【正文】 再次獲得成功的機(jī)會(huì)。2．多次評(píng)價(jià)，體驗(yàn)成功。傳統(tǒng)評(píng)價(jià)是教師單向的評(píng)價(jià)，學(xué)生處于被動(dòng)地位，而多元評(píng)價(jià)，可以讓學(xué)生也參與到評(píng)價(jià)中去。學(xué)生之間存在個(gè)體差異，作為英語教師要針對(duì)不同層次的學(xué)生開展評(píng)價(jià)。具體做法有：1．分層評(píng)價(jià)。評(píng)價(jià)作為英語教學(xué)活動(dòng)中一個(gè)重要的組成部分，是實(shí)現(xiàn)課程目標(biāo)的重要保障。其中，聯(lián)想記憶法是最受歡迎的。因此，我們要幫助學(xué)生掌握生動(dòng)、有趣的單詞記憶方法。有了一定的詞匯量，聽說讀寫的難度便會(huì)降低。通過學(xué)唱英語歌曲，學(xué)生會(huì)獲得一些聽說技巧，如連讀、弱讀、失去爆破等，培養(yǎng)英語語感，理解和掌握語境。在學(xué)唱之前可要求學(xué)生朗讀、抄寫、理解歌詞，達(dá)到掌握詞匯和句型的目的。教英文歌曲非常有利于幫助學(xué)生擺脫中式英語。如何擺脫Chinglish？我們可以要求學(xué)生看一些英語原聲版的電影、哼唱一些英文歌曲、聽錄音模仿等，讓他們?cè)诓恢挥X“耳濡目染”，英語思維也就慢慢建立起來了。這不禁讓我想起了一個(gè)笑話：一位中國(guó)留學(xué)生在美國(guó)遭遇搶劫時(shí)，毫無懼色，將一個(gè)經(jīng)典的“要錢沒有，要命一條”說成“Money, no！Life ,one!”我還曾聽到學(xué)生們之間流傳的一句“勵(lì)志名言”：“Good, good, study。例如，在進(jìn)行課堂提問時(shí)，我事先準(zhǔn)備了難易不同的問題，對(duì)層次不同的學(xué)生提問難易有異的問題，尤其是對(duì)后進(jìn)生提供機(jī)會(huì)，適時(shí)點(diǎn)撥，讓他們也能擁有享受成功的快樂?？鞓方虒W(xué)力求重視學(xué)生心理和情感上的平等，給每一位學(xué)生創(chuàng)設(shè)體驗(yàn)成功的機(jī)會(huì)。作為教師要善于從每個(gè)學(xué)生身上捕捉閃光點(diǎn)，讓學(xué)生正確認(rèn)識(shí)到自身的價(jià)值，從而增強(qiáng)自我效能感?！捌じ锺R利翁效應(yīng)”指的就是教師期望對(duì)學(xué)生學(xué)習(xí)的巨大影響。英語教學(xué)藝術(shù)的內(nèi)涵有三點(diǎn)，一為“準(zhǔn)”，即要把握住教學(xué)的目標(biāo)與要求，二為“優(yōu)”，即教法要優(yōu)，選擇最佳的教學(xué)方法，吸引學(xué)生投入學(xué)習(xí)，三為“實(shí)”，強(qiáng)調(diào)從學(xué)生實(shí)際出發(fā)，把調(diào)動(dòng)不同層次學(xué)生的學(xué)習(xí)積極性落到實(shí)處。學(xué)習(xí)的成功率越高，學(xué)習(xí)的興趣就越濃，學(xué)習(xí)效率也越高。二、快樂的體驗(yàn)學(xué)生學(xué)習(xí)英語離不開自己的體驗(yàn)，感悟和內(nèi)化。如在教What can you do?時(shí)，我事先安排讓一位學(xué)生在課堂上扮演機(jī)器人，作出相應(yīng)動(dòng)作讓其他學(xué)生猜，從而學(xué)習(xí)clean，cook，sweep等新單詞。3情景導(dǎo)入法。英語作為一門工具語言，其最終目的是為了交際。如在 時(shí)，一上課我就開始放歌曲，讓學(xué)生迅速進(jìn)入了英語學(xué)習(xí)的氛圍中；歌謠有節(jié)奏有韻律，語言精練，富有動(dòng)感，也深受學(xué)生喜愛。1．歌謠導(dǎo)入法?；顒?dòng)的形式要有趣并多樣化，能讓學(xué)生感受到其中的樂趣，從而積極參與。新課的導(dǎo)入要像磁鐵一樣牢牢吸引學(xué)生的注意力，使學(xué)生產(chǎn)生強(qiáng)烈的求知欲，為課堂教學(xué)營(yíng)造良好的學(xué)習(xí)氛圍。一、快樂地導(dǎo)入古人曰：“未見意趣，必不樂學(xué)。第一篇：英語教學(xué)法總結(jié)Unit 1What makes a good language teacher? Some people with an excellent mand of a foreign language may not be able to teach the language well while others with a general mand of the language can teach it very , what makes a good language teacher? A good english teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional three qualities constitutes the professional petence of a good english person who has a good mand of english is not necessarily a good teacher because he has only one of the elements of professional 、how can one be a good english teacher? The most important and most difficult part of the making of a good english teacher is the development of professional petence, which is the state or quality of being adequately qualified for the profession, and armed with a specific range of skills, ability, knowledge and , a teacher should be able to attain his or her professional petence after some period of practice and , professional petence as an ultimate goal does not seem to have an the everdeeping of our understanding of teaching and learning, and with the ever changing needs of the society, of education, of students and of the teaching requirements, one must keep on learning, practicing and 2 The ultimate goal of foreign language teaching 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 in the real , this is not always the case in foreign language often there is a big gap between the language used in real life and the language learned in possible solution to bridge the gap between classroom language teaching and reallife language use is the adoption of municative language goal of CLT is to develop student’s municative petence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in municative ponents of municative petence:linguistic petence：it refers to the language involves spelling, pronunciation,vocabulary, word formation, grammatical structure, sentence structure and petence：it means the appropriate use of the language discourse petence: strategic petence municative classroom, a great deal of time is spent on managing learning, setting up activities, organizing resources, guiding student’s in pair or group conclude, it is important to remember that a method is effective only when it is appropriate to the teaching , when a new method emerges, it is unwise to simply cast away the traditional and follow the new best thing to do is to develop one’s own teaching methods based on the context and integrates the merits of different between PPP and TBL: ppp is present, practice and can provide a context for present language in a neat and clear 4 lesson planning Principles for good language : aim, variety, flexibility, learnability, linka