教師職業(yè)培訓(xùn)英語(yǔ)培訓(xùn)工作總結(jié)

1、標(biāo)準(zhǔn)總結(jié)示范文本 | Excellent Model Text 資料編碼：CYKJ-FW-569編號(hào)：_教師職業(yè)培訓(xùn)英語(yǔ)培訓(xùn)工作總結(jié)編輯：_日期：_單位：_教師職業(yè)培訓(xùn)英語(yǔ)培訓(xùn)工作總結(jié)用戶(hù)指南：該總結(jié)資料適用于把階段時(shí)間里取得的成績(jī)、存在的問(wèn)題及得到的經(jīng)驗(yàn)和教訓(xùn)進(jìn)行一次全面系統(tǒng)的總結(jié)，明確下一步的工作方向，少走彎路，少犯錯(cuò)誤，提高工作效益作用?？赏ㄟ^(guò)修改使用，也可以直接沿用本模板進(jìn)行快速編輯。there are two foreigner teachers teaching for us, their names are christine defty and keith o hare.（一）

2、day one, first its a introduction with zhu jia. then its a introduction and warmers/leadins /breakers/coolers.for example:whats the icebreaker? whats the simple past?the icebreaker has the participants . 1 : introduce yourself and give one detail about your name. 2: repeat the name and detail of par

3、ticipant 1 and add your own introduction plus detail. for example: i said, my name is judy, i like reading books. then next person said, her name is judy, she likes reading books. my name is , i like.the simple past is that you think of an age between two and ten. then think of three things that hap

4、pened to you at that age .tell your partner and let him or her guess that age.(二)after that, its the main contests about teaching techniques. dr. split teachers into 2 small groups. im in group a.1using chinese or english in the classroomhe tell us, if the students dont understand the meaning, how c

5、an we help them? with chinese or english? of course, most of the time, we should and must use english in order to set a real intercommunicate environment. sometimes we might use chinese. to translate abstract words like brave. to give an example to clarify the meaning. to explain a grammer or rules

6、.to explain the cultural references.2organising activitiesif you want to organise activities successful, what can we do before staring pair, group or individual work?*plan carefully before the lesson.*set a clear goal.* give an example and demonstrate how the activity works.*check that children unde

7、rstand by asking them to explain to you.what can we do during pair, group or individual work?*walk around the class ,look and listen.*make a few notes no strengths and weaknesses of the class.*only help if children seem very confused.*stop the activity when most of children have finished even if it

8、is before the set time limit.3giving instructionswe should give clear classroom instructions, make eye contact, with hand gestures, facial expressions, and intonation. pictures or real objects can be used. write key points on the blackboard. check the instructions with them.4giving feedbackdont corr

9、ect or assess everything . this may demotivate children and take too much time. encourage the child to correct ,only mistakes which make communication difficult.(三) the contests is the teaching , testing activities and teaching pronunciation for primary school in the afternoon .dr. defty gives us ma

10、ny examples, like class survey, dictation , dialogues, kims game, memory games, i spy , simon says, matching games, word snake, storying. here are two web addresses: .cndr. defty planned the four pronunciation problems with chinese leaner. there are final consonant, vowel sounds, weak forms, rhythm

11、and sentence stress.（四）day two, first its the plenary with chris who tells us to introduce and practice language with using stories at primary school. she takes many picture books ,like little red riding hood ,and tells us the stories herself. we touch the book when she told. .its interesting. i lea

12、rned how to teach grammar using stories. first, dr. chris tells it using the general tense, second, she tells it using the past tense with the same parts. we learned the past tense words easily with this method. this is the discovery method for grammar teaching at primary school. it spends one morni

13、ng.(五)we mainly learn methods using our pep coursebooks.,the similarities and differences in primary classroom teaching in the uk and china in the afternoon. we do some practices. of course , we yearn for that methods using our pep coursebooks. teachers should teach the knowledge , skills and understanding in ways that suit our pupils abilities. a taught curriculum may be broad, balanced and relevant, but this has little meaning unless these are also feature of what is learnt. we can be done with displays. for example, banners and hanging displays can adjust t