Lesson plan teaching grammar

目录一、英语说课常用教学术语...........................................................2二、英语教学术语........................................................ (3)三、英语教学法术语........................................................ (8)四、教学常用英语........................................................ (23)五、校园常用英语口语........................................................ (27)一、英语说课常用教学术语A. Brief introduction to the teaching material 教材分析Teaching Tasks 教学任务Teaching contents 教学内容B. Teaching objectives; Teaching aims; Teaching goals 教学目标1. Language knowledge objectives 知识目标2. Language skills objectives 能力目标3. Emotion objectives 情感目标C. Emphases and consolidation 重点与巩固D. Difficulties and breakthrough 难点与突破E. Ideas of language teaching 教学思想F. Teaching methods and teaching aids 教法教具G. Teaching process and distribution of time 教学过程与时间分配Teaching procedure 教学过程Teaching steps 教学环节（Warm up）1. Presentation2. Sample drills3. Explanation to the linguistic points4. Consolidation practice5. Summary6. Test7. Homework8. Distribution of timeH. Layout of blackboard writing 板书Blackboard design 板书设计Whole class work 全班活动Pair work 双人活动Group work 小组活动Learning strategies 学习策略After class reflection 课后反思Description of students Junior 2 （45students）Main structureMain vocabularyVisual aidsReviewBackground informationOptional activities and assignmentsPresentation Practice ProductionPre-reading While-reading Post-readingWarming-up 热身活动；准备活动Lead-in 导入二、英语教学术语1. Plans and objectives计划和目标aims and demands目的与要求plan for the topic课题计划analysis of teaching materials教学分析main points重点difficult points (trouble spots)难点allocation of time时间分配lesson plan课时计划teaching objectives教学目标develop skills (in listening, speaking, reading and writing)培养/发展（听、说、读、写）技能2. Types and content of lesson课型和内容old(new) lesson旧（新）课revision/ review复习（课）reading 阅读课dialogue对话课listening 听力课conversation会话（课）(writing) precis（写）概要composite lesson综合课open class(demonstration lesson)公开课3. procedure程序introduction导言（课）checkup/ checking检查(have) dictation（进行）听写listening to recording听录音model reading (by the teacher) 范读，示范朗读read in chorus声朗读watching lantern-slidespoint to … in the chart/ diagram在图/表中指示retelling (retell the story) 复述（故事）rewrite the paragraph 改写段落generalize , induce 概括、归纳row work一排（座位）同练pair work 结对儿练习group work 小组练习summing-up 总结4. Assignments and tests 作业与考查assign class work / homework 布置课内（外）作业hand in / collect the homework 交（收）作业oral / written work 口头/书面作业quiz 随堂小测验(unit) test （单元）测验mid-term exam(ination) 期中考试term(inal) exam(ination) 学期考试make-up exam(ination) 补考sit for an exam(ination) （在）参加考试mark the homework / paper 改作业/卷（给分）full marks 满分, A+excellent (superior) 优，A(优减，A－)good 良，Bnormal/ fairly good /fair 中、尚好，Cnot good / bad 差，Dfail 不及格, F教学法流派：audio-lingual approach or aural-oral method听说法；cognitive approach认知法；compromise method 折中法；deductive method演绎法；inductive method归纳法；cramming method灌输法；comparative method比较法；direct method直接法；discovery learning发现学习法；eclecticism优选法；grammar translation method语法翻译法；language teaching methods语言教学法；the natural approach自然法（途径）；reading method阅读法；silent way沉默法；the communicative approach 交际法（途径）；notion-al approach意念法；functional approach 功能法；comprehensive method综合法；situational method情景法；heuristic method of teaching启发式教学法；oral method口授法；didactics教授法；audio-visual method视听法；suggestopoedia 暗示法；activity method活动教学法；card system卡片教学法；group training method分组训练方法；computer aided instruction计算机辅助教学；discussion method讨论教学法；demonstration method演示法；Total Physi-cal Response全身反应法；Structural Method 结构法；Com-munity Language Learning 集体语言学习法；Zhang Sizhong’s Method of Foreign Language Teaching张思中外语教学法Teaching grammar in situations情景法语法教学Teaching grammar by charts and diagrams用图表概括教语法Teaching grammar in sentence patterns结合句型教语法Teaching of grammar by comparison比较法语法教学Teaching grammar in various ways多样化语法教学Teaching grammar in a communicative way交际式语法教学Teaching of grammar by inductive method归纳法语法教学Teaching of grammar by deductive method演绎法语法教学Teaching vocabulary in situations情境法词汇教学Teaching words in cultural context结合文化背景教单词Teaching of sentence patterns句型教学Mechanical drills机械操练Meaningful drills意义操练Communicative drills交际性练习Presenting patterns in situations情景呈现句型Presenting patterns by raising questions问题呈现句型Presenting patterns by pictures看图呈现句型Presenting patterns by narration叙述呈现句型Presenting patterns through action动作表情呈现句型Pattern drills by imitation模仿式句型操练Pattern drills by substitution替换式句型操练Pattern drills by conversion转换式句型操练Teaching methods and classroom techniques教学方法与课堂技巧Micro-teaching微型教学Teaching of pronunciation语音教学Teaching liaison连读教学Teaching words in sentence patterns利用句型教单词Teaching vocabulary by comparison比较法教词汇Teaching words by rules of word formation利用构词法教词汇Goals/ objectives目标Aims目的Requirements要求Role of the English Teacher 英语教师的作用Revision复习activator记忆激活者presentation呈现demonstrator示范者drill操练organizer or director组织者或指挥者practice 练习supervisor or monitor 监督者或监听者consolidation巩固helper or marker帮手或记分员能够实现的目标：achievable goals；理解检查：comprehension check；结伴学习：cooperating with others；手段：device；自我测评：evaluating one’s learning ；细读：full reading ；功能词：function word；基本思路：general tendency；小组活动：group work；分类聚词：grouping；圈划重点：highlighting；明确目的；identifying the purpose of a language task；输入假设：input theory；内省法：introspection；以学生为中心：learner-centered；学习策略：learning strategy；逻辑思维：logical thinking；排除焦虑：lowing one’s anxiety；记忆策略：memory strategy；误解misunderstanding；需要分析：needs analysis；观察（法）：observation；口头报告：oral report；片面理解：partial understanding；解决问题：problem-solving；步骤：procedure；有目的的听说读写purposeful listening/ speaking/ reading/ writing；规则演绎：reasoning deductively；现场记录：recording ；查阅：scanning；争取机会：seeking practice opportunities；自选话题：selecting the topic；自我意识：self-awareness；自我评价：self evaluating；社交策略：social strategy；列单式笔记：shopping list note form；提要式笔记：standard outline note form；有声思维：think aloud三、英语教学法术语Aachievement test 成绩测试acquisition 习得，语言习得acquisition 语言习得顺序active mastery 