【正文】 arn and consolidate Content: Understanding vocabulary and vocabulary learning What does knowing a new word involve Ways of presenting vocabulary Ways of consolidating vocabulary Developing vocabulary learning strategies Conclusion point and difficulty:Ways of presenting vocabulary and consolidating vocabulary Points for examining: how to present vocabulary and help student develop vocabulary learning strategies Unit 9 Teaching Listening(4 hours demand: To discuss how to teach listening, to introduce types of listening ac tivities and the ways to improve students’ listening ability Content: Why does listening seem so difficult? What do we listening to in everyday life Characteristics of the listening process Principles for teaching listening Prelistening activities Whilelistening activities Postlistening activities Conclusion Principles for teaching listening and how to design listening activities Points for examining: how to design listening activitiesUnit 10 Teaching speaking(4 hours demand: To discuss how to teach the characteristics of spoken language, to introduce types of speaking tasks and the ways to improve students’ speaking ability Content: What are the characteristics of spoken language? Designing speaking tasks Using group work in speaking tasks Types of speaking tasks Conclusion point and difficulty: Designing and using group work in speaking tasks Points for examining: How to design speaking tasks and ho9w to organize group work in speaking tasks Unit 11 Teaching Reading(4 hours demand: To discuss how to teach some skills involved in reading prehension and principles and models for teaching some reading activities Content:Reflecting on your reading experience How do we read? What do we read? Strategies involved in reading prehension The role of vocabulary in reading Prereading activities Whilereading activities Postreading activities Conclusion point and difficulty: Strategies involved in reading prehension and designing of reading activities Points for examining: how to design reading activities and how to help student develop reading strategies Unit 12 Teaching Writing(4 hours demand: To discuss the nature of writing in problems in writing tasks and to introduce a municative approach to ,what and how do we writing The nature of writing in reality A municative approach to writing Problems in writing tasks A process approach to writing Motivating students to write Designing writing tasks Using the internet to promote process writingConclusion point and difficulty： A process approach to writing and motivating students to write Points for examining: how to motivate students to write and how to design writing tasks Unit 13 Integrated Skills(4 hours demand： To discuss how to integrated four language skills such as listening, speaking, reading and writing and the implications for teaching the four skill Content: Why should we integrate the four skills? How can we integrate the four skills? What are the implications for teaching? What are the limitations of integrating the four skills Conclusion point and difficulty： how to integrate the four Points for examining: how to integrate the four 14 Assessment in Language Teaching(4 hours demand： To discuss assessment purposes, methods, criteria, principles and testing in teaching English Content: 1Understanding assessment Assessment purposes Methods for assessment Criteria Criteria Assessment Principles Tests in assessment Conclusion point and difficulty： Methods and criteria for assessment Points for examining: Methods and criteria for assessment Unit 15 Learner Differences and Learner Training（4 hours） demand： To discuss learner differences and learner training in language teaching Content: learner differences training in language teaching 3 Conclusion point and difficulty： understanding learner differences and learner training in language teaching Points for examining: How to train learners in language teaching Unit 16 Using and Creating Resources(4 hours demand： to discuss the resources available and the resources hidden Content: 1 What resources are available for teaching? 2 Exploring hidden resources 3 Conclusion point and difficulty： the resources available and the resources hidden Points for examining: the resources available and the resources hidden Unit 17 Evaluating and Adapting Textbooks(4 hours demand： To discuss something about valuating textbooks, selecting textbooks and adapting textbooks Content: Why and what? Evaluating textbooks Selecting textbooks Adapting textbook Conclusion point and difficulty: Adapting , evaluating textbooks and selecting textbooks Points for examining: Adapting, evaluating textbooks and selecting textbooks四、課程教學(xué)形式與安排 課堂教學(xué)以學(xué)生為主體，教師為主導(dǎo)，采用討論式，啟發(fā)式，研究式教學(xué)方法。充分發(fā)揮學(xué)生的能動性和創(chuàng)造性。采用深入中學(xué)課堂學(xué)習(xí)、調(diào)查。請優(yōu)秀教師傳授經(jīng)驗，觀看優(yōu)質(zhì)課教學(xué)錄相帶、分備課組討論、試講等多種形式。五、建議使用的教材與教學(xué)參考書目 教 材： 王薔 《英語教學(xué)法教程》高等教育出版，2005 年，第二版第三篇：淺談小學(xué)英語教學(xué)法淺談小學(xué)英語教學(xué)法我縣小學(xué)英語已經(jīng)開設(shè)十多年，在英語教學(xué)上已經(jīng)取得了不錯的成績，但是在教學(xué)實踐中圍繞著在英語課堂上是先講授生單詞還是先講授課文，存在著較大的分歧，很多教師在實踐上感到很無所是從。在實踐教學(xué)中本人有幾點(diǎn)不成熟的看法。本人認(rèn)為在先教授詞匯還是先講課文上，這要依據(jù)不同的年級，學(xué)生的學(xué)情及課文的難易程度等各方面的因素綜合考慮。低年級的課文內(nèi)容比較簡單，詞匯量也比較少，較為適合讓學(xué)生整體感知課文，在講授課文的同時進(jìn)行生詞的講解。如在講授文具類單詞（pen, pencil eraser pencilbox book）時可以先講解句型“What’s this ? It’s...”來練習(xí)然后再學(xué)習(xí)單詞，學(xué)生一問一答，不僅練習(xí)了句子，也學(xué)習(xí)了生單詞，學(xué)生也比較適宜接受。對于中高年級的學(xué)生，英語詞匯量比較大，新的句型業(yè)比較多，如果直接進(jìn)行課文的講授，學(xué)生遇到的絆腳石也就比較多，嚴(yán)重挫傷了學(xué)生的興趣，學(xué)生就容易出現(xiàn)倦怠情緒，同樣學(xué)生的積極性也不容易調(diào)動起來，當(dāng)然這節(jié)課業(yè)就不會成功，學(xué)習(xí)效果肯定不會太好。這就比較適合先教授生詞，讓學(xué)生先解決生詞，解決了絆腳石，再讓學(xué)生學(xué)習(xí)課文，那么對于學(xué)生來說難度就不那么高了。學(xué)生在學(xué)習(xí)生單詞時，可以采取以下措施：（一）實物呈現(xiàn)教讀法小學(xué)生的記憶以形象直觀記憶為主。因此，在單詞教讀中，要重視單詞的形象直觀，采用活潑形象的形式把新舊知識聯(lián)系起來，才能達(dá)到讀法的優(yōu)化。例如在教學(xué)水果一類單詞時，我們可以直接向?qū)W生展示各種文具，之后教師向?qū)W生示范讀音。學(xué)生可以很直觀地感受到老師所讀的單詞就是各種文具，在這個時候，學(xué)生耳朵所聽到的單詞讀音和老師所呈現(xiàn)的物品是相對應(yīng)的，從而可以吸引學(xué)生跟著教師一起發(fā)讀音。（二）圖片教讀法圖片教學(xué)法是為了讓學(xué)生能夠更直觀地理解單詞的意義。在沒有實物的情況下，我們可以借助圖片來表示單