherunderstanding1).PairworkReadthroughthepassagetofillintheblanksintheforminpairs.2).ClassworkListentosomesentencestojudgewhethertheyaretrueorfalse.Purposeofmydesign:“Task-based”teachingmethodisusedheretodeveloptheSs’abilityofcommunicationandalsotheirabilityofco-operationwillbewelltrained.TelltheSsweshouldbepoliteandtakegoodcareofourthings.Weshouldloveourlife.IthinkpropercompetitioncanarousetheSs’interestinEnglishlearning.IftheSscanfinishthistaskwell,theywillbenefitalotintheirspokenEnglish.Bythisstep,itachievedtheteachingaimofunderstandingandtalkingthedialogueofthislesson.Step5Post-reading1).PairworkFranklinwasdoingtheexperimentwithhislittleson,andhewasabitcuriousaboutwhathisfatherwasdoing.Ontheotherhand,manypeoplewerewatchingFranklindoingtheexperiment.Dividetheclassintotwogroupstomakeadialogueinpairs,oneisbetweenFranklinandhisson,theotherFranklinandapersonwatchingtheexperiment.2).GroupworkletSsreadthepassagecarefullyandanswerthequestion:Discussthefollowingquestionsingroups:StudentsmakeaconclusionofdeprocessofFranklin’sexperimentandretellthetipsofdoingtheexperiment。letSsfindoutthekeysoftheexercisesaftertheirreading.Purposeofmydesign:MostSscantaketheirpartsintheactivities,especiallyfortheSswhohavetroubleinEnglishstudy.Inthegroupactivities,theycanspeakalittleEnglish.Withoutdoubt,thiswillencouragethemtospeakEnglish.Infact,itisakindofdemandofhumanbeing.Suhuomulinsiji（苏霍穆林斯基）says:“Inone’smind,thereisalwaysakindofdeeplyrooteddemand,thatisthehopetofeeloneselfafinderandexplorer.InSs’spirits,suchdemandisspeciallystrong.”Thisstepalsoleadstotheemotionobjectiveofthislesson,thatistohavemoraleducationinthisstep.Step4Homework.Summarizethewholelesson,andarrangethehomework.1.Dotheexercisesintheworkbook.Checkthemasteringofknowledgeofthislesson.2.AskSstointerviewtheirfriendsaskingthepriceandsizeoftheirclothingandmakerecordsoftheinformation.Purposeofmydesign:IthinkhomeworkissoimportantthattheSsshouldspeakEnglishasmuchastheycaninclassorafterclass.ItisnecessaryfortheSstodosomeexercisesafterclasstomastertheknowledgetheylearned.Thiscontentisanextensionofthepreviouslesson,tomeettheneedsofincreasingcommunicatingdemandofsomeSs.Part5BlackboardDesign.Anyway,theteachingofthislessonaimstodevelopnotonlytheSs'languagetechnicalabilities,butalsothevariousintelligencebygatheringteachingmethods.Purposeofmydesign:1、Makethestudentsbefreetotalkaboutsocialbehaviors2、Understandthereadingpassageandcantalkmoreaboutteamwork.3、Improvethestudents’readingandwritingskills.Asteachers,tomakeourEnglishclassroomsshinewithvitality,wearelaidwithheavyburden,andwestillhavelongwaytogo.Dealwiththelanguagepoints.Askthestudentstopickouttheusefulexpressionfromthetext,givethemmoreexamples,anddosomeexercisestopracticethelanguagepoints.Aboveisthelecturenotesofmylesson.Thankyouverymuch!这个是对教法学法的一些说明:英语课说课讲义一、说教材英语课的说教材主要包括三方面的问题，一是教材的地位与作用；二是教学目标；三是教学的重点、难点。（一）教材的地位与作用在这部分主用说清三个方面，一是教材的地位，二是教材的内容，三是教材的作用。（1）教材的地位是指明所要说课内容是哪个版本那个学段那个单元的内容。（2）教材的内容主要阐述所要说课的主要内容。（3）教材的作用主要阐述通过课程的学习能够获得的知识、技能、情感或是为以后的学习打下的基础等。（二）教学目标在新课程改革理念的指导下,英语的教学目标应为三维的，分别为知识目标、能力目标和情感目标。