為了帶給您更佳的閱讀享受欄目小編精心編輯了“英語(yǔ)英文版教案”。學(xué)生們有一個(gè)生動(dòng)有趣的課堂，離不開老師辛苦準(zhǔn)備的教案，需要大家認(rèn)真編寫每份教案課件。教案是幫助學(xué)生理解知識(shí)體系的關(guān)鍵因素。這里提供了一些可供參考的意見和建議希望能幫助到您！

英語(yǔ)英文版教案 篇1

初中英語(yǔ)說(shuō)課稿模板英文版

關(guān)于初中英語(yǔ)說(shuō)課稿要怎么寫呢？下面是小編整理的初中英語(yǔ)說(shuō)課稿模板英文版，供大家參考。

初中英語(yǔ)說(shuō)課稿模板英文版

一、說(shuō)教材（教材分析） Analyzing teaching material

1. 說(shuō)課型 lesson type (Dialogue/ reading/ listening/ revision)

2. 本課在教材中的地位 status and function

Lesson 33 Saving the Earth is a dialogue. The lesson is focused on the topic of the problems of the earth and the functional items of Supposition/ Intentions/ conjecture/ Prohibition. Since it is a dialogue / reading. It’s helpful to improve the Ss communicative/ reading ability.

3. 說(shuō)教學(xué)指導(dǎo)思想 teaching guideline

(Teaching syllabus: Language is for communication, develop their four skills, lay special emphasis on reading; Grellet put it well in his book developing reading skills: develop reading skill/ discourse analysis; get them to understand the western culture better; improve the ability to discover, analyze & solve the problems; Reading is for information, for fun; Use Top- down model or Bottom- up model to activate Ss schemata; Interactive model)

4. 說(shuō)教學(xué)目標(biāo)和要求 Teaching aims and demands (…be intended for Ss in key schools)

1）認(rèn)知目標(biāo) knowledge objects

a. Enable the Ss to remember the following new words & phrases:

Damage, lecture, pollute, pollution, room, standing room, be fit for, hear about, turn into

b. Get the Ss to be familiar with this sentence pattern:

If the population keeps growing so quickly, there will only be standing room left…

Give the Ss a reinforced practice on the functional item Supposition.

c. Activate Ss schemata regarding the topic of pollution and help Ss to know more about the problem of pollution.

2）智能目標(biāo) ability objects

a. Ask the Ss to make up a similar dialogue.

b. Help them to understand the dialogue better and improve the four skills.

c. Develop their ability of thinking independently.

d. Cultivate their ability to discover, analyze and solve problems.

e. Train them to collect information from the Internet.

f. Train them with some effective learning methods to optimize Ss’ learning results.

3）德育目標(biāo) moral objects

a. Arouse their interest in learning English;

b. Help them to understand the background of pollution.

c. Enable the students to love our earth and the nature.

d. Be aware of the importance of stopping pollution & protecting out environment.

e. Encourage the Ss to do something to save the earth.

5. 說(shuō)教學(xué)重點(diǎn) teaching important points (生詞、句型；培養(yǎng)閱讀技能)

a. New words and phrases

b. Sentence pattern: If- clause

c. improve their reading skills.

d. Talking about problems of the Earth.

6. 說(shuō)教學(xué)難點(diǎn) teaching difficult points (語(yǔ)法；發(fā)展交際能力)

a. functional item: Supposition.

b. Develop their communicative ability. Act out their own dialogue.

7. 說(shuō)教具 teaching aids (multi-media computer, software, OHP)

The teaching syllabus says that it’s necessary for teachers to use modern teaching facilities. It’s of great help to increase the class density and improve our teaching result. It can also make the Ss reach a better understanding of the text by making the classes lively and interesting. At the same time, it arouses the Ss’ interest in learning English.

二、說(shuō)教法 Teaching methods

Five step method; audio-video; communicative approach;

Task-based learning: New Syllabus Design encourages teachers to use this teaching method. TBLT can stimulate Ss’ initiative in learning and develop their ability in language application. Make the Ss the real masters in class while the teacher himself acts as the director and bring their ability into full play.

三、說(shuō)學(xué)法 Study methods

1. Teach Ss how to be successful language learners.

2. Teach Ss how to develop the reading skill — skim & scan; how to communicate with others; how to learn new words; how to learn independently;

3. Get the Ss to form good learning habits.

四、說(shuō)教學(xué)過(guò)程Teaching procedures

I. 復(fù)習(xí) (Revision) 5min (Daily report; 詞匯diagram; brainstorming; activate schemata)

Activity 1: Imagination

1). Suppose a bottle of ink is turned over and dirties your white shirt, what is to be done? (Wash it? Or throw it away?)

2). Suppose you catch a bad cold, what’s to be done?

3). Suppose your bike is broken, what’s to be done?

4). And suppose the earth, on which we all live, is damaged, what’s to be done?

*What can you think of when you see “pollution” this word?(waste, environment, air, water, factory, desert, climate... Try to activate the Ss schemata regarding the topic of pollution.)

II. 呈現(xiàn) (Presentation) 5min

Activity 2: Presentation

Play the song “Earth Song” sung by Michael Jackson. (Create an atmosphere)

A lot of pictures and video clips about the causes and results of the three problems mentioned in this lesson will be shown on the screen with the help of the computer.

Ss’ presentation on pollution. Attract their attention, arouse their interest, and create a good atmosphere for communication.

Activate their schemata and cultivate their ability in collecting information from the Internet and develop their ability in thinking independently.

III. 對(duì)話 / 閱讀 (Dialogue)18m

1. Pre- reading

Activity 3: Prediction

1st listening/ fast reading, one guided Q to help Ss to get the main idea:

What do you think is discussed at the conference?

2. While- reading

Activity 4: Read and answer

2nd listening/ careful reading, more Qs to get the detailed information. Develop their reading skills: skim & scan. Pay attention to the pronunciation, stress & intonation.

閱讀: Pre-reading; while-reading; post-reading (fast reading/ careful reading; skim/ scan; 識(shí)別關(guān)鍵詞key words；確定主題句；創(chuàng)設(shè)信息差information gap；T or F; 填表格chart/diagram; Predicting; Make a timeline; Make a story map。達(dá)到對(duì)課文的整體理解和掌握。So that they can have a good understanding of the whole text.)

3. Post- reading

Activity 5: Language focus

While Ss are answering the Qs, the teacher deals with some key language points.

a. is being caused b. and so on c. go on doing

d. be fit for e. standing room f. if- clause

IV. 操練 (Practice) 10m

Activity 6: Retell

Use your own words to retell the dialogue in the 3rd person.

Activity 7: Acting out

Activity 8: Drill – Supposition

Purpose: Practise the functional item of Supposition. (P. 33 Part 2; P.113, wb Ex. 3)

(Retell; act out; role play)

V. 鞏固 (Consolidation) 6m

(Discussion; interview; press conference; debate; quiz)

Activity 9: role play

Suppose you were head of a village, scientist, journalist and villager, make up a conversation and ask several groups to demonstrate in front of the class.

The Ss are encouraged to use the words and expression_r_rs like pollution, damage, be fit for, turn into, the if- clause, etc.

Activity 10: Discussion

Think of the question: Are we causing damage to the world?

What should we do to save the earth and protect our environment especially in our daily life?

Collect their answers and form a report.

VI. 作業(yè) (Homework) 1m (Writing; continue the story; recite; retell)

Write a letter to the mayor, telling him sth. about the pollution around your school.

英語(yǔ)英文版教案 篇2

在教學(xué)工作者實(shí)際的教學(xué)活動(dòng)中，很有必要精心設(shè)計(jì)一份說(shuō)課稿，寫說(shuō)課稿能有效幫助我們總結(jié)和提升講課技巧。怎樣寫說(shuō)課稿才更能起到其作用呢？下面是小編收集整理的全英文PEP小學(xué)英語(yǔ)說(shuō)課稿 Unit 4 my home，僅供參考，大家一起來(lái)看看吧。

Good morning, ladies and gentlemen, it's my great honor/ to interpret my lesson plan here. /Now I will explain this lesson from 5 aspects----analysis of teaching materials, analysis of students, teaching aims, teaching methods, and the most important one /is teaching procedure.

Now, let's focus on the analysis of teaching materials. My topic is unit 4 my home（板書）.It contains 2 parts----Let's learn and Let's do.（板書）It is very important in this unit. With the basic knowledge of this lesson, Ss can learn the following class well. The key points of this lesson,/ Ss are able to master key words, such as kitchen bathroom and so on ,and the key sentences like where's the …/ Is she in the…? And the difficult points are the pronunciation of the words kitchen and bathroom and how to lead Ss /to use the learnt knowledge in a real situation.

