第一篇：大學(xué)英語《英語教學(xué)法》課程論文

Essay of English Language Teaching

Abstract Much of human behaviours is influences by their experiences.The way language teachers teach in the classroom is to some extent influences by the way they learned language.This is especially true in foreign language teaching.Before we discuss language learning theories,let us first reflect on our own language learning experiences.Key Words Curriculum,management,pronunciation,grammar,vocabulary

Introduction One of the largest inhibitors for students is often mental block.While listening, a student suddenly decides that he or she doesn't understand what is being said.At this point, many students just tune out or get caught up in an internal dialogue trying translate a specific word.Some students convince themselves that they are not able to understand spoken English well and create problems for themselves.Body

1、Language and language learning The question that all approaches to language teaching should answer is,“What is language?” The answer to this question is the basis for syllabus design,teaching methodology,teaching and assessment procedures in the classroom.Different views on language generate different teaching methodologies.2、Communicative principles and task-based language teaching The ultimate goal of foreign language teaching is to enable 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(rather than all parts of the language);and we should teach language in the way it is 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 classroom.3、The national English curriculum Foreign language teaching in schools has enjoyed a long history in China.Since the early 1900s,the study of a foreign language has been regarded as one of the fundamental subjects in the curriculum of middle schools.However,due to political and social unrest,and the low living standards of the majority of the working people during the first half of the century,foreign language teaching had not achieved very much.4、Lesson planning Proper lesson planing is essential for both novice and experienced teachers.Although preparation does not guarantee successful lessons,walking into a classroom unprepared is more often than not the beginning of a disastrous lesson,Besides,students can immediately notice if their teacher is prepared or not.Unprepared teachers receive much less trust and cooperation from the students.A lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.In other words,teachers need to think about the aims to be achieved,materials to be covered,activities to be organised,and techniques and resources to be used in order to achieve the aims of the lesson.5、Classroom management Classroom management is the way teachers organised what goes in the classroom.It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost useless if the teacher does not organise them efficiently(Harmer,1983:200).Good managerial skills on the teacher are a very essential component of good teaching(Richard,1900),as the goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways(Gebhard,1996).Efficient classroom management can be achieved.6、Teaching grammar In the teaching of English as a foreign language,discussions on pronunciation are not so much around the value of teaching pronunciation because pronunciation will take care of itself as the students develop overall language ability.However,there are people who assert that failure in pronunciation is a great hindrance to language learning.7、Teaching Vocabulary The value of grammar in foreign language teaching has been a focus of debate for decades and the focus of the debate has been on(1)the role of grammar in language teaching(2)the method in which grammar should be presented and practised grammar before we discuss methods for teaching grammar.8、Teaching listening Teaching listening skills is one of the most difficult tasks for any ESL teacher.This is because successful listening skills are acquired over time and with lots of practice.It's frustrating for students because there are no rules as in grammar teaching.Speaking and writing also have very specific exercises that can lead to improved skills.This is not to say that there are not ways of improving listening skills, however they are difficult to quantify.The key to helping students improve their listening skills is to convince them that not understanding is OK.This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others.Another important point that I try to teach my students(with differing amounts of success)is that they need to listen to English as often as possible, but for short periods of time.9、Teaching speaking When we talk about speaking in class it is important to differentiate between the kind of speaking which occurs in mechanical drills and repetition, on the one hand, and situations where students use as much language as they can and where getting their message across is just as important as grammatical accuracy, on the other.In this article it is the latter kind of speaking that we are going to look at.There are three main reasons why it is important to encourage students to speak as fluently as possible.In the first place, speaking activities give them a chance for rehearsal-practising the real skill of speaking as a preparation for using it outside the classroom.Secondly, when students speak using all and any language they know, it provides valuable feedback about their language knowledge, for both them and their teachers.How well can they perform in spontaneous conversational situations? What do they seem to know? What are they finding difficult to achieve? Lastly, good speaking activities provoke genuine student engagement where they really get involved with the process of language learning in class.10、Teaching reading To accomplish this goal, instructors focus on the process of reading rather than on its product.They develop students' awareness of the reading process and reading strategies by asking students to think and talk about how they read in their native language.They allow students to practice the full repertoire of reading strategies by using authentic reading tasks.They encourage students to read to learn(and have an authentic purpose for reading)by giving students some choice of reading material.When working with reading tasks in class, they show students the strategies that will work best for the reading purpose and the type of text.They explain how and why students should use the strategies.They have students practice reading strategies in class and ask them to practice outside of class in their reading assignments.They encourage students to be conscious of what they're doing while they complete reading assignments.They encourage students to evaluate their comprehension and self-report their use of strategies.They build comprehension checks into in-class and out-of-class reading assignments, and periodically review how and when to use particular strategies.They encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and course-related information in written form: office hours, homework assignments, test content.They do not assume that students will transfer strategy use from one task to another.They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill.By raising students' awareness of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, instructors help their students develop both the ability and the ?confidence to handle communication situations they may encounter beyond the classroom.In this way they give their students the foundation for communicative competence in the new language.11、Teaching writing The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value.Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach.The teacher should be clear on what skills he/she is trying to develop.Next, the teacher needs to decide on which means(or type of exercise)can facilitate learning of the target area.Once the target skill areas and means of implmentation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation.By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.Choosing the target area depends on many factors;What level are the students?, What is the average age of the students, Why are the students learning English, Are there any specific future intentions for the writing(i.e school tests or job application letters etc.).Other important questions to ask oneself are: What should the students be able to produce at the end of this exercise?(a well written letter, basic communication of ideas, etc.)What is the focus of the exercise?(structure, tense usage, creative writing).Once these factors are clear in the mind of the teacher, the teacher can begin to focus on how to involve the students in the activity thus promoting a positive, long-term learning experience.12、Integrated skills One image for teaching English as a second or foreign language(ESL/EFL)is that of a tapestry.The tapestry is woven from many strands, such as the characteristics of the teacher, the learner, the setting, and the relevant languages(i.e., English and the native languages of the learners and the teacher).For the instructional loom to produce a large, strong, beautiful, colorful tapestry, all of these strands must be interwoven in positive ways.For example, the instructor's teaching style must address the learning style of the learner, the learner must be motivated, and the setting must provide resources and values that strongly support the teaching of the language.However, if the strands are not woven together effectively, the instructional loom is likely to produce something small, weak, ragged, and pale梟ot recognizable as a tapestry at all.13、Moral learning the coursework and the extended assignment, presentation and use of English are important.Care should be taken with punctuation, spelling and layout.Emphasizes principles and procedures of assessment that are of primary importance to educational practitioners.Includes construction of classroom tests, observation techniques, and performance measures;integration of assessment and instruction;norm-and criterion-referenced assessment;uses of standardized tests, current issues and controversies