积极掌握active vocabulary 积极词汇，主动词汇affective filtering 情感筛选aim,objective 目的，目标analysis of errors 错误分析analytic approach 分析教学法，分析法analytical reading 分析性阅读application to practice 运用于实践applied linguistics 应用语言学approach 教学路子aptitude test 能力倾向测验Army method 陆军法associative learning 联想性学习auditory discrimination 辨音能力auditory feedback 听觉反馈auditory memory 听觉记忆auditory perception 听觉audio-lingual method 听说法audio-visual method 视听法aural-oral approach 听说教学法，听说法aural-oral method 听说法Bbasic knowledge 基本知识basic principle 基本原则basic theory 基本理论basic training 基本训练basic vocabulary 基本词汇behaviourism 行为主义bilingual 双语的bilingual education 双语教育blank filling 填空Cchain drill 链式操练，连锁操练choral repetition 齐声照读，齐声仿读class management 课常管理classroom interaction 课常应对cloze 完形填空cognitive approach 认知法common core 语言的共同核心，语言共核communicative drill 交际性操练communicative exercise 交际练习communicative langunge teaching 交际派语言教学法，交际教学法community language learning 集体语言学习法comparative method 比较法communicative approach 交际法comprehensible input 不难理解的输入comprehensive method 综合法computer-managed instruction 计算机管理教学concord and coordination 默契与配合console 控制台consonant cluster 辅音连缀context 上下文controlled composition 控制性作文course density 课堂密度course design 课程设计cramming method 灌输式cue word 提示词curriculum 课程，教学大纲curriculum development 课程编制，课程设计cultrual objective,aim 教养目的cclical approach 循环教学法，循环法Ddeductive learning 演绎性学习deductive method 演绎法delayed auditory feedback 延缓听觉反馈demonstration 演示demonstration lesson 示范教学describe a picture in writing 看图说话describe a picture orally 描写语言学diagram 图解diagnostic test 诊断性测验dicto-comp 听写作文direct application 直接应用direct comprehension 直接理解direct learning 直接学习direct method 直接教学法Eeducational objective, aim 教育目的EFL 英语作为外语English as a Foreign Language 英语作为外语English as an International Language 英语作为国际语言English environment 英语环境English for Academic Purposes 学术英语English for general prupose 普通英语English for General Purposes 通用英语English for specific purposes 专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语English medium school 英语授课学校English teaching;teaching English 英语教学WSD（English as a Second Dialect）英语作为第二方言WSL（English as a Second Language）英语作为第二语言ESL Programme（English as a Second Language Programme）英语（第二语言）教程ESP（English for Special Purposes）专用英语EST（English for Science and Technology）科技英语evaluation 评语，评价examination 考试examination question 考题experimental method 实验法extensive reading 泛读external speech 外语言语extra-curiculum activity 课外活动extra-curriculum club,group 课外小组Ffacial expression 面部表情feedbace 反馈film projector 电影放映机filmstrip 电影胶片final stage 高级阶段first language 第一语言，母语formative evaluation 自由作文free practice 自由练习frequency of word 词的频率al approach 功能法al syllabus 功能派教学大纲Ggeneral linguistics 普通语言学gestalt style 格式塔式（学习），整体式（学习）gesture 手势getting students ready for class 组织教学global learning 整体式学习，囫囵吞枣式学习global question 综合性问题gradation 级进法，分级递升法graded direct method 循序直接法grading 级进法，分级递升法；评分grammar lesson 语法课grammar method 语法法grammar translation method 语法翻译法grammatical analysis 语法分析group reading 集体朗读group training 集体练习guided composition 引导性作文Hheuristic method of teaching 启发式教学法heurstics 启发法；探索法humanistic approach 人本主义教学法Iidealism 唯心主义imitatiom 模仿immersion programme 沉浸式教学imparting knowledge 传授知识incomplete plosive 不完全爆破independent composition 独立作文individualized instruction 个别教学individual training 个别练习inductive learning 归纳性学习inductive method 归纳法inflection,inflexion 词形变化information,processing 信息处理initial beginning stage 初级阶段inner speech 内语言语in-service training 在职培训instructional objective 语言教学目标integrative teaching 综合教学integrated approach 综合教学法，综合法intelligent memory 理解性记忆language training 强化教学intensive training 精读intermediate stage 中级阶段interpretation 头口翻译International Phonetic Alphabet 国际音标Jjuncture 连读，音渡junior high school 初级中学junior school 初级学校junior sceondary school 初级中等学校junior-senior high school 初高中junior technical college(or school) 初级职业学院（或学校）junior year 大学三年级Kkey words 基本词，关键字kinesics 身势语，身势学kinesthetic memory 动觉记忆knowledge 知识knowledge structure 知识结构Llanguage acquisition 语言习得language acquisition device 语言习得机制language arts 语言技能language competence,or knowledge 语言知识language learning capability 语言学习能力language laboratory;lab 语言实验室language leaning capacity 语言学习能力language pedagogy 语言教育language performance 语言行为language program design 语言课程设计language test 语言测试learning by deduction 演绎性学习learning by induction 归纳性学习learning process 学习过程learning style 学习方式lesson conducting 教课lesson plan 课时计划，教案lesson preparation 备课lesson type 课型linguistics 语言学linguistic competence 语言能力linguistic method 口语领先教学法living language 活的语言long-term memory 长期记忆look-and-say method 看图说话法Mmeaningful drill 有意义的操练neabubgful exercise 有意义的练习meaningful learning 理解性学习means of teaching 教学手段mechanical drill 机械操练mechanical exercise 机械练习mechanical memory 机械记忆mechanical translation 机器翻译medium of instruction 教学媒介语，教学语言memory 记忆，记忆力memory span 记忆幅度memorizing 用记记住method 方法methodology of teaching 教学法methodology of teaching English 英语教学法micro-teaching 微型教学mim-mem method 模仿—记忆法minimal pair 最小对立体（一种辨音练习）modeling 示范教学modern equipment 现代化设备modern language 现代语言monitor hypothesis 语言监控说mother tongue 母语motivation 引起动机Nnative language 本族语natural approach 自然教学法，自然法natural method 自然法needs analysis 需要分析new lesson 新课nine-pile grading 九堆法notional approach 意念法notional-al syllabus 意念-功能派教学大纲notional syllabus 意念大纲、意念派教学大纲Oobservation lesson 观摩教学objective 教学目标optimum age hypothesis 学习最佳年龄说operating principle 操作原则oral approach 口语教学法，口语法oral exercise 口语练习oral method 口授法oral reading 朗读order of acquisition 语言习得顺序organization of teaching materials 教材组织organs of speech 发音器官outside reading 课外阅读Over learning 过量学习Ppaired-associate learning 配对联想学习法pair work 双人作业，双人练习passive vocabulary 消极词汇pattern drill 句型操练pattern practice 句型练习pedagogical grammar 教学语法pedagogy 教育法peer teaching 同学互教penmanship handwriting 书法perception 知觉performance objective 语言实践目标personality 个性philosophy 哲学phoneme 音素phonetics 语音法phonetic method 按字母音值拼读法phonology 音位学picture 