知识目标以掌握单词、短语、语法、交际用语为主；能力目标以听说读写能力，综合语言运用能力为主；情感态度目标以培养合作精神，学习兴趣，自信心，文化意识为主。（三）教学的重点、难点教学的重点和难点确定的依据为教材的内容、本课的教学的目标以及学生的基本学习情况这渡句举例I’lldescribemythoughtsonteachingthislessoninthefollowing6aspects:analysisofteachingmaterial,analysisofstudents,teachingmethods,learningmethods,teachingprocedures,blackboarddesign.Firstofall,I’dliketogivesomeanalysisofthematerialandthestudents.First,letmetalkabouttheteachingmaterial.说教材举例【例1】Thislessonisareadingpassage.ItisfromtheChapter2inOxfordEnglish8A,publishedbytheshanghaieducationpress.Itplaysaveryimportantroleinthisbook.Thisisapassageaboutfire.It’sthefirstnaturalelement,later,thestudentswilllearnanotherthreenaturalelements.Thenthestudentsmustlearnthefirstelementwell,It’sbetterforthemtounderstandlatermoduleswell.Ithinkthispartoffersanecessaryandimportanttopicforthecominglesson.Inthislesson,I’llhelpthestudentstogetsomeknowledgeaboutfireandfirerulesandsomeitemsconnectedwiththem.Accordingtothestudents’EnglishlevelandthedemandsoftheNewStandardEnglish,Isetupthefollowingteachingobjectives.1.Knowledgeobjectivesthestudentsareabletograspthefivesenses,thenewwordsandphasesinthereadingpassageandthegeneralideasofthepassage.2.Abilityobjectivesthestudentsareabletograspthewaystoguessthemeaningofthenewwordsbyreadingthewordsaroundthem.,theirreadingabilitycanimprove.andtheycanusethenewlanguagetoexpresstheirownideasaboutfireandfirerules.3.Emotionobjectivesthestudentscanrealizetheimportanceofthesafetyandtrytolearnhowtoprotectthemselvesindanger.Theyhavetheabilityandideastohelpeachothertosolvesomeproblems.Afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Ithinktheteachingimportantpointsareenablethestudentsgraspthenewwordsinthetextandthegeneralideasofthestory.,Thedifficultpointsareusingthenewitemstosolvesomeproblems.andtrainingtheirintegratedlanguagecapability.【例2】ThecontentofmylessonisSeniorEnglishforChinaBook1BUnit16Scientistsatwork.Thisunitisaboutscienceandscientists.Bystudyingofthisunit,we’llEnablethestudentstoknowtheseriousattitudetowardsscienceanddeveloptheinterestinscience.Atthesametime,Letthestudentslearnhowtogiveinstructions.thislessonplaysanimportantpartintheEnglishteachinginthisunit.ThisisanimportantlessoninBookOne.Fromthislesson,itstartsaskingtheSstograspcontentsofeachpassage.Therefore,thislessonisintheimportantpositionoftheteachingmaterial.IftheSscanlearnitwell,itwillbehelpfultomaketheSslearntherestofthisunit.Accordingtothenewstandardcurriculumafterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Ithinktheteachingaimsarethefollowings:KnowledgeobjectsincludesHelpingthestudentstounderstandsomenewwordsandphrasesofthelesson,thestudentsareabletocomprehendthecontentofthislessoncorrectly,andusethepatternstoexpresstheirthoughtsinthepropersituation.AbilityobjectsaretodevelopSs’abilitiesoflisteningandspeaking.traintheSs’abilityofworkingingroups.tofosterSs’abilitiesofcommunicationandtheirinnovation.Mastertheskillsoflistening,speaking,readingandwriting.CultivateSsabilitiesofmemory,observation,imagination,andanalysis.Emotionobjectsare

