-
课
题
Introduction to the course
目的要求
To help the students to
get the general knowledge of the course.
1. The nature of the course;
2. The features of the course;
3. The content and the structure of the
courese;
4. How to use the course
教学重点
1. Aims and Nature of
the Course
2.
Characteristics of the Course
3.
Structure of the Course
4. Using the
Course
教学难点
: How to use the
course
教学课时
2
hours
教学方法
deductive method
and task-based teaching methods
教学内容与步骤
Step
1
Significance of studying this course
1. A compulsory course of
students majoring in English education
2. A preparatory training material to
their future teaching career
3. Provide
greater possibilities for their job-hunting
4. A must for students major in
English, which can improve learners to a more
advanced level.
3.2 Nature of this course
This course is a teacher education
course which aims at developing ELT teachers’
practical skills in teaching English as
a foreign language (TEFL). It is concerned with
teaching techniques and possible
solutions to problems at a practical level. It
provides
teachers
with
guidance
and
assistance
in
classroom
situations
and
gives teachers
an
opportunity to examine
and develop their awareness of foreign language
teaching and
learning,
especially
in
areas
of
pedagogica
l
skills,
in
order
to
develop
students’
linguistic
competence and communicative skills.
This
course
is
a
means
of
providing
teacher
training
for
students
who
lack
professional training as a prospective
teacher. It takes the development of professional
teaching skills as its main objective.
It tries to meet the needs of future teachers with
zero or minor TEFL qualification, who
are majoring in English teaching, and would
like to have further professional
development. Therefore, this course is very
practical
in
nature.
Occasionally,
theories
of
linguistics,
language
learning
and
language
teaching will be touched on, but they
will not be discussed in detail. The course draws
extensively
on
the
experience
of
the
middle
schools
English
teachers
and
uses
examples from the textbook they are
using. And it was written in simple English, so
we think that teachers, when studying
this course, will find it easy to understand.
3.3 Characteristics of the Course
This
course
is
a
necessary
result
of
the
advancement
of
modern
science
and
technology. Unlike the
traditional text, it has the following
characteristics:
1.
It
is
a
learner
(user)-centered
course.
A
traditional
teacher
training
course
always needs a
teacher-trainer who will do the organization and
training. The trainees
have
to
follow
the
trainer
and
have
no
independence
of
their
own.
Whereas
in
following this online course, users are
the active processors of information. It takes a
user-orientated position and the user
can choose from the menu those items which he
needs most, thus achieve autonomy in
learning. This reflects a new education concept:
a
change
from
teacher
passing
knowledge
(to
the
students)
to
the
development
of
students’ creativity.
2.
It
has
great
flexibility
in
terms
of
time,
pace
and
user’s
English
p
roficiency
level.
Depending
on
the
user’s
own
needs
and
possibility,
trainers
can
take
up
the
course
any
time the like. He is
not
restricted to
a fixed
timetable
and therefore can
follow
the
course
at
his
own
pace.
With
a
computer
as
an
instrument,
the
user
can
refer to
various sources provided in its banks depending on
his level and needs.
3. It provides a
variety of accessible reference. In following the
course, the user
can
open
any
of
the
banks
for
exercise,
answers,
samples,
technical
terms,
self-assessment,
reference
information,
and
relevant
web
sites
both
at
home
and
abroad.
It
is
not
only
an
online
course,
but
also
a
library
or
resource
center
which
provides all the
necessary information and assistance for the
users.
4.
Being
customer-built,
the
course
can
meet
the
special
needs
of
students
preparing
themselves
for
future
teaching
career.
As
far
as
we
know,
most
of
the
teachers
in
China
work
in
a
situation
where
resources
are
in
great
shortage.
Information
outside
their
school
is
hard
to
get
access
to
and
there
is
not
much
opportunity for them to put aside their
students and have a period of training in some
teacher-training center. Most of them
and most of the time they have to work on their
own,
resorting
to
their
experience
and
intuition.
This
course
makes
it
possible
that
they can share others’ ideas both in
theory and practice. Through this course they can
conceptualize their teaching, reflect
on their work, thus
build up
their expertise and
benefit their
students.
5.
The
course
is
the
reflection
of
the
educational
trend
and
provides
individualized
training.
With
the
rapid
development
of
computer
technology,
web-based instruction becomes the trend
in the language teaching and teacher training
field.. This indicates that
individualized teaching and situated learning are
encouraged.
Both the teacher’s role and
the learners’ role are greatly changed under the
influence
of this view of learning.
6. The course can develop in the user
the spirit of exploration and collaboration
Language
teaching
and
learning
have
three
functions,
communication,
information
access
and resource sharing.
Users take in
the information
from
this course, choose
what they need by exploration and share
their experience with all the others by peer
communication and negotiation.
7. Users can get immediate
feedback of their learning. After they have
finished a
particular unit, they can do
the exercises and can compare their teaching
effects and
improvement in their
ability of teaching.
8 The
course pays more attention to the process than the
product of learning. It
encourages
users to
find out
answers to
their questions
and solve
problems
on their
own
because we believe that what is important is the
process of looking for solution,
not
the answer itself.
3.4 Contents of this
course
Introduce the teaching contents of this
course to the ss, in order to make them
familiar with what are to be dealt with
this semester.
3.5 Teaching
arrangements
Clarify
the
teaching
arrangements,
i.e.
plan
for
using
the
current
teaching
material.
List
some
requirements
and
expectations
to
the
ss,
thus
facilitating
the
effects wanted.
作
业
Free discussion
Have
a
free
discussion
among
the
students
about
their
understanding
of
the
profession
of
teacher,
conditions
for
how
to
be
a
popular
teacher,
expectations
for
their future work as
well as their teaching experiences (if possible).
教学总结
课
题
The
Technique of English Handwriting
目的要求
1. To help the students
to get the basic knowledge of English handwriting.
