英语教学法重点

英语教学法上下课程教学重点、难点及要求Unit 1 导论1．学习理论：行为主义学习理论,认知学习理论和结构学习理论；2．Krashen有关第二语言习得的5个假说,“学习”与“习得”的不同,包括Ellis的Instructed Second Language Acquisition,以及对外语教学的启示；3．外语教学发展史;要求掌握各教学法的理论基础、课堂操作方式、适合的教学内容和教学对象以及优缺点等；4．课程设置,各类大纲和课程之间的关系,评估现行中学英语教材;掌握LARA策略,合理使用教材为教学服务；5．需求分析理论Needs Analysis以及在教学中的运用；6．教师的自我发展,包括教师职业素质的构成,教师自我发展的途径；7．教学策略理论：教学策略的内涵和教学策略的组成;Unit 2 交际法1．交际教学法产生的背景；2．交际的内涵以及对教学的启示；3．交际教学法的原则及特征；4．交际教学法的教学目标；5．交际能力的内涵；6．不同学者对交际教学法的诠释；7．交际教学中教师和学生的角色；8．交际教学对学习材料的要求,“真实”材料的运用；9．交际教学课堂活动的安排,所采用的教学模式；10．交际活动的内容；11．根据自己的教材设计一堂交际教学课;Unit 3 阅读教学1．“阅读”的内涵,掌握有关阅读的几种观点,包括心理猜测理论和互动阅读理论;2．影响有效/流畅阅读的因素；3．有关良好阅读者的研究；4．阅读教学中学生动机的激发；5．阅读教学模式：top-down approach, bottom-up approach 和interactive approach；各模式的理论依据,课堂操作方式,优缺点等；6．阅读的层次,包括read the lines, read between the lines 和read beyond the lines plain sense reading, deductive reading, projective reading;能举例说明各阅读层次,如何开展教学活动培养三层阅读理解能力；7．阅读过程：pre-reading, while-reading 和post-reading;各阶段活动如何开展,运用的是什么教学模式,可开展哪些活动;要求能够就具体材料设计出各阅读阶段的教学活动,写成教案,进而在班内演示,能充分讨论具体材料的各种可能性操作；8．阅读策略的培养,包括the Strategic Teaching Mode, the Cognitive Academic Language Learning Approach 和the Reciprocal Teaching Approach;Unit 4 听力教学1．现实听与课堂听的不同,以及对外语教学的启示；2．影响听力的因素；3．听力教学中学生动机的激发；4．听力教学模式：bottom-up approach,top-down approach 和interactive approach;掌握各类模式的操作方式；5．听力教学的内容,如何教授和训练这些内容；6．听力策略和听力教学策略有哪些；7．听力材料的选择；8．听力教学活动的安排；9．听力教学的过程：pre-reading, while-reading 和post-reading,各阶段的教学目的,操作方式和可采用的活动;要求根据具体学习材料写出每一阶段的教案并在班内演示,充分讨论各种操作方式的适用性,有效性等;Unit 5 口语教学1．现实生活中的口头交际特点以及对外语教学的启示；2．会话技巧及其培养；3．口语课的教学内容；4．口语课的教学原则；5．口语课的课堂教学模式,包括3P模式和task-based approach；6．口语课的课堂教学程序：presentation, practice 和production;掌握展示的内容、技巧方法和有效的教学活动;要求能根据具体的学习材料设计各阶段的教案;英语教学法下Unit 6 写作教学1. “good writing”的6大特点；2. 写作教学的原则；3. 写作教学的模式：结果定向product-oriented approach,内容定向content-oriented approach,过程定向process-oriented approach和交际定向communication-oriented approach；4. 写作的基本要求；5. 过程定向写作模式的写作教学过程：pre-writing, drafting, revising and editing, 和second drafting；6. 写作与其它活动的结合;Unit 7 语法教学1．显性语法教学和隐性语法教学；2、语法教学的原则动机原则,效率原则,变化原则,全面原则,程序原则,交际原则和手段原则是什么,在教学中如何体现；3、语法教学的模式：演绎教学模式deductive approach、归纳教学模式inductive approach和基于任务的教学模式task-based approach ；4、语法教学的程序：presentation,practice ,production和evaluation；5、阅读和听说课中的语法教学;Unit 8 词汇教学1.词汇教学的内容意义,语法,信息和运用；2、单词的记忆方法以及对教学的启示；3、词汇的选择,即教学中词汇选择的标准；4、词汇教学的过程教学模式：“展示”“运用”和“测评”；5、词汇学习的策略和词汇记忆技巧；6、词汇教学中学生学习动机的激发；7、要求能根据具体语言材料撰写词汇教学教案,设计出词汇教学的活动;Unit 9 备课1.“lesson”所包含的内容至少5部分；2、影响“教案设计”的因素物理因素,人文因素和大纲因素；3、教案设计中应考虑的因素至少8条；4、“教案”的组成部分；5、教案设计中对教材的处理；6、教案的两种格式：图表式和文字叙述式；7、教案的语言要求；8、将本单元教案的撰写与听、说、阅读、写作等具体课型联系起来,要求根据具体的课程材料写出教案;Unit 10 and Unit 11 课堂管理上下1、影响课堂组织的因素；2、课堂组织的内容；3、课堂组织中教师的角色；4、课堂组织中课堂交互模式；5、教师指令给予的原则；6、课堂教学中教师如何“纠错”；7、如何创造舒适的学习环境及如何激发学生的动机；；8、课堂教学中的提问在课堂组织中的运用,提问的策略；9、如何处理不守纪律的学生及学生之间的不平衡；10、应能举出课堂组织的各种实例,综合各个学生的意见,讨论处理方式的得体性,挖掘其对语言学习,语言教学,以及教育和心理学知识的运用；11、如何在教案中展示课堂组织的方式;Unit 12 测试1．测试类型；2．测试设计的基本原则；3．设计阅读、词汇、语法、听力、写作等各项能力的测试；4．阶段测试与教学的关系；5．学习进度情况测试;英语教学法2样题Section I. Basic Theories and Principles 30 pointsDirections: Choose the best answer from . or C for each question. Write your answer on the Answer Sheet. 1．What kind of cohesive devices is used to link sentences through signaling relationships between sentences by means of anaphora or back referenceA. Cohesive devices that indicate meaning relationships between or within sentences, such as apart from, in order to, since, however, not only, and but also.B. Grammatical devices that establish links to from the cohesion of a text, such as it, this, the, here, that, and so on.C. Lexical devices that use the repetition of key words or synonymous words to link sentences together.2. What will a good writer usually do in the pre-writing stage of the writing processA. Make decisions on the purpose, the audience, the contents, and the outline of the writing.B. Concentrate on getting the content right first and leave the details like correcting spelling, punctuation, and grammar until later.C. Develop a revising checklist to pinpoint the weaknesses of his/her writing and focus on the flaws likely to appear in their drafts.3. Writing exercises like completion, reproduction, compression, and transformation are mainly the type of exercises used in which writing tasksA. Controlled writing.B. Guided writing.C. Free writing.4．