Next, it is about the students, and my Ss are in Grade 4, they are full of curiosity,/ creative and willing to express themselves. And they have learnt some words and expression before, so it is not difficult for them/ to learn today's lesson.

And based on analysis of teaching materials and students, I set the teaching aims as follows: the first one /is language knowledge, by the end of the lesson. Ss will be able to listen, speak, read and write the new words: kitchen bathroom and so on, and the key sentences like where's the …/ Is she in the…? The second one is language skills, through this lesson, Ss' can introduce their homes in English briefly. The last one is the emotion aims, which is to encourage Ss to love their homes and also develop their awareness of keeping their homes clean.

And in order to achieve teaching aims better and stress the key points, break through the difficult points efficiently, I will mainly use task-based teaching method, situational teaching method and TPR teaching method./ To make the English teaching more directly, CAI and tape recorder will be needed.

Now I will talk about the most important part ---teaching procedure (and the purposes of my designing). I will divide my lesson into 4 steps.

The first step is warming up (about 5 mins). After greeting with Ss, I will begin the lesson by singing a song, and I'll invite the Ss to sing/ say it with me. Like this_________________.

My purpose here is form a better English learning surrounding for Ss, it can draw Ss attention quickly to the English class and arouse their interest.

After the song, I will say we all have happy families, so is Amy. Look, this is Amy's home. (板書：房子)

(呈現(xiàn)單詞) ①I'll have a riddle for students to guess what room it is(板書). And I'll give them some tips to help them to get the right answers. For example, I'll give some hints like there is a bed and a closet in this room. Oh, it's a bedroom. Great, this is the study(通過(guò)猜謎呈現(xiàn)兩個(gè)單詞) and I will ask Ss to read after me of the words

② How about this one? I'll cover a part of the rooms and let Ss guess. Bingo, it's a bathroom. And I'll ask Ss to read after me.

③Now Amy's hiding in one of the rooms, I'll let Ss guess “ where is …”/ “ is she in…”/ yes, she is/ no, she isn't.

My purpose of this part is to use different ways to present the words and sentences for a better understanding.

After presenting these words and sentences, I'd like to go on the third step---practice. I'll let Ss review the words and sentences by a chant。For the first time , we will have the chant together and do the actions. Like this “go to the living room, watch TV; go to the study, read a book” And for the second time, I'll say watch TV，Ss say go to the living room. I say read a book, Ss say go to the study..

After a chant, I'll have a game called hide and seek let students guess where is Amy. I'll let Ss close their eyes and I put a picture of Amy may be in the study, and students may ask “ where is Amy? Is she in the bedroom?” I'll say “No, she isn't” “where is Amy? Is she in the study?” “ Yes ,she is.”

My purpose here is to let Ss consolidate the knowledge in a relaxed atmosphere.

After practice, I'll move to the fourth step---extension. First, I'll divide the whole class into groups, four in a group. Discuss and draw their own homes ,describe where their parents are in the home。At the same time, I'll walk around the classroom and give them some suggestions. Maybe 3 mins later, I will invite some groups to come here to perform their dialogue, and I'll give them comments.

My purpose is to focus on the Ss and cultivate their language ability and cooperative ability.

The last step is homework. I'll ask Ss to listen to the tape and follow it 3 times. Because it can help them to correct their pronunciation after class.

And this is my layout.

That's all. Thank you for your attention!

英語(yǔ)英文版教案 篇3

小學(xué)英語(yǔ)英文說(shuō)課稿范文

Hello dear teachers and judges, today I’m going to talk about how to teach some words and sentences using clothes as an example .

Part One Analysis of the Teaching Material

I. STATUS AND FUNCTION

From this lesson, the students will learn how to describe other’s clothes. The useful expression_rs and words can be used to describe others more freely and vividly. Therefore this lesson is an important portion of the teaching material.

Such a topic is related to daily life, so it is helpful to raise the learning interests of students and it will also help to improve their spoken English.

II .ANALYSIS OF THE STUDENTS

The Ss in Grade four have learned English for several years, but they still lack some learning strategies and their vocabularies are limited.

III.TEACHING AIMS AND DEMANDS

The teaching aim is established according to the New Curriculum of Primary School English.

1.Knowledge objects

(1) To enable the students to understand and speak five new words and two sentence patterns: wear, shirt, T-shirt, dress, skirt. He’s wearing a… She’s wearing a…

(2) To be able to describe someone else more freely.

(3) To enlarge the Ss’ vocabulary.

2. Ability objects

(1) To develop the Ss’ speaking strategy.

(2)To develop the Ss’ vocabulary strategy. (word guessing etc.)

(3) To encourage the students cooperation amongst in their studies.

3.Moral objects

To arouse the students’ interest of learning English and to have them participate actively in language communication. To stimulate the students’ creativity .

IV.TEACHING KEY AND DIFFICULT POINTS

The teaching key and difficult points are based on the aims and demands.

TEACHING KEY POINTS :

To grasp the five new words and two sentence patterns.

TEACHING DIFFICULTIES

1.Improve Ss’s speaking ability to describe others more freely

2. Develop their lateral thinking through games .

V.TEACHING AIDS

A Computer

PART 2 Teaching Methods

1. Student-centered teaching

2. Task-based learning

3. Communication through learning

PART 3 Studying Ways

Activity-based learning(individual work; pair work; group work; class work)

Problem Analysis

Teaching which appeals to learners’ needs can facilitate learning . It is necessary to investigate why the students were showing less and less interested , and devoting less and less effort. So interviews were held and questionnaires were issued. It is found that:

a. Those poor learners report that , due to their lack of practice. They can’t complete sentences.

b. Some students report that they are afraid of being laughed at by other students.

c. Quite a number of students report that they are afraid of being criticized and thus withdraw from classroom activities.

d. Some students aren’t interested in practicing speaking .

Possible Solutions

Taking the above factors into consideration, the following solutions were proposed:

a. Employing interesting role work to help the students understand and learn new knowledge.

b. Organizing interesting activities to motivate the students to speak more English in the oral lesson. Make the students have to speak so that they would be interested in speaking English .

d. Encouraging the students to speak.

4. Project objective

Part Four Teaching Procedure

Step 1 warm up

to arouse Ss’ interest ,play a “colour song” on the computer, let the students become familiar with the phrase “ Who’s wearing…”

Step 2 Lead-in

To introduce the new words and sentences ,I create a situation here, Sam and Amy are Australian children , they decide to buy some summer clothes because it’s getting hotter in their county. What will they buy?

(purpose: To present the new words and increase students geographical knowledge at the same time)

Step 3 practice

After presentating the new words, the students need some activities to practice them. Students greatly welcome games. They can create a cheerful and light-hearted environment and arouse students’ interest in learning English. Games are considered one of the most effective ways to improve efficiency in language learning. So in this part, I will use a power point I prepared to play some games with the students:

1. Let them try to memorize how many models are wearing a T- shirt/ shirt/ dress/skirt? 2

2. How many models they can introduce by using the sentence in a limit time: He’s wearing a …/She’s wearing a…

3. And the third game is to try to answer some questions according to the shadow pictures.

4. Step 4 extension

(to develop their creativity and speaking ability)

Organize Ss into groups of four and discuss “ how can you help them to find “the missing person（situation: a little child is lost in a shopping mall and he/she is trying to find his parent）

Step 8 Homework

Design a T-shirt , or some other clothes that you like.

