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择言老师作文课样Teaching writing can be a challenging task for any teacher, but it can be particularly difficult for a language teacher. 教写作对于任何老师都是一项具有挑战性的任务，但对于语言老师来说可能尤为困难。
Writing is a complex skill that requires not only knowledge of grammar and vocabulary, but also creativity, critical thinking, and cultural awareness. 写作是一项复杂的技能，不仅需要对语法和词汇的知识，还需要创造力、批判性思维和文化意识。
As a language teacher, it is important to find effective ways to teach writing that engage students and help them develop their skills. 作为一名语言老师，发现有效的教学方法来教写作对于引导学生并帮助他们发展技能是非常重要的。
One of the key challenges in teaching writing is how to provide effective feedback to students. 教写作的一个关键挑战是如何向学生提供有效的反馈。
Feedback is essential for students to improve their writing skills and develop as writers. 反馈对于学生改进写作技能和成为作家至关重要。
However, providing feedback on writing can be time-consuming and challenging for teachers, especially when working with a large number of students. 然而，对写作提供反馈对老师来说可能是耗时和具有挑战性的，特别是当面对大量的学生时。
进行教学的英文作文英文：Teaching is a noble profession that requires patience, creativity, and a passion for helping others learn. As a teacher, I believe that it is important to create apositive and engaging learning environment that encourages students to participate and take ownership of their own learning.One of the most effective ways to achieve this is through the use of interactive teaching methods. These methods involve actively engaging students in the learning process, rather than simply lecturing to them. For example, I often use group activities, games, and discussions to encourage students to think critically and apply what they have learned.Another key aspect of effective teaching is the ability to adapt to different learning styles. Every student isunique and has their own way of learning. As a teacher, I strive to identify each student's learning style and tailor my teaching approach accordingly. For example, somestudents may be visual learners, while others may be more auditory or kinesthetic learners.In addition to these strategies, I also believe that it is important to establish a strong rapport with students. This involves building trust and respect, as well ascreating a safe and supportive learning environment. By doing so, students are more likely to feel comfortable asking questions, sharing their thoughts, and taking risksin their learning.Overall, teaching is a challenging yet rewarding profession that requires a combination of knowledge, skills, and personal qualities. By using interactive teaching methods, adapting to different learning styles, and establishing a strong rapport with students, I believe that I can help my students achieve their full potential.中文：教学是一项崇高的职业，需要耐心、创造力和对帮助他人学习的热情。
高职《英语教学论》课程标准一、课程说明《英语教学论》课程标准课程编码：承担单位：制定：制定日期：审核：审核日期：批准：批准日期：1、课程性质：本门课程是职业学院英语教育专业的一门专业必修课。
2、课程任务：主要针对小学英语教学岗位开设，主要任务是培养学生在小学英语教学岗位的教育教学能力，要求学生掌握英语语言教学中使用的方法和技巧，并了解其理论依据；提高学生对语言教学原则、教学规律的理解，并且引导学生将这些原则应用于教学中，使其能够胜任未来的小学英语教学工作。
3、课程衔接：在课程设置上，前导课程有基础英语、教育学、心理学，后续课程有英语教学实训、教学实习。
二、学习目标通过本门课程的学习，学生应熟练掌握英语教学的基本理论和基本方法，并能针对小学英语课堂教学实际，将英语教学理论与小学教学实践相结合，从而培养学生对小学英语教学实践的认识、思考、判断、分析、设计和研究能力。
具体目标分述如下：1、知识和技能目标：（1）了解语言与语言学习的基本概念；（2）理解英语教学的主要理论；（3）掌握英语教学设计的一般方法；（4）掌握英语课堂教学过程与教学效果的评价方法。
2、能力目标：（1）能够正确描述教学目标、重点与难点，分析教学内容，并能根据学生特点和教学条件设计有效的英语教学活动；（2）积极开展英语课堂教学微技能整合，探索英语教学的有效途径；（3）能利用所学技能进行教学设计；（4）能利用所学方法与技巧进行英语教学演示。
3、思想政治素养目标：（1）能够认识到教学能力是英语教师专业素质的必要组成部分；（2）能够认识到科学教学方法的有效应用对于优化教学过程，培养创新型人才的重要作用；（3）具有不断学习新知识和探索新理论以完善自身素质结构的意识与态度。
三、课程设计本课程以职业能力目标为载体，根据小学英语教学岗位工作任务要求，确定学习目标及学习任务内容；本课程采取行动导向项目教学教学模式，以学生为主体、以培养学生课堂教学能力为导向组织教学考核。
王蔷《英语教学法教程（第二版）》讲义Unit1Language and Language LearningUnit2Communicative Principles and Task-based Language Teaching Unit3The National English CurriculumUnit4Lesson PlanningUnit5Classroom ManagementUnit6Teaching PronunciationUnit7Teaching GrammarUnit8Teaching VocabularyUnit9Teaching ListeningUnit10Teaching SpeakingUnit11Teaching ReadingUnit12Teaching WritingUnit13Integrated SkillsUnit14Moral LearningUnit15Assessment in Language TeachingUnit16Learner Differences and Learner TrainingUnit17Using and Creating ResourcesUnit18Evaluating and Adapting Textbooks语言和语言学习【考情分析】本章主要讨论语言观和语言学习观、优秀教师的基本素养以及如何成为一名优秀的英语教师。
主要考点：结构主义、功能主义和交互语言理论；行为主义、认知主义、建构主义和社会建构主义学习理论；一个好的语言老师必备的素养；教师专业技能发展等。