14、Assessment in language teaching Teaching materials are any resources(traditional, electronic or digital)used for language learning and teaching purposes, including coursebooks, newspapers, recordings and videos.The following principles underlie the selection of materials.15、Learner differences and learner training

16、Using and creating resources To speak of the audio-visual method would be incorrect.Also in this case ,we are again dealing with a conglomeration of approaches which differ on from the other, and which have as their most important commons element that they all attend a great deal of important to the use of visual elements.As for as the objectives of FLT are concerned, these approaches also have a common interest.namely the fact that they reserve first place for oral skill.17、Evaluating and adapting textbooks

Conclusion As teachers, many of us have had the responsibility of evaluating textbooks.Often, we have not been confident about what to base our judgements on, how to qualify our decisions, and how to report the results of our assessment.It seems to us that to date textbook selection has been made in haste and with a lack of systematically applied criteria.Teachers, students, and administers are all consumers of textbooks.All these groups, of course, may have conflicting views about what a good/standard textbook is.However, the question is where they can turn to for reliable advice on how to make an informed decision and select a suitable textbook.The literature on textbook selection and/or textbook evaluation procedure is vast.Various scholars have suggested different ways to help teachers become more systematic and objective in their approach They have often offered checklists based on supposedly generalizable criteria.These sometimes detailed check-sheets use a variety of methods to assess how well a particular textbook under scrutiny measures up.Reference material

1、 by Wang Qiang Higher Education Press

第二篇：大學(xué)英語教學(xué)法

大學(xué)英語教學(xué)法

摘 要: 大學(xué)英語教學(xué)方法多種多樣, 但是各有優(yōu)缺點(diǎn)。針對(duì)大學(xué)生的學(xué)習(xí)環(huán)境的變化和適應(yīng)能力, 提出了根據(jù)不同學(xué)期采取不同的教學(xué)方法的建議。

眾所周知,語言是社會(huì)實(shí)踐的產(chǎn)物。一位教師要把外語教好,必須與實(shí)踐緊密結(jié)合,把死的語言變成活的語言,才能激發(fā)學(xué)生的學(xué)習(xí)興趣,提高學(xué)生實(shí)際運(yùn)用語言的能力。外語教學(xué)的最終目的是使學(xué)生具備良好的外語實(shí)踐能力。作為一名教師,都渴望在教法上開拓出一條新路。我認(rèn)為從有法到無法再到新法是個(gè)飛躍和進(jìn)步。如果教師能夠做到化定法為新法,循法而不拘泥于法,寓法于無法之中,他的教學(xué)才能達(dá)到運(yùn)法自如,爐火純青的境界,才能達(dá)到獨(dú)具風(fēng)格的階段。

一、各種教學(xué)法的優(yōu)缺點(diǎn)

其實(shí), 每一種教學(xué)法都有它存在的原因和理由;當(dāng)然,也有它的缺點(diǎn)和不足,正是所謂金無足赤、人無完人。比如說, 傳統(tǒng)的大學(xué)英語精讀教學(xué)方法—— —語法翻譯法重視語言知識(shí)灌輸而輕篇章結(jié)構(gòu)分析, 重視語法解釋而輕體裁把握, 重句子翻譯而輕交際能力培養(yǎng)。結(jié)果導(dǎo)致學(xué)生對(duì)篇章結(jié)構(gòu)一竅不通, 對(duì)文體知識(shí)一無所知;所學(xué)知識(shí)支離破碎, 毫無聯(lián)系;形成了見樹不見林的現(xiàn)象, 根語法分析和詞匯解釋, 而且還要分析作者謀篇布局的特點(diǎn)和遣詞造句的手法, 以及傳授有關(guān)社會(huì)文化知識(shí)。它不但注意語言形式, 而且還十分重視語言功能。強(qiáng)調(diào)社會(huì)環(huán)境對(duì)語義的影響, 更有利于培養(yǎng)學(xué)生的文化意識(shí)。語篇教學(xué)充分發(fā)揮了學(xué)生的主體作用, 使他們從單純的詞匯、句子中走出來, 從宏觀角度分析文章的內(nèi)容、體裁、結(jié)構(gòu), 培養(yǎng)了學(xué)生對(duì)語篇的分析、綜合和邏輯思考能力,這無疑是培養(yǎng)學(xué)生具有較強(qiáng)閱讀能力的一個(gè)可靠保證和主要手段。而且在英文寫作方面能夠指導(dǎo)學(xué)生掌握寫作技巧和提高寫作技能, 它也是指導(dǎo)寫作實(shí)踐的重要理論基礎(chǔ)。此外,運(yùn)用語篇教學(xué)還有利于提高學(xué)生的口頭表達(dá)能力。這種教學(xué)方法有利于訓(xùn)練學(xué)生獲取完整信息的能力和語言的交際能力。但是, 它在分析作者布局謀篇的特點(diǎn)時(shí), 還要圍繞語篇的中心思想來進(jìn)行語法分析和詞匯解釋, 以及遣詞造句的方法, 并且傳授目的語的社會(huì)文化和各種知識(shí)。否則, 只是機(jī)械地講授布局謀篇, 講授文章的結(jié)構(gòu)、中心句、寫作方法、寫作技巧, 學(xué)生掌握了這些技巧, 卻不知道從哪里下手, 不知道如何運(yùn)用。