图画placement test 分班测验plateau of learning 学习高原practical objective 实用目的practice effect 练习效应practice of teaching 教学实践presentation of new materials 提出新材料pre-teaching 预教primary of speech 口语领先principle of communication 交际性原则principle of teaching 教学原则problem solving 习题解答production stage 活用阶段，产出阶段productive exercise 活用练习productive mastery 活用掌握productive vocabulary 活用词汇proficiency 熟练program designing 课程设计psycho-linguistics 心理语言学psychological method 心理法Qqualified teacher 合格教师question band 试题库questionnaire 调查问卷questions 提问rapid reading 快速阅读，快读rate of reading 阅读速度readability 易读性read by turns 轮读reading 阅读reading lesson 阅读课reading method 阅读法reading speed 阅读速度reading vocabulary 阅读词汇，阅读词汇量receptive language knowledge 接受性语言知识receptive vocabulary 领会词汇reformed method 改良法regression 回看，重读reinforcement 巩固reinforcement lesson 巩固课repetition drill 复述操练repetition-stage 仿照阶段response 反应retelling 复述retention 记忆review;revision 复习review（revise）and check up 复习检查review（revision）lesson 复习课rewriting 改写rhythm 节奏role-play 扮演角色rote learning 强记学习法，死记硬背scanning 查阅，扫瞄school practice 教学实习scientific way of thinking 科学的思想方法second language 第二语言segment 音段，切分成分semantics 语义学seminar 课堂讨论sentence completion 完成句子short-term memory 短期记忆sight vocabulary 一见即懂的词汇silent reading 默读silent way 沉默法，静授法simplification 简写simplified reader 简写读本simulation 模拟，模拟性课堂活动simultaneous interpretation 同声翻译situational method 情景法situational language teaching 情景派语言教学法，情景教学法situational method 情景教学法situational syllabus 情景派教学大纲situation reinforcement 情景强化法skimming 略读，济览slide 幻灯片slide projector 幻灯片socialized speech 社会化言语socio-linguistics 社会语言学soft ware 软件speech disorder 言语缺陷speech pathology 言语病理学speech perception 言语知觉speech reading 唇读法speed reading 快速阅读，快读speelling 正字法spiral approach 螺旋式教学法，螺旋法spoken language 口语stage of teaching 教学阶段stick drawing;mathch drawing 简笔画stimulus and response 刺激与反应stress accent 重音，重读structuralism 结构主义（语言学）structural method 结构法student-centered 学生中心student-centered learning 学生为主学习法student teacher 实习教师student teaching 教育实习submersion programme 沉浸式教程substitution 替换substitution table 替换表subvocal reading 默读suggestopaedia 暗示教学法syllabus 教学大纲syllabus design 教学大纲设计syllabus for middle school English 中学英语教学大纲synthetic approach 综合性教学法，综合法synthetical reading 综合性阅读Ttarget language 目的语，译文语言teacher’s book 教师用书teacher’s manual 教师手册teaching experience 教学经验teaching objective,aim 教学目的teaching procedure 教学过程teaching tools;property 教具teaching words in isolation 孤立教单词theory of teaching 教学理论TEFL 英语（外语）教学TESL 英语（第二语言）教学TESOL 对非英语民族教英语time allotment 时间分配total physical response method 整体动作反应法transformation drill 转换操练translation method 翻译法transformational generative grammar 转化生成语法Uunconscious 潜意识underclassman 低年级学生undergraduate 大学本科生undergraduate course 大学本科课程undergraduate school 大学本科学院undergraduate special 大学特殊课程unified studied 统一课程university high school 大学附属中学university of the air 广播电视大学updating courses/training 现代化课程/训练upgrading courses/training 进修课程/训练upperclassman 高年级学生use and usage 使用和用法四、教学常用英语常见的语法术语摘要1.名词 noun 动词 verb 形容词 adjective 数词 numeral 代词 pronoun2.介词 preposition 副词 adverb 连词 conjunction 冠词 article 感叹词interjection3.结构：structure 简单句 simple sentences 并列句 compound sentences4.复合句complex sentences 倒装句inverted sentences 省略句ellipticalsentences5.陈述句 declarative sentences 疑问句 interrogative sentences6.祈使句 imperative sentences 感叹句 exclamatory sentences7.否定句 negative sentences 被动句 passive sentences8.虚拟语气句 subjunctive sentences 同义句 synonymous sentences9.歧义句 ambiguous sentences 委婉句 euphemisms 强调句 emphasis10.疑难句 difficult sentences 叙述句 narrative sentences 说明句 expositorysentences11.议论句 argumentative sentences 人物描写句 descriptive sentences of people12.动作描写句：descriptive sentences of actions13.环境描写句 descriptive sentences of environment14.日常口语句 sentences for everyday talk15.实用情景句 sentences of actual situations16.课堂教学句 sentences of classroom teaching17.名人语句 quotations 格言句 maxims 谚语句 proverbs18.状语adverbial 补语complement 宾语object 宾语补助语objectivecomplement19.表语 predicative 主语 subject 谓语 predicate 谓语动词 finite verb20.非谓语动词 non-finite verb 情态动词 modal verb21.并列 coordination 选择 alternative 转折 transition 对比 contrast22.原因 cause 结果 effect 解释 explanation23.动词时态 verb tenses24.一般现在时 simple present (tense)25.一般过去时 simple past (tense) 一般将来时 simple future (tense)26.过去将来时 future (tense) in the past 现在完成时 present perfect (tense)27.过去完成时 past perfect (tense) 将来完成时 future perfect (tense)28.现在进行时 present continuous (tense) 过去进行时 past continuous (tense)29.将来进行时 future continuous (tense)30.现在完成进行时 present perfect continuous (tense)31.主句 main clause 从句 subordinate clause32.限定性定语从句 restrictive attributive clause33.非限定性定语从句 non-restrictive attributive clause34.宾语从句 object clause 壮语从句 adverbial clause 主语从句 subjectclause35.表语从句 predicative clause 同位语从句 appositive clause36.双重复合句 double complex sentences37.多重复合句 multiple complex sentences38.插入语 parenthesis39.IT引导的句子 IT sentences40.THERE引导句 THERE sentences41.省略名词 omission of noun42.判断句statements 列举句enumeration 比较句comparison 让步句concession43.一般疑问句 general question 特殊疑问句 special question44.选择疑问句 alternative question 反意疑问句 disjunctive question45.陈述式疑问句 declarative question 省略疑问句 elliptical question46.一般否定 general negation 全部否定 complete negation 部分否定 partialnegation47.双重否定 double negation 否定句 negative sentences 肯定句 affirmativesentences48.主格 subjective case 宾格 objective case 所有格 possessive case49.单数与复数 singular and plural 语序 word order50.不定式 infinitive 动名词 gerund 现在分词 present participle51.主动的 active 被动的 passive 语态 voice 标点符号 punctuation mark52.抽象的 abstract 具体的 concrete 名言 saying 语气 mood53.典故 allusion 习语 idiom 俚语 slang 外来语 foreign word 行话 jargon54.直接引语 direct speech 间接引语 indirect speech 命题 proposition课堂教学句 sentences of classroom teaching开始上课 beginning of the class1.我们开始吧 Let’s start/ Let’s begin now2.让我们开始上课 Let’s begin our lesson.3.今天我们上新课，先学生词，然后读课文 We are going to have a new lesson today.We’ll learn the new words first. Then we’ll read the text.4.我们先学课文，然后提问。

