英语教学法1
(完整版)《英语教学法》unit_1_language_and_learning
(完整版)《英语教学法》unit_1_language_and_learning Unit 1: Language and LearningIntroduction to English Language Teaching MethodologyEnglish language teaching methodology is a vital aspect of language education. It plays a crucial role in enabling learners to develop proficiency in a second language. In this unit, we will explore the various approaches, methods, and techniques used in English language teaching. Understanding these methods is essential for language teachers to effectively plan and deliver instruction to their students.1. The role of language in teaching and learningLanguage is not solely a means of communication; it is also a tool for learning. It allows individuals to acquire knowledge, express ideas, and interact with others. In the context of language teaching, a comprehensive understanding of language is important. Teachers must consider the four language skills: listening, speaking, reading, and writing, along with grammar, vocabulary, and pronunciation. By incorporating these elements, teachers can promote language acquisition and development in their students.2. The communicative approachThe communicative approach is widely acknowledged as an effective language teaching method. It focuses on real-life communication and the purposeful use of language. In this approach, learners engage in meaningful tasks that require them to use English to express themselves authentically.The communicative approach encourages learners to develop their fluency and accuracy by providing opportunities for interaction and authentic communication.3. The lexical approachThe lexical approach emphasizes the importance of teaching vocabulary and collocations in language learning. It recognizes that grammar and vocabulary are interconnected and that learners must acquire both to communicate effectively. Teachers following the lexical approach prioritize teaching high-frequency and useful vocabulary, as well as the collocations and phrases associated with them. By developing a strong lexical repertoire, learners can enhance their language proficiency and understanding.4. Task-based language teachingTask-based language teaching (TBLT) is a learner-centered approach that focuses on the completion of meaningful tasks. In TBLT, learners are presented with a task that requires the use of language to accomplish a specific goal. These tasks can be simulations of real-life situations or problem-solving activities. By engaging in these tasks, learners develop their language skills while also achieving the task objective. TBLT promotes both language acquisition and the development of critical thinking and problem-solving skills.5. Technology-enhanced language teachingTechnology has revolutionized language teaching and learning. It provides teachers and learners with access to an array of digital resources and tools. Technology-enhanced language teaching encompasses the use ofeducational software, online platforms, multimedia materials, and interactive activities. It enhances learner engagement and provides opportunities for independent learning. Integration of technology in language teaching opens up new possibilities for personalized and adaptive instruction.ConclusionEnglish language teaching methods continually evolve to meet the needs of diverse learners. It is essential for language teachers to keep abreast of current approaches and techniques to maximize instructional effectiveness. The approaches discussed in this unit, including the communicative approach, lexical approach, task-based language teaching, and technology-enhanced language teaching, provide teachers with valuable frameworks to deliver comprehensive and engaging language instruction. By applying these methods, language teachers can foster language learning and promote language proficiency development in their students.(Word count: 585)。
英语10种教学方法
英语10种教学方法
1. 演讲式教学法（Lecture Method）：教师通过讲解和展示知识来传授给学生。
2. 讨论式教学法（Discussion Method）：鼓励学生参与讨论，互相交流和分享意见。
3. 合作学习法（Cooperative Learning）：鼓励学生在小组中合作学习，共同解决问题和完成任务。
4. 实践经验法（Experiential Learning）：通过实际体验和实践活动来学习和掌握知识。
5. 游戏式教学法（Game-based Learning）：使用游戏元素和游戏机制来激发学生的学习兴趣和积极参与。
6. 问题解决法（Problem-solving Method）：让学生自己发现问题并提供解决方案，培养他们的批判性思维和创造性思维能力。
