【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(yǔ)言是社會(huì)實(shí)踐的產(chǎn)物。比如說(shuō), 傳統(tǒng)的大學(xué)英語(yǔ)精讀教學(xué)方法—— —語(yǔ)法翻譯法重視語(yǔ)言知識(shí)灌輸而輕篇章結(jié)構(gòu)分析, 重視語(yǔ)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(yùn)用語(yǔ)篇教學(xué)還有利于提高學(xué)生的口頭表達(dá)能力。還要糾正那些發(fā)音不正確的學(xué)生的發(fā)音。他是課堂活動(dòng)的組織者與管理者, 既要放手讓學(xué)生自己解決問(wèn)題,又要適時(shí)地向?qū)W生提供學(xué)習(xí)資料,起到學(xué)習(xí)資源提供者的作用,以培養(yǎng)學(xué)生自主學(xué)習(xí)為主的課堂氛圍。而培養(yǎng)外語(yǔ)翻譯能力要求學(xué)生調(diào)動(dòng)其全部潛能, 包括語(yǔ)言能力和非語(yǔ)言能力。這樣的教學(xué)給予了學(xué)生大量的實(shí)踐機(jī)會(huì), 鍛煉了學(xué)生準(zhǔn)確運(yùn)用語(yǔ)言的能力。學(xué)生學(xué)習(xí)主要是快速承受已有的文化學(xué)問(wèn)，因而，講授法最重要。言語(yǔ)不是“教會(huì)”的，而是“練會(huì)”的，因而，必需強(qiáng)調(diào)學(xué)生的客觀能動(dòng)性。這些因素決定了我們 英語(yǔ)教學(xué)的特點(diǎn)。這導(dǎo)致學(xué)生在學(xué)習(xí)英語(yǔ)過(guò)程中難點(diǎn)多，形成語(yǔ)言能 力和言語(yǔ)能力的困難多。理解在先，表達(dá)在后。語(yǔ)言能力和言語(yǔ)能力的綜合訓(xùn)練，口語(yǔ)能力和書(shū)面能力的綜合訓(xùn)練，是語(yǔ)言教學(xué)成功的關(guān)鍵。與此同時(shí)還要逐漸完善語(yǔ)法教學(xué)內(nèi)容，豐富學(xué)生的詞匯量為進(jìn)入以培養(yǎng)閱讀能力為主的高級(jí)階段打下基礎(chǔ)。有時(shí)還可以采用英漢夾雜的辦法講課。教師本人的品德、素質(zhì)，如語(yǔ)音語(yǔ)調(diào)、語(yǔ)言的流利程度、書(shū)寫的規(guī)范程 度等方面，對(duì)學(xué)生來(lái)說(shuō)就是最有說(shuō)服力的教材。讓學(xué)生學(xué)會(huì)分析課堂教學(xué)和根據(jù) 不同情況采用不同教學(xué)方法的能力。(4 教學(xué)效果檢查(口試、筆試、提問(wèn)的方法。三、課程的教學(xué)內(nèi)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(qǐng)優(yōu)秀教師傳授經(jīng)驗(yàn)，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。聽(tīng)了范讀之后，經(jīng)過(guò)內(nèi)部消化，再用“說(shuō)”的方式將學(xué)習(xí)的成果表達(dá)出來(lái)，這才是學(xué)習(xí)英語(yǔ)的一大目的。詳細(xì)說(shuō)就是：“從學(xué)生學(xué)的方面說(shuō)，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(xùn)練；從老師教的方面說(shuō)，要常常給學(xué)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(xué)生上課時(shí)的愛(ài)好?！绷?、思：雖然小學(xué)生的認(rèn)識(shí)活動(dòng)以感性認(rèn)識(shí)為主，但若不從一開(kāi)始就加以理性認(rèn)識(shí)方面的指導(dǎo)，學(xué)生往往學(xué)得很膚淺，甚至與教師的期望大有差異。但應(yīng)盡量創(chuàng)造機(jī)會(huì)，讓學(xué)生從開(kāi)始學(xué)英語(yǔ)就培養(yǎng)閱讀的習(xí)慣、多找一些與自己所學(xué)英語(yǔ)水平相匹配的英語(yǔ)讀物來(lái)閱讀，以鞏固和發(fā)展所學(xué)英語(yǔ)知識(shí)。