英语教学法总结.docx

Unit 1 1、What makes a good language teacher?Some people with an excellent command of a foreign language may not be able to teach the language well while others with a general command of the language can teach it very effectively. Therefore, what makes a good language teacher? A good english teacher should have ethic devotion, certain desirable personal styles, and more importantly, he or she should have 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 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 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 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 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 language 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 the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations. 5 components of communicative competence: linguistic competence：it refers to the language itself. It involves spelling, pronunciation,vocabulary, word formation, grammatical structure, sentence structure and semantics.pragmatic competence：it means the appropriate use of the 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 in pair or group work. To conclude, it is important to remember that a method is effective only when it is appropriate to the teaching context. Therefore, when a new method emerges, it is unwise to simply cast away the traditional and follow the new trend. The best thing to do is to develop ones own teaching methods based on the context and integrates the merits of different methodologies. Difference between PPP and TBL: ppp is present, practice and production. TBL can provide a context for activities. PPP present language in a neat and clear way.Unit 4 lesson planningPrinciples for good language : 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 about their future plans are Name different sports in english Tell each other what sports they like Ask and answer questions about ones job Role play the dialogue of going shopping理解understand a conversation about shopping Understand the main idea of an article about safety 写write a list of safety rules for the school策略use interview strategies to find out information and take notes情感态度价值观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: blackboards、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 grammarDeductive inductiveGrammar practice: mechanical practiceCommunicative practice Unit 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 sentence. 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 orangeReceptive 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 writing Developing vocabulary learning strategies1、Review regularly: in the classroom, 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 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 to previously stored information 4、use a dictionary: teacher can ask students to look up an unknown word in a dictionary, this strategies can act as a tool to empower the learners to become more independent in their learning.Unit 9 listeningpre-listening: teacher helps students prepare to listen . Predicting, 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 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 speaking activities is to maximize students opportunity to speak . Speaking activities: Information-gap activities: students have different information and they need to obtain information from each other . For example: teacher give different cards to each students, then they are asked to get other students cards information through second language communication.Dialogues and role-plays: turn the dialogues into role-plays so the students can pretend they are acting as someone else.Activities using pictures： this task has a clear objective and students are able to produce a good number of sentence rapidly.Problem-solving activities: this type of activity ask students to solve problems. There are many topics that would be interesting and relevant to the students lives.Change the storyHuman scrabbleUnit 11 teaching reading1、How to read effectively?Have a clear purpose in readingRead silentlyPerceive 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 and skip the insignificant partsUse different speeds and strategies for different reading tasks 2、 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 factors interact with each other and compensate for each other. Based on this model, teaching reading divides the teaching procedures into three stages: pre-reading, while-reading, post-readingSight vocabulary: words that one is able to recognize both sounds and meanings immediately without special effort from your brain. Pre-reading : in this section, we will use some tasks to stimulate students interest and make their reading more directed and easier. it means activities that students do before they read in detail. It includes predicting, setting the scene,skimming and scanning.While-reading: in this section, we mainly focus on the 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 transfer information from one form to another. Pictures, drawings, maps, chronological sequence, tree diagrams.Making inference: it is an important reading skill. It require students to use background knowledge to infer the implied meaning of the author. Wuhan is a city which has every climate known to man Post reading: in this area, teachers have to be most inventive and imaginative. Teachers should have to design tasks that are relevant to the text and appropriate to the students level. Activities includes: questions discussion, role play, gap- filling, retelling and writing.Unit 15 assessmentMethods for assessmentSummative asses