7. 情景教学法（Situational Teaching）：通过模拟真实情境来进行教学，使学生能够在实际情况中应用所学知识。
8. 个案教学法（Case Study Method）：使用真实案例来引导学生研究和分析问题，培养他们的决策能力和解决问题的能力。
9. 视频教学法（Video-based Learning）：通过观看视频来学习和理解知识，增强学习的直观性和趣味性。
10. 行动研究法（Action Research）：鼓励学生参与到实际问题的调查研究中，促进他们的主动学习和学以致用的能力。
英语课堂常用的18种教学法
英语课堂常用的18种教学法1．童话剧教学法教学内容直接决定了学生的学习欲望和制约着语言教师对教学方法的选用。
学生用书主体部分为经典的英美英语童话故事。
在英语课堂上，当孩子们遨游在光怪陆离的童话故事中，他们学习的英语积极性被充分地调动了起来，当他们和一个个栩栩如生的童话人物交上好朋友的时候，他们的英语也会取得长足的进步。
2．情景教学法Fresh English 新鲜美语是我们英语日常用语专题部分。
在英语课堂上，老师们为学生们模拟各种各样生活中的真实场景，以生动活泼的方式来呈现学生们感兴趣的单元主体，组织学生们在情景中不断地反复地操练新知，达到学以致用的学习效果。
3．音乐，律动教学法Happy Melody 和Motion Chant是我们课本里的英语歌曲和小诗歌。
英语教学蕴含在“说，唱”英语中。
以韵律式的“说，唱”形式，配合科学编排的韵律动作，全方位地调动视觉、听觉、言语能力和肢体动作，让孩子真正“懂得”英语，真正“脱口而出”纯正的英语，真正“学”会英语。
昂立幼，少儿的学生用书中的英文歌曲和儿歌是一套真正为孩子设计的“看了就想学，一学就能跳”的英语韵律操。
它充分考虑到孩子的动作特点，有机地与英语发音和节奏配合起来，易学易跳，协调的动作使孩子深深的感受到英语的优美和学英语的乐趣。
4．直拼教学法Funny phonics是一套根据英文字母本身的音源，总结出的一套，学生不学就能“看单词能读，听单词能写”的英语词汇教学方法。
它用最简单、最实用、最直接的字母以及字母组合的基本发音，让学生们能很快地掌握陌生单词的认读技巧，并能迅速记忆单词和朗读文章。
我们还给每一个音素配上了形象生动，简单易记的小手势，帮助学生们正确发音。
5. 联想教学法Magic Structure是重点巨型扩充练习，但是它根据每个知识点之间的内在联系，充分调动学生的联想能力，通过引申、扩展、推理、想象等方式，引导学生用正确高效的方式来完成大脑中知识网络的建立，达到迅速把新知从短时记忆转化为永久记忆。
英语教学法十大常用方法
英语教学法十大常用方法在英语教学中，采用科学有效的教学方法是提高学习效率和质量的关键。
下面将介绍英语教学中最常用的十种方法：1. 渐进法渐进法是从易到难、由浅入深地进行教学，让学生在轻松的氛围中逐步掌握英语知识和技能，避免学习过程中的焦虑和困惑，提高学习兴趣和积极性。
2. 任务型教学法任务型教学法是以任务为中心，让学生通过完成实际任务来学习语言知识和技能，培养他们的语言运用能力和解决问题的能力，激发学习的主动性和积极性。
3. 互动式教学法互动式教学法注重师生互动和学生之间的互动，倡导学生在实际交流中学习语言，积极参与课堂活动，促进学生的口语表达能力和听力理解能力。
4. 游戏式教学法游戏式教学法通过各种趣味化的游戏和活动来促进学生的学习兴趣和参与度，激发他们学习英语的动力和热情，增强学习效果和记忆力。
5. 多媒体教学法多媒体教学法利用各种先进的多媒体技术和教学软件来呈现英语教材，生动形象地展示语言内容，提高学生的学习兴趣和注意力，促进信息的传递和消化。
6. 合作学习法合作学习法鼓励学生之间的合作和协作，让他们共同完成任务和项目，互相交流和讨论，相互帮助和学习，提高团队意识和合作精神，促进学习效果和学习成绩的提高。
7. 实践教学法实践教学法强调学以致用，通过实践操作和模拟情境让学生运用所学的知识和技能，学以当用，提高语言的实际运用能力和适应能力，增强学习的实效性和实用性。
8. 情景教学法情景教学法将语言知识和语言运用置于真实的情境中，让学生在模拟的生活场景和工作环境中学习语言，培养他们的语言运用能力和交际能力，提高学习的针对性和实效性。
9. 外语环境教学法外语环境教学法提倡学生在外语环境中学习和沉浸，通过听、说、读、写等多种方式感受和使用语言，增强听力理解和口语表达能力，促进外语交流的自然性和流畅性。
10. 反馈式教学法反馈式教学法重视对学生学习情况的及时反馈和有效指导，让学生了解自己的学习进度和学习成果，调整学习策略和改进学习方法，提高学习的自我管理和自我调节能力，达到更好的学习效果和学习质量。
小学英语的教学方法有哪些精选5篇
小学英语的教学方法有哪些精选5篇小学英语教学法篇一1、直观教学法在教学时，有些教学材料贴近于生活，能充分反映小学生的日常生活，所以教师应该有效地利用资源，如运用实物或图片、教具等进行演示，使学生头脑中形成比较鲜明的事物表象，丰富学生的感性认识，这样不仅能激发学生的学习兴趣，还能使他们将所学的内容应用到他们的生活中去。
如在学习book ， pencil 等学习用品和apple ，orange 等水果时，就可以利用水果实物或图片进行教学，使抽象的单词直观化，使英语的学习过程更具趣味性。
2、情境教学法3、模仿练习法英语学习需要学生的模仿练习，因为英语的语音、语调及书写必须准确无误。
为此，教师在范读字母、单词或句子之前，应该让学生听老师的读音，看老师的口形，进行认真的模仿练习。
引领学生反复训练，鼓励学生大胆张口。
4、儿歌说唱法对于中低年级的学生，我们可以根据其特点，将学习的内容编成一些顺口易记的歌诀，如：丁丁、丁丁真能干，学习思考用head，小小eye 看黑板，竖起ear认真听，mouth、mouth长得巧，讲起英语都说好，nose、nose嗅觉灵，foot、foot踢足球，arm、arm来举重，长长leg跳绳快，虽然比赛伤了toe，领奖face乐开了花，全班拍着hand，夸他为班争了光。
学生在背歌诀时，脑、口、耳并用，还可以配以肢体表演，这样的英语学习是愉快的，调动了学生的学习积极性，让学生在轻松愉悦的气氛中学习，使他们感到学习不再是一种负担，而是一种乐趣。
教学有法，教无定法，贵在得法。
我觉得小学生学英语就像学游泳一样，必须让学生泡在水中、潜到水里去，这样他最后才能成为一个熟练的游泳者，自在游泳乐在其中。
因此，英语教师应激发学生的学习兴趣，给学生尽量多地创造听、说、练的机会，让学生在动中学，学中乐，使之获得语言知识技能，真正达到轻松学英语、轻松用英语的目的。
5、表演法如在“In the morning”这一单元后，我们的表演要求就是：把一天从早晨醒来到上学这一阶段的生活用英语表演出来。
英语教学方法有哪些
英语教学方法有哪些英语教学方法有很多种，每一种方法都有自己的优势和适用场景。
下面是关于几种常见的英语教学方法的详细介绍：1. 交际法（Communicative Approach）交际法是一种以语言交际为核心的英语教学方法。
它注重培养学生的语言运用能力，通过真实的交际情景和实际的交流活动来提高学生的语言能力。
交际法鼓励学生用英语进行沟通和合作，通过角色扮演、小组讨论等活动来提高学生的听、说、读、写能力。
这种方法注重学生的动手能力和实际运用能力，培养学生运用语言进行真实交际的能力。
2. 语法翻译法（Grammar-Translation Method）语法翻译法是一种老式的英语教学方法，它注重学习语法和翻译技巧。
这种方法主要以句子的语法结构和词汇的记忆为主要内容，教师注重教授语法规则和词汇知识，学生通过翻译句子来进行语言练习。
尽管语法翻译法在一定程度上能够加深学生对语法和词汇的认识，但它忽视了语言的真实应用和交际能力的培养，容易造成学生对英语的理解和表达能力的欠缺。
3. 课堂讲授法（Lecture Method）课堂讲授法是一种传统的教学方法，教师通过讲解、演示和示范来传授知识，学生主要是被动接受。
这种方法在英语教学中比较适用于一些基础知识的传授和重点的讲解，例如语音和语法规则。
然而，课堂讲授法缺乏互动和实际操作，容易导致学生的学习兴趣和积极性降低。
4. 情景教学法（Situation-based Teaching）情景教学法是一种将语言教学与真实的情境相结合的教学方法，它通过模拟真实场景和情境来进行教学。
教师通过创设情境和角色扮演来激发学生的兴趣和参与度，并帮助学生理解和运用语言知识。
情景教学法注重学生的实际运用能力和交际能力的培养，能够提高学生对语言的理解和表达能力。
5. 任务型教学法（Task-based Teaching）任务型教学法是一种注重学生参与和合作的教学方法，它通过设立任务和问题来引导学生学习和运用语言知识。
【英语教学法课件】Unit1Languageandlanguagelearning
4. Howatt, A.P.R. A History of English Language Teaching第十.五页(，共《78页。 英语语言教学(jiāo
Audiolingualism
第二十五页，共78页。
听说法 (shuōf ǎ)
Audio-Lingual Method
❖ ‘Listen and repeat’ drilling activities are the most important classroom activities.
❖ Mistakes are immediately corrected and correct utterances are immediately praised.
❖ Functional view– communicative categories, communicative ability (to be able to communicate)
❖ Interactional view– to communicate appropriately (communicative strategies, cultural awareness, etc.)