英語(yǔ)英文版教案 篇4

初一外語(yǔ)教學(xué)工作總結(jié) -教學(xué)工作總結(jié)

初一外語(yǔ)教學(xué)工作總結(jié)07月08日星期四19：47教師是天底下最光輝的職業(yè)，我喜歡教師這個(gè)職業(yè)，我的工作態(tài)度一向是積極主動(dòng)的,本學(xué)期我擔(dān)任初一(一)班和初一(二)班的外語(yǔ)教學(xué)。由于所任課的初一年級(jí)的基礎(chǔ)教底，外加教學(xué)經(jīng)驗(yàn)不足，我對(duì)教學(xué)工作更是不敢絲毫怠慢，平時(shí)深入研究教材教法，虛心向組內(nèi)同學(xué)科老師學(xué)習(xí)。經(jīng)過(guò)半學(xué)期努力，獲取了一些寶貴的教學(xué)經(jīng)驗(yàn)。以下是我對(duì)這學(xué)期的總結(jié)：一：思想工作方面我自參加工作以來(lái)，一直堅(jiān)持黨的四項(xiàng)基本原則，貫徹執(zhí)行黨在新時(shí)期下關(guān)于素質(zhì)教育的方針政策，著力于培養(yǎng)學(xué)生的創(chuàng)新能力，既教書又育人。本學(xué)期初在業(yè)務(wù)主任張老師的講解中學(xué)習(xí)了很多先進(jìn)的教育，教學(xué)思想，根據(jù)《學(xué)習(xí)新課程，品位新理念》進(jìn)行了大膽的創(chuàng)新。同時(shí)根據(jù)自身的實(shí)際需要繼續(xù)學(xué)習(xí)了有關(guān)《課本劇表演在初中的運(yùn)用》，《陶行知的教育思想》，《任小艾的班主任工作藝術(shù)》等內(nèi)容。與此同時(shí)在業(yè)余時(shí)間不斷進(jìn)行自修，寫感想并投入實(shí)踐中操練。在工作中，不怕困難，頑強(qiáng)拼搏，敢于創(chuàng)新，在教育教學(xué)方面取得了一定的成績(jī)。俗話說(shuō)：“活到老，學(xué)到老”，本人一直在各方面嚴(yán)格要求自己，努力地提高自己，以便使自己更快地適應(yīng)社會(huì)發(fā)展的形勢(shì)。通過(guò)閱讀大量的道德修養(yǎng)書籍，勇于解剖自己，分析自己，正視自己，提高自身素質(zhì)。二：教育工作方面一學(xué)期來(lái)，本人認(rèn)真?zhèn)湔n、上課、聽課，及時(shí)批改作業(yè)、講評(píng)作業(yè)，做好課后輔導(dǎo)工作，廣泛涉獵各種知識(shí)，形成比較完整的知識(shí)結(jié)構(gòu)，嚴(yán)格要求學(xué)生，尊重學(xué)生，發(fā)揚(yáng)教學(xué)民主，使學(xué)生學(xué)有所得，從而不斷提高自己的教學(xué)水平和思想覺(jué)悟，并順利完成教育教學(xué)任務(wù)。認(rèn)真鉆研教材，對(duì)教材的基本思想、基本概念，每句話、每個(gè)字都弄清楚，了解教材的結(jié)構(gòu)，重點(diǎn)與難點(diǎn)，掌握知識(shí)的邏輯，能運(yùn)用自如，盡量補(bǔ)充資料。了解學(xué)生原有的知識(shí)技能的質(zhì)量，在本學(xué)期，我適應(yīng)新時(shí)期教學(xué)工作的要求，從各方面嚴(yán)格要求自己，積極向老教師請(qǐng)教，結(jié)合本校的實(shí)際條件和學(xué)生的實(shí)際情況，勤勤懇懇，兢兢業(yè)業(yè)，使教學(xué)工作有計(jì)劃，有組織，有步驟地開展。教學(xué)就是教與學(xué)，兩者是相互聯(lián)系，不可分割的，有教者就必然有學(xué)者。學(xué)生是被教的主體。因此了解及分析學(xué)生實(shí)際情況，實(shí)事求是，具體問(wèn)題具體分析，做到因材施教，對(duì)授課效果有直接影響。這就是教育學(xué)中提到的“備教法的同時(shí)要備學(xué)生”。這一理論在我的教學(xué)實(shí)踐中得到了驗(yàn)證。教學(xué)中，備課是一個(gè)必不可少，十分重要的環(huán)節(jié)，備學(xué)生，又要備教法。備課不充分或者備得不好，會(huì)嚴(yán)重影響課堂氣氛和積極性，曾有一位前輩對(duì)我說(shuō)：“備課備不好，倒不如不上課，否則就是白費(fèi)心機(jī)。”我明白到備課的重要性，因此，每天我都花費(fèi)大量的時(shí)間在備課之上，認(rèn)認(rèn)真真鉆研教材和教法，不滿意就不收工。雖然辛苦，但事實(shí)證明是值得的。本屆初一是我?guī)У牡谝粚脤W(xué)習(xí)新教材的一屆，有很多教學(xué)上的東西需要自己去學(xué)習(xí)，專研。一：時(shí)間是勝利的法寶，有人說(shuō)“時(shí)間就是金錢?！币灿腥苏f(shuō)時(shí)間就是生命，要我來(lái)說(shuō)時(shí)間就是提高學(xué)生成績(jī)最好的方式。1.在初本學(xué)期學(xué)習(xí)過(guò)程中，哪個(gè)環(huán)節(jié)出現(xiàn)問(wèn)題都會(huì)直接影響學(xué)生們的對(duì)英語(yǔ)的興趣。由于兩個(gè)班級(jí)的差距較大，所以兩個(gè)班級(jí)的講課進(jìn)度有所不同。對(duì)于一班相對(duì)基礎(chǔ)較好，所以抓優(yōu)等生是我本學(xué)期的目標(biāo)，在抓尖子生的同時(shí)，對(duì)于學(xué)困生，中等生的培養(yǎng)也是本學(xué)期，的主要工作目標(biāo)。課內(nèi)重點(diǎn)培養(yǎng)，課外重點(diǎn)輔導(dǎo)。一直以來(lái)讓學(xué)生們擔(dān)心的聽力內(nèi)容，到兄弟學(xué)校借閱資料，在考試前半月進(jìn)行了集中訓(xùn)練。2.課上積極開展課本劇活動(dòng)，本學(xué)期課上有針對(duì)的課本劇訓(xùn)練達(dá)到15節(jié)，在這個(gè)過(guò)程中學(xué)生們充分展示自己的外語(yǔ)水平，不怕失敗，在兩次家長(zhǎng)會(huì)上學(xué)生們表演了《灰姑娘》，以及大型生活情景劇。3.為了提高學(xué)生們的.合作意識(shí)，本學(xué)期提高了小組學(xué)習(xí)的質(zhì)量。在課上以8個(gè)學(xué)習(xí)小組為中心，負(fù)責(zé)課上的活動(dòng)。課外由各組的組長(zhǎng)進(jìn)行有針對(duì)性的管理，比如作業(yè)，課外知識(shí)訓(xùn)練。通過(guò)本學(xué)期的綜合成績(jī)，各個(gè)小組的學(xué)生都有明顯的進(jìn)步。4.加強(qiáng)學(xué)生的管理力度，為了提高口語(yǔ)水平，以及能更好的熟記單詞，句型。每天由學(xué)生進(jìn)行早讀活動(dòng)，時(shí)間15分鐘，在這個(gè)期間學(xué)生們能做到認(rèn)真，細(xì)心，讓我感到很高興，在老師不在的時(shí)候，有領(lǐng)讀的同學(xué)負(fù)責(zé)。在這個(gè)過(guò)程中如果出現(xiàn)錯(cuò)誤，大家都能認(rèn)真的指出，從而提高了大家的學(xué)習(xí)質(zhì)量。5.備課充分，能調(diào)動(dòng)學(xué)生的積極性，上課效果就好。但同時(shí)又要有駕馭課堂的能力，因?yàn)閷W(xué)生在課堂上的一舉一動(dòng)都會(huì)直接影響課堂教學(xué)。因此上課一定要設(shè)法令學(xué)生投入，不讓其分心，這就很講究方法了。上課內(nèi)容豐富，現(xiàn)實(shí)。教態(tài)自然，講課生動(dòng)，難易適中照顧全部，就自然能夠吸引住學(xué)生。所以，老師每天都要有充足的精神，讓學(xué)生感受到一種自然氣氛。這樣，授課就事半功倍。英語(yǔ)是一門外語(yǔ)，對(duì)學(xué)生而言，既生疏又困難，在這樣一種大環(huán)境之下，要復(fù)習(xí)好英語(yǔ)，就要讓學(xué)生喜愛(ài)英語(yǔ)，讓他們對(duì)英語(yǔ)產(chǎn)生興趣。否則學(xué)生對(duì)這門學(xué)科產(chǎn)生畏難情緒，不愿學(xué)，也無(wú)法學(xué)下去。為此，我采取了一些方法，就是幫助班上的同學(xué)改英文名，盡量多講一些關(guān)于英美國(guó)家的文化，生活故事，讓他們更了解英語(yǔ)，更喜歡學(xué)習(xí)英語(yǔ)。英語(yǔ)是語(yǔ)言。困此，除了課堂效果之外，我還要求讓學(xué)生多讀，多講，多練。課后發(fā)現(xiàn)學(xué)生作業(yè)問(wèn)題及時(shí)解決，及時(shí)講清楚，讓學(xué)生即時(shí)消化。基礎(chǔ)是一種能力，未來(lái)的社會(huì)是一個(gè)不斷更新的社會(huì)，要立足于之，就必須不斷地學(xué)習(xí)，獲得新知識(shí)，充實(shí)自己，換句話說(shuō)，在學(xué)校學(xué)的那些具體知識(shí)，是遠(yuǎn)遠(yuǎn)不夠的，所以我們要給學(xué)生的是一種能延續(xù)的東西，這就是能力。另外，對(duì)部分不自覺(jué)的同學(xué)還采取強(qiáng)硬背誦等方式，提高他們的能力。針對(duì)班級(jí)的后進(jìn)生，本學(xué)期做了如下工作，首先，從思想上使他們認(rèn)識(shí)到學(xué)習(xí)外語(yǔ)的重要性，指導(dǎo)他們學(xué)習(xí)外語(yǔ)的方法，提高他們的學(xué)習(xí)興趣，在平時(shí)利用中午時(shí)間對(duì)他們進(jìn)行各種題型的訓(xùn)練，并且在業(yè)余時(shí)間進(jìn)行家訪，幫助家長(zhǎng)一起在生活學(xué)習(xí)上出謀劃策。通過(guò)這些方法，在一定程度上他們有了很大的變化。教育是一項(xiàng)高難度的工作，要做好它，十分不易。但我相信，只要樂(lè)崗敬業(yè)，定會(huì)有所收獲。我的精神生活中將會(huì)有一份常人無(wú)法比擬的歡愉。因此，無(wú)論怎樣辛苦，我都會(huì)繼續(xù)努力，多問(wèn)，多想。爭(zhēng)取闖出自己的一片天空。本學(xué)期的工作告一段落，初一工作中取得了一定的成績(jī)，。在工作中有很多值得思考的地方，同時(shí)有很多自己認(rèn)為不合適的地方，望請(qǐng)領(lǐng)導(dǎo)指正，并給予幫助！

