-
常用的小学英语教学方法英语教学法中英对照
1 Communicative approach: the project
is based on ideas
and communication
capabilities of the system to develop
students
communicative
competence
teachings.
The
purpose
is
to
enable
students
to
use
language
to
communicate,
it
is
important
to
enable
students
to
communicate
with
each
other,
taking
into
account
the
role
and
status
of
the
people,
taking
into
account
the subject
involved, and scenarios so that they can use
language appropriately.
2
Games,
teaching
methods:
The
game
is
the
form
of
review
words,
sentences, practicing the new language point, so
that
students
learn
in
blending
music,
in
the
lively,
light
agitated,
pleasant
atmosphere
naturally
obtain
the knowledge
and
skills
in
English.
Games
require
a
brief
and
easy
to
have
fun,
but
also
closely related to
teaching content with the lesson.
3
Scenario teaching: teachers create scenarios or
simulated
scenes
of
life,
should
have
a
real,
vivid,
practical
features, ease of language students
have learned the material
synthesis, a
creative way to express the exchange. This
exercise
method,
and
a
nearly
life
communicative
function,
but
also to become monotonous, mechanical
drills sentence for
lively, vivid
communicative practice.
4
Action
Method:
In
the
lower
grades
in
English
teaching,
with a specific
image of the gestures, movements to support
English language learning, stimulate
students interest in
learning, enhance
learning.
5
The
activity
approach:
that
in
accordance
with
physical
and mental
development of students at different stages of the
process to design, layout situations,
provide materials to
enable
students
to
actively
participate
in
the
free
operation,
observe and
ponder. Through activities for the students
themselves
understand
things,
identify problems
and
arrive
at
answers, to explore the potential of
students.
6 Trinity teaching: is based
on letters, phonemes,
phonetic
intrinsic link between their business and
cross-relations will be three
integrated teaching methods.
7 Natural
law: This approach allows students to have
learned knowledge, based on their level
of proficiency to
participate in
activities.
8 Total physical response
method: the mobilization of
students,
sense organs, so that students through the various
parts of the body in action to achieve
the purpose of memory.
9 Cooperative
learning: Students are through
participation in Pair work and group
work activities, for
students to
practice language and learn from each other the
conditions and opportunities.
10 Functional-notional method: This
method is available
to the teachers
focus on students in a particular session or
when a certain context may use the
language, so that they
perceive their
capabilities to use in communication.
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：
Situational Teaching Method
情景教学法
Play Method
游戏教学法
Direct
method
直接法
Happy
teaching
快乐教学法
translating
翻译法
expository method
讲授法
Function method
功能法
communicative approach The
communicative approach
Communicative
Language Teaching
交际法
discussion method
讨论法
Import method
导入法
这个是学法，也是教法，能这么理解么？
co-operating study
合作学习
exploring
study
研究性学习
Task-
based teaching method
任务型教学法
Task-Based Language Teaching,
即
TBLT
任务型教学。
五步教学法：
Five-step
method
（这个老生常谈了。。。太多了）
Step 1 Warming up
Step 2 Presentation and practice
Step 3 Presentation
Step 4 Practice
Step 5 Post
Task
任务
五指教学法
:RPCPP
Step 1 Review Step 2 Presentation
Step 3 Consolidation
巩固
Step 4 Practice
Step 5
Project
项目
3P
教学法
g-up tation ce
Production
rk
交际型教学
Communicative
Teaching
这个是中职的课文
:
Teaching plan for Unit 16 book1
Good afternoon, everyone, It?s my great
pleasure to be here sharing my lesson
content of my lesson is Senior English for China
Book1B Unit 16
Scientists at work. I?ll
be ready to begin this lesson from five parts.
Analysis of
the teaching material, the
teaching methods, the studying methods, the
teaching procedure,and Blackboard , let
me talk about the teaching
material.
