【正文】 具體說就是：“從學(xué)生學(xué)的方面說，每學(xué)一課對(duì)話之時(shí)，就要。七、演：現(xiàn)行小學(xué)英語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。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“畫龍點(diǎn)睛”的作用。詳細(xì)說就是：“從學(xué)的方面說，可以用圖畫表達(dá)所學(xué)詞的意思，或用連環(huán)畫的形式表達(dá)一個(gè)句子的意思；從教的方面說，要多用簡(jiǎn)筆畫來輔助教學(xué)，幫助學(xué)生理解?！蔽?、畫：畫畫不僅能提高學(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的干擾、讓學(xué)生把英語直接與事物的形象結(jié)合起來。要本著學(xué)以致用、邊學(xué)邊用、用以促學(xué)的原則，從一開始就加緊“寫”的訓(xùn)練。詳細(xì)說就是：“從學(xué)生學(xué)的方面說，要常常閱讀已學(xué)過的課文、對(duì)話和教師自編的小短文、小話劇、現(xiàn)有的簡(jiǎn)易英語讀物等；從老師教的方面說，要多多閱讀有關(guān)本專業(yè)和教學(xué)方面的書籍，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。小學(xué)階段學(xué)生由于所學(xué)英語詞匯量少，閱讀能力一般較差。詳細(xì)說就是：“從學(xué)生學(xué)的方面說，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)用英語與他人交際；從老師教的方面說，在課堂上要堅(jiān)持用英語教英語，在課外也要盡可能用英語與學(xué)生交流。”二、說:此處所指的“說”不僅包括“說話”，包括“朗讀”。一、聽:英語教學(xué)不僅要教學(xué)生英文的語言知識(shí)，更重要的是教學(xué)生把握英語的言語技能，因此，眾多英語專家都強(qiáng)調(diào)“聽說領(lǐng)先”的重要性。在小學(xué)英語教學(xué)中，常見的教學(xué)方法有“情景教學(xué)法”、“交際會(huì)話法”等眾多教學(xué)方法。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，第二版第五篇：小學(xué)英語教學(xué)法論文小學(xué)英語教學(xué)法論文在小學(xué)英語教學(xué)中，常見的教學(xué)方法有“情景教學(xué)法”、“交際會(huì)話法”等眾多教學(xué)方法。采用深入中學(xué)課堂學(xué)習(xí)、調(diào)查。performance standards for different levels of petence and challenges facing English languages Content: brief history of foreign language teaching in China principles for the National English Curriculum and objectives of English language teaching of he National English Curriculum standards for different levels of petence facing English languages point and difficulty: performance standards for different levels of petence and challenges facing English languages Points for examining: Goals and objectives of English language teaching Unit 4 Lesson Planning(4 hours demand: To understand one of the most important ponents of language teachers’ work, lesson planning and the principles for good lesson planning Content: 1Why is lesson planning necessary? 2Principles for good lesson planning 3Macro planning planning 4Components of a lesson plan 5Sample lesson plans 6Conclusion point and difficulty: Components of a lesson plan Points for examining:writing lesson plan Unit 5 Classroom Management(4 hours demand: To discuss how language teachers can manage the classroom more effectively and efficiently and how to deal with Content: The role of the teacher Classroom instructions Student grouping Questioning in the classroom Discipline in the language classroom Dealing with errors point and difficulty: how to manage the classroom more effectively and deal with Points for examining: deal with errors according 6 Teaching Pronunciation(4 hours demand: To discuss how to teach Content: The role of pronunciation The goal of teaching pronunciation Aspects of pronunciation Practicing sounds Practicing stress and intonation Conclusion point and difficulty: The goal and some aspects of teaching pronunciation Points for examining: some aspects of teaching pronunciation Unit 7 Teaching Grammar(4 hours demand: To discuss how to teach grammar is usually integrated with the teaching of other language ponents, it is still necessary to introduce ways to “focus on form”. Content: The role of grammar in Language learning Grammar presentationGrammar practice Conclusion point and difficulty: Grammar presentation methods Points for examining: Grammar presentation methods and grammar practice Unit 8 Teaching Vocabulary(4 hours demand: To discuss how to teach vocabulary is usually integrated with the teaching of reading, it is necessary to introduce ways to learn 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 t