❖ Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced
英语中常用的教学方法
英语中常用的教学方法英语中常用的教学方法精选篇1(一)认读游戏学习26个字母如同一年级小朋友学汉语拼音一样，有一个音与形的认识过程。
课堂上模仿、认读过程一长，学生很容易厌烦。
教学中，我常用“比一比，谁的音发得最佳”的竞赛来使学生集中注意力，养成仔细听音、观察口形、认真模仿的好习惯。
巩固字母的认读游戏很多，如“快速认读字母卡片记时赛”，出示三四张一组的字母卡片，迅速拿掉，让学生按顺序说出“你看到了什么?”;出一组卡片，让学生读过后，从中任意抽掉一张，然后打乱其余几张再出现，问“哪一张不见了?”，还有各种猜字母的游戏……。
学生十分喜欢做这类游戏，而教师又利用学生的兴趣，在玩玩赛赛中巩固了所教知识，教学效果很好。
(二)听辨音游戏要培养学生正确的语音，听力反应是相当重要的。
听辨音游戏可分两类：一类是书面练习，如 Listen and circle(圈出你所听到的字母)，Listen and tick，Listen and number等;另一类可以利用字母卡片来举一反三地做出许多种游戏，如“听音举卡片”、“听音举字母排队”等。
(三)听读游戏学习字母的主要目的是培养学生的认读能力。
认读有一个熟能生巧的过程，只有反复多读，才能达到熟练。
教学中，我尽量设计游戏，让学生高兴地练。
如：读字母找到相应卡片的“找朋友”游戏，紧张而又愉快的音乐传卡片认读游戏，“大字母与小字母连线”，“听字母圈字母”、“读字母涂颜色”等游戏，都是深受学生欢迎的。
英语中常用的教学方法精选篇2一、翻译法(Translation Method)翻译法也叫语法翻译法(Grammar-Translation Method)、阅读法(Reading Method)、古典法(Classical Method)。
翻译法最早是在欧洲用来教授古典语言希腊语和拉丁语的外语教学方法，到18世纪末和19世纪中期开始被用来教授现代语言。
翻译法的教学目的是培养学生阅读外国文学作品的能力和模仿范文进行写作的能力。
英语10种教学方法英语表达
英语10种教学方法英语表达摘要：一、引言1.教学方法的重要性2.英语教学的挑战二、10种有效的英语教学方法1.直接教学法（Direct Method）2.口语教学法（Oral Approach）3.全身反应法（Total Physical Response）4.沉默式教学法（Silent Way）5.语言实验室法（Language Laboratory）6.听说法（Audiolingual Method）7.认知法（Cognitive Approach）8.自然法（Natural Approach）9.任务型教学法（Task-based Learning）10.合作学习法（Cooperative Learning）三、每种教学方法的详细阐述和实例1.直接教学法：强调使用目标语言进行教学，鼓励学生直接用英语思维和交流。
2.口语教学法：注重培养学生的口语表达能力，通过重复、模仿、角色扮演等方式训练口语。
3.全身反应法：将语言与身体动作相结合，帮助学生更好地理解和记忆单词和句型。
4.沉默式教学法：鼓励学生通过图画、实物等非语言手段进行交流，提高他们的视觉和听觉能力。
5.语言实验室法：利用现代化设备，为学生提供纯正的英语语音环境，提高听力水平。
6.听说法：强调先听说，后读写，通过大量听力和口语练习培养学生的语言能力。
7.认知法：引导学生通过思考、分析和推理等方式学习英语，提高他们的认知能力。
8.自然法：模仿自然语言习得过程，注重语境和语言交际能力的培养。
9.任务型教学法：通过完成实际任务，让学生在实践中学习和运用英语。
10.合作学习法：分组进行学习，鼓励学生互相协作、讨论和帮助，提高学习效果。
四、总结1.每种教学方法的优缺点2.灵活运用教学方法的必要性3.针对不同学生的教学策略正文：作为一名教师，掌握多种教学方法是非常重要的。
在英语教学中，我们面临着诸多挑战，如何提高学生的兴趣、激发他们的学习潜能以及提高教学效果，是我们不断探索的问题。
英语八大教学方法
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英语教学方法有哪几种
英语教学方法有哪几种英语作为一门课程，在日益加强的全球化下，显得更加重要。
对于老师来说，拥有好的英语教育方法是极其重要的素质，看看小编为您整理的英语教学方法，希望对您有帮助。
一、语法翻译法1、语法翻译法是一种通过学习语法规则和词汇，并且按照规则用本国语和目的语进行互译来教授语言的方法。
2、教学过程阅读/朗读——句子翻译——讲解语法/语言点——书面回答——理解性问题3、原则和技巧原则：(1)书面语很重要，重视写作和阅读(2)熟记语法规则和单词(3)教师的绝对权威(4)本族语的中介作用技巧：(1)书面翻译/互译(2)阅读理解性问答(3)演绎法讲解语法规则(4)填空、背诵、造句、作文等4、评价：(1)使用方便(2)学习语言知识多于语言技能掌握(3)改良式的语法翻译法：弥补口语的听说训练、重视交际能力的培养、重视调动学生学习的主动性。
二、直接法1、直接法是一种通过实物、图画、动作、表情等手段把外语和其对应的意思直接联系，从而达到直接理解和直接应用的外语教学法。
2、教学步骤用目的语讲解——提问——回答用归纳法教语法：例子——总结规则——巩固性练习——听写练习3、原则与技巧原则：(1)先听说后书面语言(2)通过有意义的上下文来学习单词和句子(3)禁止使用本族语翻译(4)自我更正来促进语言学习技巧：大声朗读、问答练习、自我更正、会话、填空、听写段落、画图讲解、实物演示等。
4、评价：(1)强调语言实践和运用，有利于听说(2)学习用外语思考，重视语言的交际作用(3)排斥本国语，有时花费很长的时间来解释，或者解释不清楚(4)对教师口语、教学技能要求高三、听说法1、听说法是一种运用句型操练形式学习外语的方法。
其理论基础为结构主义语言学和行为主义心理学。
2、教学步骤听外语对话——模仿——纠正语音语调——逐句背诵——对话练习——看书面材料——语法点归纳——替换/回答练习3、原则与技巧原则：(1)教师示范，学生模仿。
(2)掌握结构句型和词汇。
英语教学法(1)教材复习提要
5109英语教学法（1）试题复习提要教材《英语教学法》（1）（开卷）I: Basic Theories and Principles:Unit 1 Introduction1.The Grammar-Translation Method2.syllabus be organizition ?3.Functional-Notional Approach4.characteristic of acquisition5.Behaviorism6.The Humanist Approach?7.Audio-lingual Method8.Direct method9.What does TPR stand for?10.L inguistic competence ，Communicative competence，Discoursecompetence11.t he description of a function12.d ifferent types of syllabus13.W hat is “Needs Analysis”?14.S tage of course designUnit 2 the Communicative Approach重点单元15.T he basic characteristics of Communicative Approach16.d ifference between oral and written communication17.c ommunicative language teaching18.r oles of teachers19.c ommunicative activitiesUnit 3 Focus on Reading20.m ajor reading strategies: skimming, scanning, inferring21.t hree stages of teaching reading: pre-reading, while-reading,post-reading22.t he top-down approach of reading , The bottom-up approach ofreading, The interactive approach of readingUnit 4 Focus on Listening23.T he major listening skillsListening for gist, listening for specific information, listening for detailed information, inferring, note-taking24.T ree stages of teaching listening: pre-listening, while-listening,post-listeningUnit 5 Focus on Speaking25.Speaking syllabus26.The PPP model27.conversational technique28.features of spoken English29.designing a speaking activityAppendix: Focus on Pronunciation30. liaison in pronunciation, articulation, stress ,rhythm30.e rror tolerationII: Lesson Plan重点复习《英语教学法》（2）Unit 9 Lesson Planning，也请参考相应章节的具体教学法，如设计阅读课程参考阅读的教学法。
《英语教学法1》教学一体化设计方案概要
《英语教学法1》教学一体化设计方案责任教师洪义忠一、课程概况1．课程性质：本课程是中央电大为“开放教育”英语专业（本科）学生所开设的一门限选课。
2．学时与学分：4学分24学时。
3．教学目的和要求：“英语教学法”课程是“专升本”英语教育专业第三学年教师职业培训的核心内容之一，旨在帮助学生掌握英语教学的最新理论和主要方法。
本课程在适当介绍理论的同时，将侧重点放在语言技能和语言知识的实际课堂教学上，同时不受某一家理论的限制，但求实用有效。
4．教学内容：本课程分（1）（2）两部分，分别使用教材《英语教学法》（上）和《英语教学法》（下）。
教材上册为秋季下半学期使用，下册为春季上半学期使用。
上册共5个单元，1个附录，设计学习周为5周，周学时为13小时。
下册6个单元，1个附录，设计学习周为6周，周学时为13小时。
5．教学方法：本专业采取的是现代远程教学模式，根据教学对象的特点，开创一条适合自学的新的教学思路。
本教学活动设计以学生自主学习为主，教师面授为辅，主要体现“以学生为中心”的教学思想，在整个教学过程中教师要发挥“导”而不是“教”的作用，做到“精教重导”，以利于学生自学能力的培养。
6．责任教师：中央电大主持教师：常风艳联系方式：E-mail：wyb@安徽电大责任教师：栾晓虹联系方式：Tel: (0551) 3638362 3659552E-mail: luanxiaohong@无为电大责任教师：洪义忠联系方式：Tel: （0565）6342205E-mai ：billhong3166@二、教学资源1．文字教材：《英语教学法1》2．音像教材：2）.电视/录像课：8讲（每讲25分钟）教材配有录音磁带，并附有录像带，向学员演示一些教学方法的实际操作过程。
3）.vcd光盘：4片（内容同录像课）3．中央电大直播课堂：VCD或网络，共1讲。
由中央电大武艳老师主持。
进入方式：（1）登录中央电大在线→进入《英语教学法1》课程页面（未选此课程则请先选课）→点击直播课堂-----《英语教学法1》期末复习（2）登录安徽电大在线（以有教务系统学生身份）→进入《英语教学法1》课程页面（未选此课程则请先选课）→点击直播课堂4．安徽电大直播课堂：进入方式：登录安徽电大影音在线→在影片分类中选择“英语本科”→点击本课程的期末复习直播课堂5．网络资源1）．中央电大在线（）（需登录方可享用资源）主要内容有：指导性文件（教学大纲、实施方案等）、教学辅导（综合练习、平时作业、参考资料、网上视频直播等）、网上答疑与讨论。
八种常见的英语教学方法
八种常见的英语教学方法1.交际法：这是重点强调学生运用英语进行实际交流的方法。
教师通过模拟真实情境，进行对话，让学生学会用英语进行日常生活用语和简单的交际语言表达。
交际法适用于初级英语学习者，能够培养学生运用英语进行简单对话的能力。
例如，教师会以买东西、问路等为例，让学生在模拟情境中练习口语表达能力。
2.语法翻译法：这是一种传统的英语教学方法，强调学生对语法规则的掌握，通过翻译文本来帮助学生理解和运用语法。
语法翻译法适用于中级至高级英语学习者，能够帮助学生理解英语的语法规则，从而提高写作和阅读能力。
3.录音教学法：这是通过录音和听力练习来帮助学生提高听力和口语技能的教学方法。
教师会播放录音材料，让学生倾听并回答相关问题，提高学生的听力理解和语音准确性。
录音教学法适用于所有英语学习者，能够帮助学生提高听力理解和语音准确性。
4.任务型教学法：这是一种注重学生实际运用英语来完成任务的教学方法。
教师会给学生一些实际的任务，如观看视频并写相关总结，学生通过完成任务来提高阅读、写作及口语能力。
任务型教学法适用于中级至高级英语学习者，能够培养学生解决问题和运用英语进行任务完成的能力。
5.听说教学法：这是一种注重学生听力和口语训练的教学方法。
教师会提供大量的听力材料和口语练习，让学生通过反复练习来提高听力和口语能力。
听说教学法适用于初级至高级英语学习者，能够帮助学生提高听力理解和口语表达能力。
6.阅读教学法：这是一种注重学生阅读理解和词汇积累的教学方法。
教师会提供大量的阅读材料，并引导学生做相关练习，以提高学生的阅读理解和词汇应用能力。
阅读教学法适用于中级至高级英语学习者，能够帮助学生提高阅读理解和词汇积累能力。
7.微教育教学法：这是一种注重个性化教学的教学方法。
教师会根据学生的不同特点和需求，为每个学生制定个性化的学习计划，并提供个性化的辅导和指导。
微教育教学法适用于任何英语学习者，能够根据学生的特点和需求，为每个学生提供个性化的学习支持。
《英语教学法》王蔷
