初级汉语综合课是对外汉语教学中最重要的课型之一，也是英国中小学汉语教学的主要课型。一节合格的初级汉语综合课不仅要有比例适中、结构合理的语言要素教学，还要提升学生的各项语言技能，必要时还应当包含文化教学。当前，英国中学的汉语教学面临着师资短缺、课时紧张、教材繁杂等问题，关于如何上好初级汉语综合课的讨论越来越热烈，一个简单、易复制的教学模式越来越受到期待。 TEEP教学模式是由英国专长学校联合会负责监管、并在全英范围内进行推广的教学模式。TEEP教学模式全称“TEEP有效教学与学习模式”，既是指导教师进行教学活动的一种范型，也是帮助学生了解认知规律、高效学习的一种学习模式。TEEP教学模式由内环、中环、外环组成，内环由学习周期的六个环节组成，中环由有效实施教学的五个基础要素组成，外环由有效的教师行为和有效的学习者行为组成。本文立足于TEEP教学模式对教师组织教学的指导作用，分析了如何将TEEP教学模式运用到英国中学汉语教学中去。 本文主干内容分为五个部分。第一部分为绪论，详细阐述了选题缘起、研究意义、研究内容等。第二部分是相关研究综述及概念界定，主要综述了汉语教学模式、TEEP教学模式、初级汉语综合课教学设计以及英国中学汉语教学现状的相关研究。第三部分是TEEP教学模式的详细介绍、分析以及理论基础，为后续的教学设计提供了理论和实践依据。第四部分是TEEP教学模式指导下的初级汉语综合课教学设计,并且结合笔者个人反思和教学对象的反馈建议，对教学设计进行了评价。第五部分总结了本研究的结论与不足。 笔者立足于个人的教学实践，并采用文献分析法、问卷调查法以及访谈法进行数据收集，综合论述了TEEP教学模式运用于英国中学汉语教学的可行性，并做出了有益尝试，希望能为广大汉语教师志愿者，尤其是赴英汉语教师志愿者，提供一些参考和帮助。

The Elementary Chinese Comprehensive Course is one of the most important courses in teaching Chinese as a foreign language. It is also the main course type of Chinese teaching in primary and secondary schools in the UK. A qualified elementary Chinese comprehensive course requires not only a moderately proportioned and well-structured language element teaching, but also enhancing various language skills of students and, if necessary, cultural teaching. Currently, Chinese language teaching in British secondary schools is trapped in problems such as shortage of teachers, limited class hours, and complicated teaching materials. The discussion on how to improve the comprehensive Chinese language course is becoming more and more heated. A simple and easy-to-replicate teaching model is increasingly expected. The TEEP teaching model is a teaching model that is supervised by the Specialist Schools and Academies Trust and it is promoted throughout the UK. TEEP teaching mode is called " the TEEP Model of effective teaching for effective learning ". It is not only a paradigm for instructing teachers to carry out teaching activities, but also a learning model to help students understand cognitive rules and learn efficiently. The TEEP teaching model consists of inner, middle and outer ring. The inner ring is composed of six periods of the learning process. The central ring is composed of five basic elements for effective implementation of teaching. The outer ring is composed of effective teacher behaviors and effective learner behaviors. Based on the TEEP teaching model guidance to the teachers in organizing teaching, this paper analyzes how to apply TEEP teaching model to Chinese teaching in UK secondary school. The main content of this paper is divided into five parts. The first part is the introduction, which elaborates on the origin of the topic, the significance of the research, and the research content. The second part is related research summary and concept definition. It mainly reviews the Chinese teaching model, TEEP teaching model, the teaching design of the elementary Chinese comprehensive course and the related research on the current situation of Chinese teaching in UK secondary school. The third part is the detailed introduction, analysis and theoretical foundation of TEEP teaching model, which provides theoretical and practical basis for the subsequent teaching design. The fourth part is the teaching design of the elementary Chinese comprehensive course under the guidance of TEEP teaching model. Besides, the evaluation of the teaching design is given based on students’ feedback and the author’s personal reflection. The fifth part summarizes the conclusions and shortcomings of the research. Based on personal teaching practice, the author collected data with literature analysis, questionnaire survey and interview methods. It comprehensively discusses the feasibility of TEEP teaching model applied to Chinese teaching in UK secondary schools, and some useful attempt has been made. Hope it could provide some reference and help to the majority of Chinese teaching volunteers, especially volunteers going to the UK.