英语教学法总结.docx

英语教学法总结 Unit 1 1、What makes a good language teacher? Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively.Therefore, 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 neceary profeional qualities.These three qualities constitutes the profeional competence of a good english teacher.A person who has a good command of english is not necearily a good teacher because he has only one of the elements of profeional competence. 2、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 profeional competence, which is the state or quality of being adequately qualified for the profeion, and armed with a specific range of skills, ability, knowledge and strategies.Ideally, a teacher should be able to attain his or her profeional competence after some period of practice and reflection.However, profeional competence as an ultimate goal does not seem to have an end.With the ever-deeping 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 reflecting. Unit 2 The ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when neceary.Thus we should teach that part of the language that will be used in the real world.However, this is not always the case in foreign language teaching.Very often there is a big gap between the language used in real life and the language learned in clarooms.One poible solution to bridge the gap between claroom language teaching and real-life language use is the adoption of communicative language teaching.The goal of CLT is to develop students communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. 5 components of communicative competence: linguistic competence：it refers to the language itself.It involves spelling, pronunciation,vocabulary, word formation, grammatical structure, sentence structure and semantics.pragmatic competence：it means the appropriate use of the language discourse competence: strategic competence fluency.In communicative claroom, a great deal of time is spent on managing learning, setting up activities, organizing resources, guiding students in pair or group work. To conclude, it is important to remember that a method is effective only when it is appropriate to the teaching context.Therefore, when a new method emerges, it is unwise to simply cast away the traditional and follow the new trend.The best thing to do is to develop ones own teaching methods based on the context and integrates the merits of different methodologies. Difference between PPP and TBL: ppp is present, practice and production.TBL can provide a context for activities.PPP present language in a neat and clear way. Unit 4 leon planning Principles for good language : aim, variety, flexibility, learnability, linkage Components of a leon plan 1、background information Students: Leon duration: 2、Teaching aims 什么是五维教学目标 By the end of the leon, students should be able to : 1、说talk about their opinions of feelings about military training to each other Talk about their future plans are Name different sports in english Tell each other what sports they like Ask and answer questions about ones job Role play the dialogue of going shopping 理解understand a conversation about shopping Understand the main idea of an article about safety 写write a list of safety rules for the school 策略use interview strategies to find out information and take notes 情感看法价值观present the interview results confidently to other students Learn to be a good listener and brave to ask questions in english 3、Language contents and skills: new vocabulary and structures 4、Teaching aids: blackboards、chalk、PPT、 Type of the leon: vocabulary, speaking. 5、Stages and procedures: PPP (presentation practice production) Reading leon: Pre-reading, while-reading,post-reading Listening leon: pre-listening, while-listening, post-listening 6、Aignments 7、Teachers after-leon reflection Unit 7 grammar Deductive inductive Grammar practice: mechanical practice Communicative practice Unit 8 teaching vocabulary Connotative: the primary meaning of a term.name Denotative: having the power of implying or suggesting something.Dog animal loyalty and friendship Collocations: a group of words in a sentence.Look at a picture, see a movie Synonyms: a word or expreion is the same as another word or expreion.Big huge Antonyms: a word that exprees an opposite meaning to another word, big small Homonym上下位关系: words which can be grouped together under the same super-ordinate concept .Fruit apple orange Receptive vocabulary: a word that one is able to comprehend in reading and listening, but can not use it in speaking and writing Productive vocabulary: a word that one is able to comprehend and use in speaking and writing Developing vocabulary learning strategies 1、Review regularly: in the claroom, students should be given opportunities to pick up new vocabulary on a variety of tasks and they need to be encouraged to revise the newly learnt vocabulary so that they are able to take owership of these words and start using them confidently. 2、Gue meaning form text: if students do not know a new word, there are enough clues in the text for them to gue the meaning. 3、Organize vocabulary efficiently: if information is organized and stored in special ways, it is more likely to retained and easier to retrieve.For example: related information is stored together and new information is related to previously stored information 4、use a dictionary: teacher can ask students to look up an unknown word in a dictionary, this strategies can act as a tool to empower the learners to become more independent in their learning. Unit 9 listening pre-listening: teacher helps students prepare to listen .Predicting, setting the scene, listening for the gist, listening for specific information, summary on pre-listening activities While-listening:let students listen to the text and help them understand it.Listen and tick.No specific responses Post-listening: students integrate what they learned from the text into their existing knowledge to finish listening questions Unit 10 teaching speaking Speaking is a skill, one can only improve speaking by speaking more.Although the teachers talk can be good models and useful input, it is best to keep the teachers talk at a minimum level.The goal of speaking activities is to maximize students opportunity to speak . Speaking activities: Information-gap activities: students have different information and they need to obtain information from each other .For example: teacher give different cards to each students, then they are asked to get other students cards information through second language communication.Dialogues and role-plays: turn the dialogues into role-plays so the students can pretend they are acting as someone else.Activities using pictures： this task has a clear objective and students are able to produce a good number of sentence rapidly.Problem-solving activities: this type of activity ask students to solve problems.There are many topics that would be interesting and relevant to the students lives.Change the story Human scrabble Unit 11 teaching reading 1、How 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 Gue the meaning of the new words form the context, or ignore them Have and use background information to help understand the text Concentrate on the important bits, skim the rest and skip the insignificant parts Use different speeds and strategies for different reading tasks 2、interactive model: an interactive proce does not only involve the text but also the readers knowledge of the language , of the world, and of the text types.During the proce of reading, all these factors interact with each other and compensate for each other.Based on this model, teaching reading divides the teaching procedures into three stages: pre-reading, while-reading, post-reading Sight vocabulary: words that one is able to recognize both sounds and meanings immediately without special effort from your brain. Pre-reading : in this section, we will use some tasks to stimulate students interest and make their reading more directed and easier.it means activities that students do before they read in detail.It includes predicting, setting the scene,skimming and scanning. While-reading: in this section, we mainly focus on the proce of understanding rather than the results of reading.While-reading activites includes: transition devise(chats, notes, drawings, pictures), reading comprehension questions, understanding reference, making inferences. Transitional device: the way to transfer information from one form to another.Pictures, drawings, maps, chronological sequence, tree diagrams. Making inference: it is an important reading skill.It require students to use background knowledge to infer the implied meaning of the author.Wuhan is a city which has every climate known to man Post reading: in this area, teachers have to be most inventive and imaginative.Teachers should have to design tasks that are relevant to the text and appropriate to the students level.Activities includes: questions discuion, role play, gap- filling, retelling and writing. Unit 15 aement Methods for aement Summative aement: it is mainly based on testing.It is done at the end of a learning period or the end of a school year.It can reveal some problems about teachers teaching and students learning , but the students ability and achievements in learning are not measurable in terms of one single test.formative aement: it is based on students information collected in the claroom during the learning period.This type of aement will provide more information on students learning and will be more useful for teachers to adjust their teaching.Teachers observation: very often the teachers observation of the learners performance and achievement can be quite accurate and fair.Self-aement: students are able make quite accurate aement of their own achievements Peer aement: students are involve in aeing each others work.This will give them a sense of responsibility in learning and an opportunity to become more aware of their own learning.Portfolio: a portfolio is a collection of students learning records and an evidence of students skills, abilities and attitudes related to their study. 英语教学法总结 英语教学法 英语教学法 英语教学法 英语教学法 英语教学法 英语教学法 英语教学法 英语教学法 英语教学法 本文来源：网络收集与整理，如有侵权，请联系作者删除，谢谢！第14页 共14页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页第 14 页 共 14 页