本人就自己從事小學(xué)英語(yǔ)幾年以來(lái)的經(jīng)驗(yàn)，總結(jié)小學(xué)英語(yǔ)教學(xué)中的一些常用方法，以下就是對(duì)這些常用方法的簡(jiǎn)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(xué)的程 序、教學(xué)效果評(píng)估以及測(cè)試的方法。、適當(dāng)利用母語(yǔ)的原則。第四篇：《英語(yǔ)教學(xué)法》課程教學(xué)大綱.《英語(yǔ)教學(xué)法》課程教學(xué)大綱發(fā)布日期:20100413 瀏覽量:593 【字體:大 中 小】 課程編號(hào):050246050247 適用專業(yè):英語(yǔ) 學(xué)時(shí)數(shù):72學(xué)分?jǐn)?shù):4 執(zhí)筆人:張愛(ài)春 編寫時(shí)間:2009年 9月一、課程的性質(zhì)、任務(wù)《英語(yǔ)教學(xué)法》是研究中、小學(xué)英語(yǔ)教學(xué)理論和實(shí)踐的學(xué)科,是師范院校英語(yǔ)專業(yè)的一門基礎(chǔ)課。排除其干擾作用，發(fā)揮其促進(jìn)作用，這是教師的經(jīng)常性工作。二 盡量使用英語(yǔ)，適當(dāng)利用母語(yǔ)。在這個(gè)階段把聽(tīng)說(shuō)技能培養(yǎng)出來(lái)，就為進(jìn)入中、高級(jí)階段打下較好的基礎(chǔ)。聽(tīng)、說(shuō)、讀、寫全面訓(xùn)練，不同階段略有側(cè)重。如有的學(xué)生的聽(tīng)說(shuō)能力范圍只限于書(shū)本上的話，把書(shū)上的話稍加變動(dòng)便聽(tīng)不懂說(shuō)不出來(lái)。為此，要求學(xué)生要切實(shí)掌握英語(yǔ)的語(yǔ)音、語(yǔ)調(diào)和拼讀技巧；掌握基本句型和習(xí)語(yǔ)；掌握基本語(yǔ)法知識(shí)和一定量詞匯及其用法；掌握詞的變化規(guī)律和一般構(gòu)成 規(guī)律；掌握閱讀技巧以形成語(yǔ)言能力(linguistie petence)和言語(yǔ)能力(speechpetence)。學(xué)好語(yǔ)法有助于打好這兩方面的基礎(chǔ)?！敖逃越虒W(xué)的辦法的根本問(wèn)題不是教會(huì)學(xué)習(xí)者他還不會(huì)的東西，而是如何請(qǐng)求學(xué)習(xí)者對(duì)學(xué)習(xí)對(duì)象停止討論，以使這種請(qǐng)求的作用不是直接從這種請(qǐng)求中產(chǎn)生，而是經(jīng)過(guò)這種請(qǐng)求所激起的對(duì)學(xué)習(xí)對(duì)象的討論而構(gòu)成的。第三篇：英語(yǔ)教學(xué)法論文“授人以魚(yú)，不如授人以漁”。各種版段落和句子, 要求學(xué)生口頭翻譯或課后筆譯。如獨(dú)立學(xué)習(xí)、語(yǔ)言意識(shí)、自我導(dǎo)學(xué)和自學(xué)。進(jìn)入第三學(xué)期, 這時(shí), 老師就要減少寫作的講解和訓(xùn)練,同時(shí)對(duì)語(yǔ)篇分析的力度也變小, 而注意講解英語(yǔ)修辭的運(yùn)用,讓學(xué)生注意英語(yǔ)語(yǔ)言的優(yōu)美, 注意英美等外國(guó)國(guó)家的文化背景知識(shí)、風(fēng)土人情習(xí)慣。二、四個(gè)學(xué)期, 運(yùn)用不同的教學(xué)法那么如何才能以最有效的方式來(lái)培養(yǎng)學(xué)生英語(yǔ)交際能力呢?在教學(xué)實(shí)踐中,我深深體會(huì)到:僅僅嚴(yán)格要求、認(rèn)真負(fù)責(zé)是遠(yuǎn)遠(yuǎn)不夠的,必須注重教學(xué)效果,而教學(xué)效果的體現(xiàn)要付出辛勤的勞動(dòng),要踏踏實(shí)實(shí)地進(jìn)行教學(xué)研究。它不但注意語(yǔ)言形式, 而且還十分重視語(yǔ)言功能。我認(rèn)為從有法到無(wú)法再到新法是個(gè)飛躍和進(jìn)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