Unit 1 Language and Learning1.1 How do we learn language？1.We learn language at different ages2.People have different experiences3.People learn languages for different reasons4.People learn languages in different ways5.People have different capabilities in language learning6.Learning can be affected by the way how language is taught7.Learning is affected by the degree of success one is expect to achieve.8.Thus the challenge confronting language teaching is how teaching methodology can ensure successfullearning by all the learners who have more differences than the commonality.1. 2 What are the major views of language?1) Structural view:Language is a linguistic system made up of various subsystems: phonology, morphology, lexicology and syntax. To learn a language is to learn its vocabulary and structural rules.2) Functional view:Language is a linguistic system as well as a means for doing things. Learners learn a language in order to be able to do things with it (use it). To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.3) Interactional view:Language is a communicative tool to build up and maintain social relations between people. Learners need to know the rules of a language and where, when and how it is appropriate to use them.1.3Views on Language LearningTwo broad learning theories：Process-oriented theories are concerned with how the mind organizes new information.Condition-oriented theories emphasize the nature of human and physical context.Behaviorist theory⏹ B. F. Skinner A stimulus-response theory of psychology Audio-lingual method⏹The idea of this method is that language is learned by constant repetition and the reinforcement ofthe teacher. Mistakes were immediately corrected, and correct utterances were immediately praised.B.Cognitive theory⏹Influenced by Noam Chomsky (revival of structural linguistics)⏹Language as an intricate rule-based system⏹ A learner acquires language competence which enables him to produce language.⏹One influential idea of cognitive approach to language teaching is that students should be allowed tocreate their own sentence based on their own understanding of certain rules.C.Constructivist theory⏹Jean Piaget (1896—1980)⏹The learner constructs meaning based on his/her own experiences and what is already known.D.Socio-constructivist theory⏹Vygotsky⏹“Zone of Proximal Development” (ZPD); scaffolding(脚手架)⏹Learning is best achieved through the dynamic interaction between the teacher and the learner andbetween learners.1.4 What are the qualities of a good language teacher?A good language teacher does not solely depend on his/her command of the language. There are a variety of elements that contributes to the qualities of a good language teacher. These elements can be categorized intothree groups: ethic devotion, professional quality and personal styles.1.5 How can one become a good language teacher?☐Wallace’s (1991) ‘reflective model’ (Figure 1.1, p.9)Stage 1: language developmentStage 2: learning, practice, reflectionThe learning stage is the purposeful preparation that a language normally receives before the practice, This preparation can include:1. Learning from others’ experience2. Learning the received knowledge3. Learning from one’s own experiencesThe practice stage (2 senses)Pseudo practice: short period of time assigned to do teaching practice as part of one’s pre-serviceeducation, usually under the supervision of instructorsThe real classroom teaching: what a teacher undertakes after he/she finishes formal education Teachers benefit from practice if they keep on reflecting on what they have been doingGoal: professional competenceUnit 2 Communicative Principles and Task-based language teaching2.1 How is language learned in classrooms different from language used in real life?Language used in real life Language taught in theclassroomTo perform certain communicative functions To focus on forms (structures or patterns)Use all skills, both receptive skills and productive skills To focus on one or two language skills and ignore others.Used in a certain context To isolate language from its context2.2 What is communicative competence?To bridge the gap between classroom language teaching and real-life language use, one solution is to adopt CLT, the goal of which is to develop students’ communicative competence.2.2.1 Definition:Communicative competence include both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations2.2.2 Five components of communicative competence (Hedge 2000)1.Linguistic competence （语言能力）a)The knowledge of language itself, its form and meaning.2.Pragmatic competence （语用能力）a)The appropriate use of language in social context.3.Discourse competence （语篇能力）One’s ability to create coherent written text or conversation and the ability to understand them4.Strategic competence （策略能力）Strategies one employs when there is communication breakdown due to lack of resources.5.Fluency （流利性）One’s ability to ‘link units of speech together with facility and without strain or inappropriate slowness or undue（过分的，不适当的）hesitation’2.3Implications for teaching and learningTeaching must enable learners to grasp the five components of communicative competence, but not just the linguistic competence.2.4 Principles of CLTThree principles suggest by Richard and Rodgers：1 Communication principle：Involve real communication2 Task principle：Carry out meaningful tasks3 Meaningfulness principle：Meaningful language to the learnerHowatt p roposes a weak and a strong version of CLT:Weak versionLearners first acquire language as a structural system and then learn how to use it in communication.Strong version“Language is acquired through communication” (Howatt, 1984:279)2.5 Major Activity Types of CLTA sequence of activities represented in Littlewood (1981: 86)Pre-communicative activities✓Structural activities✓Quasi-communicative activities类似,准,半Communicative activities (PP22-23)▪Functional communication activities▪Social interaction activities2.6 Six Criteria for evaluating communicative classroom activities(Main features of communicative activities?)municative purposemunicative desire3.Content, not form4.Variety of language5.No teacher intervention6.No materials control2.7 What is Task-based Language Teaching?TBLT is a further development of CLT. It shares the same belief in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching.2.7.1Four components of a task1. A purpose2.A context3.A process4.A product2.7.2 Exercises, exercise-tasks and tasksExercise-tasks are halfway between tasks and exercises. This kind of activity consists of contextualized practice of language item.2.8 Differences between PPP and TBLT1 The way students use and experience language in TBLT is radically different from PPP.1.Free of language control2. A genuine need to use language to communicate3. A free exchange of ideas4.Appropriateness & accuracy of language form in general, not production of