Part 1 Teaching Material:
This unit is
about science and scientists. By studying of this
unit, we
?ll
Enable the
students to know the serious attitude towards
science and develop
the interest in
science. At the same time ,Let the students learn
how to give
instructions. this lesson
plays an important part in the English teaching in
this
is an important lesson in Book
One. From this lesson, it starts asking
the Ss to grasp contents of each
passage. Therefore, this lesson is in the
important position of the teaching
material. If the Ss can learn it well, it will be
helpful to make the Ss learn the rest
of this we all know ,reading
belongs
to the input during the process of the language
learning. The input has
great effect on
output , such as speaking and writing . According
to the new
standard curriculum and the
syllabus (
新课程标准和教学大纲
), after
studying
the teaching material and
analyzing the rule of children?s growing of mind,I
think the teaching aims are the
followings:
dge objects:
a)The Ss can hear, read, and use the
main sentence patterns
b)The Ss can
understand the content of the lesson.
c)The Ss can use the patterns to
express their thoughts in the proper situation.
y objects:
(1) To develop
the Ss? abilities of listening, speaking, reading
and writing.
(2) To train
the Ss? ability of working in pairs.
(
3) To Improve the student?s
reading ability, especially their skimming and
scanning ability.
n or moral
objects:
a)By completing the task,the
Ss increase their interest and set up
self-confidence in science;
b)Teach the Ss what is “science”, put
th
e moral education in the language
study.
now,let?s come to the
Important points and the Difficult
points.
Well, how to achieve the teaching
objects better, how to stress the important
points and break through the difficult
points? As is known to us all,The modern
teaching demands the teacher should
improve the students? ability. A good
teaching method requires that the
teacher should have the leading effects.
According to the analysis of the
teaching material and the students?learning
background ,I will use the following
methods .
教法
Part
2 Teaching Methods:
In my opinion,the
main instructional aims of learning English in the
Middle
School is to develop the
students? abilities of
listening, speaking, reading,
writing
and their good sense of the English
la
nguage. So in this lesson I?ll
mainly use “Communicative”
Approach(
交际教学法
), “Whole
language
teaching”
(
整体语言教学法
)and
“Task
-
based”
language teaching
(
任务教学
法
). That is
to say, I?ll let the Ss to get a better
understanding of the key
structure of
the dialogue. According to the modern social
communication
teaching
theories(
现代社会交际教学理论
), I
adopt the TSA method(
情景教学
)
and TBLT method
(
语言任务教学
)in my teaching,
namely Total Situational
Action and
Task-
based Language former is a “scene
—
activity”
teaching method .It establishes a real
scene and the interaction between the
teacher and the Ss . The latter offers
the Ss an opportunity to complete the
tasks in which Ss use language to
achieve a specific outcome. The activity
reflects real life and learners focus
on meaning, they are free to use any
language they the same time, I?ll make
use of the modern electricity
teaching
equipments and all kinds of teaching means, it can
develop the Ss
creativity in learning
English.
学法
Part 3 Studying
Methods:
Our students are
almost from the countryside. They are lack of
geography
knowledge and the cultural
background of those foreign senior
students ,they have a certain ability
to read . And the beautiful places are most
attractive and easily arouse students
learning for the learning
methods,
they are poor in cooperative learning students
are not
active in the class ,and some
students don?t like ore, I ?ll have Ss
study in a relaxed atmosphere. Ss
understand the new knowledge in certain
degree through the mental process of
seeing, hearing, saying, observing,
thinking etc. And make preparation for
completing the new study
feeling and
understanding the language points, let Ss get the
knowledge
actively by probe
study and cooperative study. In a
word,we?ll
the Ss how to be
successful language learners.
the Ss pass
—
Imi
tation
—
Practice
（
观察
—
模仿
—
实践三步
教学法）
to study
language.
the Ss how to
master dialogues and how to communicate with
others.
Part 4 Teaching Procedure:
Step 1 Lead-in.
As we all
know ,Benjamin Franklin is a famous politician and
writer
．
But today,
we will read a passage about him as a
scientist. His serious attitude to
science .Let?s see how Franklin made
his famous electricity experiment by
flying a kite
．
1). Group competition
In the
18th and 19th century, scientists all over the
world made many important
discoveries
and inventions in different fields of physics,
chemistry, medicine,
biology and so on.
Divide the whole class into four groups to name
some of
them.
2). Group work
A match competition. Match
Column B with Column A more
examples
to make Ss get information.
Purpose of
my design:To get to know something about the story
of famous
scientists.
To
have a better understanding about the importance
of experiments in
is really difficult
for the scientists to achieve their goal , and
only after
tens of thousands of
attempts, experiments, thinking and failure can
they be
successful in their research.
Today, we are going to learn one example of them:
Franklin?s famous kite
experiment.
Step 2 Reading
1). Individual work
Skimming: Read the material fast to
find out the right picture about Franklin?s
experiment.