二、四個(gè)學(xué)期, 運(yùn)用不同的教學(xué)法

那么如何才能以最有效的方式來培養(yǎng)學(xué)生英語交際能力呢?在教學(xué)實(shí)踐中,我深深體會(huì)到:僅僅嚴(yán)格要求、認(rèn)真負(fù)責(zé)是遠(yuǎn)遠(yuǎn)不夠的,必須注重教學(xué)效果,而教學(xué)效果的體現(xiàn)要付出辛勤的勞動(dòng),要踏踏實(shí)實(shí)地進(jìn)行教學(xué)研究。根據(jù)學(xué)生的年齡和心理特點(diǎn)以及實(shí)際水平、學(xué)習(xí)方法和學(xué)習(xí)興趣等,創(chuàng)造性地靈活使用教材,以學(xué)生如何學(xué)為著眼點(diǎn),制定不同的教學(xué)方法。針對(duì)剛進(jìn)校的一年級(jí)大學(xué)生, 我們可以采用傳統(tǒng)的語法、詞匯、翻譯教學(xué)方法, 適當(dāng)?shù)刂v解一些新語法, 幫助學(xué)生復(fù)習(xí)已經(jīng)學(xué)過的舊的語法知識(shí);同時(shí), 應(yīng)大量講解單詞的構(gòu)詞法,幫助學(xué)生記住每一課的生詞;還要糾正那些發(fā)音不正確的學(xué)生的發(fā)音。進(jìn)入第二學(xué)期, 多數(shù)學(xué)生已經(jīng)適應(yīng)大學(xué)里的生活了, 上課之前要預(yù)習(xí), 課后要復(fù)習(xí)。而這時(shí)教大學(xué)英語的老師可以適當(dāng)增加一些閱讀技巧和寫作技能的訓(xùn)練。閱讀能力的培養(yǎng)在大學(xué)英語教學(xué)中一向被置于非常重要的地位,事實(shí)上,大學(xué)英語四、六級(jí)考試中閱讀理解也占相當(dāng)大的比重。

進(jìn)入第三學(xué)期, 這時(shí), 老師就要減少寫作的講解和訓(xùn)練,同時(shí)對(duì)語篇分析的力度也變小, 而注意講解英語修辭的運(yùn)用,讓學(xué)生注意英語語言的優(yōu)美, 注意英美等外國國家的文化背景知識(shí)、風(fēng)土人情習(xí)慣。而學(xué)生將承擔(dān)更多的學(xué)習(xí)責(zé)任,讓學(xué)生對(duì)文章進(jìn)行一些篇章分析的訓(xùn)練, 同時(shí), 還要求學(xué)生課下準(zhǔn)備一些諺語、笑話、幽默等等比較簡單且又能激發(fā)學(xué)生興趣的英語材料到課堂上表演, 為以后的英語交際打下基礎(chǔ)。教師在課堂上的角色也逐漸改變,要從知識(shí)提供者轉(zhuǎn)變成學(xué)習(xí)顧問。但是, 教師不是旁觀者,教師的任務(wù)不是輕了,而是更重了。他是課堂活動(dòng)的組織者與管理者, 既要放手讓學(xué)生自己解決問題,又要適時(shí)地向?qū)W生提供學(xué)習(xí)資料,起到學(xué)習(xí)資源提供者的作用,以培養(yǎng)學(xué)生自主學(xué)習(xí)為主的課堂氛圍。

進(jìn)入第四學(xué)期, 可以說, 這是一個(gè)收獲的時(shí)期, 一個(gè)各方面都日漸成熟、完美的時(shí)期。這時(shí)候, 多數(shù)認(rèn)真好學(xué)的學(xué)生都能夠分析英語文章的篇章結(jié)構(gòu), 欣賞文章的語言優(yōu)美, 了解文章的寫作技巧, 掌握了大部分的閱讀技能, 能夠用英語就自己熟悉的事物進(jìn)行交流, 能夠用英語寫出一篇中心突出、條理清晰的短文來, 而他們也能順利通過第四學(xué)期的四級(jí)考試了, 我們的目的也就達(dá)到了。這時(shí)候, 可以將課堂教學(xué)的中心由教師轉(zhuǎn)向?qū)W生, 要求學(xué)生學(xué)會(huì)自主學(xué)習(xí)、學(xué)會(huì)自我監(jiān)控、學(xué)會(huì)自我評(píng)價(jià), 從而形成自主發(fā)展的學(xué)習(xí)習(xí)慣和學(xué)習(xí)策略。如獨(dú)立學(xué)習(xí)、語言意識(shí)、自我導(dǎo)學(xué)和自學(xué)。因此,教師要善于引導(dǎo)學(xué)生主動(dòng)學(xué)習(xí),使他們堂內(nèi)堂外都能獵取豐富的英語知識(shí)。這樣, 即使進(jìn)入三年級(jí), 在沒有外語老師的教育指導(dǎo)下, 他們也能繼續(xù)學(xué)習(xí)外語。同時(shí), 高校外語教學(xué)的目的是使學(xué)生最終能以英語為工具閱讀國外各類參考文獻(xiàn), 獲取先進(jìn)的科技信息并參與國際交流, 因此, 學(xué)生必須培養(yǎng)自己的外語翻譯能力。而培養(yǎng)外語翻譯能力要求學(xué)生調(diào)動(dòng)其全部潛能, 包括語言能力和非語言能力。語言能力指英漢兩種語言的詞匯、語法、語義、語篇知識(shí)等;非語言能力指背景知識(shí)、相關(guān)專業(yè)知識(shí)、邏輯分析、歸納推理的能力等。在當(dāng)前大學(xué)英語教學(xué)當(dāng)中, 非常重視英語閱讀能力的培養(yǎng)。各種版段落和句子, 要求學(xué)生口頭翻譯或課后筆譯。而學(xué)生要翻譯句子就得了解全文內(nèi)容,要熟悉所譯句子的句法結(jié)構(gòu)、句法邏輯, 把握詞法語義、詞語修辭及行文風(fēng)格等等。這樣學(xué)生在翻譯過程中才能進(jìn)一步鞏固所學(xué)的語言知識(shí), 擴(kuò)大知識(shí)面, 提高學(xué)生對(duì)篇章的準(zhǔn)確理解能力。

在口語教學(xué)當(dāng)中, 采用翻譯法引導(dǎo)學(xué)生說英文的方法, 當(dāng)場就能檢驗(yàn)語言的使用效果, 找出學(xué)生口語當(dāng)中典型的中文式英語, 進(jìn)行評(píng)講, 當(dāng)堂糾錯(cuò), 避免再出現(xiàn)類似的錯(cuò)誤。這樣的教學(xué)給予了學(xué)生大量的實(shí)踐機(jī)會(huì), 鍛煉了學(xué)生準(zhǔn)確運(yùn)用語言的能力。這是我對(duì)大學(xué)外語教學(xué)的一孔之見。當(dāng)然, 在外語教學(xué)中, 我們還要因時(shí)、因地、因人而異, 因?yàn)? 時(shí)代在變, 環(huán)境在變, 人也在變, 我們的英語教學(xué)方法不可能一成不變, 而應(yīng)該跟著時(shí)代、環(huán)境、人的變化而變化。但不變的是我們的宗旨: 就是想方設(shè)法把大學(xué)英語教好。