a single form5. A genuine need for accuracy and fluency2. TBL can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect:1. A task-established context2.Encouraged to think, analyze, not simply to repeat, manipulate and apply3. A more varied exposure to natural languagenguage forms not pre-selected for focus5.Learner-free selection of language6.TBL cycle lead from Fluency to accuracy (+fluency)7.In TBL Integrated skills practiced2.9 How to design tasks?Step 1 Think about students’ needs, interests, and abilities→Step 2 Brainstorm possible tasks→Step 3 Evaluate the list→Step 4 Choose the language items→Step 5 Preparing materials2.10 CLT and TBLT in the Chinese context☐Problems with CLT1. The very first and forceful argument is whether it is culturally appropriate2. The second problem of CLT relates to the design the syllabus for teaching purpose in the classroom.3. The third problem is that whether such an approach is suitable for all age level of learners or all competence level of learners.⏹Constraints of TBLT⏹The first is it may not be effective for presenting new language items⏹The second constraint is Time as teachers have to prepare task-based activities very carefully.⏹The third is the culture of learning⏹The forth is Level of difficultyUnit 33.1 A brief history of foreign language teaching in China1. A phase of restoration (1978-1985)2. A phase of rapid development (1986-1992)3. A phase of reform (1993-2000)4. A phase of innovation from 20003.2 Designing principles for the National English Curriculum1) Aim for educating all students, and emphasize quality-oriented education.2) Promote learner-centeredness, and respect individual differences.3) Develop competence-based objectives, and allow flexibility and adaptability.4) Pay close attention to the learning process, and advocate experiential learning and participation.5) Attach particular importance to formative assessment, and give special attention to the development of competence.6) Optimize learning resources, and maximize opportunities for learning and using the language.3.3 Goals and objectives of English language teachingThe new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.The overall language ability required in the 2001 National English Curriculum includes the following aspects language knowledge, language skills, learning strategies, affects and cultural understanding.3.4 Design of theNational English Curriculum3.5 The standards for different levels ofcompetence3.6 Challenges facing English language teachers1) English language teachers are expected to change their views about language which is not a system of linguistic knowledge but a means for communication.2) English language teachers are expected to change their traditional role of a knowledge transmitter to a multi-role educator.3) English language teachers are expected to use more task-based activities and put the students at the center of learning.4) English language teachers are expected to use more formative assessment in addition to using tests.5) English language teachers are expected to use modern technology in teaching, creating more effective resources for learning and for using the language.Unit 4. Lesson Planning 备课4.1 Why is Lesson Planning Important 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.Proper lesson plan is essential for both novice and experienced teachers. Language teachers benefit from lesson planning in a number of ways.1.Makes teachers aware of the aims and language contents of the lesson, so as to plan theactivities and choose the techniques accordingly;2.Helps teachers distinguish the various stages of a lesson and see the relationship between themso that the activities of different difficulty levels can be arranged properly and the lesson can movesmoothly from one stage to another;3.Gives teachers the opportunity to anticipate potential problems so that they can be prepared;4.Gives teachers, esp. novice ones, confidence in class;5.Raises teachers’ awareness of the teaching aids needed;6.Planning is a good practice and a sign of professionalism.Teachers benefit from proper lesson plans in a number of other ways:☐To enable the teacher to improve class timing;☐Lesson plans are also an aid to continuing development(plan←-→practice ←-→reflection)4.2 Principles for Good Lesson Planning1.Aim: the realistic goals for the lesson; what students are able to do by the end of the lesson;2.Variety: different types of activities; a wide selection of materials;3.Flexibility: preparing some extra and alternative tasks and activities4.Learnability: the contents and tasks planned should be within the learning capability of thestudentsDoing things that are beyond or below the students’ coping ability will diminish their motivation(Schumann, 1999)5.Linkage: the stages and the steps within each stage are linked with one another.4.3 What are macro planning and micro planning?Macro planningPlanning over a long period of time which is often done by a group of teachers, it provides a general guidance for language teachersMicro planningPlanning for a specific unit or a lesson, which usually lasts from one to two weeks or forty to fifty minutes respectively. Micro planning is often an individual activity and different teachers may have different ways of writing their own lesson plans.❑Macro planning involves the following：Knowing about the profession Knowing about the institutionKnowing about the learners Knowing about the curriculum/syllabusKnowing about the textbook Knowing about the objectivesA lesson plan usually has the following components:Background information Teaching aims Teaching content and skillsStages and procedures Teaching aids End of lesson summaryOptional activities and Assignment After lesson reflectionUnit 5 Classroom Management5.1 What is classroom management?Classroom management is the way teachers organize what goes on in the classroom. (68)the goal of classroom management is to create an atmosphere conducive to (有助于)interacting in English in meaningful ways (Gebhard, 1996).Efficient classroom management can be achieved when the following six conditions are met:1.The teacher plays appropriate roles.2.The teacher provides clearer instructions.3.Students are grouped in a way suitable for thelearning activities.4.There is discipline as well as harmony in theclass.5.The teacher asks appropriate questions.6.The students’ errors are treated properly 5.2 What roles does the teacher play?1.Controller (what to learn; how to learn)2.Assessor (correcting mistakes; organizingfeedback)anizer (students’ activities)4.Prompter (when Ss don’t know what to do…)5.Participant (in Ss’ activities)6.Resource-providerTeachers’ roles are not static. They change with the development of the society.