2). Individual
work
Scanning: Listen to the tape part
by part to find out the topic for each one.
Para 1-3
the
description of the experiment
Para 4
the
equipment of the experiment
Para 5-6
the steps of the experiment
Purpose of my design:Enable students to
understand the given material better
using different reading skills . To
present Sample A by CAI
（电脑辅助教学）
is
much
easier for the Ss to learn and grasp the meanings.
CAI can provide a
real situation with
its sound and picture and it makes the
relationships between
the Ss better. In
this course, Ss can understand the main contents
of this
dialogue and get the key points
by following the example.
Step 3
Practice
1).
Class work
With all the equipment ready
( a handkerchief made of silk, two pieces of light
wood, strings, a sharp piece of metal,
a key, a silk ribbon ), one student acts as
the host to conduct two students how to
make a kite as the one made by
Franklin.
2). Individual
work
After that, all the students try to
tell how to make such a kite in their own
words with the help of the pictures on
the screen.
Step4 Further understanding
1). Pair work
Read through
the passage to fill in the blanks in the form in
pairs.
2). Class work
Listen
to some sentences to judge whether they are true
or false.
Purpose of my design:
“Task
-
based” teaching method
is used here to develop
the Ss? ability
of communication and also their ability of
co
-operation will be
well
trained. Tell the Ss we should be polite and take
good care of our things.
We should love
our life. I think proper competition can arouse
the Ss? interest
in English learning.
If the Ss can finish this task well, they will
benefit a lot in
their spoken English.
By this step, it achieved the teaching aim of
understanding and talking the dialogue
of this lesson.
Step 5
Post-reading
1). Pair work
Franklin was
doing the experiment with his little son, and he
was a bit
curious about what his father
was doing. On the other hand, many people were
watching Franklin doing the experiment.
Divide the class into two groups to
make a dialogue in pairs, one is
between Franklin and his son ,the other
Franklin and a person watching the
experiment.
2). Group work
let Ss read the passage carefully and
answer the question: Discuss the
following questions in groups:
Students make a conclusion of de
process of Franklin?s experiment and retell
the tips of doing the
experiment
。
let Ss find out
the keys of the exercises after
their
reading.
Purpose of my
design: Most Ss can take their parts in the
activities, especially
for the Ss who
have trouble in English study. In the group
activities, they can
speak a little
English. Without doubt, this will encourage them
to speak
fact, it is a kind of demand
of human ulinsiji
（苏霍穆
林斯基）
says:“In
one?s mind, there is always a kind of deeply
rooted demand,
that is the hope to feel
oneself a finder and explorer. In Ss? spirits,
such
demand is specially
stron
g.”This step also leads to the
emotion objective of
this lesson, that
is to have moral education in this step.
Step4 Homework.
Summarize
the whole lesson,and arrange the homework.
the exercises in the the mastering of
knowledge of this
lesson.
Ss to interview their friends asking the price and
size of their clothing
and make records
of the information.
Purpose of my
design: I think homework is so important that the
Ss should
speak English as much as they
can in class or after class. It is necessary for
the Ss to do some exercises after class
to master the knowledge they learned.
This content is an extension of the
previous lesson, to meet the needs of
increasing communicating demand of some
Ss.
Part 5 Blackboard Design.
Anyway, the
teaching of this lesson aims to develop not only
the Ss'
language technical abilities,
but also the various intelligence by gathering
teaching methods. Purpose of my design:
1
、
Make the
students be free to talk about social behaviors
2
、
Understand the
reading passage and can talk more about teamwork.
3
、
Improve the
students? reading and writing skills.
As teachers, to make our English
classrooms shine with vitality, we are laid
with heavy burden, and we still have
long way to go. Deal with the language
points. Ask the students to pick out
the useful expression from the text, give
them more examples, and do some
exercises to practice the language points.
Above is the lecture notes of my
lesson. Thank you very much!
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’ll
describe my thoughts on teaching this lesson in
the following 6
aspects: analysis of
teaching material, analysis of students, teaching
methods ,learning methods, teaching
procedures,blackboard design.
First of
all, I’d like to give some analysis of the
material and the
students.
First, let me talk about the teaching
material.
