【正文】 successful listening skills are acquired over time and with lots of 39。re doing while they plete reading encourage students to evaluate their prehension and selfreport their use of build prehension checks into inclass and outofclass reading assignments, and periodically review how and when to use particular encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and courserelated information in written form: office hours, homework assignments, test do not assume that students will transfer strategy use from one task to explicitly mention how a particular strategy can be used in a different type of reading task or with another raising students39。眾所周知,語言是社會實踐的產物。比如說, 傳統(tǒng)的大學英語精讀教學方法—— —語法翻譯法重視語言知識灌輸而輕篇章結構分析, 重視語法解釋而輕體裁把握, 重句子翻譯而輕交際能力培養(yǎng)。此外,運用語篇教學還有利于提高學生的口頭表達能力。還要糾正那些發(fā)音不正確的學生的發(fā)音。他是課堂活動的組織者與管理者, 既要放手讓學生自己解決問題,又要適時地向學生提供學習資料,起到學習資源提供者的作用,以培養(yǎng)學生自主學習為主的課堂氛圍。而培養(yǎng)外語翻譯能力要求學生調動其全部潛能, 包括語言能力和非語言能力。這樣的教學給予了學生大量的實踐機會, 鍛煉了學生準確運用語言的能力。學生學習主要是快速承受已有的文化學問，因而，講授法最重要。言語不是“教會”的，而是“練會”的，因而，必需強調學生的客觀能動性。這些因素決定了我們 英語教學的特點。這導致學生在學習英語過程中難點多，形成語言能 力和言語能力的困難多。理解在先，表達在后。語言能力和言語能力的綜合訓練，口語能力和書面能力的綜合訓練，是語言教學成功的關鍵。與此同時還要逐漸完善語法教學內容，豐富學生的詞匯量為進入以培養(yǎng)閱讀能力為主的高級階段打下基礎。有時還可以采用英漢夾雜的辦法講課。教師本人的品德、素質，如語音語調、語言的流利程度、書寫的規(guī)范程 度等方面，對學生來說就是最有說服力的教材。讓學生學會分析課堂教學和根據 不同情況采用不同教學方法的能力。(4 教學效果檢查(口試、筆試、提問的方法。三、課程的教學內容Unit One Language and Learning(4 hours Demand: To discuss some general matters about language learning and teaching, such as mon views on language and language learning,。請優(yōu)秀教師傳授經驗，觀看優(yōu)質課教學錄相帶、分備課組討論、試講等多種形式。聽了范讀之后，經過內部消化，再用“說”的方式將學習的成果表達出來，這才是學習英語的一大目的。詳細說就是：“從學生學的方面說，要多做連詞成句、修改病句、翻譯、看圖寫話、小日記、小短文等訓練；從老師教的方面說，要常常給學生撰寫可供閱讀的短文、可供表演的短劇等。這樣，可以大大提高學生上課時的愛好。”六、思：雖然小學生的認識活動以感性認識為主，但若不從一開始就加以理性認識方面的指導，學生往往學得很膚淺，甚至與教師的期望大有差異。但應盡量創(chuàng)造機會，讓學生從開始學英語就培養(yǎng)閱讀的習慣、多找一些與自己所學英語水平相匹配的英語讀物來閱讀，以鞏固和發(fā)展所學英語知識。本人就自己從事小學英語幾年以來的經驗，總結小學英語教學中的一些常用方法，以下就是對這些常用方法的簡樸歸納。the interactional view of Content: do we learn Language s on Language on Language Learning and Learning in General makes a Good Language Teacher One bee A Good Language Teacher overview of the book point and difficulty: The qualities of a good teacher Points for examining: how to bee a qualified English teacher Unit2 Communicative Principles and Taskbased Language Teaching(6 hours demand: To discuss one of the most important trends in second/ foreign language teaching in the past three decades, that is the practice of municative language teaching and taskbased language teaching Content:: Language Use in real life pedagogy What is municative petence? Implications for teaching and learning Principles of municative language teaching CLT and the teaching of language skillsMain features of municative activities Taskbased language teaching How to design tasks Appropriateness of CLT and TBLT in the Chinese context point and difficulty: The practice of municative language teaching and taskbased language teaching Points for examining: how to design tasks Unit3 The National English Curriculum(4 hours demand: to understand the goals and objectives of English language teaching。課堂教學的程 序、教學效果評估以及測試的方法。、適當利用母語的原則。第四篇：《英語教學法》課程教學大綱.《英語教學法》課程教學大綱發(fā)布日期:20100413 瀏覽量:593 【字體:大 中 小】 課程編號:050246050247 適用專業(yè):英語 學時數:72學分數:4 執(zhí)筆人:張愛春 編寫時間:2009年 9月一、課程的性質、任務《英語教學法》是研究中、小學英語教學理論和實踐的學科,是師范院校英語專業(yè)的一門基礎課。排除其干擾作用，發(fā)揮其促進作用，這是教師的經常性工作。二 盡量使用英語，適當利用母語。在這個階段把聽說技能培養(yǎng)出來，就為進入中、高級階段打下較好的基礎。聽、說、讀、寫全面訓練，不同階段略有側重。如有的學生的聽說能力范圍只限于書本上的話，把書上的話稍加變動便聽不懂說不出來。為此，要求學生要切實掌握英語的語音、語調和拼讀技巧；掌握基本句型和習語；掌握基本語法知識和一定量詞匯及其用法；掌握詞的變化規(guī)律和一般構成 規(guī)律；掌握閱讀技巧以形成語言能力(linguistie petence)和言語能力(speechpetence)。學好語法有助于打好這兩方面的基礎?！敖逃越虒W的辦法的根本問題不是教會學習者他還不會的東西，而是如何請求學習者對學習對象停止討論，以使這種請求的作用不是直接從這種請求中產生，而是經過這種請求所激起的對學習對象的討論而構成的。第三篇：英語教學法論文“授人以魚，不如授人以漁”。各種版段落和句子, 要求學生口頭翻譯或課后筆譯。如獨立學習、語言意識、自我導學和自學。進入第三學期, 這時, 老師就要減少寫作的講解和訓練,同時對語篇分析的力度也變小, 而注意講解英語修辭的運用,讓學生注意英語語言的優(yōu)美, 注意英美等外國國家的文化背景知識、風土人情習慣。二、四個學期, 運用不同的教學法那么如何才能以最有效的方式來培養(yǎng)學生英語交際能力呢?在教學實踐中,我深深體會到:僅僅嚴格要求、認真負責是遠遠不夠的,必須注重教學效果,而教學效果的體現要付出辛勤的勞動,要踏踏實實地進行教學研究。它不但注意語言形式, 而且還十分重視語言功能。我認為從有法到無法再到新法是個飛躍和進步。integration of assessment and instruction。t understand what is being this point, many students just tune out or get caught up in an internal dialogue trying translate a specific students convince themselves that they are not able to understand spoken English well and create problems for Language and language learning The question that all approaches to language teaching should answer is,“What is language?” The answer to this question is the basis for syllabus design,teaching methodology,teaching and assessment procedures in the views on language generate different teaching 、Communicative principles and taskbased language teaching The ultimate goal of foreign language teaching is to enable is to enable students to use the foreign language in work or life when we should teach that part of the language that will be used(rather than all parts of the language)。 awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, instructors help their students develop both the ability and the ?confidence to handle munication situations they may encounter beyond the this way they give their students the foundation for municative petence in the new 、Teaching writing The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic teacher should be clear on what skills he/she is trying to , the teacher needs to decide on which means(or type of exercise)can facilitate learning of the target the target skill areas and means of implmentation are defined, th