第三篇：英語教學(xué)法論文

“授人以魚，不如授人以漁”。讓學(xué)生學(xué)會(huì)學(xué)習(xí)，學(xué)會(huì)考慮已成為當(dāng)前中國教育研討的熱點(diǎn)。國家教委最新頒布的《九年義務(wù)教育全日制初級(jí)中學(xué)英語教學(xué)大綱》（下簡稱新大綱）對(duì)中學(xué)英語教學(xué)目的、要求等方面問題作了明確的規(guī)定，培育學(xué)生的綜合應(yīng)用才能、加強(qiáng)學(xué)生的自主學(xué)習(xí)才能歸入了教學(xué)目的之中，這就請(qǐng)求廣闊的英語教育工作者改動(dòng)原來注重教師“如何教”轉(zhuǎn)為注重學(xué)生“如何學(xué)”這一層面上來，使學(xué)生變?cè)瓉肀粍?dòng)的“承受性”學(xué)習(xí)為主動(dòng)的“發(fā)現(xiàn)性”學(xué)習(xí)或”探求性”學(xué)習(xí)——自主學(xué)習(xí)。

（一）講授是學(xué)校教學(xué)最重要的傳授辦法。

學(xué)生學(xué)習(xí)主要是快速承受已有的文化學(xué)問，因而，講授法最重要。但是，學(xué)習(xí)是一種被能動(dòng)性的肉體活動(dòng)，不能無視其心理學(xué)根底，并要催生出學(xué)習(xí)的快樂心境，所謂“知之者不如好之者，好之者不如樂知者”。否則，講授必然招致學(xué)生的融會(huì)貫通，學(xué)習(xí)變得單調(diào)乏味?！皩殑︿h從磨礪出，梅花香自苦寒來”，制度化教育同樣無法逃避和超越的；學(xué)習(xí)是“被動(dòng)催生能動(dòng)，磨礪衍生快樂”、“并在磨礪中走向解放”的理論，它依賴教學(xué)辦法的教育性?！敖逃越虒W(xué)的辦法的根本問題不是教會(huì)學(xué)習(xí)者他還不會(huì)的東西，而是如何請(qǐng)求學(xué)習(xí)者對(duì)學(xué)習(xí)對(duì)象停止討論，以使這種請(qǐng)求的作用不是直接從這種請(qǐng)求中產(chǎn)生，而是經(jīng)過這種請(qǐng)求所激起的對(duì)學(xué)習(xí)對(duì)象的討論而構(gòu)成的?！睋Q言之，教師要擅長引導(dǎo)學(xué)生將學(xué)問探究與生成轉(zhuǎn)化為學(xué)生自己的愿望意志，從“要我學(xué)”變?yōu)椤拔乙獙W(xué)”。

（二）角色扮演法

在教學(xué)過程中，變以教師為中心為以學(xué)生為中心。在課堂活動(dòng)中，以學(xué)生為中心，是指解說由大家一同講，改錯(cuò)時(shí)大家一同改，而教師則是這一活動(dòng)的組織者、指導(dǎo)者、參與者、協(xié)助者、諧和者和評(píng)判者。言語不是“教會(huì)”的，而是“練會(huì)”的，因而，必需強(qiáng)調(diào)學(xué)生的客觀能動(dòng)性。教師既要想方設(shè)法地調(diào)動(dòng)學(xué)生的積極性，鼓舞學(xué)生參與教學(xué)，發(fā)揮他們的客觀能動(dòng)性，也要給予正確的指導(dǎo)和協(xié)助。在課堂上，教師停止必要的解說之后，能夠請(qǐng)學(xué)生們自在組合朗誦對(duì)話，并依據(jù)所學(xué)對(duì)話的典型句型，讓學(xué)生本人盤繞本單元話題編寫內(nèi)容類似的小對(duì)話上臺(tái)扮演，再由學(xué)生選出本節(jié)課的優(yōu)秀拍檔，予以褒揚(yáng)和鼓舞，這種做法能使他們?cè)獾焦奈?，?huì)有一種成就感，這樣他們很快就會(huì)克制畏難、羞怯等心理障礙，大膽地用英語表達(dá)，促進(jìn)英語學(xué)習(xí)興味，進(jìn)步運(yùn)用言語的才能。

中學(xué)英語教學(xué)要給學(xué)生打好口頭、筆頭的方面的基礎(chǔ)。學(xué)好語法有助于打好這兩方面的基礎(chǔ)。對(duì)學(xué)生進(jìn)行聽說訓(xùn)練不應(yīng)視為只能聽懂、會(huì)說現(xiàn)成的套句，要培養(yǎng)學(xué)生舉一反三的能力。交際能力是一項(xiàng)包含 多方面、多層次的知識(shí)和能力在內(nèi)的綜合能力，在中學(xué)英語教學(xué)中不宜提倡培養(yǎng)學(xué)生的交際能力，應(yīng)大力提倡 培養(yǎng)為交際初步運(yùn)用英語的能力這一教學(xué)要求。我國的英語教學(xué)受制于我們的社會(huì)制度、英語的特點(diǎn)、教學(xué)目的、學(xué)生特點(diǎn)等因素。這些因素決定了我們 英語教學(xué)的特點(diǎn)。一 對(duì)中學(xué)英語教學(xué)目的的認(rèn)識(shí)

（一）打好初步的基礎(chǔ)新大綱對(duì)義務(wù)教育全日制初級(jí)中學(xué)英語教學(xué)目的規(guī)定為：通過聽、說、讀、寫的訓(xùn)練，使學(xué)生獲得英語基礎(chǔ)知識(shí)和為交際初步運(yùn)用