Lesson planunit 8The seasons and the weatherTopic2The summer holidays are comingType:dialogue外国语学院09级本科3班徐兆云Lesson planⅠ. Background InformationSchool grade class:Junior High School,Grade 1,Class 2Text book:Jenior High School Project EnglishTeaching material:Unit 8,Topic 2,Section A,dialodue (1a)Period:40 minutesLesson type:dialogueTeacher:Xuzhaoyun from Anhui Science and Technology UniversityⅡ. Teaching AimsKnowledge:Get students to grasp the important language points in the dialogue：⑴Words:weather,cool,country,picture,celebrate,birthday⑵Expressions:what’s your plans?I t’s cool.Take around the countryTake picturesPlaces of interestI hope you have a good time!(3)Grammar:learn how to express wishes:I want to/I pla n to/I hope to/I wish to/I’d like to(4)Function:help the students know how to express wishes with each other(5)Topic:the wishes and reasons about where to go in the coming summer holiday Ability: ①Train the ability of listening and practice the reactive capability.②Cultivate the ability of retelling a dialogue about expectations.③Train the ability of making up a dialogue about desire freely.Moral lesson:Encourage the students to talk to others in appropriate way and how to consult and give information. Cultivate studends love travelling.Ⅲ. Key PointsGets the students to master the skills of talking about wishes and travelling.Ⅳ. Difficult PointsTeach the students to use the verbs(want to/plan to/wish to/hope to/ would like to)to express wishes masterly by their own.Ⅴ. Teaching MethodsSituational communicative approach ,pair work and group workⅥ. Teaching AidsBlackboard,radio,pictures and chalkⅦ. Teaching ProcedureStep1. Introduction(5 minutes)Hello,st class, we have learned topic 1 in this unit.We got some information about the 4 seasons in our life.Through our learning,we know how to express the different kinds of seasons.Now can you use what we learn to express your favourite seasons? Try this with your deskmate after class.T oday we’ll talk about our coming holidays.Wow,you must all like it right?Then how do you spend you summer holidays? (Find some students to give their answers)Where would you like togo? (Find some students to give their answers).Next I’ll show you some pictures.Step2. presentation(15 minutes)1.New wordsTeacher：Are there any new words for you in the dialogue? Yes，let’s deal with them. Guess the meanings of the words and expressions. Find the proper words in the table to fill in the blanks.(1).Ask students to find the sentences about wishes,and then write this sentences in the blackboard and translate them into chinese in order to make students learn howmake some sentences about expectations by their own.Step 3.Practice(15 minutes)1.IntroductionWith the help of tapes. Now we are going to listen to four students，Kangkang, Michael, Maria and Jane.2.Drill(1) Listen to the tape.(2) Read and follow the tape.(3) Read the dialogue in pairs.(6)Use the expressions we have learned in class to make a little dialogue.(7)According to the dialogue you have made,choose two or three students to play itout.Step4. Production(5 minutes)Situation1：Suppose you want to visit the Great Wall,think about the reasons. Make up a dialogue by using the expressions in the dialogue.Situation 2：Role play.Choose some students to work out the dialogue.Situation 3：Suppose you have been to the Great Wall ,and you enjoyed yourself very much.Please write a diary about it.Step5. SummaryIn the class,with the use of teaching aids,students grasp the useful expressions of expectation and can use the expressions to make dialogue about wishes.Step6. Homework1. Do exercises of the workbook.2. Retell the dialogue in the first or the third person form.Ⅷ.Reflection:。