Which type of grammar tends to teach you how the grammar is used by the people rather than how it should be usedA. Descriptive grammar.B. Prescriptive grammar.C. Traditional grammar.5. When the students are given the structure in an authentic or near authentic context and are asked to work out the rule for themselves, what kind of method their teacher is usingA. Deductive grammar teaching.B. Inductive grammar teaching.C. Traditional grammar teaching.6. In which stage of the Presentation-Practice-Production approach will students have the chance to use the language freely and incorporate it into their existing languageA. Presentation Stage.B. Practice Stage.C. Production Stage.7. How can we help students to memorize a new word more effectivelyA. Put the new word in a context, relate it to known words, and use illustrations.B. Pre-teach the new word of a text, pronounce it correctly, and group it.C. Put the new word in a list of unconnected words with illustrations.8. Which of the following techniques can best present the word “pollution”A. Show or draw a picture.B. Give a definition or an example.C. Demonstrate the meaning by acting or miming.9. Whether two words go together with each other or not is an issue of whatA. Connotation.B. Register.C. Collocation.10. Among the following factors that may affect a lesson plan, which one includes classroom sizeA. Human factors.B. Physical conditions.C. Syllabus and testing.11. What are the most important parts of a lesson planA. Textbooks and classroom aids.B. Anticipation of problems and flexibility in dealing with them.C. Objectives of the lesson and procedure to achieve them.12. Why do we need to design tasks to supplement the textbookA. Textbooks usually are not well written.B. Textbooks need adaptations to fit the needs of their target students.C. Textbooks only cover a limited amount of language skills.13. Among the five subcategories of classroom management, that is people, language, environment, organization and tools, which of the following elements can be classified under environmentA. Textbook, exercise book, teacher’s book, and blackboard.B. Interaction between teacher and students.C. Arrangement of desks and chairs.14. What role does a teacher take to create an environment in which learning can take placeA. Instructor.B. Manager.C. Assessor.15. Whole class teaching, pair work, group work, and games are activities under which subcategory of classroommanagementA. People.B. Environment.C. Organization.Section II: Problem Solving 30 pointsDirections: Below are five situations in the classroom. Each has a problem. First, identify the problem. Second, provide your solution according to the communicative language teaching principles. You should elaborate on the problems and solutions properly. Write your answer on the Answer Sheet.16. In a writing class, the teacher asks the students to write an article about their hometown. To help the students, the teacher also provides a well-written article about hometown by a famous writer as a sample. Students are instructed to follow the style and the organization of ideas of the sample article.17. In a grammar class, the teacher teaches the use of “some”and “any”in the following way:A. Explains the rules of their usage.B. Provides some examples to illustrate the usage of the two words.C. Ask the