英語的能力，激發(fā)學(xué)生的學(xué)習(xí)興趣，養(yǎng)成良好的學(xué)習(xí)習(xí)慣，為進(jìn)一步學(xué)習(xí)打好初步 的基礎(chǔ)；使學(xué)生受到思想品德、愛國主義和社會(huì)主義等方面的教育；發(fā)展學(xué)生的思維能力和自學(xué)能力。對(duì)學(xué)生進(jìn)行聽、說、讀、寫訓(xùn)練，培養(yǎng)學(xué)生為交際初步運(yùn)用英語的能力都是為了打好初步的基礎(chǔ)。打好初步的基礎(chǔ)，應(yīng)包括打好口語和書面語兩方面的基礎(chǔ)。為此，要求學(xué)生要切實(shí)掌握英語的語音、語調(diào)和拼讀技巧；掌握基本句型和習(xí)語；掌握基本語法知識(shí)和一定量詞匯及其用法；掌握詞的變化規(guī)律和一般構(gòu)成 規(guī)律；掌握閱讀技巧以形成語言能力(linguistie competence)和言語能力(speechcompetence)。打好初步的基礎(chǔ)不能簡單地理解為只會(huì)說幾句裝配好的現(xiàn)成的套話這樣一個(gè)簡單概念上。英漢兩種語言不是同族同宗語言，有各自的發(fā)生發(fā)展過程，有各自的特點(diǎn)。兩種語言在語音、語法、詞匯三方面相差甚遠(yuǎn)，兩種語言的形態(tài)、結(jié)構(gòu)有很大差異。這導(dǎo)致學(xué)生在學(xué)習(xí)英語過程中難點(diǎn)多，形成語言能 力和言語能力的困難多。所以，為了打好初步的基礎(chǔ)，對(duì)中國學(xué)生來說，必須學(xué)好英語的語言結(jié)構(gòu)，這樣才能 形成組詞成句組句成篇的能力，這樣才能形成舉一反三觸類旁通的能力。當(dāng)前初中學(xué)生學(xué)英語，由于使用新教材，學(xué)生的聽說能力有很大增強(qiáng)。但這種增強(qiáng)，似有些虛假成分。如有的學(xué)生的聽說能力范圍只限于書本上的話，把書上的話稍加變動(dòng)便聽不懂說不出來。產(chǎn)生這種現(xiàn)象的原因是語法問題沒有解決。語言能力源于語法知識(shí)。語言能力包括理解和表達(dá)兩個(gè)層次的內(nèi)容。理解在先，表達(dá)在后。語言的理解能力是語言表達(dá)能力的先決條件。沒有充分的理解，便不可能產(chǎn)生有效的表達(dá)。掌握一

門外語的關(guān)鍵是弄通和 內(nèi)化這門外語的結(jié)構(gòu)，而掌握語法是通向這一目標(biāo)的最佳途徑。

聽、說、讀、寫全面訓(xùn)練，不同階段略有側(cè)重。在中學(xué)英語教學(xué)過程中，既要重視口頭訓(xùn)練，又要重視筆頭訓(xùn)練，二者應(yīng)有機(jī)結(jié)合，綜合訓(xùn)練，互相促進(jìn)，不可偏廢。學(xué)生在學(xué)英語時(shí)，口語和書面語符合幾乎同時(shí)出現(xiàn)。這對(duì)培養(yǎng)學(xué)生聽、說、讀、寫四種能力的均衡、協(xié)調(diào)發(fā)展很有好處。語言能力和言語能力的綜合訓(xùn)練，口語能力和書面能力的綜合訓(xùn)練，是語言教學(xué)成功的關(guān)鍵。我們的中學(xué)生一般在11-12歲間上中學(xué)，17-18歲間高中畢業(yè)。在這六個(gè)年級(jí)三個(gè)階段里，學(xué)英語的特點(diǎn)各不相同。在初級(jí)階段（初中1-2年級(jí)）學(xué)生年齡較小，模仿力強(qiáng)，語言的羞恥感差，是重點(diǎn)進(jìn)行聽說訓(xùn)練的好機(jī)會(huì)。在這個(gè)階段把聽說技能培養(yǎng)出來，就為進(jìn)入中、高級(jí)階段打下較好的基礎(chǔ)。反之，在這個(gè)階段如果放棄了聽說 訓(xùn)練，在中、高級(jí)級(jí)階段便不容易學(xué)下去。中級(jí)階段（初中2年級(jí)——高中1年級(jí)）是過渡階段。這個(gè)階段除要繼續(xù)抓好聽說訓(xùn)練外，還要引導(dǎo)學(xué)生開 展閱讀訓(xùn)練。與此同時(shí)還要逐漸完善語法教學(xué)內(nèi)容，豐富學(xué)生的詞匯量為進(jìn)入以培養(yǎng)閱讀能力為主的高級(jí)階段打下基礎(chǔ)。高級(jí)階段（高中2-3年級(jí)），由于學(xué)生心理方面的微妙變化，他們非常重視語言的客觀評(píng)價(jià)，不大愿意開口，怕說錯(cuò)讓別人笑話。經(jīng)驗(yàn)證明，在這個(gè)階段才開始抓聽說訓(xùn)練為時(shí)已晚，其效果往往不完全令人滿意。這個(gè)階段的重點(diǎn)應(yīng)放在抓閱讀訓(xùn)練和綜合技能提高這兩個(gè)方面，但也要注意學(xué)生的口語訓(xùn)練。二 盡量使用英語，適當(dāng)利用母語。在英語課堂上師生要盡量多用英語。

教師說英語即為學(xué)生提供了聽的機(jī)會(huì)；師生對(duì)話、學(xué)生之間對(duì)話，也 為學(xué)生創(chuàng)造了聽說的條件。但在教學(xué)過程中并不排除必要時(shí)可以使用漢語。有時(shí)還可以采用英漢夾雜的辦法講課。如講抽象詞、復(fù)雜 的語法規(guī)則，用英語講學(xué)生就很難接受，用漢語講既可節(jié)省時(shí)間、分散難點(diǎn)，又有助于提高教學(xué)效果。為了實(shí)現(xiàn)原則上用英語講課的要求，教師可以采用非語言手段引導(dǎo)學(xué)生聽懂英語。在學(xué)生整個(gè)學(xué)英語過程中，母語對(duì)英語的干擾和促進(jìn)作用是極為明顯的。排除其干擾作用，發(fā)揮其促進(jìn)作用，這是教師的經(jīng)常性工作。三 發(fā)揮教師的指導(dǎo)作用，充分調(diào)動(dòng)學(xué)生的主動(dòng)性和積極性。在教學(xué)過程中，教師是時(shí)刻都在起作用的因素。教師的指導(dǎo)作用體現(xiàn)在對(duì)教學(xué)內(nèi)容的安排，重點(diǎn)、關(guān)鍵的 確定，教學(xué)活動(dòng)的組織與實(shí)施等方面。教師本人的品德、素質(zhì)，如語音語調(diào)、語言的流利程度、書寫的規(guī)范程 度等方面，對(duì)學(xué)生來說就是最有說服力的教材。課堂上教師要面向全體學(xué)生，關(guān)心全體學(xué)生的全面發(fā)展，培養(yǎng)學(xué)生學(xué)英語的興趣，做到既教書又育人。教師要調(diào)動(dòng)學(xué)生學(xué)英語的主動(dòng)性和積極權(quán)性，使學(xué)生樂于參加言語實(shí)踐活動(dòng)，在教師指導(dǎo)下積極操練語言，成為課堂的主人。

