【正文】 eUnit 11 teaching readingHow to read effectively? Have a clear purpose in reading Read silently Perceive the information in the target language rather than mentally translate Read phrase by phrase, rather than word by word Guess the meaning of the new words form the context, or ignore them Have and use background information to help understand the textConcentrate on the important bits, skim the rest and skip the insignificant parts Use different speeds and strategies for different reading tasksinteractive model: an interactive process does not only involve the text but also the reader’s knowledge of the language , of the world, and of the text the process of reading, all these factors interact with each other and pensate for each on this model, teaching reading divides the teaching procedures into three stages: prereading, whilereading, postreadingSight vocabulary: words that one is able to recognize both sounds and meanings immediately without special effort from your : in this section, we will use some tasks to stimulate student’s interest and make their reading more directed and means activities that students do before they read in includes predicting, setting the scene,skimming and : in this section, we mainly focus on the process of understanding rather than the results of activites includes: transition devise(chats, notes, drawings, pictures), reading prehension questions, understanding reference, making device: the way to transfer information from one form to , drawings, maps, chronological sequence, tree inference: it is an important reading require students to use background knowledge to infer the implied meaning of the is a city which has every climate known to manPost reading: in this area, teachers have to be most inventive and should have to design tasks that are relevant to the text and appropriate to the students’ includes: questions discussion, role play, gapfilling, retelling and 15 assessment Methods for assessment Summative assessment: it is mainly based on is done at the end of a learning period or the end of a school can reveal some problems about teacher’s teaching and student’s learning , but the student’s ability and achievements in learning are not measurable in terms of one single assessment: it is based on student’s information collected in the classroom during the learning type of assessment will provide more information on students’ learning and will be more useful for teachers to adjust their ’s observation: very often the teacher’s observation of the learner’s performance and achievement can be quite accurate and : students are able make quite accurate assessment of their own achievements Peer assessment: student’s are involve in assessing each others will give them a sense of responsibility in learning and an opportunity to bee more aware of their own : a portfolio is a collection of student’s learning records and an evidence of students skills, abilities and attitudes related to their study.第二篇：英語(yǔ)快樂(lè)教學(xué)法總結(jié)英語(yǔ)快樂(lè)教學(xué)法總結(jié)梁海艷小學(xué)英語(yǔ)教學(xué)面向的教育對(duì)象是小學(xué)生，小學(xué)生的年齡特點(diǎn)是好奇心強(qiáng)，活潑好動(dòng)，如果采用傳統(tǒng)的課堂教學(xué)方式，勢(shì)必會(huì)減弱學(xué)生的學(xué)習(xí)興趣，而“快樂(lè)教學(xué)”正是基于“快樂(lè)”的理念，充分調(diào)動(dòng)師生的積極性，使教師樂(lè)教，學(xué)生樂(lè)學(xué)，在師生融洽合作的氣氛中，使全體學(xué)生得到和諧全面的發(fā)展的教學(xué)，對(duì)提高學(xué)生英語(yǔ)學(xué)習(xí)興趣起到了重要作用。在小學(xué)英語(yǔ)課程的學(xué)習(xí)中,英語(yǔ)教師作為實(shí)施英語(yǔ)新課程的主體,應(yīng)學(xué)會(huì)如何巧妙地寓英語(yǔ)學(xué)習(xí)于生活體驗(yàn)之中,變固定的模式為靈活的模式,變傳統(tǒng)的教學(xué)方法為科學(xué)的教學(xué)方法,遵循學(xué)生的認(rèn)知規(guī)律,從而改變學(xué)生的學(xué)習(xí)和思維方式,釋放學(xué)生的創(chuàng)造潛能,讓學(xué)生在學(xué)習(xí)的過(guò)程中感受英語(yǔ)的魅力,開(kāi)發(fā)學(xué)生的思維能力,磨礪學(xué)生的意志,陶冶學(xué)生的情操,發(fā)展學(xué)生的個(gè)性。”興趣是激發(fā)學(xué)生進(jìn)取的重要心理因素。導(dǎo)入新課的活動(dòng)的內(nèi)容要與學(xué)生的生活、學(xué)習(xí)密切相關(guān)，讓學(xué)生能根據(jù)自己的實(shí)際情況來(lái)回答。所以，教師要與時(shí)俱進(jìn)，關(guān)注時(shí)事，在設(shè)計(jì)活動(dòng)時(shí)要認(rèn)真鉆研教材，把活動(dòng)內(nèi)容和課堂教學(xué)內(nèi)容較好地銜接起來(lái)，為課堂教學(xué)的作鋪墊。音樂(lè)可以陶冶性情，提高素養(yǎng)，激發(fā)興趣，營(yíng)造輕松愉快的學(xué)習(xí)氣氛，是最受學(xué)生喜愛(ài)的活動(dòng)形式之一。2．談話導(dǎo)入法。課堂開(kāi)始時(shí)，我常采用free talk開(kāi)展師生問(wèn)答或讓學(xué)生間互相對(duì)話，這樣既緩解了學(xué)生緊張情緒又培養(yǎng)了學(xué)生的說(shuō)話能力。直觀的畫(huà)面和真實(shí)的情景能給學(xué)生身臨其境的感覺(jué)，情景導(dǎo)入的內(nèi)容應(yīng)與學(xué)生生活密切相關(guān)，喚起學(xué)生相關(guān)的生活經(jīng)驗(yàn)和知識(shí)背景，讓學(xué)生感到有話想說(shuō)，有話能說(shuō)。除此之外，教師還可采用復(fù)習(xí)導(dǎo)人法，直觀導(dǎo)入法，故事導(dǎo)入，關(guān)鍵事件導(dǎo)入等方法，激發(fā)學(xué)生興趣，提高課堂教學(xué)效果。在教學(xué)過(guò)程中，成功的體驗(yàn)是學(xué)生快樂(lè)學(xué)習(xí)的基礎(chǔ)與動(dòng)力。因此，教師必須做到：1．提高教學(xué)藝術(shù)，為學(xué)生建立體驗(yàn)成功的平臺(tái)。寄予期望，增加學(xué)生成功的信心。如果學(xué)生從教師那里得到的總是肯定鼓勵(lì)性的反饋，他就能加倍努力，將教師對(duì)它的期望內(nèi)化為學(xué)習(xí)上的動(dòng)力，久之，提高了學(xué)習(xí)自信心，收獲了成功的喜悅。2．分層教學(xué)，為每個(gè)學(xué)生提供成功的機(jī)會(huì)。這需要教師運(yùn)用分層教學(xué)方法，因材施教，讓好中差三個(gè)層次的學(xué)生都有機(jī)會(huì)與成功握手，從而促進(jìn)每個(gè)學(xué)生的發(fā)展。三、快樂(lè)地?cái)[脫中式英語(yǔ)在英語(yǔ)教學(xué)中，我們經(jīng)常會(huì)發(fā)現(xiàn)學(xué)生的英語(yǔ)表達(dá)不地道，有很多中文式英語(yǔ)（Chinglish）,比如“房子前有一棵樹(shù)”這句話應(yīng)為“There is a tree in front of the house ”,或用倒裝“In front of the