说教材举例
【例
1
】
This lesson is a reading passage. It is
from the Chapter2 in Oxford
English
8A,published by the shanghai education press. It
plays a very
important role in this
book .This is a passage about fire. It’s the first
natural element, later , the students
will learn another three natural
elements. Then the students must learn
the first element well, It’s better
for
them to understand later modules well. I think
this part offers a
necessary and
important topic for the coming lesson. In this
lesson, I’ll
help the students to get
some knowledge about fire and fire rules and
some items connected with them.
According to the students’ English
level and the demands of the New
Standard English, I set up the
following teaching objectives.
1.
Knowledge objectives
the students are
able to grasp the five senses, the new words and
phases in the reading passage and the
general ideas of the passage.
2.
Ability objectives
the students are
able to grasp the ways to guess the meaning of the
new words by reading the words around
them.,their reading ability can
improve
.and they can use the new language to express
their own ideas
about fire and fire
rules.
3. Emotion objectives
the students can realize the importance
of the safety and try to learn
how to
protect themselves in danger. They have the
ability and ideas to
help each other to
solve some problems.
After studying the
teaching material and analyzing the rule of
children’s growing of mind,I think the
teaching important points are
enable
the students grasp the new words in the text and
the general ideas
of the story.,The
difficult points are using the new items to solve
some
training their integrated
language capability.
【例
2
】
The content of my lesson is Senior
English for China Book1B Unit
16
Scientists at work. This unit is about science and
scientists. By
studying of this unit,
we’ll Enable the students to know the serious
attitude towards science and develop
the interest in science. At the same
time ,Let the students learn how to
give instructions. this lesson plays an
important part in the English teaching
in this is an important
lesson in Book
One. From this lesson, it starts asking the Ss to
grasp
contents of each passage.
Therefore, this lesson is in the important
position of the teaching material. If
the Ss can learn it well, it will be
helpful to make the Ss learn the rest
of this unit.
According to the new
standard curriculum after studying the teaching
material and analyzing the rule of
children’s growing of mind,I think the
teaching aims are the followings:
Knowledge objects includes Helping the
students to understand some
new words
and phrases of the lesson, the students are able
to comprehend
the content of this
lesson correctly,and use the patterns to express
their
thoughts in the proper situation.
Abi
lity objects are to
develop Ss’ abilities of listening and
the Ss’ ability of working in groups. to foster
Ss’ abilities
of communication and
their innovation. Master the skills of listening,
speaking, reading and writing.
Cultivate Ss abilities of memory,
observation, imagination, and analysis.
Emotion objects are
the
feelings and the consciousness of loving
science can be developed in their
hearts. Then the confidence in learning
English can also be formed so that they
can use what they have learnt in
their
communicative ’ can foster consciousness of good
co-operation and proper competition.
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, that is my analysis of material.
And then I want to talk
something about
the students.
【小学生】
Pupil's abstract thinking is still not
fully mature, their image thinking
in
learning occupies an important position. they have
curiosity about
English and willing to
speak English .they can do some actions under the
teacher's guidance, but they can't use
the English flexibly. pupils are
emulative and active, and have strong
collective sense of honor. They
represent preliminary enthusiasm and
self-confidence. so task-based
teaching
method also should be adopted in the class.
Through various
activities such as
games, songs to stimulate the student 's interest
in
English.
【初中生】
Students in Junior High School also
keep strong interest in English
study
，
have a
definite English learning motivation and the
active learning
attitude
，
have the
ability to complete tasks by cooperating with one
another, they begin to learn English in
primary school,so they have
grasped
some skills of listening,speaking,reading, They
have
low abstract thinking ability but
their thinking ability of the image is
strong. Their attention can be
scattered easily. This lesson plans to
present the text through some
activities, such as investigate, role-play,
game etc. to strengthen students'
interest and attention.
【高中生】
Students in
senior high school have grasped some English
knowledge
and skills of listening, have
got some study
strategy and learn
English by themselves.
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-based language teaching
method /approach
任务教学法
Communicative Approach
交际法
TPR method
全身反应教学法
Situational language teaching method
情景教学法
Total
Situational Action
情境－反应法（
TS
A
）
【例如】
According to
the modern perception theories and social
intercourse
teaching theories, I adopt
the TSA method and TBLT method in my
teaching, namely Total Situational
Action and Task-based Language
former
is a “scene
-
activity”
teaching method .It
establishes a real
scene and the interaction between the teacher and
the
Ss .It emphasizes a dynamic
information exchange between the teacher
and Ss.