認(rèn)識(shí)中學(xué)英語教學(xué)的目的和特點(diǎn)，會(huì)使教師在教學(xué)過程中目標(biāo)更加明確，行為更加自覺，操作過程更加合理，從而促進(jìn)教學(xué)質(zhì)量的不斷提高，對(duì)形成有中國特色的英語教學(xué)體系，有十分重要的意義。

第四篇：《英語教學(xué)法》課程教學(xué)大綱.

《英語教學(xué)法》課程教學(xué)大綱

發(fā)布日期:2010-04-13 瀏覽量:593 【字體:大 中 小】 課程編號(hào):050246-050247 適用專業(yè):英語 學(xué)時(shí)數(shù):72學(xué)分?jǐn)?shù):4 執(zhí)筆人:張愛春 編寫時(shí)間:2009年 9月

一、課程的性質(zhì)、任務(wù)

《英語教學(xué)法》是研究中、小學(xué)英語教學(xué)理論和實(shí)踐的學(xué)科,是師范院校英語專業(yè)的一門基礎(chǔ)課。要求學(xué)生通過 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)英語教學(xué)的需要。

二、課程的教學(xué)目的和要求

1.教學(xué)法理論課:一般采用講授、報(bào)告和分組講座的形式。目地是讓學(xué)生了解外語教學(xué)的普遍規(guī)律及其具體應(yīng)用, 幫助學(xué)生熟悉國內(nèi)外各種外語教學(xué)流派的基本教學(xué)指導(dǎo)思想和原則,以及教學(xué)過程。讓學(xué)生學(xué)會(huì)分析課堂教學(xué)和根據(jù) 不同情況采用不同教學(xué)方法的能力。學(xué)生通過學(xué)習(xí),應(yīng)了解并掌握我國當(dāng)前中小學(xué)英語教學(xué)的基本原則:A.交際性原 則;B.四會(huì)并舉、階段側(cè)重原則;C.語音、語法、詞匯綜合教學(xué)原則;D.盡量使用目的語、適當(dāng)利用母語的原則;E.精講多練原則;F.以學(xué)生為中心的原則;G.趣味性原則。

通過本課程的學(xué)習(xí),學(xué)生應(yīng)掌握以下基本方法:(1 聽、說、讀、寫四種語言技能的教學(xué)法;(2 備課(教材處理、教案編寫、課件制作的方法;(3 授課(語音、語法、詞匯、句型、對(duì)話、課文等各種課型的方法;

(4 教學(xué)效果檢查(口試、筆試、提問的方法;(5 電化教學(xué)和教具使用的方法;(6 開展課外活動(dòng)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。課堂教學(xué)的程 序、教學(xué)效果評(píng)估以及測試的方法。

2.見習(xí)課的目的是加深學(xué)生對(duì)教學(xué)法理論課的認(rèn)識(shí), 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。

3.微格教學(xué)主要通過錄像等現(xiàn)代教學(xué)手段對(duì)學(xué)生的教學(xué)過程進(jìn)行講評(píng),運(yùn)用小班教學(xué)模真實(shí)教學(xué)情況。

4.教學(xué)實(shí)習(xí)給學(xué)生提供一個(gè)具體實(shí)踐的機(jī)會(huì), 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 過教學(xué)實(shí)踐加深對(duì)教學(xué)法理論知識(shí)的理解。

三、課程的教學(xué)內(nèi)容

Unit One Language and Learning(4 hours 1.Basic Demand: To discuss some general matters about language learning and teaching, such as common views on language and language learning,;qualities of a good language teacher;the structural view of language;the communicative view of language;the interactional view of language.2.Teaching Content: 1.How do we learn Language 2.View s on Language

3.Views on Language Learning and Learning in General 4.What makes a Good Language Teacher 5.How One become A Good Language Teacher 6.An overview of the book 3.Focal point and difficulty: The qualities of a good teacher 4.Main Points for examining: how to become a qualified English teacher Unit2 Communicative Principles and Task-based Language Teaching(6 hours 1.Basic demand: To discuss one of the most important trends in second/ foreign language teaching in the past three decades, that is the practice of communicative language teaching and task-based language teaching 2.Teaching Content:: Language Use in real life vs.traditional pedagogy What is communicative competence? Implications for teaching and learning Principles of communicative language teaching CLT and the teaching of language skills

Main features of communicative activities Task-based language teaching How to design tasks Appropriateness of CLT and TBLT in the Chinese context 3.Focal point and difficulty: The practice of communicative language teaching and task-based language teaching 4.Main Points for examining: how to design tasks Unit3 The National English Curriculum(4 hours 1.Basic demand: to understand the goals and objectives of English language teaching;performance standards for different levels of competence and challenges facing English languages 2.Teaching Content: 1.A brief history of foreign language teaching in China 2.Designing principles for the National English Curriculum 3.Goals and objectives of English language teaching 4.Design of he National English Curriculum 5.performance standards for different levels of competence 6.Challenges facing English languages