2.
To
help
the
students
to
write
the
English
letters
with
the
right
order
of
strokes.
教学重点
1.
English writing in ink
2. English writing with chalk
教学难点
English writing with
chalk
教学课时
2 hours
教学方法
deductive method and
task-based teaching methods
教学内容与步骤
Step
1
Warming up
a.
Discuss
the
word
“skill”
and
the
relationship
between
“language
skills”
and
“teaching
skills”.
b.
Discuss the relationship between
“skill” and “technique”.
c.
Discuss the
relationship between a technique, and exercise, an
activity and a task.
A
d
efinition of “technique”: A teaching
technique refers to the exercises designed
by the teacher with specific teaching
purposes. We can also call them “tasks”, or
“activities”.
That
is,
the
four
terms
are
similar
in
their
essential
meaning
concerning the classroom teaching of
English.
Relationship,
when
the
teacher
designs
a
“task”
for
the
learners,
s/he
is
in
fact
thinking of the
specific method of technique which may be
effective or useful in the
practical
teaching. But to the learners, it is an “exercise”
given to them to fulfill as a
“task”.
And as it carried out in the classroom, it is also
called an “activity”, because it
requires the learners to do some
classroom activities to fulfill the task.
Step 2
Introduction
Discuss the purpose of the
subject.
Possible Answer 1:
To get a good result of language teaching.
The
result of language teaching is assessed not from
what the teacher thinks it is,
not from
the only way of the examination, and not from the
theoretical framework the
teaching
has
adapted,
but
from
the
process
of
teaching
which
helps
the
learners
to
learn
better. Therefore, it is necessary to take the
practical methods that are used all
the
time in daily teaching and learning.
A
teacher
of
English
may
be
very
proficient
in
the
language
but
may
not
know
how to teach it well.
And a teacher may be very industrious in the
teaching but may
not achieve good
results. Or a teacher may use some specific
methods in the teaching
but these
methods may not have about the anticipated results
for the teacher. On the
other hand,
other teachers may not be very proficient at the
language, but due to the
design
and
application
of
suitable
techniques
in
the
teaching,
they
achieve
better
results.
This
suggests
that
we
should
pay
great
attention
to
the
consideration
of
language teaching techniques, and this
should be an integrated consideration of how to
design the tasks given to the specific
learners to fulfill, how to carry out the
exercises
that consist of the tasks,
and how to organize the activities that show the
forming of
completing the exercises.
Step 3
Presentation
a. Ask
students to write down 26 letters on their
exercise books.
b. Ask 2
students to write down 26 letters on the
blackboard.
c. How to teach
26 letters to the kids in the primary schools or
in the junior middle
schools.
Step 4
Work
together
Ask students to write down the
consonants and vowels in pairs, and check each
other.
Layout of
Bb
skill, technique,
activities
----- for the teacher
exercises, tasks
----
for the learners
?
D
raw
ss’ attention by demonstrating the
correct
way of English
handwriting on
the
blackboard.
1)Ask student to write down
some letters on the blackboard according to the
teacher’s requirement. They are E, F,
H, I, Y
, f, t, x, y;
.
2) Write down“.”, “,”,
“:”, “;”, “?”, “!”, “_”,
“—”
，
In the right form;
3.) Write down a sentence, for
instance, “The grapes are sour,” as the fox said
when he could not reach them.
?
Stress the key
points included in English writing skills.
?
Have ss read the textbook and practice
on their own.
3.4 Training
of teaching English handwriting
Ask ss
to read the sample
teaching plan on P14-15 and stimulate them to talk
about their understanding of successful
teaching techniques of English handwriting.
Additional teaching
materials:
字母书写技能及易犯错误：
1. A
—
Z
26
个大写字母的比画；
2.
a, d, h ,I, k, l, m, t, u
等小写字母的收笔，
没有正式上挑的小圆钩而写成锐角
的如：
h,
k, t, u
或写出成汉字的竖弯钩的如：
h, k, l,
t;
3
．
g, j,
y
下面的弯太长或卷起如
g, I,
y
弯曲也要适当；
4
．把英语的句号
< br>(
圆点
)“.”
写成了汉语中的
（圆圈）
“
。
”;
5.
把大写字母
< br>E
，
F
，
Y
及小写字母
x
的书写顺序搞错；<
/p>
6
．字母与字母间距过紧或过松或不均匀
1)
句首单词的第一个字母要大写；
2)
单词之间空一个字母的间距，句子之间要空两个字母的距离，段落之间
< br>可以空一行，也可以不空；
3)
段
首的缩进一般为四个字符；
4)
对
齐格式一般为左对齐；
5)
逗
号、句号、感叹号、问号等前
面不空格，后面要空一格；
6)
除
左引号
“
和左括号（之外，其他标点符号一律写在一行之末，不
可写在一
行之首。
作
业
Ask
the
students
to
demonstrate
how
to
teach
the
26
letter
to
the
kids
in
primary
schools in pairs.
教学总结
课
题
The
Technique of Teaching English Songs
目的要求
1. Make students master
the basic knowledge of music.
2.
Students are able to know how to teach English
songs.
教学重点
The technique of
teaching an English song
教学难点
Choose proper teaching
songs
教学课时
2
hours
教学方法
audio-lingual
method, deductive method and task-based teaching
methods
教学内容与步骤
Step 1
Make clear the
significance of learning English songs
The
technique
of
learning
English
songs
is
mastered
with
the
teacher’s
help.
Learning English songs c
an
develop students’ interest of learning English and
activate
the classroom teaching.
Step 2
Give an account of
the requirement of learning English songs.
Be clear about the aim of teaching a
song; understanding the words and style of the
song; pronounce it correctly, etc.
Step 3
Show
the
points
of
learning
English
songs
to
the
students.
See
P.
19
of
the
course
book.
Step 4
Take 15
songs for example.