students to do pattern dills.D. Ask the students to apply the rules to given situations.18. When teaching a new reading passage, the teacher writes all the new words on the blackboard and asks the students to look them in dictionaries. Then the teacher explains the meaning of these new words in simple English, usually by providing some examples of their usage. Sometimes, the teacher may provide the Chinese versions for these words. After dealing with the vocabulary, the teacher will then shift their focus to the reading passage.19. When preparing a lesson, some teachers just rely on the teacher’s book. Before teaching a lesson, they will just look up the new words in the dictionary and copy paraphrases from the teacher’s book onto the student’s book. In class, they will just follow the instructions provided by the teacher’s book.20. This is a traditional classroom. The student’s desks are arranged neatly in rows and columns, while the teacher’s desk is placed in the front the classroom on a platform. The teacher comes into the classroom. All students stand up to greet the teacher and the teacher greets back. Then the teacher starts to talk and the students start to take notes. From time to time, the teacher will ask some questions to the whole class, and those students who know the answers will respond. At other time, the teacher will point at an individual student and asks a question. The teacher also asks the students to do some readings or exercises quietly in class. As the students finish their job, the teacher collects their work and tells them that they will get feedback over the next week.Section III: Mini-lesson PlanDirections: Read the two text below and complete the teaching plans. Write your answer on the Answer Sheet. 21. Please design a writing activity for a writing class based on the following instruction:Study the two texts, which are based on information given in the table. Then write similar texts of your own, to form part of a letter telling someone how to get to a place.Destination Alternatives1 2 Time for1 2AirportSports groundSupermarketCinemaHospitalRailway station Coach taxiTube busTaxi busOn foot taxiBus on footTaxi bus1/2 hour 20 mins10 mins 20 mins5 mins 10 mins1/2 hour 5 minsUse nay suitable period of timeText 1You can go to the airport either by coach or by taxi. If you go by coach, it takes at least half an hour. By taxi, on the other hand, it takes only ten minutes. For that reason, I suggest the second possibility.Text 2There are two ways of getting to the sports ground, either by tube or by bus. By tube it only takes ten minutes, while if you go by bus, on the other hand, it may take you over twenty minutes. My advice to you then, it to go by tube.Type of the activity . brainstorming, information-gap, role-play, problem-solving, etc.Objectives of the activityClassroom organization of the activityTeacher’s rolesStudents’rolesTeacher working timeStudent working timeTeaching aidsPredicated problemsSolutionsProcedures 123422. You are going to teach some vocabulary about temperature. Please design a vocabulary activity based on the following instruction:Look at the box below and try to find out the meaning of each word in a dictionary. Then arrange the words to show their differences in the degree of temperature. Finally, try to make a sentence using each of the wordsFreezing cold chilly cool mild warm hotType of the activity . using word field, answer questions, information-gap, role-play, etc.Objectives of the activityClassroom organization of the activityTeacher’s rolesStudents’rolesTeacher working timeStudent working timeTeaching aidsPredicated problemsSolutionsProcedures 1234英语教学法2样题参考答案Section I. Basic Theories and Principles 30 points1. B 4. A 5. B6. C7. A8. B9. C 10. B11. C 12. B 