Lesson plan for Great ScientistsTeachi ng Procedurese.The new hybrid rice has been developed by the Yuan Longping High-tech Agriculture Company of China.T:Now answer the following questions.1 .Which sentence is in the present simple(passive voice)?2 .Which sentences are in the past simple(passive voice)?3 .Which sentence refers to the future?4 .Which sentence is in the present perfect?3. Present the passive voice with four tenses on PPT the present simple, the past simple, the futuresimple, and the present perfect; then explain the usage of the sentences from the PPT one by one.4. Conclude the forms of the passive voice and show it on PPT. Let Ss learn to observe the sentences structures and distinguish the different tenses.The teacher guides the students to make a simple summary of the voice they have learned and form a clear concept of it.Stage 3 Practice (10mins)1. Ask Ss to do the exercise 1 and exercise 2 of different tenses about the passive voice. 厂 一Exercise 1 J 1.1 vxltfl monry ______ . Ihe lliedltv illA. was fnundB. find 吊 1 round Ik fonrid«rv cnnriiJ<nt ihiHenvironment _______ hy our furthervl'Jbrh tu induct pullulion.A. had been improved ' hr iniproi «dC?. k impiwcd 1). WHS improvrdXU nalliing _______ , Uiv(K?c3ns «111 turn inlo I LS J I deserts,A. doe\ B* h 刘d been done will 号 JuneExercise 2Fill in the blanks.Part oneLihui: Let's learn other scientists.Lihua: Cailun is a great inventor I'd like to talk.Lihui: Great,we all know that Papermaking _____________________ (invent) by him.Lihua:Yes,with the development of society, different types of paper _____________________ (develope) sofar.Lihui:Maybe in the future, new paper ________________ (create) and ________ (use) in other area.Part 2Tom:Do you know some famous scientists?Tina:Yes,Stephen Hawking,he _________________ (know) at home and abroad widely.Tom:for example?Tina:He ___________ (graduate) from Oxford University.In the 1960s,He (diagnose)with motor neurone disease.but he never gave up, his book A Briefbe +doneDesigning purposeHistory of Time(publish)in 1988.He is so outstanding and we(influence) by him.Tom:Right.we all believe his work(use) in other new field that(explore) by others scientists recently.Stage4 Production Discussion and making sentences in groups.(11 mins ) 1.Teacher show some pictures in the PPT, then ask Ss to discuss and describe the picture byusing the correct form of passive voice in groups. And some prompts are given besides the picture.T: I think you have learned passive voice by hearts. Now, we will make some sentences in passive voice inpassive voice.You know,we should learn not only their forms but also how to use them correctly. Ask Ss todiscuss the exercise in groups and finish it.Practice 1: Make sentences according to the pictures and given words.2.Write a short dialogue within sive sentences to describe the scientists with the right types of PV.Scientists are as follows:MadameCurie,Edison ect.3.Give some comments on the Ss' performance and then give a brief conclusion.Blackboard/PPT Design（板书 /媒体设计）Module 4 The Passive VoiceBe+done1.the present simple: am/is/are+done2.the past simple: was/were+done3.the future simple: will be+done4.the present perfect: have/has+been+done。