Put
emphasis on the songs “Good morning to you” and
“the Spelling Song”.
Step 5
Discuss the demands of
teaching English songs.
1.
How to choose
songs?
2.
How to
teach songs?
Step
6
Explain the procedure and method of
teaching English songs. See P. 34 of the
course book.
Step 7
Have a hot discussion
of “what is a good technique?”
It becomes important for the teachers
to evaluate the techniques they have used in the
practical teaching. There are four
standards for what a good technique will be, which
we think reasonable for us to adapt.
1. A good
technique helps the learner to process the
material in a thoughtful way.
If
a
technique
is
good,
it
causes
the
learner
to
study
productively
instead
of
receptively.
2. A good technique requires little
teacher preparation but results in large amounts
of
learner activity. The learning of
the language needs the learners to practice in
large
quality. If the
technique can help them to practice a lot while
the teacher guides them
only, the
purpose is arrived at.
3. A good technique can be used with
slight changed, with learners at different levels
of the language. Generally speaking,
the techniques for children are not suitable for
adults, and techniques for beginners
will not possibly work better with the learners at
other
levels.
However,
some
techniques
can
be
changed
slightly
to
become
suitable
for
learners
at
different
levels.
eg.
Using
a
simple
sentence
to
describe
a
thing
or
object
trains beginners or children to define things in
the easy and simple way. When
facing
the
intermediate
or
advanced
learners,
the
technique
will
be
changed
with
a
passage
describing
something,
which
is
more
complicated
aiming
at
training
the
learners to define the things in a
comprehensive way.
4. A good technique is both fun for the
teacher and the learners. For many learners in
the language classroom, the learning of
the language sometimes will be dull because
of
the
method
the
teacher
employs
in
teaching.
Many
teachers
advocate
interesting
ways to learn
the language. If the technique enables the
learners to feel it interesting,
then
they will learn with better motivation and the
result will be better.
Additional teaching materials:
（
some lyrics of English
songs
）
1 A Bicycle built for two
A Bicycle Built for two
Daisy, daisy, give me your answer,do
I am half crazy, all for
the love of you.
It won’t
be a stylish marriage, I can’t afford a carriage.
But you’ll look sweet upon
the seat, of a bicycle built for two.
2 Row, row, row your boat
Row, row,row your boat
Row, row, row your boat, gently down
the stream.
Merrily,
merrily, merrily, merrily, life is but a dream.
3 Three blind mice
Three Blind Mice
Three blind mice, three
blind mice.
See how they
run, see how they run.
They
all ran after the farmer’s wife,
She cut off their tails with a carving
knife.
Did you ever see
such a sight in your life.
As three blind mice?
作
业
Technique
training practice. See P.35 of the course book.
1.
Learn to sing and teach the English
song “Row, Row, Row Your Boat”.
2.
Learn to teach
other English songs from each other.
Additional teaching
materials:
（
some lyrics of
English songs
）
1 A Bicycle built for two
A Bicycle Built for two
Daisy, daisy, give me your answer,do
I am half crazy, all for
the love of you.
It won’t
be a stylish marriage, I can’t afford a carriage.
But you’ll look sweet upon
the seat, of a bicycle built for two.
2 Row, row, row
your boat
Row, row,row your boat
Row, row, row your boat,
gently down the stream.
Merrily, merrily, merrily, merrily,
life is but a dream.
3
Three blind mice
Three
Blind Mice
Three blind
mice, three blind mice.
See
how they run, see how they run.
They all ran after the farmer’s wife,
She cut off their tails
with a carving knife.
Did
you ever see such a sight in your life.
As three blind mice?
4 Animal Fair
Animal Fair
I went to the animal fair, the birds
and the beasts were there.
The big baboon, by the light of the
moon, was combing his aubum hair.
The monkey
he got drunk, and
sat on the elephant’s trunk.
The elephant sneezed and fell on his
knees, and that was the end of the monk.
Said a flea to a fly in a
flue, said the flea ”oh, what shall we do?:
Said the fly, “Let us
flee!” Said the flea: ”Let us fly!”
So they flew through a flaw
in the flue.
I went to the
animal fair, the birds and the beasts were there.
The big baboon, by the
light of the moon, was combing his aubum hair.
The monkey he got drunk,
and sat on the elephant’s trunk.
The elephant sneezed and fell on his
knees, and that was the end of the monk., the
monk, the monk!
教学总结
课
题
The Technique of English Games
目的要求
1.
To
help
the
students
to
master
the
classification
and
application
of
English games
2. To help the
students to learn how to organize English games.
教学重点
The application of
English games in English teaching
教学难点
How to use English games
properly in English teaching
教学课时
2 hours
教学方法
presentation, inductive
method, task-based teaching
教学内容与步骤
Step 1
Answering the questions brough
t up by a
student in Class 7 in last lesson “how
to teach grammar”
About games and English teaching and
learning
Point out the significance of
integrating kinds of games into daily English
teaching: it can arouse learners’
interest, lessen their anxiety
in
classroom teaching
and
learning
and
is
proclaimed
to
be
beneficial
in
the
cultivation
of
their
good
personalities. Last but not the least,
to learn English by playing games is a way of
learning
by
“doing”,
which
caters
to
the
rationales
of
modern
Engli
sh
teaching
method:
“communicative teaching approach”.
3.2 Introduction to the classification
of games
Step I:
Warm
—
up
Play
the
following
3
kinds
of
games
one
by
one,
make
sure
all
the
students
understand
how
to
play
them.
And
make
students
pay
attention
to
your
words in order to answer questions
later.
1.
听音反映型游戏
(TPR GAME)
1)
Bingo
（宾果游戏）
2)
Listen/Response
2.
猜谜游戏
(Guessing
Game)
1)
Riddle
2)
Crossword
3.
Imitating Game
（模拟游戏）
1)
Simulating
2)
Role play
Tips:
1.
