【正文】 cteristics 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(dòng)性和創(chuàng)造性。采用深入中學(xué)課堂學(xué)習(xí)、調(diào)查。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。五、建議使用的教材與教學(xué)參考書(shū)目 教 材： 王薔 《英語(yǔ)教學(xué)法教程》高等教育出版，2005 年，第二版第五篇：小學(xué)英語(yǔ)教學(xué)法論文小學(xué)英語(yǔ)教學(xué)法論文在小學(xué)英語(yǔ)教學(xué)中，常見(jiàn)的教學(xué)方法有“情景教學(xué)法”、“交際會(huì)話法”等眾多教學(xué)方法。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。在小學(xué)英語(yǔ)教學(xué)中，常見(jiàn)的教學(xué)方法有“情景教學(xué)法”、“交際會(huì)話法”等眾多教學(xué)方法。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。一、聽(tīng):英語(yǔ)教學(xué)不僅要教學(xué)生英文的語(yǔ)言知識(shí)，更重要的是教學(xué)生把握英語(yǔ)的言語(yǔ)技能，因此，眾多英語(yǔ)專家都強(qiáng)調(diào)“聽(tīng)說(shuō)領(lǐng)先”的重要性。詳細(xì)到小學(xué)英語(yǔ)的“聽(tīng)”的教學(xué)，就是：“從學(xué)生學(xué)的方面來(lái)說(shuō)，要多聽(tīng)老師、磁帶或其他聲音媒體的范讀，也要有針對(duì)性地對(duì)比著聽(tīng)聽(tīng)同學(xué)、自己的讀音與范讀的異同；從教師教的方面來(lái)說(shuō)，不僅要多聽(tīng)學(xué)生（尤其要多聽(tīng)單個(gè)學(xué)生）的發(fā)音，以檢驗(yàn)自己的教學(xué)成果，而且自己也要多聽(tīng)標(biāo)準(zhǔn)語(yǔ)音，不斷提高自身的語(yǔ)音水平。”二、說(shuō):此處所指的“說(shuō)”不僅包括“說(shuō)話”，包括“朗讀”。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)，認(rèn)真模仿和跟讀范讀者所讀的字母、音素、單詞、句子等，并常常朗讀所學(xué)內(nèi)容，在盡可能的情況下，多運(yùn)用英語(yǔ)與他人交際；從老師教的方面說(shuō)，在課堂上要堅(jiān)持用英語(yǔ)教英語(yǔ)，在課外也要盡可能用英語(yǔ)與學(xué)生交流。”三、讀:這里所指的“讀”專指“閱讀”，而不包括“朗讀”。小學(xué)階段學(xué)生由于所學(xué)英語(yǔ)詞匯量少，閱讀能力一般較差。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)。詳細(xì)說(shuō)就是：“從學(xué)生學(xué)的方面說(shuō)，要常常閱讀已學(xué)過(guò)的課文、對(duì)話和教師自編的小短文、小話劇、現(xiàn)有的簡(jiǎn)易英語(yǔ)讀物等；從老師教的方面說(shuō)，要多多閱讀有關(guān)本專業(yè)和教學(xué)方面的書(shū)籍，增強(qiáng)自身素質(zhì)，提高自編短文的水平，多看學(xué)生的習(xí)作?！彼?、寫(xiě)：與“讀”相似，小學(xué)生“寫(xiě)”的水平有限，但又不能完全不寫(xiě)。要本著學(xué)以致用、邊學(xué)邊用、用以促學(xué)的原則，從一開(kāi)始就加緊“寫(xiě)”的訓(xùn)練。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(xiě)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(xiě)可供閱讀的短文、可供表演的短劇等。”五、畫(huà)：畫(huà)畫(huà)不僅能提高學(xué)生學(xué)習(xí)的積極性、展現(xiàn)部分學(xué)生特長(zhǎng)，而且能盡可能避免本族語(yǔ)的干擾、讓學(xué)生把英語(yǔ)直接與事物的形象結(jié)合起來(lái)。在教學(xué)過(guò)程中，不管學(xué)生畫(huà)得象還是不象，教師都應(yīng)該多表?yè)P(yáng)他，讓學(xué)生大膽聯(lián)想、大膽畫(huà)，因?yàn)榇颂幃?huà)畫(huà)的目的只是表達(dá)學(xué)生的思想，即使不象，只要能讓人看懂就行了。詳細(xì)說(shuō)就是：“從學(xué)的方面說(shuō)，可以用圖畫(huà)表達(dá)所學(xué)詞的意思，或用連環(huán)畫(huà)的形式表達(dá)一個(gè)句子的意思；從教的方面說(shuō)，要多用簡(jiǎn)筆畫(huà)來(lái)輔助教學(xué)，幫助學(xué)生理解?！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。因此，充分給予學(xué)生以思索的機(jī)會(huì)將對(duì)學(xué)生學(xué)習(xí)起到“畫(huà)龍點(diǎn)睛”的作用。具體說(shuō)就是：“從學(xué)的方面說(shuō)，要常常思索‘教師所教知識(shí)自己是否已聽(tīng)懂？’、‘自己的發(fā)音與標(biāo)準(zhǔn)音有多少差別？’、‘現(xiàn)在所學(xué)的知識(shí)與以前所學(xué)的知識(shí)有什么聯(lián)系？’、‘怎樣讓學(xué)習(xí)的效果更好？’等問(wèn)題；從教的方面說(shuō)，要常常思索‘自己教學(xué)的方法是否得當(dāng)？’‘學(xué)生的學(xué)習(xí)效果如何？’‘怎樣用更好的方法達(dá)到效果？’等問(wèn)題。七、演：現(xiàn)行小學(xué)英語(yǔ)教材中每課都有情景對(duì)話，因此每一課都可以設(shè)計(jì)出一個(gè)小短劇讓學(xué)生去表演。這樣，可以大大提高學(xué)生上課時(shí)的愛(ài)好。具體說(shuō)就是：“從學(xué)生學(xué)的方面說(shuō)，每學(xué)一課對(duì)話之時(shí)，就要