《英语教学理论与实践》教学大纲Theory and Practice for English language Teaching课程代码：RRX036316 学时：36 学分：2理论学时：36 实验或讨论学时：0适用专业：英语课程性质：选修执笔人：李银玲审定人：康光明一、说明1．课程的性质、地位和任务“英语教学理论与实践”是面向英语专业高年级学生开设的一门个性发展课程。

是一门多边缘的、发展中的、理论与实践相结合的理论学科，课程在回顾外语教学历史、研究语言和学习规律、介绍先进教学理论的同时，要求学生通过语音、语法、词汇、听力、口语、阅读、写作、等课堂教学的实践，掌握教学理论，灵活运用教学理论。

因此，本课程具有知识介绍和理论实践两大特点，既注重知识的传授，又注意教学能力的培养。

2．课程教学的基本要求该课程要求学生有很强的自主学习能力和参与意识。

根据人才培养模式的要求和本课程设置的特点，学生在学习时应做到以下几点：1）做好充分的预习工作该课程要求学生必须在上课前做好充分的预习工作。

在课前预习时应该做到以下几点：预习教材，完成所有的tasks；阅读相关的辅助材料，如上海外语教育出版社和外研社都出版了成套的英语教学和研究类图书，另外很多国内的刊物，如“外语教学与研究”“外语界””国外外语教学”“中小学外语教学”等，国外的如TESOL Quarterly, ELT Journal, Forum等上面都有很多理论与理论应用性的研究，阅读这些书籍和刊物不仅可以扩充自己的知识，也可以学习一些研究方法；自己应该能够根据教材中的教学理论，设计各种微型课堂活动。

2）注意互惠性学习所谓互惠性学习即在学习中与其他同学合作，互惠互利，进行信息共享，共同分析问题、解决问题。

如有可能可以结合成固定的学习小组。

3）加强反思性学习在学习过程中应注意将所学教学理论与自己的教学实践相联系，从理论的角度评估自己的教学。

如在学习“阅读教学”时，根据阅读教学的理论对照自己的阅读教学实践，寻找教学中的差距，这样不仅可以加深对教学理论的理解，也可通过对自己教学的反思，提高自己的业务素质。