Think out what should do before and
after playing the game?
2.
If the games
are proper for pupil, why?
Step II: Presentation
1.
Before playing the game, students must have a
clear mind about the content
and rules
of the game;
2. After playing the game,
teacher should conclude the purpose and the
effect;
3. Speak English as much as
possible in the process of playing games.
(Use simple sentences.)
Step
III
1.
Simon says
目的：听力
与反映训练。复习短语词汇，用于课堂前或学生精力不够集中时。
内容：教师发出各种指令。如：
“stand up!
Touch your
nose!”
学生做出相应的
动作。
规则：只有当教师说了
“Simon Says”
以后发出的指令，学生才能执行，否
则算错。做错的同学出局，或让其表演节
目。
注意事项：逐渐加快频率，使学生在紧张欢快的气氛中游戏。
2.
Bingo
1)
Ask students to
draw a square on a piece paper;
2)
Divide the square into 9 or 16 parts;
3)
Read 9 or 16 words and let students
fill them in the blanks according to
their favors.
4)
Read you answer
( 3 or 4 words)
5)
See who the
winner is. (If three words that the teacher read
are in a line,
the students will be the
winner.)
How to play Bingo.
3.
Guessing game
1)
Riddle
Let
students
guess
“what
is
it?”
according
to
teachers’
description
of
the
thing’s
features, then give students the right
answers.
→Example:
(1)
It has one head
and four legs; you have a rest on it everyday.
(2)
It is round, red, sour, and we can eat
it in summer.
More exercises:
1.
You cannot
see it,
you cannot
feel
it,
you
cannot
smell
it,
you
cannot
touch it, and you cannot live
without it.
(air)
2.
They are with
you nearly all day, they are under the table while
you are
eating; they are under the bed
while you are sleeping. (a pour of shoe)
3.
It has long ears, a short tail, and red
eyes, and many girl love it. (rabbit)
4.
It
tastes
good,
it
like
staying
in
cold
place
and
once
it
stayed
in
hot
place, it would sweat. People like
eating it especially in summer.(Ice-cream)
2)
Crossword
(1)
Draw a square divided into
many ports according to the games’
need;
(2)
Fill the blanks with some
letters of the words used in the sentences, and
the rest fill with “×”;
(3)
Use some sentences to prompt students
either in cross or down line;
(4)
Show students
with the right answers.
→Cross
1.
A
dog is not a cat.
3. You may stand or
sit.
4. The American flag is red, white
or blue.
7. My car is over there.
8. That car was made in Japan.
10. Do you have any free time today?
12. His dog ran away from home.
13. He is an American, but he can’t
speak English.
→Down
1.
They are sleeping now.
2.
What time does the concert start?
3.
Many people think seven is a lucky
number.
5. I
saw him and his father.
6. Today is warmer than yesterday.
9. I saw him
yesterday I will see his mother tomorrow.
11. Are you happy now?
4. Imitating game
1) Role play
①
Give students several
plots of a story. (Here my story is
“wolf!
Wolf! A wolf’s
here.”)
②
Ask
some students act as the roles in the story;
③
the rest students watch the
play and choose the best actor or actress;
④
Tips:
The
actress
must
speak
English
fluently,
and
get
into
the
character
he/she plays.
Other games
1. Letter order
Group of four or five students; let
them say words one by one according to the
letter’s order. Anyone stops within 5
seconds will be out of the game, and see who
will be servicer?
2. Give a
word, and let students make other words with the
letters used in the
word teacher
offered.
Additional
teaching materials:
案例（
1
）
Pin a nose on a
face
（贴鼻子）
游戏功能：复习巩固四个方位词
<
/p>
游戏玩法：在黑板上画一张缺鼻子的脸，请一个学生走到黑板前，用布蒙上他的
眼睛，让他贴出鼻子。台下的同学用
“up, down, right,
left”
这四个词汇告诉他该怎
么做。
“Up, up...” “Down, down...”
随着鼻子位置的变化，学生们调整指令，在大
家的共同努力下，找到鼻子的正确位置。
案例（
2
）
钟表、钟表几点了
游戏功能：通过让
学生扮演时针来掌握句型
“It's....”
使他们掌握英文
数字
1──12
。
< br>游戏玩法：请
12
名学生分演
1
2
个钟点，围站成一圈，
1
名学生扮演
时针。
游戏开始，教师说：
“
钟表钟表
几点了？
”
学生说
“1
点
”
，
“
时针
”
要用英语讲：
“It's
one...”
并伸直左手臂顺时针方向开始原地转，转到
1
时停止，手指尖指向
1
< br>点。
扮演钟点的学生
起卡片<
/p>
one
。以后游戏继续进行。要求扮演时针的学生要手口一致。<
/p>
案例（
3
）
急摸十个方位
游戏功能：练习用英语
数数，复习学过的人体器官的英文单词，锻炼学生的注意
力和快速反应力。
游戏玩法：
首先告诉学生，
老师说
“one”
时，
学生用手指头
发并讲出
“hair”
。
老师说
“two”
时，
学生指脸并说出
“face”
。
three─
耳朵
─ear
，
four─
眼睛
─eye
，
fiv
e─
鼻子
─nose
，
six─
嘴
─mouth
，<
/p>
seven─
双肩
─shoulder<
/p>
，
eight─
腿
─leg
，
nine─
手
─hand
，
ten─
脚
─foot
。经过反复练习，熟练以
后可以让一名学生来数数，其余学生找相
应的器官，讲出英语单词，并可以抢答。要求学
生手口一致，教师数数时应由慢
至快，并注意学生讲的是否正确
游戏教学的反思：
1
）
注意做
好游戏前的准备。
包括道具的准备，
知识的准备和心理的准备等
。
游戏前应让学生明确游戏规则及要求。
2
）注意游戏过程中的公平性。好胜、好表扬是儿童的天性，游戏的竞争机
制给学生无限的激动。
学生非常在意游戏的结果和老师给自己的评价，<
/p>
一个不公
平的结果会让学生的学习积极性受到打击，甚至对老师产
生排斥心理。
3
）注意游戏过程中的
纪律性。玩游戏时，教师要有一定的调控能力，注意
观察学生的情况，利用游戏规则和奖
罚机制有效地控制课堂纪律。
4
）注
意游戏的操作时间。教师要把握好游戏时间，时间过长会使学生的学
习兴趣下降，下次再
玩这类游戏就没有了热情；时间过短，一来学生会扫兴，二
来游戏的
“
运用语言
”
的目的也没有达到。
游戏时间的长短既要参照学生的社会性
发展水平和认知水平，也
要教师根据学生的兴趣、能力及教学内容加以安排。
5
）注意游戏后的总结。课堂游戏后一定要总结，教师和学生一起复习知识点，
< br>了解学生到底掌握了多少，
确定在以后的巩固练习中需要进一步强调的地方。
另
外，教师还要总结游戏操作成功或失败的经验，为以后完善游戏积
累经验。
作
业
Ask students to practice the games.