3.Focal point and difficulty: performance standards for different levels of competence and challenges facing English languages 4.Main Points for examining: Goals and objectives of English language teaching Unit 4 Lesson Planning(4 hours 1.Basic demand: To understand one of the most important components of language teachers’ work, lesson planning and the principles for good lesson planning 2.Teaching Content: 1Why is lesson planning necessary? 2Principles for good lesson planning 3Macro planning vs.micro planning 4Components of a lesson plan 5Sample lesson plans 6Conclusion 3.Focal point and difficulty: Components of a lesson plan 4.Main Points for examining:

writing lesson plan Unit 5 Classroom Management(4 hours 1.Basic demand: To discuss how language teachers can manage the classroom more effectively and efficiently and how to deal with errors.2.Teaching Content: The role of the teacher Classroom instructions Student grouping Questioning in the classroom Discipline in the language classroom Dealing with errors 3.Focal point and difficulty: how to manage the classroom more effectively and deal with errors.4.Main Points for examining: deal with errors according differently.Unit 6 Teaching Pronunciation(4 hours 1.Basic demand: To discuss how to teach pronunciation.2.Teaching Content: The role of pronunciation The goal of teaching pronunciation Aspects of pronunciation Practicing sounds Practicing stress and intonation Conclusion 3.Focal point and difficulty: The goal and some aspects of teaching pronunciation 4.Main Points for examining: some aspects of teaching pronunciation Unit 7 Teaching Grammar(4 hours 1.Basic demand: To discuss how to teach grammar.Although grammar is usually integrated with the teaching of other language components, it is still necessary to introduce ways to “focus on form”.2.Teaching Content: The role of grammar in Language learning Grammar presentation

Grammar practice Conclusion 3.Focal point and difficulty: Grammar presentation methods 4.Main Points for examining: Grammar presentation methods and grammar practice Unit 8 Teaching Vocabulary(4 hours 1.Basic demand: To discuss how to teach vocabulary.Although vocabulary is usually integrated with the teaching of reading, it is necessary to introduce ways to learn and consolidate vocabulary.2.Teaching 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 3.Focal point and difficulty:

Ways of presenting vocabulary and consolidating vocabulary 4.Main Points for examining: how to present vocabulary and help student develop vocabulary learning strategies Unit 9 Teaching Listening(4 hours 1.Basic demand: To discuss how to teach listening, to introduce types of listening ac tivities and the ways to improve students’ listening ability

2.Teaching Content: Why does listening seem so difficult? What do we listening to in everyday life Characteristics of the listening process Principles for teaching listening Pre-listening activities While-listening activities Post-listening activities Conclusion Principles for teaching listening and how to design listening activities 4.Main Points for examining: how to design listening activities

Unit 10 Teaching speaking(4 hours 1.Basic demand: To discuss how to teach speaking.From the characteristics of spoken language, to introduce types of speaking tasks and the ways to improve students’ speaking ability

2.Teaching Content: What are the characteristics of spoken language? Designing speaking tasks Using group work in speaking tasks Types of speaking tasks Conclusion 3.Focal point and difficulty: Designing and using group work in speaking tasks 4.Main Points for examining: How to design speaking tasks and ho9w to organize group work in speaking tasks Unit 11 Teaching Reading(4 hours 1.Basic demand: To discuss how to teach reading.Analyze some skills involved in reading comprehension and principles and models for teaching reading.Introduce some reading activities 2.Teaching Content:

Reflecting on your reading experience How do we read? What do we read? Strategies involved in reading comprehension The role of vocabulary in reading Pre-reading activities While-reading activities Post-reading activities Conclusion 3.Focal point and difficulty: Strategies involved in reading comprehension and designing of reading activities 4.Main Points for examining: how to design reading activities and how to help student develop reading strategies Unit 12 Teaching Writing(4 hours 1.Basic demand: To discuss the nature of writing in reality.Analyze problems in writing tasks and to introduce a communicative approach to writing.Why ,what and how do we writing The nature of writing in reality A communicative approach to writing Problems in writing tasks A process approach to writing Motivating students to write Designing writing tasks Using the internet to promote process writing

Conclusion 3.Focal point and difficulty： A process approach to writing and motivating students to write 4.Main Points for examining: how to motivate students to write and how to design writing tasks Unit 13 Integrated Skills(4 hours 1.Basic demand： To discuss how to integrated four language skills such as listening, speaking, reading and writing and the implications for teaching the four skill 2.Teaching Content: Why should we integrate the four skills? How can we integrate the four skills? What are the implications for teaching? What are the limitations of integrating the four skills Conclusion 3.Focal point and difficulty： how to integrate the four skills.4.Main Points for examining: how to integrate the four skills.Unit 14 Assessment in Language Teaching(4 hours 1.Basic demand： To discuss assessment purposes, methods, criteria, principles and testing in teaching English 2.Teaching Content: 1Understanding assessment Assessment purposes Methods for assessment Criteria Criteria Assessment Principles Tests in assessment Conclusion 3.Focal point and difficulty： Methods and criteria for assessment 4.Main Points for examining: Methods and criteria for assessment Unit 15 Learner Differences and Learner Training（4 hours）1.Basic demand： To discuss learner differences and learner training in language teaching 2.Teaching Content: 1.Understanding learner differences 2.Learner training in language teaching 3 Conclusion 3.Focal point and difficulty： understanding learner differences and learner training in language teaching 4.Main Points for examining: How to train learners in language teaching Unit 16 Using and Creating Resources(4 hours 1.Basic demand： to discuss the resources available and the resources hidden 2.Teaching Content: 1 What resources are available for teaching? 2 Exploring hidden resources 3 Conclusion 3.Focal point and difficulty： the resources available and the resources hidden 4.Main Points for examining: the resources available and the resources hidden Unit 17 Evaluating and Adapting Textbooks(4 hours 1.Basic demand： To discuss something about valuating textbooks, selecting textbooks and adapting textbooks 2.Teaching Content: Why and what? Evaluating textbooks Selecting textbooks Adapting textbook Conclusion 3.Focal point and difficulty: Adapting , evaluating textbooks and selecting textbooks 4.Main

Points for examining: Adapting, evaluating textbooks and selecting textbooks

四、課程教學(xué)形式與安排 課堂教學(xué)以學(xué)生為主體，教師為主導(dǎo)，采用討論式，啟發(fā)式，研究式教學(xué)方法。充分發(fā)揮學(xué)生的能動(dòng)性和創(chuàng)造性。采用深入中學(xué)課堂學(xué)習(xí)、調(diào)查。請(qǐng)優(yōu)秀教師傳授經(jīng)驗(yàn)，觀看優(yōu)質(zhì)課教學(xué)錄相帶、分備課組討論、試講等多種形式。