thefeelingsandtheconsciousnessoflovingsciencecanbedevelopedintheirhearts.ThentheconfidenceinlearningEnglishcanalsobeformedsothattheycanusewhattheyhavelearntintheircommunicativeactivity.Ss’canfosterconsciousnessofgoodco-operationandpropercompetition.二、说学情说学情部分主要有两类，一类是学生心理发展的情况，包括情感、思维等，也就是学生所处学段的总体特点。一类是学生基本的知识能力掌握情况，针对英语学科而言，学生所具有学习特点。OK,thatismyanalysisofmaterial.AndthenIwanttotalksomethingaboutthestudents.【小学生】Pupil'sabstractthinkingisstillnotfullymature,theirimagethinkinginlearningoccupiesanimportantposition.theyhavecuriosityaboutEnglishandwillingtospeakEnglish.theycandosomeactionsundertheteacher'sguidance,buttheycan'tusetheEnglishflexibly.pupilsareemulativeandactive,andhavestrongcollectivesenseofhonor.Theyrepresentpreliminaryenthusiasmandself-confidence.sotask-basedteachingmethodalsoshouldbeadoptedintheclass.Throughvariousactivitiessuchasgames,songstostimulatethestudent'sinterestinEnglish.【初中生】StudentsinJuniorHighSchoolalsokeepstronginterestinEnglishstudy，haveadefiniteEnglishlearningmotivationandtheactivelearningattitude，havetheabilitytocompletetasksbycooperatingwithoneanother,theybegintolearnEnglishinprimaryschool,sotheyhavegraspedsomeskillsoflistening,speaking,reading,writing.butTheyhavelowabstractthinkingabilitybuttheirthinkingabilityoftheimageisstrong.Theirattentioncanbescatteredeasily.Thislessonplanstopresentthetextthroughsomeactivities,suchasinvestigate,role-play,gameetc.tostrengthenstudents'interestandattention.【高中生】StudentsinseniorhighschoolhavegraspedsomeEnglishknowledgeandskillsoflistening,speaking.reading.writing.theyhavegotsomestudystrategyandlearnEnglishbythemselves.三、说教法英语教法有翻译法，直接法，听说法，情景教学法，认知法，交际法，结构功能法，全身反应教学法，整体语言教学法，合作语言学习教学法，“任务型”教学法，其中任务型教学法是英语《新课程标准》所倡导的教学方法，它适合于任何类型课的教学。说课时，不是将所有教法一一列举，而是重点介绍一两种方法。说课时常用的几种方法如下：Task-basedlanguageteachingmethod/approach任务教学法CommunicativeApproach交际法TPRmethod全身反应教学法Situationallanguageteachingmethod情景教学法TotalSituationalAction情境－反应法（TSA）【例如】Accordingtothemodernperceptiontheoriesandsocialintercourseteachingtheories,IadopttheTSAmethodandTBLTmethodinmyteaching,namelyTotalSituationalActionandTask-basedLanguageTeaching.Theformerisa“scene-activity”teachingmethod.ItestablishesarealsceneandtheinteractionbetweentheteacherandtheSs.ItemphasizesadynamicinformationexchangebetweentheteacherandSs.在英语教学过程中，教具是必不可少的辅助手段，要做简单介绍，例如：Iwouldalsouseteachingaidssuchasaprojector,ataperecorder,mutimedia,theblackboardtomaketheknowledgemoreintuitive,interstingandeasiertounderstand.四、说学法教师应依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过感知、参与、体验、合作、探究、观察、发现、归纳、实践等方式，学习和使用英语，完成学习任务，发展听、说、读、写的综合语言技能。Thestudentswilladoptthecorrespondinglearningmethods,suchasGroupcompetition\pairwork\Individualwork,bythewayofperception、participation、experience、cooperation、exploration、observation、discoveration、generalization、practice,theycanimprovethecomprehensivelanguageusageability.五、说教学程序【过渡语举例】OK,somuchfortheteachingmethodsandlearningmethods.Nextcomesmymostimportantpart,theteachingprocedures.BasedonStudents'physiologicalandpsychologicalcharacteristics,Intheclass,Iwillsticktothetheory