英语教学法术语The Terms of English Language Teaching Methodology英语教学法术语Aachievement test 成绩测试acquisition 习得，语言习得acquisition 语言习得顺序active mastery 积极掌握active vocabulary 积极词汇，主动词汇affective filtering 情感筛选aim,objective 目的，目标analysis of errors 错误分析analytic approach 分析教学法，分析法analytical reading 分析性阅读application to practice 运用于实践applied linguistics 应用语言学approach 教学路子aptitude test 能力倾向测验Army method 陆军法associative learning 联想性学习auditory discrimination 辨音能力auditory feedback 听觉反馈auditory memory 听觉记忆auditory perception 听觉audio-lingual method 听说法audio-visual method 视听法aural-oral approach 听说教学法，听说法aural-oral method 听说法Bbasic knowledge 基本知识basic principle 基本原则basic theory 基本理论basic training 基本训练basic vocabulary 基本词汇behaviourism 行为主义bilingual 双语的bilingual education 双语教育blank filling 填空Cchain drill 链式操练，连锁操练choral repetition 齐声照读，齐声仿读class management 课常管理classroom interaction 课常应对cloze 完形填空coach 辅导cognitive approach 认知法common core 语言的共同核心，语言共核communicative drill 交际性操练communicative exercise 交际练习communicative langunge teaching 交际派语言教学法，交际教学法community language learning 集体语言学习法comparative method 比较法communicative approach 交际法comprehensible input 不难理解的输入comprehensive method 综合法computer-managed instruction 计算机管理教学concord and coordination 默契与配合console 控制台consonant cluster 辅音连缀context 上下文controlled composition 控制性作文course density 课堂密度course design 课程设计cramming method 灌输式cue word 提示词curriculum 课程，教学大纲curriculum development 课程编制，课程设计cultrual objective,aim 教养目的cclical approach 循环教学法，循环法Ddeductive learning 演绎性学习deductive method 演绎法delayed auditory feedback 延缓听觉反馈demonstration 演示demonstration lesson 示范教学describe a picture in writing 看图说话describe a picture orally 描写语言学diagram 图解diagnostic test 诊断性测验dicto-comp 听写作文direct application 直接应用direct comprehension 直接理解direct learning 直接学习direct method 直接教学法Eeducational objective, aim 教育目的EFL 英语作为外语EGP 通用英语ELT 英语教学English as a Foreign Language 英语作为外语English as an International Language 英语作为国际语言English environment 英语环境English for Academic Purposes 学术英语English for general prupose 普通英语English for General Purposes 通用英语English for specific purposes 专用英语ESOL English for Speakers of Other Languages 供非英语民族使用的英语English medium school 英语授课学校English teaching;teaching English 英语教学WSD（English as a Second Dialect）英语作为第二方言WSL（English as a Second Language）英语作为第二语言ESL Programme（English as a Second Language Programme）英语（第二语言）教程ESP（English for Special Purposes）专用英语EST（English for Science and Technology）科技英语evaluation 评语，评价examination 考试examination question 考题experimental method 实验法extensive reading 泛读external speech 外语言语extra-curiculum activity 课外活动extra-curriculum club,group 课外小组Ffacial expression 面部表情feedbace 反馈film projector 电影放映机filmstrip 电影胶片final stage 高级阶段first language 第一语言，母语formative evaluation 自由作文free practice 自由练习frequency of word 词的频率al approach 功能法al syllabus 功能派教学大纲word 功能词Ggeneral linguistics 普通语言学gestalt style 格式塔式（学习），整体式（学习）gesture 手势getting students ready for class 组织教学global learning 整体式学习，囫囵吞枣式学习global question 综合性问题gradation 级进法，分级递升法graded direct method 循序直接法grading 级进法，分级递升法；评分grammar lesson 语法课grammar method 语法法grammar translation method 语法翻译法grammatical analysis 语法分析group reading 集体朗读group training 集体练习guided composition 引导性作文Hheuristic method of teaching 启发式教学法heurstics 启发法；探索法humanistic approach 人本主义教学法Iidealism 唯心主义imitatiom 模仿immersion programme 沉浸式教学imparting knowledge 传授知识incomplete plosive 不完全爆破independent composition 独立作文individualized instruction 个别教学individual training 个别练习inductive learning 归纳性学习inductive method 归纳法inflection,inflexion 词形变化information,processing 信息处理initial beginning stage 初级阶段inner speech 内语言语in-service training 在职培训instructional objective 语言教学目标integrative teaching 综合教学integrated approach 综合教学法，综合法intelligent memory 理解性记忆language training 强化教学intensive training 精读intermediate stage 中级阶段interpretation 头口翻译International Phonetic Alphabet 国际音标Jjuncture 连读，音渡junior high school 初级中学junior school 初级学校junior sceondary school 初级中等学校junior-senior high school 初高中junior technical college(or school) 初级职业学院（或学校）junior year 大学三年级Kkey words 基本词，关键字kinesics 身势语，身势学kinesthetic memory 动觉记忆knowledge 知识knowledge structure 知识结构Llanguage acquisition 语言习得language acquisition device 语言习得机制language arts 语言技能language competence,or knowledge 语言知识language learning capability 语言学习能力language laboratory;lab 语言实验室language leaning capacity 语言学习能力language pedagogy 语言教育language performance 语言行为language program design 语言课程设计language test 语言测试learning by deduction 演绎性学习learning by induction 归纳性学习learning process 学习过程learning style 学习方式lesson conducting 教课lesson plan 课时计划，教案lesson preparation 备课lesson type 课型linguistics 语言学linguistic competence 语言能力linguistic method 口语领先教学法living language 活的语言long-term memory 长期记忆look-and-say method 看图说话法Mmeaningful drill 有意义的操练neabubgful exercise 有意义的练习meaningful learning 理解性学习means of teaching 教学手段mechanical drill 机械操练mechanical exercise 机械练习mechanical memory 机械记忆mechanical translation 机器翻译medium of instruction 教学媒介语，教学语言memory 记忆，记忆力memory span 记忆幅度memorizing 用记记住method 方法methodology of teaching 教学法methodology of teaching English 英语教学法microteaching 微型教学mim-mem method 模仿—记忆法minimal pair 最小对立体（一种辨音练习）model 模型modeling 示范教学modern equipment 现代化设备modern language 现代语言monitor hypothesis 语言监控说mother tongue 母语motivation 引起动机Nnative language 本族语natural appoach 自然教学法，自然法natural method 自然法needs analysis 需要分析new lesson 新课nine-pile grading 九堆法notional approach 意念法notional-al syllabus 意念-功能派教学大纲notional syllabus 意念大纲、意念派教学大纲Oobservation lesson 观摩教学objective 教学目标optimum age hypothesis 学习最佳年龄说operating principle 操作原则oral approach 口语教学法，口语法oral exercise 口语练习oral method 口授法oral reading 朗读order of acquisition 语言习得顺序organization of teaching materials 教材组织organs of speech 发音器官outside reading 课外阅读overlearing 过量学习Ppaired-associate learning 配对联想学习法pair work 双人作业，双人练习passive vocabulary 消极词汇pattern drill 句型操练pattern practice 句型练习pdeagogical grammar 教学语法pedagogy 教育法peer teaching 同学互教penmanship handwriting 书法perception 知觉performance objective 语言实践目标personality 个性philosophy 哲学phoneme 音素phonetics 语音法phonetic method 按字母音值拼读法phonology 音位学picture 图画phasement test 分班测验plateau of learning 学习高原practical objective 实用目的practice effect 练习效应practice of teaching 教学实践presentation of new materials 提出新材料pre-teaching 预教primary of speech 口语领先principle of communication 交际性原则principle of teaching 教学原则problem solving 习题解答production stage 活用阶段，产出阶段productive exercise 活用练习productive mastery 活用掌握productive vocabulary 活用词汇proficiency 熟练program desing 课程设计psycho-linguistics 心理语言学psychological method 心理法Qqualified teacher 合格教师question band 试题库questionnaire 调查问卷questions 提问Rrapid reading 快速阅读，快读rate of reading 阅读速度readability 易读性read by turns 轮读reading 阅读reading lesson 阅读课reading method 阅读法reading speed 阅读速度reading vocabulary 阅读词汇，阅读词汇量receptive language knowledge 接受性语言知识receptive vocabulary 领会词汇reformed method 改良法regression 回看，重读reinforcement 巩固reinforcement lesson 巩固课repetition drill 复述操练repetition-stage 仿照阶段response 反应retelling 复述retention 记忆teview;tevision 复习review（revise）and check up 复习检查review（revision）lesson 复习课rewriting 改写rhythm 节奏role-play 扮演角色rote learning 强记学习法，死记硬背Sscanning 查阅，扫瞄school practice 教学实习scientific way of thinking 科学的思想方法second language 第二语言segment 音段，切分成分semantics 语义学seminar 课堂讨论sentence completion 完成句子short-term memory 短期记忆sight vocabulary 一见即懂的词汇silent reading 默读silent way 沉默法，静授法simplification 简写simplified reader 简写读本simulation 模拟，模拟性课堂活动simultaneous interpretation 同声翻译situational method 情景法situational language teaching 情景派语言教学法，情景教学法situational method 情景教学法situational syllabus 情景派教学大纲situation reinforcement 情景强化法skimming 略读，济览slide 幻灯片slide projector 幻灯片socialized speech 社会化言语socio-linguistics 社会语言学soft ware 软件speech disorder 言语缺陷speech pathology 言语病理学speech perception 言语知觉speech reading 唇读法speed reading 快速阅读，快读speelling 正字法spiral approach 螺旋式教学法，螺旋法spoken lauguang 口语stage of teaching 教学阶段stick drawing;mathch drawing 简笔画stimulus and response 刺激与反应stress accent 重音，重读structuralism 结构主义（语言学）structural method 结构法student-centered 学生中心student-centered learning 学生为主学习法student teacher 实习教师student teaching 教育实习submersion programme 沉浸式教程substitution 替换substitution table 替换表subvocal reading 默读suggestopaedia 暗示教学法syllabus 教学大纲syllabus design 教学大纲设计syllabus for middle school English 中学英语教学大纲synthetic approach 综合性教学法，综合法synthetical reading 综合性阅读Ttarget language 目的语，译文语言teacher’s book 教师用书teacher’s manual 教师手册teaching experience 教学经验teaching objective,aim 教学目的teaching procedure 教学过程teaching tools;property 教具teaching words in isolation 孤立教单词theory of teaching 教学理论TEFL 英语（外语）教学TESL 英语（第二语言）教学TESOL 对非英语民族教英语time allotment 时间分配total physical response method 整体动作反应法transformation drill 转换操练translation method 翻译法transformational generative grammar 转化生成语法Uunconscious 潜意识underclassman 低年级学生undergraduate 大学本科生undergraduate course 大学本科课程undergraduate school 大学本科学院undergraduate special 大学特殊课程unified studied 统一课程university high school 大学附属中学university of the air 广播电视大学updating courses/training 现代化课程/训练upgrading courses/training 进修课程/训练upperclassman 高年级学生use and usage 使用和用法utterance 语段Vverbal association 词语联想verbal learning 语言学习，单词学习video 电视，影象videotape 录象磁带visual perception 视觉visual aid 直观手段visit a class 听课visual memory 视觉记忆vocabulary control 词汇控制Wword association 词际联想word list 词表word study 词的研究word frequency 词汇重复率written language 书面语。

