教师职业培训英语培训工作总结

2010年教师职业培训英语培训工作总结therearetwoforeignerteachersteachingforus,theirnamesarechristinedeftyandkeitho’hare.（一）dayone,firstit’saintroductionwithzhujia.thenit’saintroductionandwarmers/leadins/breakers/coolers.forexample:what’stheice-breaker?what’sthesimplepast?theice-breakerhastheparticipants.1:introduceyourselfandgiveonedetailaboutyourname.2:repeatthenameanddetailofparticipant1andaddyourownintroductionplusdetail.forexample:isaid,mynameisjudy,ilikereadingbooks.thennextpersonsaid,hernameisjudy,shelikesreadingbooks.mynameis…,ilike….thesimplepastisthatyouthinkofanagebetweentwoandten.thenthinkofthreethingsthathappenedtoyouatthatage.tellyourpartnerandlethimorherguessthatage.(二)afterthat,it’sthemaincontestsaboutteachingtechniques.dr.splitteachersinto2smallgroups.i’mingroupa.1\usingchineseorenglishintheclassroomhetellus,ifthestudentsdon’tunderstandthemeaning,howcanwehelpthem?withchineseorenglish?ofcourse,mostofthetime,weshouldandmustuseenglishinordertosetarealintercommunicateenvironment.sometimeswemightusechinese.totranslateabstractwordslike‘brave’.togiveanexampletoclarifythemeaning.toexplainagrammerorrules.toexplaintheculturalreferences.2\organisingactivitiesifyouwanttoorganiseactivitiessuccessful,whatcanwedobeforestaringpair,grouporindividualwork?*plancarefullybeforethelesson.*setacleargoal.*giveanexampleanddemonstratehowtheactivityworks.*checkthatchildrenunderstandbyaskingthemtoexplaintoyou.whatcanwedoduringpair,grouporindividualwork?*walkaroundtheclass,lookandlisten.*makeafewnotesnostrengthsandweaknessesoftheclass.*onlyhelpifchildrenseemveryconfused.*stoptheactivitywhenmostofchildrenhavefinishedevenifitisbeforethesettimelimit.3\givinginstructionsweshouldgiveclearclassroominstructions,makeeyecontact,withhandgestures,facialexpressions,andintonation.picturesorrealobjectscanbeused.writekeypointsontheblackboard.checktheinstructionswiththem.4\givingfeedbackdon’tcorrectorassesseverything.thismaydemotivatechildrenandtaketoomuchtime.encouragethechildtocorrect,onlymistakeswhichmakecommunicationdifficult.(三)thecontestsistheteaching,testingactivitiesandteachingpronunciationforprimaryschoolintheafternoon.dr.deftygivesusmanyexamples,likeclasssurvey,dictation,dialogues,kim’sgame,memorygames,ispy,simonsays,matchinggames,wordsnake,storying.herearetwowebaddresses:（四）daytwo,firstit’stheplenarywithchriswhotellsustointroduceandpracticelanguagewithusingstoriesatprimaryschool.shetakesmanypicturebooks,likelittleredridinghood,andtellsusthestoriesherself.wetouchthebookwhenshetold..it’sinteresting.ilearnedhowtoteachgrammarusingstories.first,dr.christellsitusingthegeneraltense,second,shetellsitusingthepasttensewiththesameparts.welearnedthepasttensewordseasilywiththismethod.thisisthediscoverymethodforgrammarteachingatprimaryschool.itspendsonemorning.(五)wemainlylearnmethodsusingourpepcourse-books.,thesimilaritiesanddifferencesinprimaryclassroomteachingintheukandchinaintheafternoon.wedosomepractices.ofcourse,weyearnforthatmethodsusingourpepcourse-books.teachersshouldteachtheknowledge,skillsandunderstandinginwaysthatsuitourpupilsabilities.ataughtcurriculummaybebroad,balancedandrelevant,butthishaslittlemeaningunlessthesearealsofeatureofwhatislearnt.wecanbedonewithdisplays.forexample,bannersandhangingdisplayscanadjusttheheightofyourroomtoachild’sscale.weshouldsetthecommunityandbelongingintheclassroomandsoon.thanksforchristinedeftyandkeitho’hare.theyarehard-working.welearnedplenty.朱春娜2010.3.20