英語(yǔ)英文版教案 篇5

初中英語(yǔ)聽說(shuō)課課件

1.三步聽力預(yù)測(cè)驗(yàn)證訓(xùn)練法

老師在聽力訓(xùn)練前告訴學(xué)生聽力材料的標(biāo)題,要求學(xué)生分析標(biāo)題來(lái)預(yù)測(cè)段落內(nèi)容, 并在老師的幫助下運(yùn)用經(jīng)驗(yàn)來(lái)推論結(jié)果。接著, 通過(guò)聽來(lái)驗(yàn)證學(xué)生的預(yù)測(cè)并對(duì)比檢測(cè)結(jié)果; 強(qiáng)化學(xué)生的預(yù)測(cè)判斷能力, 加強(qiáng)聽力的目的性, 保證聽力訓(xùn)練的效度。如聽力材料: Pollution。

第一步, 老師首先板書聽力材料的主題———Pollution。

第二步, 師生設(shè)問(wèn)和討論預(yù)測(cè)內(nèi)容并推導(dǎo)結(jié)論:What’s Pollution? How many kinds? Where is it fromin your opinions? How to stop different kinds of pollution?

第三步, 聽錄音驗(yàn)證假設(shè)。

2.任務(wù)型聽力訓(xùn)練法

該方法要求學(xué)生在聽懂的基礎(chǔ)上, 利用輸入的語(yǔ)言信息去完成一項(xiàng)任務(wù)或多項(xiàng)任務(wù)。這些任務(wù)是老師圍繞聽力材料所提供的語(yǔ)言情景和語(yǔ)言信息預(yù)先設(shè)計(jì)的, 通過(guò)任務(wù)的完成和此后的評(píng)價(jià)來(lái)檢驗(yàn)學(xué)生的理解程度。

( 1) 錄音填表格。( 略)

( 2) 聽后畫圖。初級(jí)聽力訓(xùn)練階段需要學(xué)生運(yùn)用抽象思維能力, 更需要學(xué)生運(yùn)用形象思維能力。聽后畫圖的方法旨在培養(yǎng)學(xué)生的空間定位能力、想像力以及信息接受、處理、聯(lián)想、加工及組合能力。

( 3) 聽后寫(通知、信、邀請(qǐng)函等) 。老師選用部分應(yīng)用文體做聽力材料, 既培養(yǎng)學(xué)生信息的轉(zhuǎn)換能力, 又強(qiáng)化四會(huì)技能的相互滲透。聽是寫和說(shuō)的基礎(chǔ), 說(shuō)和寫是聽的提高。

( 4) 聽后回答,重述, 轉(zhuǎn)述。聽后回答可采用四種問(wèn)答方式: ①一般疑問(wèn)句問(wèn)答, 弄清人物的職業(yè)身份; ②圍繞where、when、what 來(lái)設(shè)計(jì)問(wèn)答,弄清事情經(jīng)過(guò)及發(fā)生的時(shí)間地點(diǎn); ③圍繞how、why來(lái)設(shè)計(jì)問(wèn)答, 弄清事情的前因后果及方式方法; ④圍繞標(biāo)題內(nèi)容來(lái)設(shè)計(jì), 目的是幫助學(xué)生理解言外之意, 促使學(xué)生能運(yùn)用自己的綜合語(yǔ)言能力進(jìn)行創(chuàng)造性問(wèn)答。重述要求學(xué)生將聽到的材料一字不漏敘述出來(lái), 訓(xùn)練學(xué)生的語(yǔ)音語(yǔ)調(diào)以及聽力的精確性。轉(zhuǎn)述要求學(xué)生能對(duì)聽力材料進(jìn)行粗加工, 訓(xùn)練學(xué)生抓大意的能力、語(yǔ)言運(yùn)用的靈活性以及初步的英語(yǔ)思維能力。

( 5) 聽后譯。聽后展開的活動(dòng)形形色色, 其中包括聽后口譯和聽后筆譯, 它有利于學(xué)生準(zhǔn)確地理解語(yǔ)言, 轉(zhuǎn)換語(yǔ)言, 實(shí)現(xiàn)準(zhǔn)確的交際運(yùn)用。

3.分層聽力訓(xùn)練

為加強(qiáng)學(xué)生聽力目的性訓(xùn)練和聽力記憶, 可以圍繞一篇聽力材料進(jìn)行四層次訓(xùn)練, 即“聽辨”、“聽知”、“聽記”、“聽析”。第一層通過(guò)“聽辨”環(huán)節(jié)來(lái)了解、辨明對(duì)話的人物及其相互關(guān)系。通過(guò)理順人物關(guān)系, 可以預(yù)測(cè)和判斷談話的目的或意圖,聽力訓(xùn)練就會(huì)有的放矢。“聽知”就是通過(guò)聽來(lái)了解聽力材料包含的基本內(nèi)容, 把W- question(where/when/what) 作為了解內(nèi)容的基本脈絡(luò)?！奥犛洝本褪锹犝邞?yīng)記住談話中涉及的數(shù)據(jù)。“聽析”要求學(xué)生聽出對(duì)話中包含的“話里有話”、“弦外之音”或“即興幽默”等。

4.五步聽力訓(xùn)練

( 1) 熱身聽:聽出段落中出現(xiàn)的生詞, 如老師講解部分不能猜出詞義的生詞, 并抓住文化承載詞進(jìn)行背景介紹和文化滲透。

( 2) 搜索聽:通過(guò)who, where, when, what 提問(wèn),吸收聽力材料所包含的.字面信息, 即直接能從文字中獲取的信息, 訓(xùn)練學(xué)生的集合思維和形象思維能力。

( 3) 思考聽:通過(guò)why, how來(lái)設(shè)計(jì)提問(wèn), 抓對(duì)聽力短文深層次的理解, 弄清事物的因果關(guān)系, 訓(xùn)練學(xué)生的分析能力和抽象的邏輯思維能力。

( 4) 協(xié)商聽:通過(guò)聽來(lái)抓主題句, 邊聽邊討論,抓文章大意, 理解短文的中心思想, 讓學(xué)生為聽力材料加主題或選主題, 訓(xùn)練學(xué)生對(duì)所聽內(nèi)容的歸納能力。

( 5) 評(píng)價(jià)聽:通過(guò)老師設(shè)計(jì)的形成測(cè)試( 答問(wèn)、判斷、選擇) , 或通過(guò)聽后做、聽后寫、聽后制作等活動(dòng)來(lái)檢驗(yàn)聽力成果, 老師可通過(guò)給予學(xué)生以恰當(dāng)評(píng)價(jià)來(lái)激發(fā)學(xué)生的成就動(dòng)機(jī)。