Practice makes perfect.
教学总结
课
题
The
Technique of Sketches Drawing
目的要求
1. Help the students to
learn how to draw simple drawings.
2.
How to apply simple drawings in English classes?
教学重点
The application of
simple drawings in English teaching
教学难点
How to draw simple
drawing well
教学课时
2 hours
教学方法
picture
drawing
teaching,
self-assess,
task-based
teaching
and
learning
method and
deductive method
教学内容与步骤
Step 1 About stick figures (or simple
drawings)
Point out the significance of
integrating kinds of simple drawings into daily
English teaching: it can arouse
learners’ interest and present the teaching
content in
a more direct way.
Warm
—
up
Ask several students to draw some
pictures on the blackboard according to your
words. For example:
Apple
pineapple
watermelon
tree
flower
basketball
banana
Step II:
Presentation
总结
上面所画的画，向同学们指出何谓简笔画，简笔画的特点是什么，
它的用途所在。
1.
要求横平竖直，下笔有力，图形鲜明；
2.
笔画宁少勿多，用几笔勾勒出物体的形态；
3.
用手画，不得使用直尺或圆规；
4.
要注意观摩，抓住其物特征。
1. The basic skills in drawing
simple pictures
1)
To practice
and learn to draw skillfully the following basic
lines and shapes
Square, circle,
trapezoid, oval, triangular, curled line, crooked
line,
2) To
form pictures with the basic lines and shapes. For
example
3)
To
outline
the
form
of
the
pictures
according
to
correct
drawing
sequence
with
fewest strokes.
4) To simplify the pictures when
drawing complex situations. For example:
2. The
techniques in drawing simple pictures
This
section
will
discuss
the
drawing
techniques
in
detail
with
examples
for
demonstration.
There
are
3
parts,
each
dealing
with
drawing
persons,
animals
and
inanimate objects respectively.
1) Persons
●
For basic stick figures the body should
be about twice as long as the head; the
arms are the same length as the body;
the legs are slightly longer:
●
Actions can be
indicated by bending the legs and arms:
●
Proportions of different pose: head
length: standing: sitting: squatting = 1:7:5:3:
●
Proportions of people with different
age:
a. Static images
a) Persons of different sex and age:
●
Hair-styles can
tell apart sex and age, and even different person.
●
Wrinkles,
beards and the alike usually show the age.
●
Some
decorations or dress (such as ribbon, beard, skirt
and etc.) are also helpful.
●
The 5 organs on
the face are not so important, sometimes can be
omitted.
●
Sometimes the head only is enough to
show the difference.
●
The scale of person should be paid
attention to if the whole body is shown.
Please observe the following examples
carefully, and try to find out the subtle
differences and learn to draw simple
pictures differentiating sex and age with those
differences. For example:
b) Persons of different jobs:
●
5 organs can be
omitted.
●
Utensils or tools are helpful to tell
them apart.
●
Some have uniforms, which are also
helpful to show difference.
●
Some tools can
be exaggerated to show typical features, e.g.:
c) Persons of different
facial expressions and feelings:
●
No need to draw
whole body.
●
5
organs, esp. eyes (eyebrows), mouth are important.
For example:
b. Dynamic
persons:
People's activities: (working,
sports &. recreational activities, daily
activities)
●
Need not to show the sense organs
●
Center of
gravity, arms and legs are important.
●
The inclining
rate of trunk is also important.
●
Proper tools or
utensils are also helpful
…
●
The
effects vary with the gravity center and the
leaning angle.
3) Animals:
●
Head (including
ears, eyes, nose, mouth) is important.
●
Legs and neck
are important.
●
Tail, horn and strips on skin are
important. For example:
4)
Inanimate objects (including furniture, weather,
food, drink, etc.) For example:
Step III
：
Practice
Ask one or two
student draw some pictures according to your
words. And
the rest students draw
pictures on a piece of paper.
Step IV:
Presentation
The applications of simple
drawings
1) To teach new words, new
grammar items and new texts with simple drawings.
a. To illustrate new words
with simple drawings. Let's take, for example,
the
nouns,
verbs,
adjectives,
because
they
take
a
large
proportion
in
English
vocabulary. The pictures provided here
only function as clues or examples to activate
your creativity. In your teaching, you
may exert your own intelligence to design and
draw pictures appropriate to the
immediate situations.
a) nouns. For
example:
For
another example: see the following picture:
A: What are they?
B: They
are chickens. They are twins.
A: What
are they doing over there?
B: They are
looking for food.
b) verbs:
c) adjective:
b. To teach grammar with simple
drawings. For example:
to teach the
present continuous tense.
作
业
Try
to finish Exercise 1 in Page 43.