"thestudentsarethemasterintheclass,andtheteachersactasthedirector"“Learningbydoing,learningbyusing”"Learntoplay,playtolearn"Idesignthefollowingprocedures.按照英语课培养的能力，可将英语课分为听说读写四种类型，教学程序有所不同，下面列出的过程只供参考。各种版本教材的编排方式有所不同，教学程序还要差别对待。这个就应该是高年级的文章了,但是教学法还是那些:HuangTianhuaGoodmorning,ladiesandgentlemen.It'smygreatpleasuretobeheresharingmylessonwithyou.Thecontentofmylessonisunit8sectionA1a—1c.Iwillbereadytobeginthislessonfromsevenpartswhichincludeanalysisoftheteachingmaterial,analysisofthestudents,teachingobjects,teachingstrategies,LearningStrategies,teachingproceduresandthedesignofthewritingontheblackboard..TheanalysisofteachingmaterialThisisthefirstperiodofthisunit.Bystudyingofthislesson,we’llenablethestudentstotalkaboutthepastevents.Atthesametime,letthestudentslearnhowtoensurethethings.ThislessonplaysanimportantpartintheEnglishteachinginthisunit.

Accordingtothenewstandardcurriculumandthesyllabus,afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Ithinktheteachingaimsarethefollowings:TeachingAims1.Knowledgeaims(1)Ssmasterthesentencepattern.Didyou….?/Wereyou…..?(2)Sslearnandmasterthepasttenseofthesewordsgo-went/take-took/have-had/eat-ate/buy-bought/see-saw/hang-hung2.Abilityaims(1)Developthestudents’abilitiesoflistening&speaking(2)Trainthestudents’abilityofworkinginpairs.(3)Studentscantalkaboutthepastevents.3.Moralaims(1)Enablethestudentstalkaboutthepasteventswiththeirfriendsandtheycangetknowmoreabouttheirfriends.(3)Bytalkingaboutthepastevents,,studentscanexpresstheirwonopinions.andshowtheirrespectstoothers.Analysisofthestudents:1.

Studentshavelearntthepasttenseingrade7.Theyhaveknowntheconceptionofpasttense.2.

Somestudentshaveexperienceofschooltrip.Sothislessonwouldarousetheirinterests.

3.SomestudentsarenotgoodatEnglish.Theyacuminatelittle,Soit’sdifficulttoexpressthemselves.MoststudentshavemiddleEnglishlevel.

Well,howtoachievetheteachingobjectsbetter,howtostresstheimportantpointsandbreakthroughthedifficultpoints?

themodernteachingdemandsthatteachershouldimprovethestudents’ability.Agoodteachingmethodrequiresthattheteachershouldhavetheleadingeffects.Accordingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwillusethefollowingmethods.TeachingStrategies

ThemaininstructionalaimsoflearningEnglishintheMiddleschoolistodevelopthestudents’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage

.SointhislessonI’llmainlyuse“Task-based”languageteaching(任务教学法),andTSAmethod(情景交际法)inmyteaching.WhyIadoptthethreemethodsisbasedonthefollowingreasons:1.TheTotalSituationalActionestablishesarealsceneandtheinteractionbetweentheteacherandtheSs,2.The"Task-based”languageteachingmethodoffersstudentstofinishthelisteningpart.Atthesametime,I’llmakeuseofthemodernelectricityteachingequipmentsandallkindofteachingmeans.itcandevelopthestudents'creativityinEnglishlearning.LearningStrategies1.

Students-centeredandteacher-guidedlearningstrategies.providesomequestionsandsetupasituationtoaskSstotalk.2.

PairworkisadoptedtotrainSsspeakingability.3.Individualworkisused.toconsolidatethetargetlanguage.

TeachingproceduresStep1:warming-up&leading–inInthispartIwouldprovidestudentsseveralquestionsandaskthemtoworkinpairsandmakeconversations.

Howwastheweather?

Wheredidyougo?

Whatdidyoudo?

Howwasyourweekend?Thepurposeofthequestionistohelpthestudentstorevisethepasttense.and

sharingtheirexperiencewiththeirclassmatewhichwouldarousethestudentsinterestsofEnglishlearning.SomeSsinmyschoolwouldhavedifficulttoexpressthemselves.Iwillprovidesomesomepicturesandphrasesforthem..Sshaveto

giveperformance.afterpracticing.Step2:presentationIwillprovidefourpicturesthehappyvalley,guosetianxiang,thezooandtheaquarium.andavailablesentencespatternareprovidedforSs..Didyou.........?Thepurposeofitistosetupasituation.askSstoguess.WheredidIgolastweekend?

Bythisway,IcanleadinmynewlessonandSsalsogetfamiliarwithlanguagestructure.ThepurposeofthisistomakeSsgetclosetothetargetlanguageofthislesson.ThenIwouldshowsomepicturestopresentthephrasesofthislesson..Thepurposesofthisstepispreparingforthelisteningpart.NextIwouldshowthetargetlanguageofthisunitDidyougotothezoo?No,Ididn’t.Iwenttotheaquarium.Werethereanysharksi