5. 單句聽力訓(xùn)練“三字訣”: “分” “變”“準(zhǔn)”

“分”指注意力的合理分配, 具體來(lái)說(shuō)就是注意力的聽前分配和聽中分配?！奥犌胺峙洹敝冈趩尉渎犃η暗臅r(shí)間間歇區(qū)的注意力的分配?！奥犞蟹峙洹敝冈诼牼渥訒r(shí), 聽者分配一部分注意力進(jìn)行聯(lián)想或推理。

“變”指單句聽力應(yīng)該進(jìn)行變速訓(xùn)練, 語(yǔ)速分別為80w/m、100w/m、120w/m、150w/m, 強(qiáng)化學(xué)生的應(yīng)變能力, 可進(jìn)行分句變速、分段變速、交替等方式來(lái)進(jìn)行。

“準(zhǔn)”要求學(xué)生迅速準(zhǔn)確地掌握信息。單句聽力訓(xùn)練一般要求只聽一遍, 不能重復(fù)播放。若有必須重復(fù)的單句聽力材料, 可以隔日再聽。

6.游戲聽力訓(xùn)練

游戲是訓(xùn)練學(xué)生聽力的一種特殊形式。它能激發(fā)學(xué)生聽的興趣, 還能調(diào)動(dòng)他們進(jìn)行邏輯性的思維活動(dòng)。為加強(qiáng)游戲聽力訓(xùn)練的客觀效果, 老師可以在課前錄制好聽力帶:

Tom was holding a thin book when he said to Peter,“I will put this book on the floor of this room,andput nothing above it,I believe you can’t jump over it. ”“It’s an easy thing .”said Peter. But after Tom put thebook on the floor,Peter really couldn’t jump over it.Doyou know where Tom put the book? (In the corner ofthe room.)

7.聽寫法

聽寫法能訓(xùn)練學(xué)生的聽力理解能力、瞬間記憶能力、速寫能力, 以及訓(xùn)練學(xué)生聽力的準(zhǔn)確性。聽寫根據(jù)實(shí)際可分為兩步聽寫和三步聽寫訓(xùn)練。對(duì)基礎(chǔ)較好的學(xué)生可進(jìn)行兩步聽寫。而對(duì)條件較差的學(xué)生可進(jìn)行三步聽寫教學(xué): ①聽句會(huì)意: 要求學(xué)生盡量聽懂大意, 聽后復(fù)述, 學(xué)生可以復(fù)述句子的片段,能復(fù)述多少不限; ②再聽完整復(fù)述, 憑記憶寫出句子; ③重聽檢驗(yàn), 修正句子。

其實(shí)聽力的培養(yǎng)并不難, 只要師生都樹立信心,盡可能多地抓住實(shí)踐機(jī)會(huì), 堅(jiān)持不懈地進(jìn)行大量反復(fù)的練習(xí), 定會(huì)不斷地提高聽力水平。

英語(yǔ)英文版教案 篇6

acquire習(xí)得

active l vocabulary 積極外語(yǔ)詞匯

bilingual 雙語(yǔ)的

classification 分類

communicative ability 交際能力

communicative function 交際功能

a communication-oriented activity 以交際為中心的活動(dòng)

comparison and contrast 比較和對(duì)照

cross lingual technique 跨語(yǔ)言（教學(xué)）法

equivalent expression 相對(duì)應(yīng)的表達(dá)

flt(foreign language teaching) 外語(yǔ)教學(xué)

free interpretation 自由口譯

functional equivalent 功能對(duì)應(yīng)的表達(dá)

grammar formula 語(yǔ)法公式

initial 首字母縮寫詞

l proficiency 外語(yǔ)水平

language proficiency 語(yǔ)言水平

plural noun 復(fù)數(shù)名詞

privacy 隱私

reference system 參照系統(tǒng)

similarities and differences 異同點(diǎn)

style 風(fēng)格

taboo 禁忌

target culture 目標(biāo)語(yǔ)文化

teaching/learning technique 教/學(xué)方法

third person singular 單數(shù)第三人稱

word list 單詞表

conversion drill 轉(zhuǎn)換練習(xí)

decode 解碼

demonstration：示范

encode 編碼

information gap 信息溝

inhibition 約束，抑制

interaction 交互作用，互動(dòng)

mechanical drills 機(jī)械操練

motivation 動(dòng)力

nonverbal 非言語(yǔ)的

pantomime 啞劇，用手勢(shì)表達(dá)

participation 參與

receptive 接受性的

scenario 劇本

stimulate 激發(fā)

stimulus 刺激，促進(jìn)因素

substitution drills 替換練習(xí)

target language 目標(biāo)語(yǔ)，指要學(xué)習(xí)的語(yǔ)言

unpredictability 不可預(yù)見性

cluster sampling 整群抽樣

cohort design 類似群體設(shè)計(jì)

control variable 控制變量

criterion group design 標(biāo)準(zhǔn)組設(shè)計(jì)

dependent variable 依變量

expectancy effect 期望效應(yīng)

experimental mortality 實(shí)驗(yàn)死亡率

external change 外部變化

external validity 外部效度

history 歷史

independent variable 自變量

instability 不穩(wěn)定性

instrumentation 手段

interaction of several factors 因素的交互組合

internal change 內(nèi)部變化

internal validity 內(nèi)部效度

interrupted time series design 間斷時(shí)間次序設(shè)計(jì)

maturation 成熟

moderator variable 調(diào)節(jié)變量

non-designs 前實(shí)驗(yàn)設(shè)計(jì)

nonequivalent dependent variables design 非等值依變量設(shè)計(jì)

observational techniques 觀察技巧

one-group posttest-only design 一組實(shí)驗(yàn)后測(cè)試設(shè)計(jì)

one-group pretest-posttest design 一組實(shí)驗(yàn)前后測(cè)試設(shè)計(jì)

operational definition 操作定義

outcome variable 結(jié)果變量

posttest-only control group design 只有實(shí)驗(yàn)后測(cè)試的控制組設(shè)計(jì)

prestest-posttest control group design 實(shí)驗(yàn)前后測(cè)試的控制組設(shè)計(jì)

pretesting 前測(cè)試

quasi-experimental designs 準(zhǔn)實(shí)驗(yàn)設(shè)計(jì)

questionnaire 問(wèn)卷調(diào)查

quota sampling 定額抽樣

random sampling 隨機(jī)抽樣

repeated treatment design 反復(fù)處理設(shè)計(jì)

research hypothesis 研究假設(shè)

selection 選擇

statistical regression 統(tǒng)計(jì)回歸

systematic sampling 系統(tǒng)抽樣

true experiment 真正的實(shí)驗(yàn)

untreated control group design with pretest and posttest

language learning objective 語(yǔ)言學(xué)習(xí)目標(biāo)

curriculum 課程目標(biāo)

action and interaction 作用和相互作用

examination prescription 考試指南

philisophy of teaching 教學(xué)觀念

practicality 實(shí)用性

pragmaticality 實(shí)效性

motivational drive 動(dòng)力驅(qū)動(dòng)

reality 現(xiàn)實(shí)性

learning strategy 學(xué)習(xí)策略

terminal objective 結(jié)果目標(biāo)

enabling objective 過(guò)程目標(biāo)

evaluation 評(píng)價(jià)

formative assessment 形成性測(cè)試

assignment 作業(yè)布置

language acquisition 語(yǔ)言習(xí)得

individual difference 個(gè)體差異

auditory 聽覺(jué)

scientificity 科學(xué)性

variety多樣性

flexibility 靈活性

creativity 創(chuàng)造性

learner-centered 學(xué)生中心

awareness of syllabus 大綱意識(shí)

contextualized setting 語(yǔ)境

affirmative answer 肯定回答

allocation of roles 角色分配

assessment 評(píng)估

assessor 評(píng)估者

bilabial 雙唇音

brainstorm 集思廣益/大腦風(fēng)暴

chinese pinyin 漢語(yǔ)拼音

closed pairs 練習(xí)式結(jié)對(duì)活動(dòng)

designing 設(shè)計(jì)

communicative ability 交際能力

communicative function 交際功能

content feedback 內(nèi)容反饋

consonant clusters 輔音連綴

compulsory course 必修課

classroom teaching 課堂教學(xué)

demonstration 示范，演示

demonstrator 示范者，演示者

diphthong 雙元音

elicitation 誘導(dǎo)，引出

evaluation 評(píng)價(jià)