五、建議使用的教材與教學(xué)參考書目 教 材： 王薔 《英語教學(xué)法教程》高等教育出版，2005 年，第二版

第五篇：小學(xué)英語教學(xué)法論文

小學(xué)英語教學(xué)法論文

在小學(xué)英語教學(xué)中，常見的教學(xué)方法有“情景教學(xué)法”、“交際會(huì)話法”等眾多教學(xué)方法。本人就自己從事小學(xué)英語幾年以來的經(jīng)驗(yàn)，總結(jié)小學(xué)英語教學(xué)中的一些常用方法，以下就是對(duì)這些常用方法的簡樸歸納。

在小學(xué)英語教學(xué)中，常見的教學(xué)方法有“情景教學(xué)法”、“交際會(huì)話法”等眾多教學(xué)方法。本人就自己從事小學(xué)英語幾年以來的經(jīng)驗(yàn)，總結(jié)小學(xué)英語教學(xué)中的一些常用方法，以下就是對(duì)這些常用方法的簡樸歸納。

一、聽:英語教學(xué)不僅要教學(xué)生英文的語言知識(shí)，更重要的是教學(xué)生把握英語的言語技能，因此，眾多英語專家都強(qiáng)調(diào)“聽說領(lǐng)先”的重要性。詳細(xì)到小學(xué)英語的“聽”的教學(xué)，就是：“從學(xué)生學(xué)的方面來說，要多聽老師、磁帶或其他聲音媒體的范讀，也要有針對(duì)性地對(duì)比著聽聽同學(xué)、自己的讀音與范讀的異同；從教師教的方面來說，不僅要多聽學(xué)生（尤其要多聽單個(gè)學(xué)生）的發(fā)音，以檢驗(yàn)自己的教學(xué)成果，而且自己也要多聽標(biāo)準(zhǔn)語音，不斷提高自身的語音水平?！?/p>

二、說:此處所指的“說”不僅包括“說話”，包括“朗讀”。聽了范讀之后，經(jīng)過內(nèi)部消化，再用“說”的方式將學(xué)習(xí)的成果表達(dá)出來，這才是學(xué)習(xí)英語的一大目的。詳細(xì)說就是：“從學(xué)生學(xué)的方面說，認(rèn)真模仿和跟讀范讀者所讀的字母、音素、單詞、句子等，并常常朗讀所學(xué)內(nèi)容，在盡可能的情況下，多運(yùn)用英語與他人交際；從老師教的方面說，在課堂上要堅(jiān)持用英語教英語，在課外也要盡可能用英語與學(xué)生交流?！?/p>

三、讀:這里所指的“讀”專指“閱讀”，而不包括“朗讀”。小學(xué)階段學(xué)生由于所學(xué)英語詞匯量少，閱讀能力一般較差。但應(yīng)盡量創(chuàng)造機(jī)會(huì)，讓學(xué)生從開始學(xué)英語就培養(yǎng)閱讀的習(xí)慣、多找一些與自己所學(xué)英語水平相匹配的英語讀物來閱讀，以鞏固和發(fā)展所學(xué)英語知識(shí)。詳細(xì)說就是：“從學(xué)生學(xué)的方面說，要常常閱讀已學(xué)過的課文、對(duì)話和教師自編的小短文、小話劇、現(xiàn)有的簡易英語讀物等；從老師教的方面說，要多多閱讀有關(guān)本專業(yè)和教學(xué)方面的書籍，增強(qiáng)自身素質(zhì)，提高自編短文的水平，多看學(xué)生的習(xí)作?！?/p>

四、寫：與“讀”相似，小學(xué)生“寫”的水平有限，但又不能完全不寫。要本著學(xué)以致用、邊學(xué)邊用、用以促學(xué)的原則，從一開始就加緊“寫”的訓(xùn)練。詳細(xì)說就是：“從學(xué)生學(xué)的方面說，要多做連詞成句、修改病句、翻譯、看圖寫話、小日記、小短文等訓(xùn)練；從老師教的方面說，要常常給學(xué)生撰寫可供閱讀的短文、可供表演的短劇等。”

五、畫：畫畫不僅能提高學(xué)生學(xué)習(xí)的積極性、展現(xiàn)部分學(xué)生特長，而且能盡可能避免本族語的干擾、讓學(xué)生把英語直接與事物的形象結(jié)合起來。在教學(xué)過程中，不管學(xué)生畫得象還是不象，教師都應(yīng)該多表揚(yáng)他，讓學(xué)生大膽聯(lián)想、大膽畫，因?yàn)榇颂幃嫯嫷哪康闹皇潜磉_(dá)學(xué)生的思想，即使不象，只要能讓人看懂就行了。詳細(xì)說就是：“從學(xué)的方面說，可以用圖畫表達(dá)所學(xué)詞的意思，或用連環(huán)畫的形式表達(dá)一個(gè)句子的意思；從教的方面說，要多用簡筆畫來輔助教學(xué)，幫助學(xué)生理解?！?/p>

六、思：雖然小學(xué)生的認(rèn)識(shí)活動(dòng)以感性認(rèn)識(shí)為主，但若不從一開始就加以理性認(rèn)識(shí)方面的指導(dǎo)，學(xué)生往往學(xué)得很膚淺，甚至與教師的期望大有差異。因此，充分給予學(xué)生以思索的機(jī)會(huì)將對(duì)學(xué)生學(xué)習(xí)起到“畫龍點(diǎn)睛”的作用。具體說就是：“從學(xué)的方面說，要常常思索‘教師所教知識(shí)自己是否已聽懂？’、‘自己的發(fā)音與標(biāo)準(zhǔn)音有多少差別？’、‘現(xiàn)在所學(xué)的知識(shí)與以前所學(xué)的知識(shí)有什么聯(lián)系？’、‘怎樣讓學(xué)習(xí)的效果更好？’等問題；從教的方面說，要常常思索‘自己教學(xué)的方法是否得當(dāng)？’‘學(xué)生的學(xué)習(xí)效果如何？’‘怎樣用更好的方法達(dá)到效果？’等問題。

七、演：現(xiàn)行小學(xué)英語教材中每課都有情景對(duì)話，因此每一課都可以設(shè)計(jì)出一個(gè)小短劇讓學(xué)生去表演。這樣，可以大大提高學(xué)生上課時(shí)的愛好。具體說就是：“從學(xué)生學(xué)的方面說，每學(xué)一課對(duì)話之時(shí)，就要