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：
I would also use teaching aids
such as a projector, a tape
recorder,mutimedia, the blackboard to
make the knowledge more
intuitive
,intersting and easier to understand.
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<
/p>
用英语，完成学习任务，发展听、说、读、写的综合语言技能。
The students will adopt the
corresponding learning methods ,such as
Group competitionpair work Individual
work, by the way of
perception
、
participation
、
experience
、
cooperation
、
exploration
、
observation
、
discoveration
、
genera
lization
、
practice ,they can improve
the comprehensive language usage
ability .
五、说教学程序
【过渡语举例】
OK, so
much for the teaching methods and learning
methods. Next
comes my most important
part, the teaching procedures. Based on
Students' physiological and
psychological characteristics,In the class ,I
will stick to the theory
teachers act as the director
to play, play to learn
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，
< br>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
:
HuangTian hua
Good morning, ladies and
gentlemen.
It's
my
great
pleasure
to
be
here
sharing
my
lesson
with
you
.The
content
of
my
lesson
is
unit
8
sectionA
1a
—
1c.I
will
be
ready
to
begin
this
lesson
from
seven
parts
which
include
analysis
of
the
teaching
material
,analysis
of
the
students,teaching
objects,
teaching strategies,
Learning
Strategies,teaching procedures and the
design of the
writing on the
blackboard..
The analysis of
teaching material
This is
the first period of this unit.
By
studying of
this lesson,
we
’
ll enable
the
students
to
talk
about
the
past
events.
At
the
same
time,
let
the
students
learn
how
to
ensure
the
things.
This
lesson
plays
an
important
part
in
the
English
teaching
in this unit.
According to the new standard curriculum and the
syllabus, after
studying
the
teaching
material
and
analyzing
the
rule
of
children
’
s
growing
of
mind,
I think the teaching aims are the
followings:
Teaching
Aims
1. Knowledge
aims
(1) Ss master the
sentence pattern .Did you
?
.? /Were you
?
..?
(2)Ss learn and master the past tense
of these words go-went/ take-took/
have-had/ eat-ate/ buy-bought/ see-saw/
hang-hung
2. Ability
aims
(1) Develop the
students
’
abilities of
listening&speaking
(2)Train
the students
’
ability of
working in pairs.
(3)
Students can talk about the past
events.
3. Moral
aims
(1) Enable the students
talk about the past events with their friends and
they
can get know more about their
friends.
(3)
By
talking
about
the
past
events,,students
can
express
their
won
show their
respects to others.
Analysis
of the students:
1.
Students have
learnt the past tense in grade 7.
They
have known the conception of
past
tense.
2.
Some students have experience of school
trip. So this lesson would arouse their
interests.
3.
Some
students
are
not
good
at
English.
They
acuminate
little,
So
it
’
s
difficult
to express
students have middle English level.
Well,
how
to
achieve
the
teaching
objects
better,
how
to
stress
the
important
points and break
through the difficult points? the modern teaching
demands that
teacher
should
improve
the
students
’
ability.
A
good
teaching
method
requires
that
the
teacher should have the leading effects. According
to the analysis of the
teaching
material
and
the
students
’
learning
background,
I
will
use
the
following
methods.
Teaching
Strategies
The main instructional aims of learning
English in the Middle school is to
develop
the
students
’
abilities
of
listening
,speaking
,reading,
writing
and
their
good
sense
of
the
English
language .So
in
this
lesson
I
’
ll
mainly
use
“
Task-
based
”
language
teaching(
任务教学法
),and TSA
method (
情景交际法
) in my
teaching. Why I
adopt the three methods
is based on the following reasons:
Total Situational Action establishes a
real scene and the interaction
between
the teacher and the Ss,
”
language teaching method
offers students to finish the
listening
part.
At the same time,
I
’
ll make use of the modern
electricity teaching equipments
and all
kind
of teaching means.
it can develop
the students'
creativity
in English
learning .
Learning Strategies
1.
Students-
centered
and
teacher-guided
learning
strategies.
provide
some
questions
and
set
up a situation to ask Ss to talk.
2.
Pair work is
adopted to train Ss speaking ability.
3.
Individual
work is used .to consolidate the target language.
Teaching
procedures
Step1: warming-up
& leading
–
in
In this part I would
provide students several questions and ask them to
work in
pairs and make
conversations.