exponents 范例

feedback 反饋

form feedback 形式反饋

falling tone 降調(diào)

fluency practice 流利度訓(xùn)練

group work 小組活動(dòng)

information gap 信息溝

instructor 指導(dǎo)者

intensive reading 精讀

interactional language 交際性語(yǔ)言

intonation 語(yǔ)調(diào)

indoor activities 室內(nèi)活動(dòng)

jazz chants 爵士樂(lè)

jigsaw games 拼圖游戲

language units 語(yǔ)言單位

language input 語(yǔ)言輸入

language proficiency 語(yǔ)言熟練度

manners of articulation 發(fā)音方法

mime 模擬, 模仿

monitor 監(jiān)督者，監(jiān)督者

nasals 鼻音

noughts and crosses 拼字游戲

open pairs 演示性接對(duì)活動(dòng)

organizer 組織者

outdoor activities 室外活動(dòng)

pair work 結(jié)對(duì)活動(dòng)

participation 參與

places of articulation 發(fā)音部位

practice stage 實(shí)踐階段

procedure 步驟

prompts 提示性語(yǔ)言

pronunciation practice 語(yǔ)音練習(xí)

quiz 知識(shí)小測(cè)驗(yàn)

remedial measures 補(bǔ)救性措施

rhyme 韻律

rhythm 節(jié)奏

rising tone 聲調(diào)

received pronunciation 標(biāo)準(zhǔn)語(yǔ)音

role plays 角色扮演

safety coefficient 安全系數(shù)

scan 略讀

skim 快讀

supplementary form 補(bǔ)充形式

supervisor 督促者

stress 重音

structure practice 結(jié)構(gòu)練習(xí)

teaching syllabus for full-time secondary schools 全日制中學(xué)教學(xué)大綱

tongue twisters 繞口念

vocal organs 發(fā)音器官

vocabulary practice 詞匯練習(xí)

alphabet chart 字母表

authentic printed material 原文材料

flip chart 瀏覽圖表

grammar chart 語(yǔ)法圖表

jefc 初中英語(yǔ)

model 模型

object visual 實(shí)物教具

phonetic chart 語(yǔ)音圖表

picture flash card 圖畫卡片

questionnaire 問(wèn)卷

sentence building card 組句卡

sentence building grid 組句表格

speech organ 發(fā)音器官

syllable wheel 音節(jié)風(fēng)車

teaching aids 教具

visuals 可視教具

wall picture 墻畫

wall poster 墻貼

word building card 組詞卡

word flash card 單詞卡片

word map 聯(lián)想圖表

word slide 單詞滑梯

work card 練習(xí)卡

work sheet 分發(fā)材料

blackboard arrangement 黑板布局

board writing 板書

dynamic person 動(dòng)態(tài)人物畫

full cursive 草體

inanimate object 靜物

main board writing 主板書

minor board writing 副板書

printing style 印刷體

simple blackboard drawing 黑板簡(jiǎn)筆畫

simple cursive 簡(jiǎn)單草體；行體

simple picture 簡(jiǎn)筆畫

static image 靜物畫

stick figure 簡(jiǎn)筆人物畫

writing style 書體，字體

web 網(wǎng)狀圖形

active listening積極聆聽

agenda議程

attention span注意力

automatic reaction機(jī)械反應(yīng)

classroom interaction課堂互動(dòng)

classroom routine課堂常規(guī)

communicating style傳播風(fēng)格

communication model交際模式

consultant咨詢者

cyclical (sequence)循環(huán)次序

facilitator協(xié)助者

follow-up跟蹤練習(xí)

group work activities小組活動(dòng)

half dialogue補(bǔ)全對(duì)話

information gap信息溝

instructor指導(dǎo)者

linear sequence線性次序

loss of control（課堂）失控

motivation動(dòng)機(jī)

questioner提問(wèn)者

remedial teaching糾錯(cuò)教學(xué)

rhetorical devices修辭手法

pair work activities結(jié)對(duì)活動(dòng)

personalizing個(gè)體化

prompts提示

repetition dialogue重復(fù)對(duì)話

substitution dialogue替換

sequencing次序安排

supervising監(jiān)督，管理

the need to communicate交際需求

transmission model傳授模式

whole class work activities全班活動(dòng)

allophonic : 音位變體的，語(yǔ)音變體的。

articulation: 發(fā)音動(dòng)作，發(fā)音。

consonant clusters 輔音

content words 實(shí)詞

contraction: 縮略形式。

discrimination: 辨別。

form words 虛詞

homophones: 同音異形詞

inflection: 變音；轉(zhuǎn)調(diào)；語(yǔ)音的抑揚(yáng)變化。

jingle: 疊韻的詩(shī)句。

lateral consonant 邊輔音

linking of souds 音的連讀

mimicry 模仿

minimal pair: 最小對(duì)立體。

nasals 鼻音

ongoing 持續(xù)的

oral cavity 口腔

phoneme：音位（語(yǔ)音的最小單位）；音素。

prosodic feature: 韻律特征。

remedial teaching (此處為)糾音教學(xué)法

rhythm: 節(jié)奏。

segment: 單位；切分成分。

segmental phoneme：切分音位。

sight words: 同形異音詞

soft palate 軟腭

super segmental phoneme: 超切分音位

utterance: 發(fā)聲，表達(dá)，話語(yǔ)（指兩個(gè)停頓或可能的停頓之間的一串言語(yǔ)，通常在話語(yǔ)的末尾用上升或下降的終端連音表示）。

vibration 振動(dòng) 共鳴

willy-nilly:不管愿不愿意。

anticipate 預(yù)測(cè)

brainstorm 集思廣益

chunk 片語(yǔ)

coherent unity 前后一致的整體

command 命令句

competence 能力

compile 收集

comprehensive recognition 理解性認(rèn)知

conjunction 連接詞

context 語(yǔ)境，上下文

coordinator 協(xié)調(diào)連詞

creative writing 創(chuàng)造寫作

cursive 手寫體

diagram 圖表，圖集，文圖

diction 語(yǔ)言風(fēng)格

exclamation 感嘆句

feedback 反饋

framework 框架

gap filling 填空

genre 風(fēng)格，體裁

highlight 標(biāo)明

incorporate 包括，納入

information explosion 信息爆炸

interaction 交流，合作

interior relation 內(nèi)在的聯(lián)系

jigsaw writing 割畫寫作

linker 連接詞

matching words 詞組填空

morphology 形態(tài)

muddled 亂序的

ohp overhead projector 投影儀

pattern drills 句型練習(xí)

picture writing 看圖寫話

pie chart 餅型圖表

proofread 審讀

punctuation 標(biāo)點(diǎn)

readership 讀者

rearranging scrambled sentences 亂句重組

reference注解

resulting text 完成稿

revise 校訂

rhetorical purposes 修辭目的

semantic 語(yǔ)義的

sentence chains 句子連接

sentence combining 句子組合

sentence completion 完成句子

sentence judging and making 判斷句子和造句

sentence linking 連句成段

sequencer 順序詞

statement 陳述句

structurally complete 結(jié)構(gòu)完整

substantial guidance 大量的指導(dǎo)

syntax 句法

transcend 超越

transformation 轉(zhuǎn)換

transition 過(guò)渡連接

treasure hunt 尋寶

comprehensible input 有意義輸入

cue 提示詞

chain drill 鏈?zhǔn)讲倬?/p>

deductive method 演繹法

function 功能

inductive method 歸納法

morpheme 詞素

multi- slot substitution 多成分替換

morphology 詞法

syntax 句法

the grammar translation method 語(yǔ)法翻譯法

transformation drill 轉(zhuǎn)換練習(xí)

single-slot substitution 單一成分替換

backgroud knowledge 背景知識(shí)

bottom-up processing 自下而上認(rèn)識(shí)法

communicative competence交際能力

decode解碼

encode編碼

information input/output信息輸入/輸出

interactional purpose 互動(dòng)目的

lead-in導(dǎo)入

linguistic competence語(yǔ)言能力

phatic寒暄

top-down processing自上而下認(rèn)識(shí)法

transactional purpose 信息傳遞目的

code 語(yǔ)碼

a system of words, letters, numbers, etc.