教学总结
课
题
Teaching aids making and
audiovisual teaching equipment using
skills
目的要求
Through the
introduction
，
demonstration
and practicing , let students know
the
types and use of teaching aids; make them grasp
the basic techniques of making
them and
use them in English lessons.
教学重点
1. the
preparation and collection of object visuals;
2. the preparation and collection of
models;
3. the making of wall pictures
and wall posters;
4. the making of
alphabet charts, phonetic charts, grammar charts,
maps, word maps,
and flip charts;
5.
the
making
of
picture
flash
cards,
word
flash
cards,
word
building
cards
and
sentence building cards;
6. the making of work cards and work
sheets;
7. the preparation of some
authentic printed materials;
8. the
making of sentence building grids, syllable wheels
and word slides
教学难点
How to
make teaching aids
教学课时
2 hours
教学方法
inductive/deductive
method
教学内容与步骤
Step 1 Introduction to teaching aids
Teaching
aids
traditionally
fall
into
two
groups:
visuals
and
modern
teaching aids. Taking consideration of
the contemporary situation, many teachers,
even experienced teachers, do not
exploit the potential of visual material to the
full.
This
unit
mainly
focuses
on
visuals
and
some
basic
skills
to
make
and
use
the
visuals.
3.2
Significance
The applying
of visuals in language classroom can supply
students with certain
language
situation, thus, it makes more real language
communication. It can enhance
students'
interest in English learning. At the same time, it
can help them acquire some
abstract,
difficult knowledge. It also can create a
livelier, effective language classroom.
Furthermore, this process usually
impresses students more deeply with the knowledge.
They acquire and learn them by heart.
Thus, students will be more active in English
learning.
In short, the
application of visuals
will
make more effective, dynamic
and
fresh English classroom.
3.3 Purpose
Nowadays,
so
many
books
seem
to
be
written
for
privileged
teachers
in
privileged
environments
and
with
modern,
advanced
aids---teachers
with
large
classrooms
and
large
budgets
for
expensive
equipment
and
small
classes.
However,
most teachers are short of everything
except students and their classroom.
3.3 Classification of teaching aids
1). Object visuals
2).
Models
3) Symbolic visuals,
3.1 Wall pictures and wall posters
3. 2 Charts
3.3 Flip chart
(
活动挂图
)
3.4 maps
4) Authentic printed teaching aids
3.4 Principles for teaching aids making
and selection
Have
ss
discuss
about
teaching
aids
making
and
selection,
including
the
feasibility and
difficulty.
Advice
Anyhow,
teaching
aids
making
should
be
economical
and
time
saving.
Teaching aids made by teachers must be
practical and useful in language classroom.
The teacher should be clear about the
purpose, steps, methods of teaching aids making
and
using.
He
must
make
it
clear
on
his
teaching
plan.
Before
class,
careful
preparation must be
made to avoid even the least mistake.
However, teaching aids, as
supplementary ways to improve language teaching,
can not take the place of teachers. The
most important thing is to make the using of
teaching aids an internal part of
teaching process and to maximize the benefit of
using
teaching aids.
Additional teaching materials:
（
some lyrics of English
songs
）
(1)
Technical terms related to teaching aids :
alphabet chart
字母表
authentic printed material
原文材料
flip chart
浏览图表
grammar
chart
语法图表
model
模型
object visual
实物教具
phonetic chart
语音图表
picture
flash card
图画卡片
questionnaire
问卷
sentence building card
组句卡
sentence
building grid
组句表格
syllable wheel
音节风车
teaching
aids
教具
visuals
可视教具
wall picture
墙画
wall poster
墙贴
word building
card
组词卡
word
flash card
单词卡片
word map
联想图表
word slide
单词滑梯
work card
练习卡
2)
常规教具的种类及应用举例
2
．
1
实物教具：
如苹果、桌椅、文具、各种玩具、白纸、模型和图画等。教
师自己有时也要当作直观的教
具。
在课堂上运用这些直观老龄是直接法教学的重
要手段，可使
语言表达和所指形象直接联系。从而越过翻译过程。同时，运用直
观教具教学可以给学生
留下深刻的印象。
2
．
2
图表教具：如语法归纳挂图，发音部位方法说明图、句型、时态转盘等。<
/p>
这些自创在教学总结时能使知识条理清晰、
简洁明快、
便于学生归纳和掌握规律。
2
< br>．
3
游戏教具：如积木、卡片、扑克牌、纸条、棋子、拼
版、魔方等。这些
教具寓教于乐、激发学生兴趣、巩固、深化知识。
2
．
4
木偶教具：如布袋木偶和大木偶。操作这些木偶可以将角色扮演和对话
结合起来，是一种
综合性语言训练形式，有着其他教具不可替代的作用。
实物：实物教具是最方便的教具，而且可以在很多方面使用，如词汇教学、
< br>句型教学和情景创造。如：教学任务：讲解方位介词
in,on,above…<
/p>
实物：铅笔、铅笔盒
T
：
Where is the
pen now?
S: It’s
in/on/above/beneath/beside…the pencil
box.
教师示范后要求学生边说边做，以便增强理解、加深印象。
<
/p>
卡片：
卡片易于制作，
用薄纸板或厚一点
儿的白纸，
裁成大小相等物纸片，
在上面写字、画画、贴图片，
使用时用手举起就行。可用于很多方面的教学。
例如：手上有游泳、踢球、钓鱼三张画片，用来教进去式：
T: What did you do yesterday?(show the
swimming card.)
Ss: I went swimming.
T: Zhang Lei, did you go swimming
yesterday?(Show fishing card.)
Zhang:
No, I didn’t. I went fishing.