【知识框架】Unit1 Language and Language Learning Views on languageViews in generalA good language teacherFunctional viewBehaviourist theoryCognitive theoryConstructivist theorySocio-constructivist theoryInteractional viewHow can one becomea good language teacher?An overview of the bookethic devotionprofessional qualitiespersonal stylesStage1Language trainingStage2Learning,practiceand reflectionGoal语言和语言学习1.1How do we learn languages?We learn language at different agesPeople have different experiencesPeople learn languages for different reasonsPeople learn languages in different waysPeople have different understandingsPeople have different capabilities in language learningLearning can be affected by the way how language is taughtLearning is affected by the degree of success one is expect to achieve.Thus the challenge confronting language teaching is how teaching methodology can ensure successful learning by all the learners who have more differences than the commonality.1.2Views on languageIn the past century,language teaching and learning practice has been influenced by three different views of language,namely,the structural view,the functional view and the interactional view.(1)The structural view of language结构主义语言观The structural view of language sees language as a linguistic system made up of various subsystem(Larsen-Freeman&Long,1991):the sound system(phonology音系学);the discrete units of meanings produced by sound combinations(morphology形态学/词汇学),and the system of combining units of meaning for communication (syntax句法学).Each language has a finite number of such structural items.结构主义语言观:结构主义语言观将语言看作由许多子系统组成的语言学系统(Larsen-Freeman&Long,1991):语音系统(音系学);产生于语音集合的意义的离散单位(形态学)，以及交际意义的集合单元系统(句法学)。
T eaching material：A Course in English Language Teaching Range of teaching：Teaching Writing（page207 to page227）Time of teaching：40minutesT eaching aims：1、Knowing how to teach writing.2、Understanding the communicative approach.3、Understanding the process approach to writing and knowing howto use it.4、Learning how to motivate student to write.T eaching key points：1、A communicative approach to writing.2、A process approach to writing.3、Motivating students to write.T eaching difficult point：A process approach to writing.T eaching aids：blackboard，chalk，pictures，black paperT eaching procedures：Communicative approach to writing；Problems in writing tasks——6minutesStarter: we have four basic skills in language learning. can you tell me what are they?Y es, they are listening/speaking/readingand writing. Until now we have learnt the first three skills.Today we are going to learning writing.Q:Do you have this memory that our teacher give us a topic and let us write in a limited time?A:…….But I think this consolidate language writing activities does not motivate students well. Because our goal of teaching writing is to motivate students, and then we should make the teaching of writing more effective and motivative. And to motivate students, it is necessary to engage them in some act of communication. That means writing should have some communicative elements.Task: please turn to page 211 and read the task 3 compare the activity 1 and activity 2. Which activity do you prefer? Ofcourse activity 2, because activity 2 is more communicativeand close to students’ daily life. And students can bemotivated by these activities.W e have learnt the communicative principles in unit 2.hopeyou can remember it, if not review it after class.Problems in writing tasks. These problems we must avoid and keep in mind.1. They are mainly accuracy-based2. They are designed to practice a certain structures.3. There is insufficient preparation before the writing stage4. There is no sense of audience5. There is no sense of authenticity6. Students are given ideas to express rather than being invitedto invent their own.7. There is no opportunity for creative writing, particular forexpressing unusual or original ideas.8. Many of them are test-oriented.W e can compare the two ways of writing activities and find out the advantages and disadvantages. In the firstcolumn it is obviously the traditional classroom writingactivity. Students should be puzzled, and they may ask whydo we must write in this style. For what purpose?In this column there is no sense of audience, the students don’t know whom they are writing to. They will lack of motivation and communication. Compared with the first column, how about the second one?It has a sense of audience and students know whom they are writing to.I think you can find the rest differences of your own, andwhen you are teaching writing, you should as the second column do.W e know that we have a process in teaching listening, and we also have a process in teaching writing.A process approach to writing（motivation）; Designing writing tasks——6minutes1.Creating a motivation to write：topic---DES ①motivative ②communicativeStep 1.首先用电影《失恋33天》（LOVE IS NO BLIND）和经融海啸（Financial Tsunami）话题对比，让大家从直观上发现，设计作文题目最重要的是让学生有话可说。