decode 解碼

to discover the meaning of a code

encoding 編碼

putting … into a code

decoding 解碼

discovering the meaning of a code

skimming 掠讀

skimming means reading quickly to get the gist, i.ethe main idea of the text

it is the method in which the reader reads only the first sentence of each paragraph of a whole passage and then recalls everything and identifies the most important pointsafter that he/she sets a goal for the assignment and plans how to do intensive reading of the entire document at a slower pace

scanning 略讀

scanning means to read and locate specific information such as figures, schedules, tables, news heading, etcthe key point in scanning is that students have something in their mind and they should ignore the irrelevant parts when reading

top-down approach 自上而下模式

it is a model of teaching reading in which the teacher teaches the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page.

bottom-up approach 自下而上模式

it is a reading model that follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text

distinguishing 辯識(shí)

finding the main idea from supporting details

predicting 預(yù)測(cè)

guessing what is coming next

sqr strategy sqr閱讀策略

sqr is a five-step procedure made up of surveying, questioning, reading, reciting, and reviewing, which can be used for reading a variety of reading materials, including textbooks and journal articles, as long as the structure or organization of the material is not too complex.

the first step is to survey the material for content and organization to create a mental map of the text and selective reading;

the second step is to predict questions that may be answered by the material on the basis of the survey to serve as an individualized knowledge framework or template of the passage to which details may be added later;

the third step is to read the assignment one section at a time for content, search for relationships among the main ideas and their supporting details, look for information that answers the predicted questions, and take note of unexpected ideas;

the fourth step is to recite to actively make mental connections among main ideas and details;

finally, review the entire chapter or article to see how the information fits together.

pqr strategy pqr閱讀策略

pqr strategy is a six-step process that involves previewing, questioning, reading, reflecting, reciting, and reviewing

the first stage is to preview the material for content and organization to create a mental map of the text and selective reading;

the second step is to predict questions that may be answered by the material;

the third stage is to carefully read the complete text, unlike sqr to read section by section, recording notes in the margin or underlining important information that answers the predicted questionsin this stage, reflection phase, information from the entire chapter or article is linked togetherthe reader should attempt to develop insight into the topic and make associations among the important material noted while reading

the fourth stage, recitation, involves summarizing the main points and supporting details of the complete text

in the final stage, review, make sure the predicted questions have been answered and that the author's purpose is fully understood

rap strategy rap閱讀策略

the rap strategy is a three-step approach involves reading, asking questions, and paraphrasing, which targets the reader's ability to understand main ideas and supporting details by emphasizing paraphrasing skills

read one paragraph of the text at a time;

ask oneself what the main idea of the paragraph is, then;

paraphrase the identified details supporting the main idea finally and record them.

reap strategy reap閱讀策略

the reap strategy is a four-step strategy that involves reading, encoding, annotating, and pondering, armed with ten varieties of annotations, each focusing on different aspects of a text, that help to improve student writing skills, meta-cognitive awareness, and comprehension of main ideas

the first step of the strategy is to read the text.

after reading the text, the information is paraphrased (encoded) by the student into his/her own words in the second step

annotation of a text that explains and/or critique the text is made in the third stepdifferent aspects of the text are handled differently when writing annotationsall together there're ten annotations, namely, summary annotation; thesis annotation; question annotation; critical annotation; heuristic annotation; intention annotation; motivation annotation; probe annotation; personal view annotation; inventive annotation.

in the fourth step the student evaluates (ponder) the annotation for accuracy and completenessthe teacher should consider how the text relates to other readings, to course objectives, and to classroom activities.

snips strategy snips閱讀策略

the snips strategy is a five-step reading approach for facilitating on-line processing through interpretation of visual aidsthe steps are: to start with questions, to note what can be learned from hints, to identify what is important, to plug the important matters into the chapter, and see if you can explain the visual to someone

the first step is to start with questions like “why am i looking at this visual aid?” the reader then asks questions to determine what kinds of information on which to focus, depending on the type of visual aid presented

in the second step, note what can be learned from hints, look for hints or clues about the meaning of the visual aid in the title, caption, lines, numbers, or colorsand activate prior knowledge as it relates to the subject

identify the main idea of the graphic in the third step.

plug the important matter into the chapter in the fourth stepconsider how the visual aid relates to the main ideas of the chapter or article

in the last step, see if you can explain the visual to another person or just explain it aloud to yourself if no one is available.

prsr strategy prsr閱讀策略

prsr stands for preview, read, self-test, and reviewtext organization, paraphrasing, and self-evaluation are stressed in prsr strategy.

in previewing stage, read the title, introduction, the headings and subheadings to determine the main ideas covered in the textexamine the illustrations for additional informationlook at the words in italics or bold printread the summary and then skim any review questions or discussion questions at the end of the chapter

in reading stage, form the headings into questions and then read with the goal of answering those questionsidentify important points by underlining or taking notesclarify meanings further with visual imagery

in self-testing step, monitor understanding by answering self-made questions as well as review and discussion questions at the end of the chapter without referring to the textuse summaries to organize important informationtry explaining key ideas and concepts to another person

for reviewing check answers to review questions against the textreconsider information that was forgotten or misunderstoodrepeat the self-test and review stages until the material is masteredthen review periodically to keep the information in long-term memory

pror strategy pror閱讀策略

the pror strategy involves pre-reading, reading, organizing and reviewing

in pre-reading stage, use the title, headings, introduction, and summary to form questions to guide readingrecall prior knowledge related to the subject to form more questions

in the second stage, read with the goal of answering the questionsannotate key concepts, supporting details, and examplesconsider how illustrations relate to the text

in organizing stage, develop rehearsal strategies to organize the important information and commit it to memoryanswer the questions aloudcompare the text to lecture material

last, reduce the information to the bare essentialstarget the information that was uncleartalk through the material to yourself or another student

parts strategy parts閱讀策略

the parts strategy is a five-step procedure that guides students in carefully reading an assignment in order to enhance learningthe five steps are: to perform goal setting, to analyze little parts, to review big parts, to think of questions you hope will be answered, and last, to state relationships

for the perform goal setting stage, consider the reason you are analyzing the text parts.

in analyzing little parts stage, divide the text into parts, such as title, headings, visuals, and wordsanalyze one part at a timeexplain the information included in each partthen, based on one part, predict what the next part will discussafter reading all parts, tie them together.

during the review big parts stage, review the introduction and summary of the textsearch for signal words, such as “the most important” or “the purpose is,” that indicates the main ideasdecide what the author's main goal or purpose isrelate the new information to knowledge you have already read about the subjectparaphrase the main ideas into your own words

in the think of questions you hope will be answered stage, identify your own questions based on titles and headings, previous knowledge, and predictionscheck the questions at the end of the text

for the last stage, state relationships, consider how the text relates to other texts in the unitconsider how the text relates to the course objectives indicated on the syllabusconsider how the text relates to what you already know about the subject

dissect strategy dissect閱讀策略

dissect stands for discover the word's context, isolate the prefix, separate the suffix, say the stem or root word, examine the stem or root word, check with someone, and try the dictionaryit is a word identification strategy

it emphasizes the systematic analysis of a word using context and word element clues

cssd strategy cssd閱讀策略

the cssd strategy is a four-step procedure combining a number of approaches for learning vocabulary words and meaningssccd stands for context, structure, sound and dictionary

the first step is to consider the context of the word

the second step is to break the word into smaller parts and look for familiar prefixes, root words, and suffixes

the third step is to analyze the word phonetically by breaking it into units of sound.

if these methods do not work, consult the dictionary in the last step

vocab game 詞匯游戲

the vocab game is for students to determine the meanings of out-of-context words through an understanding of morphemes, word parts, and etymology (word origins).

the steps of the vocab game are: to divide the class into groups, to discuss and select vocabulary words, to select a scorekeeper and recorder, to present the words, to define the words, to analyze the words, to check the definitions, to record points, to do group discussion, to record the word lists, and to evaluate the students.

the patterned language approach 模式語(yǔ)言策略

the patterned language approach is to practice word identification skills with an emphasis on word meaning

it follows these steps: to select the reading material, to read the selected material, to make and match text strips, and to write word cards.

the creative mapping strategy 圖式閱讀策略

the creative mapping strategy is to use pictorial images to help students recognize the organization of information in content readings and reorganize the main ideas and details of the text

guided reading 指導(dǎo)性閱讀

guided reading refers to timed reading conducted in class under the control and guidance of the teacher

pre-reading activities 閱讀前活動(dòng)

we mean tasks/activities that students do before they read the text in detail.

a transition device 轉(zhuǎn)換方式

a transition device is the way to transfer information from one form to another

referential words 指示詞

referential words are words such as pronouns to refer to people or things already mentioned previously in the context

making inferences 推理

making inferences means “reading between the lines” it requires the reader to use background knowledge in order to infer the implied meaning of the author.

role-play 角色表演

role-play is a very common language learning activity where students play different roles and interact from the point of view of the roles they play.

subvocalization 默念

subvocalization means a more subtle type of saying the words, also called thinking each word without actually moving the lips or tongue.