图表：如果要表现一系列动作，或根据场景来叙述一段故事，或归纳一种
语法现象，
卡片就显得不够了，宜用一张大的图表。图表上可用彩笔画，亦可粘
贴剪报。可在黑板上
部两头各钉一颗小钉，拴上线，安上衣夹，演示时将图表夹
在线上（用透明胶或大头钉容
易脱落，影响教学）如：
A
Time Table
TIME
ACTIVITY
7:00
Leave home
8:00
Begin work
12:00
Have lunch
16:00
Have afternoon
tea
可以练习一般过去时：
Yesterday Tom left
home at seven.
问：
What time
did Tome leave home?
答：
He left home at 7
o’clock….
．
3)
制作和使用常规教具的原则和要求
一、科学性
教具是教学的辅助工具，
它的作用只能在教学活动中得以发挥。
因为同样的教具
由于运用的方法不同，
所产生的作用效果也会不同，
所以教师应根据不同教学阶
段的教学目的、内容和方法的需要，根据小学生年龄特征
的需要，科学地运用教
具，避免过多过滥，使其真正有效地为教学服务。
（一）符合教学目的
教具
从设计制作到课堂运用，
每一环节都要紧扣教学内容，
不能偏离
主题。
如在教学
PEP
教材第三册第三
单元有关人物特征描述的句型：
He
／
She has shout
hair
．
原本只需要将人物的外貌特征展示，可有的教师为了让画面生动形象，运
用了多媒体课件
，将人物放在了动感极强的画面中，如成龙在武打片中的场景，
赵薇在电影中的场景等等
。当教师用英语描述人物特征时，学生对语言本身、人
物的外貌特征等都置之不理，
关注的却是课件画面中人物在哪部影片中。
原本配
< br>上形象的画面加上语言，
让学生能直接感知并进行学习，
结果由于教具设计偏离
了教学目的，过多、过杂的视觉画面，对学生的听觉产生了直接的
干扰，也分散
了学生的视觉，影响了教学目标的达成。同样采用多媒体课件，改成以下方
法，
效果就大不一样。
如先将明星的头像制作成漫画，
让学生看着漫画学着用英语描
述；接着做
Gue
ssing
game
游戏
“
猜一猜，谁将闪亮登场
”
，教师或学生用英语描
述一明星的特征，让学生在众多明星漫画中快速找出该明星。这样的课件设计，
紧紧围绕教学目标，活动中由于课件给了学生很好的材料，学生情绪激昂，争着
< br>猜争着说，
听和说的能力得到了充分的练习和提高，
学生
能较快地达到本节课的
预期目的。
（二）把握适时适度
教具的展示，在
时间上要恰到好处，过早地暴露教具，容易使学生分散注意
力，所以教具一般体积不要太
大，以免容易暴露。教具的展现还要避免那种闪亮
登场、一闪而过的现象。当学生还未完
全理解一个内容时，本可以借助教具的展
现而加深印象，提高效果，可有的教师此时往往
把教具匆匆撤下去，或者换成其
他教具，使学生应接不暇，造成学习上的
“
消化不良
”
。
现在提倡课堂氛围的丰富生动，
这其中也有个适度
的问题。
如果一味地追求
生动丰富的效果，过多地依赖教具的功
能，把课堂变成了展览馆、动画观摩或者
音乐会，如此舍本求末，必然会得不偿失。
（三）重在直观易懂
< br>利用教具的直观效果，可以使教学内容具体化、形象化，而直观形象的事
物最容易
吸引小学生的无意注意力，
这不仅节约了教师用语言解释的时间，
也为
学生感知、理解和记忆知识创造了条件。例如在教学
“H
ow many…can you see
？
I
can
see
．
．
．
”
内容时，一般教师会准备些
同类物品或画有同类物品的图片进行教
学。但这样的情景设置对学生没多大吸引力，更缺
少语言学习中非常重要的
“
信
息沟
”
（
Information Gap
）
。教师如果采用下面的教具，则会有意想不到的效果。
教师准备好剪刀和一叠纸，边剪边与学生交流：
“
Ｗ
hat
am
I
doing
？
Oh
，
I’m
cutting
．
Ｗ
hat
am
I
cutting
？
I
am
cutting
some
flowers
．
How
many
flowers
？
< br>Guess
．
”
此时，教师再将
一叠串起来的剪纸花，散开在学生眼前，让学生猜。这
种方法，在教具的选择上，打破了
事先准备好、课堂上简单出示一下的惯例，在
教师边制作边交流的过程中，师生有一种思
维、语言的互动，这种互动将英语学
习变得真实、有趣、生动。如有可能的话，还可让学
生将美术课学得的剪纸、绘
画技术，
在英语课堂上展示，
动动手，
画一画，
剪一剪；
< br>动动口，
伙伴间问一问，
猜一猜。这样，根据具体的教学
内容，真正将各学科有机地整合起来。
二、趣味性
新课程明确指出
“
小学阶段英语课程的目的是激发学生学习英语的兴
趣
……”
所以，小学英语教学中的教具运用要遵循趣味性原
则。
（一）功能多样
教具不能仅仅是展品，只起到静态和平面的视觉效果，还应尽可能具备动
态和
立体的效果，如教师发挥创造性制成的
flash
cards
，具有运用简便、灵活、
新颖的特点，学生除了能看到听到之外
，还有可能去触摸，可以去操作，使英语
教学变得生动有趣，也为激发学生学习兴趣创设
了更多的有利条件，如在进行
PEP
教材第四册第四单元有关天
气情况及选择穿衣的教学内容时，
课堂上是很难
将一年四季不同
的气候及穿衣状况较真实地展现出来。
教师可自制如下教具，
使
用该教具时，窗外的天气情况可做成下雨、下雪、刮风、多云和晴天等五张插入
式卡片，小女孩的上身做成衬衣、夹克衫、毛衣、
T
恤衫等五张插入式卡片。新
课学习时的操练、运用环节都可用该教具，如可请五位学
生（
A
、
B
、
C
、
D
、
E
）
进行如下活动，当
A
学生说
“It’s
hot <
/p>
today
．
”
时，
B
学生立即将相对应的天气图
插入
版图窗框的位置，
C
学生接着问
D“M
u
m
，
can I wear my
T
－
shirt
？
”D
学生
答
“Yes
，
you
can
．
”E
学生立即在五张着衣图中选出相应着衣
图并插入人物头像
中。下面其他学生在这一活动中当裁判，对五位同学说的、选的是否正
确作出判
断。这时的教具通过学生的亲自操作，变成了他们的学具。
（二）保持新颖
教具的选择与
运用要注意保持新颖性，
因为新颖性能使学生学习的兴趣得以
稳
定和持续。
一般在选择教具时，仅局限于平时生活中的原版、
原物是不够的，教师可对
教具在视觉、听觉、触觉、嗅觉等方面做些效果处理，使教具表
现出适当的夸张