☐New roles:Teacher as facilitators⏹To create a positive learning environment, use various strategies to motivate learners, guide students inplanning and assessing their learning and develop their learning strategies…Teacher as guide⏹To activate students’ prior knowledge; find individual interests and explore potential capabilities;acknowledge and respect individual differences; give each equal opportunity in learning; evaluate students’ development fairly from an all-round perspective…Teacher as researcher⏹To observe a problem, reflect on the reasons, think about possible solutions, implement the solutions andevaluate the results…Q: How much control is needed?⏹Appropriate degree of control⏹Different activities need different degrees of control.⏹The more communicative an activity is, the less control it needs.Q: What does the teacher do as an assessor?1.Correcting mistakes⏹The correcting should be gentle, not harsh.anizing feedback⏹The feedback should be focused on students’ success or progress so that a success-oriented learningatmosphere can be created.Q: How to organise?⏹Before the activity: what the activity is going to be like, anticipated problems; clear instructions given tostudents (with T’s demonstration)⏹During the activity: overhear what the students are saying, rectify wrong practices; take notes for laterfeedbackQ: When to prompt?⏹When students are not sure how to start an activity, or what to do next, or what to say next…⏹When a student doesn’t seem to be ready for an answer,…⏹When a student finishes with a very short answer,…Q: why to participate in student’s activities?⏹Monitoring + participating changes the role from an authority to a conversationalist, a good chance forstudents to practice English with a superior…Q: What do you think of the jug-and-mug metaphor?Although the jug-and-mug method has been widely criticized, the teacher is still considered a good and convenient resource for the students.”A “jug and mug”theory of education是罗杰斯提出来的，也是他强烈批判的。
《英语教学法》(1)期末考试试题之一答案和评分标准
《英语教学法》（1）期末考试试题之一答案和评分标准Part I. Fill in the blanks with correct information: 30%, two points each1.the teaching of English as a foreign language2.reading, writing, translation3. a functional-notional4.Sociolinguistics5.without any conscious learning6.generative-transformational grammar7.Total Physical Response, Community Language Learning, Suggestopedia8.Structural syllabus, Topic syllabus, Functional syllabus, Situational syllabus, Skills syllabus9.the needs assessment or diagnosis, formulation of objectives, selection of content10.knowing a languagemunicativemunicative Language Teaching13.different functions, different characteristics14.students‟ communicative competence15.CLT—Communicative Language TeachingPart II Decide whether the following statements are true or false. Write T for true and F for false. 20%, two points each1. T2. T3. T 4 F 5. F 6. T 7. T 8. T 9. F 10. FPart III 50%Design a reading lesson with three stages as required.Imagine that you would teach this text to a senior middle school class; think about the pre-reading activities you might design for it. [The original text is provided for the reference of markers]Sustainable development: China‟s choice for the 21st century What will the earth look like in the 21st century?As acid rain, ozone depletion, and soil erosion destroy the earth‟s environment and as the negative effects of economic development, such as decreased forest coverage, over-exploration of marine resources and shrinking farmland become more obvious, people have grown concerned about their future living space.In 1987, Norwegian Prime Minister Gro Harlem Brundtland introduced the term …sustainable development‟in her report entitled Our Common Future to the World Environment and Development Council.The United Nations Environment and Development Conference held in Rio de Janeiro, Brazil, in 1992, accepted the new term and passed the framework document called “Agenda 21”.The conference was a milestone and marked a shift from traditional development and life styles to the start of sustained development in the global economy. It proved that development and environmental protection had finally achieved equal importance.It is universally acknowledged that the problem of environmental protection and improvement will be solved only when it is considered in the context of development.At that very conference, Chinese Premier Li Peng, on behalf of the Chinese government,vowed China would seriously fulfill its international obligations. Two years later, in July 1994, China enacted Agenda 21 of China and the Plan for Priority Projects in China’s Agenda 21.It is of great international and historic significance for China, with the world‟s largest population and its long history, to carry out a strategy of sustained development, remarked Maurice Strong, Secretary General of the UN Environment and Development Conference.DATAThe Key Points of Agenda 21 of ChinaFollowing are the main points of the Agenda.Part One: Overall Sustainable Development Strategies. This part emphasizes capacity building for sustainable development. It includes setting up China‟s system of sustainable development, improving education, developing science and technology, and establishing an information system for sustainable development.Part Two: Social Sustainable Development. This part includes population control, consumption by inhabitants, social services, poverty elimination, health, sanitation, sustainable development of human settlement, and disaster relief. The key aspects are to control China‟s population growth and improve population quality.Part Three: Economic Sustainable Development. This part includes economic policies for sustainable development, such as sustainable development of agriculture and the rural economy; sustainable development of industry, transportation, and telecommunications; and sustainable energy production and consumption.Part Four: Rational Resource Use and Environmental Protection. This part includes the protection and sustainable use of water, land and other natural resources; the protection of bio-diversity; the prevention and control of desertification; the protection of the atmosphere; and the environmentally sound management of solid wastes.Pre-reading activities (10%)five points for each ac tivity, which are further divided between “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible pre-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Examine the accompanying visual information (diagrams, maps, photographs)●Reflect on the title or the topic●State what they already know about the topic●State what they would like to know about the topic●Write their own questions that they want the text to answer●Answer the teacher‟s general questions about the text type or topic (oral or written)●Brainstorm the topic in groups or whole class●Guess the topic by looking at key words from the textWhile-reading Activities (30%)ten points for each activity, which are further divided between “specific steps” and “reasonsfor your design”, five points for each partThe following are possible while-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Skim reading to get the gist (main idea of the text●Locating specific information●Transferring information from the text to a diagram, table, form, map, graph or picture●Taking notes on the main points, or on specific points of the text●Drawing a diagram to show the text structure●Answering factual questions on the text●Answering inferring questions on the text (reading between the line)●Putting the events in correct order●Stating if statements given about the text are true or false●Working out the meaning of words or phrases in the text from the context●Examining referents in the text and stating what they refer to●Putting the paragraphs of a jumbled text back in the correct order●Giving sections of a text appropriate headings●Giving the text an appropriate titlePost-reading activities(10%)five points each activity, which are further divided be tween “specific steps” and “reasons for your design”, 2.5 points for each partThe following are possible post-reading activities for the reference of markers. Students need to elaborate the activity as well as give reasonable explanation for their choices. These two parts should be done in good English.●Oral discussion of the topic of the text●Role-play a different situation from the text but using the same characters, or role-play thesame situation as in the text but using the different characters●Writing a summary of the main content of the text●Comment on the content of the text●Retelling the story of the text●Finishing the story (orally or ion writing), that means either predicting an ending or changingthe ending to one of your own choice●Listening to or reading some supplementary materials.。
十八种常见的英语教学方法
十八种常见的英语教学方法在英语教学中，有许多种方法可以帮助学生更好地掌握语言。
以下列举了18种常见的英语教学方法：1. 语法翻译法（Grammar-Translation Method）：通过翻译文本和分析语法规则来学习英语。
2. 直观法（Direct Method）：通过使用英语进行日常对话和活动来学习。
3. 阅读法（Reading Method）：通过阅读英语文本，了解词汇和语法结构。
4. 对话法（Dialogue Method）：通过实际对话来练习口语表达。
5. 双语法（Bilingual Method）：结合学生的母语和英语来教授英语。
6. 任务型教学法（Task-based Learning）：通过完成任务来提高学生的语言能力。
7. 情境教学法（Situation-based Learning）：通过创造真实的情境来帮助学生学习。
8. 社会交往教学法（Social Interaction Approach）：通过与他人交流合作来学习英语。
9. 归纳法（Inductive Approach）：通过学习具体的语言实例和案例来归纳语言规则。
11. 组织教学法（Structural Approach）：通过组织不同的语言结构来教授英语。
12. 倾听法（Audio-Lingual Method）：通过听力和口语练习来提高学生的语言能力。
13. 影视教学法（Audiovisual Method）：通过观看电影和视频来学习英语。
14. 听力阅读法（Audiovisual-Oral Method）：通过听力和阅读来提高学生的语言理解和表达能力。
15. 自主学习法（Autonomous Learning）：通过自主学习和探究来提高学生的语言能力。
16. 游戏教学法（Game-based Learning）：通过有趣的游戏来激发学生学习英语的兴趣。
17. 形象记忆法（Mental Imagery Method）：通过形象记忆来帮助学生记忆词汇和语法。
英语九大教学法
英语九大教学法
1. 直接教学法（Direct Instruction）：教师通过直接向学生传
授知识和技能来进行教学，包括讲解、示范、指导和练习等环节。
2. 研究性教学法（Inquiry-Based Instruction）：通过提出问题、发现问题、探索解决问题等方式激发学生的学习兴趣和主动性，培养学生的探究和解决问题的能力。
3. 合作学习法（Cooperative Learning）：通过小组合作学习，
促进学生之间的互动和合作，提高学习效果和学生的社交能力。
4. 问题解决教学法（Problem-Based Learning）：以问题为导向，通过学生自主思考和解决问题的过程，培养学生的问题解决能力和批判性思维能力。
5. 情境教学法（Situated Learning）：将学习与实际情境结合，通过真实的情境让学生在实践中学习知识和技能，提高学习的意义和效果。
6. 游戏化教学法（Gamification）：通过将学习内容转化为游
戏形式或应用游戏元素，激发学生的学习兴趣和积极性，促进学习效果的提升。
7. 多媒体教学法（Multimedia Instruction）：利用多媒体技术
和资源，如音频、视频、图像等，丰富教学内容和形式，提高学习的趣味性和互动性。
8. 反转课堂（Flipped Classroom）：将传统的课堂讲授内容转
移到课外，让学生提前通过视频、阅读等方式自主学习，课堂上则进行深入的讨论和实践。
9. 个性化教学（Personalized Learning）：根据学生的特点和需
求，量身定制教学内容和方式，满足学生个性化的学习需求，提高学习效果和学生的自主学习能力。
英语语法教学方法（精选3篇）
英语语法教学方法英语语法教学方法(精选3篇)语法教学中通过创设教学交际活动情景，可以使语法教学变得真实，内容丰富，而且有助于教师与学生在学习中进行积极的互动，能够促使全体学生都得到操练的机会，下面小编给大家分享英语语法教学方法，希望能够帮助大家!英语语法教学方法（篇1）一、词性的分类词类又叫词性，英语单词根据其在句子中的功用，可以分成十个大类。
1.名词 noun n. student 学生2.代词 pronoun pron. you 你3.形容词 adjective adj. happy 高兴的4.副词 adverb adv. quickly 迅速地5.动词 verb v. cut 砍、割6.数词 numeral num. three 三7.冠词 article art. a 一个8.介词 preposition prep. at 在...9.连词 conjunction conj. and 和10.感叹词 interjection interj. oh 哦前六类叫实词，后四类叫虚词。
二、代词代词pronoun简称pron是代替名词的一种词类。
大多数代词具有名词和形容词的功能。
英语中的代词，按其意义、特征及在句中的作用分为：人称代词、物主代词、指示代词、反身代词、相互代词、疑问代词、关系代词、连接代词和不定代词九种人称代词的用法：I saw her with them， at least， I thought it was her.我看到她和他们在一起，至少我认为是她。
(her做宾语，them做介词宾语，her作主补)a. -- Who broke the vase?--谁打碎了花瓶?b. -- Me.--我。
(me作主语补语= It’s me.)并列人称代词的排列顺序1) 单数人称代词并列作主语时，其顺序为：第二人称 -> 第三人称 -> 第一人称you -> he/she; it -> I2) 复数人称代词作主语时，其顺序为：第一人称 -> 第二人称 -> 第三人称we->you ->They英语语法教学方法（篇2）1.归纳法归纳法是指让学生先接触含有某项语法规则的语言材料，在教师引导下观察、分析例句特点，形成一定程度的感性认识，进而对材料进行加工，总结归纳出语法规则，这是由实践到理论的体现，其优点是调动学生的思维活动，发挥他们学习的积极性和主动性。
初中英语的教学方法优秀5篇
初中英语的教学方法优秀5篇.1听说领先，形音结合篇一词汇教学一定要贯彻听说领先的原则，即教师在教单词时，先让学生听、辨音，教师所展示的不是课本里的文字，而是每个词是由几个音素、音节构成，重音在什么地方，这样才能从听的意义上掌握词汇。
（1）学习字母表就结合字母音和单词中相同读音进行拼读训练。
学习字母i时，可列出like bike mike，让学生拼读。
（2）学生在读完一个单词之后，可将辅音变换进行替换练习，如将like中的l替换成b，h，m，n，p，r，s，t，以培养学生的拼读能力。
（3）采用类推方式。
如学生已学过far，在学习farm，lark，hard这些，先让学生复习far，后让学生尝试读farm，lark，hard这些词。
（4）利用构词法进行词汇教学。
英语中的很多词汇是借助构词法变化的。
教师引导学生学会用构词法知识来辨认和记忆英语单词。
培养自主学习能力的方法篇二3.1.加强听说读写训练，培养学生能力，对学生进行听说读写训练，培养他们获得英语基础知识和初步运用英语进行交际的能力是英语教学的横心和最终目的。
任何一种语言都是在交际中体现其功能的，培养学生的交际能力离不开基础知识，而交际能力的培养是以听说读写等语言能力为依托的，掌握必要的语言知识则是获得语言能力的先决条件。
教师在教学过程中，首先，采取行之有效的方法向学生传授语言基础知识，注意形成一定的知识系统和熟练技巧，将语言知识形象化、交际化地呈现给学生，通过交际让学生理解。
其次，从多方面培养学生的语言技能，创设语言情景，有计划，有目的地对学生进行听说读写训练，使学生树立信心，消除对英语学习的陌生感和恐惧感，积极地投身到教学活动中去，将知识转变为能力。
第三，多为学生创造运用语言的机会。
如值日生报告、师生会话、分组结对会话、利用课文内容进行问答、开展第二课堂活动等，让学生在实践中提高运用语言的能力。
3.2.培养良好的学习习惯，在英语学习初期培养学生养成良好的学习习惯具有重要的意义，对英语的自主学习有很大的促进作用。
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中央广播电视大学2002—2003第二学期开放本科期末考试英语专业英语教学法(1)试题 2006-1-16中央广播电视大学2002—2003学年度第二学期“开放本科”期末考试英语专业英语教学法(1)试题2003年7月Information for the examinees：This examination consists of THREE sections. They are：Section Ⅰ：Basic Theories and Principles (30 points, 20 minutes)Section Ⅱ：Problem Solving (30 points, 50 minutes)Section Ⅲ：Mini-lesson Plan (40 points, 50 minutes)The total marks for this examination are 100 points. Time allowed for completing this examination is 2 hours.You must write all your answers on the Answer Sheet.注意事项一、将你的准考证号、学生证号、姓名及分校(工作站)名称填写在答题纸的规定栏内。
考试结束后，把试卷和答题纸放在桌上。