英語(yǔ)英文版教案 篇7

初中英語(yǔ)說(shuō)課稿（英文版）

a. New wrds and phrases

b. Sentence pattern: If- clause

c. iprve their reading sills.

d. Taling abut prbles f the Earth.

6. 說(shuō)教學(xué)難點(diǎn) teaching difficult pints (語(yǔ)法；發(fā)展交際能力)

a. functinal ite: Suppsitin.

b. Develp their cunicative abilit. Act ut their wn dialgue.

7. 說(shuō)教具 teaching aids (ulti-edia cputer, sftware, OHP)

The teaching sllabus sas that it’s necessar fr teachers t use dern teaching facilities. It’s f great help t increase the class densit and iprve ur teaching result. It can als ae the Ss reach a better understanding f the text b aing the classes livel and interesting. At the sae tie, it aruses the Ss’ interest in learning English.

二、說(shuō)教法 Teaching ethds

Five step ethd; audi-vide; cunicative apprach;

Tas-based learning: New Sllabus Design encurages teachers t use this teaching ethd. TBLT can stiulate Ss’ initiative in learning and develp their abilit in language applicatin. Mae the Ss the real asters in class while the teacher hiself acts as the directr and bring their abilit int full pla.

三、說(shuō)學(xué)法 Stud ethds

1. Teach Ss hw t be successful language learners.

2. Teach Ss hw t develp the reading sill — si ≈ scan; hw t cunicate with thers; hw t learn new wrds; hw t learn independentl;

3. Get the Ss t fr gd learning habits.

四、說(shuō)教學(xué)過(guò)程Teaching prcedures

I. 復(fù)習(xí) (Revisin) 5in (Dail reprt; 詞匯diagra; brainstring; activate scheata)

Activit 1: Iaginatin

1). Suppse a bttle f in is turned ver and dirties ur white shirt, what is t be dne? (Wash it? Or thrw it awa?)

2). Suppse u catch a bad cld, what’s t be dne?

3). Suppse ur bie is bren, what’s t be dne?

4). And suppse the earth, n which we all live, is daaged, what’s t be dne?

* What can u thin f when u see “pllutin” this wrd?(waste, envirnent, air, water, factr, desert, cliate... Tr t activate the Ss scheata regarding the tpic f pllutin.)

II. 呈現(xiàn) (Presentatin) 5in

Activit 2: Presentatin

Pla the sng “Earth Sng” sung b Michael acsn. (Create an atsphere)

A lt f pictures and vide clips abut the causes and results f the three prbles entined in this lessn will be shwn n the screen with the help f the cputer.

Ss’ presentatin n pllutin. Attract their attentin, aruse their interest, and create a gd atsphere fr cunicatin.

* Activate their scheata and cultivate their abilit in cllecting infratin fr the Internet and develp their abilit in thining independentl.

III. 對(duì)話 / 閱讀 (Dialgue)18

1. Pre- reading

Activit 3: Predictin

1st listening/ fast reading, ne guided Q t help Ss t get the ain idea:

What d u thin is discussed at the cnference?

2. While- reading

Activit 4: Read and answer

2nd listening/ careful reading, re Qs t get the detailed infratin. Develp their reading sills: si ≈ scan. Pa attentin t the prnunciatin, stress ≈ intnatin.

* 閱讀: Pre-reading; while-reading; pst-reading (fast reading/ careful reading; si/ scan; 識(shí)別關(guān)鍵詞e wrds；確定主題句；創(chuàng)設(shè)信息差infratin gap；T r F; 填表格chart/diagra; Predicting; Mae a tieline; Mae a str ap。達(dá)到對(duì)課文的整體理解和掌握。S that the can have a gd understanding f the whle text.)

3. Pst- reading

Activit 5: Language fcus

While Ss are answering the Qs, the teacher deals with se e language pints.

a. is being caused b. and s n c. g n ding

d. be fit fr e. standing r f. if- clause

IV. 操練 (Practice) 10

Activit 6: Retell

Use ur wn wrds t retell the dialgue in the 3rd persn.

Activit 7: Acting ut

Activit 8: Drill – Suppsitin

Purpse: Practise the functinal ite f Suppsitin. (P. 33 Part 2; P.113, wb Ex. 3)

(Retell; act ut; rle pla)

V. 鞏固 (Cnslidatin) 6

(Discussin; interview; press cnference; debate; quiz)

Activit 9: rle pla

Suppse u were head f a village, scientist, urnalist and villager, ae up a cnversatin and as several grups t denstrate in frnt f the class.

* The Ss are encuraged t use the wrds and expressin_rs lie pllutin, daage, be fit fr, turn int, the if- clause, etc.

Activit 10: Discussin

Thin f the questin: Are we causing daage t the wrld?

What shuld we d t save the earth and prtect ur envirnent especiall in ur dail life?

Cllect their answers and fr a reprt.

VI. 作業(yè) (Hewr) 1 (Writing; cntinue the str; recite; retell)

Write a letter t the ar, telling hi sth. abut the pllutin arund ur schl.

五、說(shuō)板書Blacbard design

英語(yǔ)英文版教案 篇8

一、說(shuō)教材

本課時(shí)包括A部分的Let's learn和Let's do，其內(nèi)容主要是學(xué)習(xí)常見的動(dòng)物單詞。在日常生活中我們會(huì)接觸到很多小動(dòng)物，如何讓學(xué)生學(xué)會(huì)用英語(yǔ)來(lái)表達(dá)這些動(dòng)物的名稱是本單元所要學(xué)習(xí)的教學(xué)內(nèi)容。依據(jù)教材的內(nèi)容和學(xué)生的年齡特征及認(rèn)知水平，確定以下目標(biāo)：

1、能聽說(shuō)、認(rèn)讀六個(gè)有關(guān)動(dòng)物的單詞。

2、能在Act like a……的指令下模仿小動(dòng)物的動(dòng)作。

二、說(shuō)重點(diǎn)和難點(diǎn)

本課時(shí)教學(xué)重點(diǎn)是學(xué)習(xí)六個(gè)有關(guān)動(dòng)物的詞匯。教學(xué)難點(diǎn)是靈活運(yùn)用所學(xué)單詞進(jìn)行口語(yǔ)交際。突破重難點(diǎn)的關(guān)鍵是結(jié)合低年級(jí)學(xué)生喜歡游戲的特點(diǎn)，掌握知識(shí)，并靈活地運(yùn)用。

三、說(shuō)教法

為了順利完成以上教學(xué)目標(biāo)，更好地突出重點(diǎn)，突破難點(diǎn)，按照學(xué)生認(rèn)知規(guī)律，我采用了講讀、游戲法和全身動(dòng)作反應(yīng)法相結(jié)合的方法，層層遞進(jìn)，激發(fā)學(xué)生的學(xué)習(xí)興趣，保持他們強(qiáng)烈的好奇心和旺盛的求知欲，進(jìn)而促使他們由興趣發(fā)展到產(chǎn)生要學(xué)好的志趣。

四、說(shuō)學(xué)法

鑒于本課詞匯的特點(diǎn)及學(xué)生現(xiàn)有知識(shí)水平，我準(zhǔn)備引導(dǎo)學(xué)生聽、看、說(shuō)、做來(lái)逐步引導(dǎo)學(xué)生表達(dá)動(dòng)物名稱，發(fā)展學(xué)生的語(yǔ)言思維和運(yùn)用能力。同時(shí)多表?yè)P(yáng)，勤鼓勵(lì)，使不同層次的學(xué)生都有學(xué)習(xí)積極性，在知識(shí)上均有提高。

五、說(shuō)教學(xué)流程

1、熱身

利用歌曲How are you？使學(xué)生的注意力和興趣集中到課堂。

2、新課呈現(xiàn)

學(xué)習(xí)動(dòng)物單詞是本課的教學(xué)重點(diǎn)。先讓學(xué)生觀看動(dòng)物樂(lè)隊(duì)出場(chǎng)的畫面，吸引學(xué)生的注意力，然后逐一引出單詞，教讀單詞。

3、趣味操練用各種游戲，讓學(xué)生在玩中操練所學(xué)內(nèi)容。

4、回顧

對(duì)本課所學(xué)內(nèi)容進(jìn)行小結(jié)，讓學(xué)生對(duì)所學(xué)知識(shí)有一個(gè)總體的了解。

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