【正文】 小學(xué)英語(yǔ)教學(xué)的特點(diǎn)和原則。第四、五、六、七章研討小學(xué)英語(yǔ)教學(xué)中語(yǔ)音、詞匯、語(yǔ)法和聽(tīng)、說(shuō)、讀、寫的具體教法，并分別提供了相應(yīng)的教學(xué)活動(dòng)和游戲案例。第十章綜述了小學(xué)英語(yǔ)課堂教學(xué)的組織。二、課程學(xué)習(xí)的主要收獲通過(guò)新課標(biāo)英語(yǔ)教學(xué)法的學(xué)習(xí)，我了解到在小學(xué)英語(yǔ)教學(xué)過(guò)程中需要用到多種的教學(xué)方法，在教材中提到的有這樣一些教學(xué)法，以任務(wù)為語(yǔ)言的教學(xué)法，以話題為基礎(chǔ)的語(yǔ)言教學(xué)法，學(xué)科性語(yǔ)言教學(xué)法，以自然科學(xué)為基礎(chǔ)的學(xué)科性教學(xué)，情景、結(jié)構(gòu)及交際混合法，TPR（即全身反應(yīng)）教學(xué)法。因而在小學(xué)英語(yǔ)教學(xué)中，聽(tīng)說(shuō)訓(xùn)練是最基本的訓(xùn)練，如何培養(yǎng)好小學(xué)生的聽(tīng)說(shuō)習(xí)慣是關(guān)系到他們以后英語(yǔ)學(xué)習(xí)興趣和英語(yǔ)運(yùn)用水平高低的重要因素。老師們常用的教學(xué)方法有：交際法、游戲教學(xué)法、情景教學(xué)法、動(dòng)作教學(xué)法、活動(dòng)教學(xué)法、三位一體教學(xué)法、全身反應(yīng)教學(xué)法、合作學(xué)習(xí)法總之，英語(yǔ)教學(xué)方法多種多樣，教無(wú)定法，但不管用哪種教學(xué)方法，都要做到三個(gè)“關(guān)注”：一是關(guān)注學(xué)生的學(xué)習(xí)潛能；二是關(guān)注學(xué)生的生活實(shí)際；三是關(guān)注情感文化。因此，教師在教學(xué)中應(yīng)該運(yùn)用各種教學(xué)方法，引發(fā)學(xué)生的情趣，讓學(xué)生在愉快和活躍的學(xué)習(xí)氛圍中快樂(lè)的學(xué)習(xí)英語(yǔ)?！痹诮窈蟮慕虒W(xué)課堂中我還要在學(xué)中練，練中學(xué)，完善教學(xué)設(shè)計(jì)，備課標(biāo)，備教材，備教法，更要備學(xué)生，花更多的時(shí)間來(lái)掌握學(xué)情，使自己的教學(xué)模式更適用于每一個(gè)學(xué)生，能真正為他們的成功人生奠基。要求學(xué)生通過(guò) 這門課程的學(xué)習(xí)和實(shí)踐,掌握本課程的理論與基礎(chǔ)知識(shí)和技能,從而適應(yīng)中、小學(xué)英語(yǔ)教學(xué)的需要。目地是讓學(xué)生了解外語(yǔ)教學(xué)的普遍規(guī)律及其具體應(yīng)用, 幫助學(xué)生熟悉國(guó)內(nèi)外各種外語(yǔ)教學(xué)流派的基本教學(xué)指導(dǎo)思想和原則,以及教學(xué)過(guò)程。學(xué)生通過(guò)學(xué)習(xí),應(yīng)了解并掌握我國(guó)當(dāng)前中小學(xué)英語(yǔ)教學(xué)的基本原則: 則。、語(yǔ)法、詞匯綜合教學(xué)原則。通過(guò)本課程的學(xué)習(xí),學(xué)生應(yīng)掌握以下基本方法:(1 聽(tīng)、說(shuō)、讀、寫四種語(yǔ)言技能的教學(xué)法。(3 授課(語(yǔ)音、語(yǔ)法、詞匯、句型、對(duì)話、課文等各種課型的方法。(5 電化教學(xué)和教具使用的方法。為了適應(yīng)中小學(xué)的教學(xué)實(shí)際,學(xué)生還必須了解中小學(xué)教學(xué)大綱、中小學(xué)教材的內(nèi)容和組織、安排。, 初步了解教學(xué)理論在中學(xué)教學(xué)的應(yīng)用情況, 培養(yǎng)學(xué)生分析和評(píng) 估課堂教學(xué)的能力。, 讓學(xué)生得以應(yīng)用所獲得的理論知識(shí), 培養(yǎng)初步的獨(dú)立上課能力, 并通 過(guò)教學(xué)實(shí)踐加深對(duì)教學(xué)法理論知識(shí)的理解。qualities of a good language teacher。the municative view of language。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 approa