试卷和答题纸均不得带出考场。
二、仔细阅读题目的说明，并按题目要求答题。
答案一定要写在答题纸的指定位置上，写在试卷上的答案无效。
三、用蓝、黑圆珠笔或钢笔答题，使用铅笔答题无效。
Section Ⅰ：Basic Theories and Principles 30 pointsQuestions 1-15 are based on this part.Directions：Choose the best answer for the following questions and write your answers on the answer sheet.1. Which of the following belongs to the communicative approach?A. focus on accuracyB. focus on fluencyC. focus on strategies2. Which of the following is characteristic of acquisition?A. form-focusedB. accuracy-orientedC. meaning-focused3. What syllabus does the following present?Unit 1 Self-introductionUnit 2 GreetingsUnit 3 Asking the wayUnit 4 Making apologiesUnit 5 InvitingUnit 6 Extending thanksA. structural syllabusB. topic syllabusC. functional syllabus4. Which of the following emphasizes meaningfulness principle?A. TPRB. Audio-Lingual MethodC. Communicative Approach5. Which of the following is most suitable for the cultivation of linguistic competence?A. sentence-makingB. cue-card dialogueC. simulated dialogue6. Which of the following activities is most likely interactive?A. mimickingB. role playC. problem solving7. In which of the following does the teacher assume the role of prompter?A. organize students to discuss on the InternetB. walk around while the students are discussing on the InternetC. give encouragement and suggestions to smooth the discussion8. Which of the following activities is communicative?A. jigsaw listeningB. sentence makingC. drilling exercises9. Which of the following activities can be adopted at the pre-reading stage?A. re-arranging the materialsB. brainstorming the topicC. writing a summary of the text10. Which of the following activities can be used to get the main idea of a passage?A. reading to decide on the titleB. reading to sequence the eventsC. reading to fill in the charts11. What reading strategy does "picking out sub-topic sentences" train?A. skimmingB. scanningC. inferring12. Which of the following can be conducted at the pre-reading stage?A. choosing the best summary sentenceB. reading for comparison and contrastC. discussing on the layout of the text to read13. What does "locating the specific information" help to train?A. scanningB. skimmingC. inferring14. Which of the following activities is best for training detailed reading?A. drawing a diagram to show the text structureB. giving the text an appropriate titleC. transferring information from the text to a diagram15. Which of the following activities represent the top-down approach?A. watching related filmsB. pre-teaching vocabularyC. explaining difficult language points in the reading materialSection Ⅱ：Problem Solving 30 pointsDirections：Five situations in classroom teaching are provided here. In each situation there are some problems. Firstly, identify the problem (s)；Secondly, provide your own solutions according to the communicative language teaching principles. You must elaborate on the problem(s) and solutions in about 50-70 words.Situation 1In a speaking lesson, a teacher asks students to read the model dialogue after her three times, and then asks the students to read the dialogue in pairs for three times. Next, the teacher explains the dialogue word by word to make sure the students understand all.Situation 2The following material is used as a listening material with junior middle school students of Grade Two. A teacher uses the following dialogue as a listening text to develop students' understanding of oral English：A, Yes, I think it has all the possibilities of a distinguished criminal. I should be sorry for anyone who gets into his bad books.B. Is he the man, or am I mixing up with someone else? Is he the man who brought out a History of Witchcraft some time back - ten years or more?A. That's the man; do you remember the reviews of it?B．Certainly I do; and what's equally to the point, I knew the author of the most incisive of the lot. So did you;A. Oh, very well indeed, though I don’t think I saw or heard of anything of him between the time I went down and the day I read the account of the inquest of his …After presenting the model dialogue in a speaking lesson, the teacher asks the students to work in pairs to role-play a self-created parallel dialogue infront of the class.Situation 4In a listening lesson, the teacher first plays the recording for students to listen. Then he stops the recording here and there trying to explain some difficult words and phrases in Chinese.Situation 5The following activity is designed by a teacher for the production stage of a speaking lesson：Students work in pairs to talk about the pictures of a student's family members using the following questions：1) Whose father/mother is he/she?2) Whose brother/ sister is the boy/girl?3) How old is he/she?Section Ⅲ：Mini-lesson Plan 40 pointsDirections：Read the following two texts carefully and complete the teaching plans.1. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.In these oceans live huge numbers of a small fish just 5 cm long. These fish swim together, often in a group that many be 4. 5 meters thick and hundreds of meters long. There may be 63,000 fish per cubic meter. These fish provide the main food for whales. A whale may eat a ton 0f them at a time, and may enjoy four meals a day.Name of activityObjective(s) of the activityType of the activityClassroom organization of the activityStudents' roleTeacher working timeStudent working timeTeaching aid(s)Predicated problem(s)Solution(s)Procedures1)2)3)2. The following is an abstract from Senior Ⅱ, Student Book. Please design a teaching plan with the text.Listen to the tape. Then put these sentences in the correct order.( ) A The assistant started painting something on the ceiling.( ) B The artist stepped back.( ) C The assistant shouted something.( ) D The artist was painting the ceiling.( ) E The artist got angry.( ) F The assistant looked up.( ) G The assistant explained to the artist why he had done this.( ) H The artist rushed forwards.( ) I The assistant was mixing some paint. ( ) J The artist stepped back again. Name of activityObjective(s) of the activityType of the activityClassroom organization of the activity Teacher's roleStudents' roleTeacher working timeStudent working timeTeaching aid(s)Predicated problem(s)Solution(s)Procedures1)2)3)中央广播电视大学2002—2003学年度第二学期“开放本科”期末考试英语专业英语教学法(1)试题答案及评分标准(供参考)2003年7月Section Ⅰ：Basic Theories and Principles 30 points共30分，每题2分1．B 2．C 3．C 4．C 5．A6．B 7．C 8．A 9．B 10．A11．A 12．C 13．A 14．C 15．ASection Ⅱ：Problem Solving 30 points共30分，每题6分(找出问题得3分，根据交际法原则提出合理的解决方案得3分，问题和解决方案应有50至70词的阐述，并应基本包括参考答案所涉及的要点。