How was the
weather ?
Where did you
go?
What did you
do?
How was your
weekend?
The purpose of the
question is to help the students to revise the
past
sharing their experience with
their classmate which would arouse the
students interests of English learning
.
Some
Ss
in
my
school
would
have
difficult
to
express
themselves.I
will
provide
some
some pictures and phrases for them.
.
Ss have to give
practicing.
Step2:presentation
I will provide four pictures the happy
valley ,guose tianxiang ,the zoo and the
available sentences pattern are
provided for Ss..
Did you.........?
The purpose of it is to set
up a situation .ask Ss to guess .
Where
did I go last
weekend?
By this way ,I
can lead in my new lesson and Ss also get familiar
with language
structure. The purpose of
this is to make Ss get close to the target
language of
this lesson.
Then
I
would
show
some
pictures
to
present
the
phrases
of
this
lesson..The
purposes
of this step is preparing for the
listening part. Next I would show the target
language of this unit
Did you go to the zoo?
No, I didn
’
t. I
went to the aquarium.
Were
there any sharks in the aquarium?
Yes,there were .There were some shark
in the aquarium.
The purpose
of this step is to consolidate the target
language.
Step3:
Listening
Ask Ss to look through the
phrases
.
play the
recording and students listen and choose the
answer they hear .
Then I
check the answer.
Step4:
speaking
I would provide
some pictures and ask students to pair-work to
make conservations .with their
partners.
Then I ask Ss to
give performance.
The
purpose of this step is to make Ss output
language.
Step5: exercises
I show some exercise by
computer and ask Ss to do .
Then I will ask some Ss to give their
answers
The purposes of the
exercise to consolidate the target
language.
这篇蛮好的<
/p>
,
主要是讲引导学生的
,
里面有音乐啊
,
文章啊之类的引导
,
我觉得还不错
,
你适当地看一下
(
是论文，需要部分红笔勾出
):
Abstract:
The
most
important
part
of
a
successful
English
class
is
the
lead-in
part,
which
plays
an
important
role
in
improving
the
teaching
results. As the
saying goes, “Well begun is half done.” A good
lead
-in is
an effective link
between teaching and learning. A proper lead-in is
the
inner
bridge
of
communicating
between
students
and
teachers,
which
influences silently
students’ formation of basic concept and the
attitudes
towards teacher and life. As
teachers, we should learn how to design a
good lead-
in with some
techniques so that the students’ interest will be
fully
aroused
beforehand.
The
students
in
primary
school
just
begin
to
learn English, and their vocabulary is
little. In order to get better teaching
effect, teachers should design the
lead-ins carefully. When teachers are
designing lead-ins, some skills should
be considered.
Keywords: lead-in; English; teaching;
primary school
摘要：
一堂成功的英语课最重要的部分就是导入环节，
在提高课
堂效果中，
它起着举足轻重的作用。
正
所谓
“
好的开端是成功的一半。
”
一个好的导入是教与学的纽带，
是在师生心灵深处架起的交流互动的
桥梁，
在潜移默化中影响着学生对基本概念的形成和对老师和人
生的
态度。
对老师而言，
我们要学会如
何设计出能充分调动学生兴趣的导
入环节。小学生刚刚开始学英语，他们的词汇量小。为
了达到更好的
教学效果，老师设计导入时要多用心。在设计过程中，一些技巧应当
注意。
关键词：导入；英语；教学；小学
Chapter 1 Introduction
English
classroom
teaching
is
an
important
way
that
the
students
study English.
“Well begun is half done.” A lead
-in in
a new class, which
plays an important
part in improving the teaching results, is the
first step
of teaching course. If the
first step is not proper, the students will find
English is not interesting and lose
interest in learning it. A proper lead-in
can catch the students’ attention
quickly, make the class lively, and make
the students learn actively as well.
Teachers can use kinds of methods to
improve students’ interest at the
beginning of the class through
lead
-ins.
As a result, the
whole procedure can go smoothly and a good effect
can
be achieved. Because primary
students have learned English for a short
time,
their
vocabulary
is
little.
The
teaching
difficulty
is
big.
Therefore,
English
teachers
should
pay
more
attention
to
the
skills
and
difficulty
when designing
lead-ins.