而与众不同，这样会更激发学生的学习兴趣。
例如，在学习表示人物特征
“He
／<
/p>
She
has
a
．
．
．
”
时，一位教师别出心裁地
选择了类似小人书那样的面部局部分割图，使用该教具时，随着
卡片的翻动，人
物的头发可长可短、可黑可黄；人物的鼻子，可大可小
< br>……
，教师犹如魔术师，
教具如同万花筒，
能组合成几十种脸型。
如此新颖别致的小小教具，
可
反复使用，
操作方便，效果好，效率高。
教具运用过多过滥也未必就能激发学生的学习兴趣，
应该在教具本身和教具
运用的功能和新颖方面多下工夫，从以上的分析不难说明这一点。
三、实用性
教具是否实用，要看教具
运用时能否在取得预定教学效果的同时，又不浪费
时间、人力、物力。这一点在教学实践
中是可以得到充分印证的。
选择教具要重视其是否实用有效，
因为未必越先进的教具就一定越实用，
也
未必教具用得越多就越实用。
（一）传统教具
许多传统教具运用起
来简单、方便、有效，且制作成本经济实惠，如采用
粉笔、黑板，在书写教学中教师通过
课堂的当堂示范，对学生养成良好的书写习
惯和方法有着重要的作用；
< br>优秀的板书有利于学生对知识的理解和记忆；
简笔画
能给
教学带来意想不到的效果；教学图片适用于多种场合。
（二）一物多用
在目前情况下，小学
英语教师担负着较繁重的教学任务，不可能将过多的
时间和精力放在教具的制作和准备上
。
充分利用教具，
做到物尽所能、
物有
所值，
这在一定程度上能减轻教师的工作量，
较好地避免因教具
过多而分散学生的注意
力。
如在学习水果及描述它们的颜色时，
大部分教师会花费许多时间和财力去采
购各种水果，上课时带着
一大堆水果进教室。有的教师则巧用教具，准备了一些
五颜六色的纸和将各种水果轮廓图
镂空的纸。
教师与学生一起学习了
red
，
yellow
，
green
等颜色单词和
apple
，
< br>banana
，
watermelon
< br>等水果单词后，让学生边在盒中
拿出相应的彩色纸，边说
“I like red
／
yellow
／
green
．
”
回到座位；接着教师出示
有水果轮廓镂空的图，
学生争
先恐后地说着水果单词；
紧跟着，
教师下令
“green
，
green
／
red
，
red
，
come here
．
”
手持各种颜色彩纸的学生听到这一指令会奔向教
师
；
最后
“
奇迹
”
的发生是当教师将自己手中水果轮廓镂空图与任何一位学生的彩
纸重叠时，一个个富有生气的、自己亲手
“
制造
”“
生产
”
出来的水果呈现
在大家眼
前，全班兴奋且轻而易举地说出了英语单词。
几张再普通不过的彩纸和不需要多高的绘画技能就能成型的水
果轮廓镂
空图，准备工作是如此简单，却给教师带来极大的方便，真是一物多用、一举多
得，既省时又省力。
（三）资源共享
教师之间、学校之间
应开展合作交流，互相学习，取长补短，达到资源
共享，
例如，
举办一些有益的竞赛、
展览、
观摩活动
，
促进经验的交流；
同教材、
同年级的
教师集体备课，一些信息资源可实现共享；建立英语教学网站，将一些
有共性的资料汇总
放入，便于教师下载。多种方式将资源集中在一起，既节省了
教师的时间，也使学生能够
充分享用各种有趣、有用的教具，享受现代教育技术
带来的便利。
作
业
Ask students to
make a teaching plan according to certain lesson.
教学总结
课
题
The
Technique of Writing out a Teaching Plan for a
Term
目的要求
1. Make
the students have a clear idea of what a teaching
plan involves
2. Write a
teaching plan
教学重点
Figure out
the importance of a teaching plan
教学难点
How to make proper plan
for the whole semester
教学课时
2 hours
教学方法
inductive/deductive
method
教学内容与步骤
Step 1 Warm-up by a question
Q: Why should we work out a
teaching plan at the beginning of a term?
Write out a teaching plan is the design
for a term teaching work. It should be based on
the teaching syllabus, teaching
materials, teaching conditions and the students’
actual
level. And it should include the
teaching goal and task in a term, teaching
contents,
teaching
rate
of
progress,
teaching
activities,
teaching
hours
and
some
related
measures.
A
teaching
plan
plays
the
role
of
guiding
and
binding.
It
makes
the
activities in
order, purposeful, but
not
in
blindness
or
at
your own will.
It
is
a very
important link to guarantee the
teaching quality.
Q 1: What
contents does a teaching plan include?
Q 2: What is the role of teaching plan?
Step 2 The principle and demands of
working out a teaching plan.
1.
Be
familiar
with
and
grasp
the
essence
of
the
teaching
syllabus.
Make
out
different aims and
demands for different periods based on the
syllabus.
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