Lesson PlanTeaching the present simple tense is one of the first, and most important tasks when teaching beginners. It's a good idea to teach the present simple of the verb 'to be' to begin with, and introduce simple adjectives to help students expand their understanding of the verb 'to be'. After English learners are comfortable with the present and past forms of the verb 'to be', teaching the present simple and past simple will be much easier.5 Steps for Introducing the Present SimpleStart by Modeling the Present SimpleMost English learners are false beginners. In other words, they have already studied English at some point. Begin teaching the present simply by stating some of your routines:I get up at six-thirty in the morning.I teach at the Portland English School.I have lunch at one o'clock.Students will recognize most of these verbs. Model some questions for the students as well. At this point, it's a good idea to ask yourself a question and provide the answer.When do you have dinner? - I have dinner at six o'clock.When do you come to school? - I come to school at two o'clock.Where do you live? - I live in Portland.Continue by asking students the same questions. Students will be able to follow your lead and answer appropriately.Introduce the Third Person SingularOnce the students are comfortable speaking about their own basic daily activities, introduce the third person singular for 'he' and 'she' which willprove the most difficult for students. Again, model the present simple third person ending in 's' for the students.When does Mary have dinner? - She has dinner at six o'clock.When does John come to school? - He comes to school at twoo'clock.Where does she live? - He lives in Portland.Ask each student a question and ask another for a reply, creating a chain of questions and answers changing from 'you' to 'he' and 'she'. This will help students memorize this crucial difference.Where do you live? - (Student) I live in Portland.Where does he live? - (Student) He lives in Portland.Introduce the NegativeIntroduce the negative form of the present simple in the same manner as above. Remember to continually model the form to the students and immediately encourage a similar answer.Does Anne live in Seattle? - No, she doesn't live in Seattle. Shelives in Portland.Do you study French? - No, you don't study French. You studyEnglish.Introduce QuestionsUp to this point, students have been answering questions so they should be familiar with the form. Make sure to point out the difference between 'yes/no' questions and information questions. Start with 'yes/no' questions encouraging students to answer in the short form.Do you work every day? - Yes, I do./No, I don't.Do they live in Portland? - Yes, they do./No, they don't.Does she study English? - Yes, she does/No, she doesn't.Once students are comfortable with short 'yes/no' questions, move on to information questions. Make sure to vary the subjects up to help students become familiar with the tendency to drop the 's'.Where do you live? - I live in Seattle.When do you get up in the morning? - I get up at seven o'clock.Where does she go to school? - She goes to school at theUniversity of Washington.Discuss Important Time WordsOnce students become comfortable with the present simple, introduce important time words such as 'everyday' and adverbs of frequency (usually, sometimes, rarely, etc.). Contrast these with common time words used in the present continuous such as 'now', 'at the moment', etc.She usually takes the bus to work. Today, she is driving.My friend sometimes goes out for dinner. At the moment, he'scooking dinner at home.Jennifer rarely talks to strangers. Right now, she's talking to afriend.3 Strategies for Practicing the Present Simple Explaining the Present Simple on the BoardStudents will now recognize the present simple tense and be able to respond to simple questions. It's time to introduce the grammar. Use a present simple tense timeline on the board to stress the fact that this tense is used to express routines. I also like to use simple charts showing the underlying structure of this tense.Comprehension ActivitiesOnce you have introduced the tense and used the whiteboard to explain forms, continue teaching the present simple tense through activities which use the present simple in context.Continued Activity PracticeStudents have learned to recognize the present simple, as well as understand the form in comprehension activities. It's time to continue by having students use the present simple to describe their own lives inboth spoken and written form. This detailed lesson on daily routines will help you continue the practice.Expected ProblemsHere are the most common challenges for students when using the present simple:•Confusing with the present continuous for actions occurring at the moment of speaking.•Use of 's' in the third person.•Auxiliary verb usage in the question and negative form, but NOT in the positive form.•Placement of adverbs of frequency.。