英语教学法总结.doc

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1、精品文档，仅供学习与交流，如有侵权请联系网站删除 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

2、? A good english teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have necessary professional qualities. These three qualities constitutes the professional competence of a good english teacher. A person who has a good command of english is

3、 not necessarily a good teacher because he has only one of the elements of professional 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 professional competence, which is the state or quality

4、of being adequately qualified for the profession, and armed with a specific range of skills, ability, knowledge and strategies.Ideally, a teacher should be able to attain his or her professional competence after some period of practice and reflection. However, professional competence as an ultimate

5、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 2The ultimate goal of foreign

6、 language teaching is to enable students to use the foreign language in work or life when necessary. 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 langua

7、ge used in real life and the language learned in classrooms.One possible solution to bridge the gap between classroom 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

8、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 st

9、ructure, sentence structure and semantics.pragmatic competence：it means the appropriate use of the languagediscourse competence:strategic competence fluency.In communicative classroom, a great deal of time is spent on managing learning, setting up activities, organizing resources, guiding students i

10、n 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

11、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 lesson planningPrinciples for good langua

12、ge : aim, variety, flexibility, learnability, linkage Components of a lesson plan1、 background informationStudents:Lesson duration:2、 Teaching aims 什么是五维教学目标By the end of the lesson, students should be able to :1、 说talk about their opinions of feelings about military training to each other Talk abou

13、t 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

14、 for the school策略use interview strategies to find out information and take notes情感态度价值观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 structures4、 Teaching aids: blackbo

15、ards、chalk、PPT、 Type of the lesson: vocabulary, speaking.5、 Stages and procedures: PPP (presentation practice production) Reading lesson: Pre-reading, while-reading,post-reading Listening lesson: pre-listening, while-listening, post-listening6、 Assignments7、 Teachers after-lesson reflectionUnit 7 gr

16、ammarDeductive inductiveGrammar practice: mechanical practiceCommunicative practiceUnit 8 teaching vocabularyConnotative: the primary meaning of a term. name Denotative: having the power of implying or suggesting something. Dog animal loyalty and friendshipCollocations: a group of words in a sentenc

17、e. Look at a picture, see a movieSynonyms: a word or expression is the same as another word or expression. Big hugeAntonyms: a word that expresses an opposite meaning to another word, big smallHomonym上下位关系: words which can be grouped together under the same super-ordinate concept . Fruit apple orang

18、eReceptive vocabulary: a word that one is able to comprehend in reading and listening, but can not use it in speaking and writingProductive vocabulary: a word that one is able to comprehend and use in speaking and writingDeveloping vocabulary learning strategies1、Review regularly: in the classroom,

19、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、Guess meaning form text: if students do not know a new

20、word, there are enough clues in the text for them to guess 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 t

21、o 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 listeningpre-listening: teacher helps students prepare to listen . Pr

22、edicting, setting the scene, listening for the gist, listening for specific information, summary on pre-listening activitiesWhile-listening:let students listen to the text and help them understand it. Listen and tick. No specific responsesPost-listening: students integrate what they learned from the

23、 text into their existing knowledge to finish listening questions Unit 10 teaching speakingSpeaking 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 speakin

24、g 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

25、 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 rapi

26、dly.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 storyHuman scrabbleUnit 11 teaching reading1、How to read effectively?Have a clear purpose in readingRead silentlyPerceiv

27、e the information in the target language rather than mentally translateRead phrase by phrase, rather than word by wordGuess the meaning of the new words form the context, or ignore themHave and use background information to help understand the text Concentrate on the important bits, skim the rest an

28、d skip the insignificant partsUse different speeds and strategies for different reading tasks2、 interactive model: an interactive process does not only involve the text but also the readers knowledge of the language , of the world, and of the text types. During the process of reading, all these fact

29、ors 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-readingSight vocabulary: words that one is able to recognize both sounds and meanings immediately without special effo

30、rt 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

31、 this section, we mainly focus on the process 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 transf

32、er 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 ma

33、n 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 discussion, role play, gap- filling, retelling and writing.Unit 15 assessmentMeth

34、ods for assessmentSummative assessment: 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

35、 of one single test.formative assessment: it is based on students information collected in the classroom during the learning period. This type of assessment will provide more information on students learning and will be more useful for teachers to adjust their teaching.Teachers observation: very oft

36、en the teachers observation of the learners performance and achievement can be quite accurate and fair.Self-assessment: students are able make quite accurate assessment of their own achievementsPeer assessment: students are involve in assessing 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.【精品文档】第 7 页