Chapter 2 The Functions of Lead-ins
As the saying
goes, “Well begun is half done.” A good
lead
-in, the
beginning of a
new class, has the same effect. The functions of
lead-ins
are as follows:
2.1 Establishing the Base
of Classroom Teaching
The
classroom
teaching
is
entire,
and
the
lead-in
part
is
the
cornerstone of the whole
teaching process. If the classroom teaching is
the
dominoes,
the
lead-in
part
is
the
first
card,
which
decides
the
smoothness
of
the
teaching
procedure.
Or
else,
it
will
break
the
smoothness and beauty of the entire
teaching.
2.2
Building the Bridge of Communicating
Lead-ins
not
only
help
communicate
with
each
other
between
teachers
and
students,
cultivate
students’
emotion
of
respecting
and
trusting, but also help decrease the
distance between students and the
textbooks, and reduce the difficulty of
studying.
2.3
Attracting S
tudents’
Attention
The
first
important
function
of
lead-
ins
is
to
attract
students’
attention.
As
the
students
of
primary
school,
they
can’t
control
themselves very well, the design of
lead-in part is especially the key point
that
help
them
self-control.
The
meaning
of
teaching
is
to
enlighten
students to
participate in the classroom teaching.
2.4 Cultivating Students’
Learning Motivation
Learning motivation is the
inner need which encourages and guides
students to study. Interest which
inspires stude
nts’ learning motivation
is
a
kind
of
driving
power
to
learn
something.
The
materials
chosen
for
lead-
ins
must
be
related
with
the
contents
and
be
considered
with
students’
psychological
characteristics.
The
effect
of
lead
-ins
is
to
develop students’
interests and inspire students’ thirst for
knowledge.
2.5 Making Clear the Teaching Direction
and Study Goal
The students will understand the
motivation, the teaching style, the
arrangement
of
the
whole
teaching
course
and
the
problems
to
be
solved
through
lead-in parts. Under the guide
of lead-ins, students will
be self-
controlling and self-arranging much better.
Chapter 3 The
Principles of Lead-ins
3.1 The Principles
When
we
are
designing
lead-ins,
there
are
some
principles
that
should be obeyed.
3.1.1 Instruction
Instruction
means
the
designed
lead-ins
can
inspire
students
to
think
about and to take part in the activities actively
during the class and
students pay full
attention to the content all the time. In another
word,
students’ interest
wil
l be aroused and they will study
with high mood.
3.1.2 Purpose
Purpose means students will know the
subjects and aims of the new
class
through lead-ins. A research shows clear and
accurate study aims
help students’
concentration. It can be said that th
e
aim is the beacon
when they are sailing
in the ocean of knowledge.
3.1.3 Relevance
Relevance
means
there
must
be
a
link
between
the
knowns
and
unknowns
and
the
link
should
be
natural,
accurate
and
easy
to
be
accepted. The materials
chosen for lead-ins should be related with the
main aims of the lesson.
3.1.4 Briefness
Briefness
means
it
is
not
good
to
take
up
too
much
time
when
teachers are leading in a new lesson.
It is usually 3~ teachers are
spending
longer time on lead-ins, it will cause the unclear
teaching aims
and key points.
Chapter 4
Different Lead-in Methods
After
reading
chapter
2&3,
we
can
see
that
lead-in
part,
the
first
step
in
teaching
course,
plays
an
important
part
in
improving
the
teaching results. A proper lead-in can
catch students’ attention quickly,
make the class lively, and make the
students learn actively as well. As a
result,
the
whole
procedure
of
teaching
can
go
smoothly.
There
are
various ways of leading
in a new class. Teachers may select a proper one
or some according to the material that
we are teaching. While doing this,
we’d
better
pay
special
attention
to
the
purpose
of
teaching,
use
the
best
method
to
arouse
students’
interests
of
studying,
broaden
their
mind. Usually we can use the following
methods to lead in a new lesson:
4.1 Dialogue Lead-in Method
As
we
know
every
student
likes
to
show
themselves,
wants
to
be
successful,
and
likes
to
be
praised
as
well.
Dialogue
is
a
very
good
method
to
fulfill
their
desire
for
success
and
praise.
According
to
the
content
and purpose of the course of the new lesson, we
can talk about
a
certain
topic
with
purpose,
ask
the
questions
from
far
to
near,
from
simple
to
complicated,
and
direct
the
students
in
relaxed
pleased
atmosphere to take part in the
activities. At the same time, teachers can