13. C 14. B 15. CSection II: Problem Solving 30 points16. Problem: The teacher’s instruction to the students is too general and it may leave the students with too much room to choose from. There is no help provided for the students to develop a sense of purpose and a sense of audience. Without a sense of purpose and audience, the students may either feel confused by all possible things that could be included in the writing, or just follow the contents covered in the sample article.Solution: The teacher could first narrow down the topic by providing a situation for the students, such as writing a tour guide for their hometown. Then, help the students to work out possible contents that could be included in the writing, such as location, population, resources for tourism, places of interests, etc. The teacher could also help the students to decide the writing style based on their writing purpose and targeted audience.17. Problem: The teacher teaches grammar in a deductive way. This approach is usually mechanical and dull. The students learn the rules passively with little involvement in the process of working them out. Since rules are sometimes too restrictive, there are lots of exceptions that may confuse the students. This method is usually more concerned with form than use. If students meet the new structure in isolated sentences, they may not get a feel for when and how to use the structure. They are very likely to go on using in incorrectly.Solution: Bring in the inductive grammar teaching approach. By combining the two ways of teaching grammar together, the teacher can achieve a much better result than using either way exclusively. The teacher could first give the students a context and ask them to work out the rules. After collecting the students’suggestions, the teacher could then tell them the existing rules and explain exceptions to the rules. This way, the students will be actively involved in the thinking process and may understand the rules better. They will also be aware of the factthat grammar rules are worked out by people observing the use of language, so they may change as people’s use of language may change.18. Problem: The students taught in this way are mainly receiving passive knowledge from the teacher. They merely learn to understand these vocabularies, rather than how to use them. The new words are not taught from a context, and there is no practice of using them in an authentic or a near authentic situation. This students will not learn these new words in an efficient way.Solution: The students need to learn passive knowledge and active knowledge at the same time. The teacher could use various means to help the students to understand the vocabulary. For some, they can use illustrations, for some, they can use definitions, and for others, they can guess from the context. The teacher could also use different ways to help the students to use the new words. Exercises like information gap, crosswords, quiz, or recording new words all can help the students to learn vocabulary in a more efficient way.19. Problem: Though the teacher’s book may provide very good references and guidance for the teacher, it is not enough. The textbooks we are using usually are not written just for our students. For different students, they have different needs. We need to adapt the textbook to meet the need of our students. Other factors like the physical conditions, our syllabus and system of testing may also affect our planning for a lesson. If we failed to consider all the factors that may affect our teaching, we will not achieve a good result in our teaching.Solution: A lesson plan is very important in the success of teaching. For whatever lesson we are going to teach, we need to have a good lesson plan. First, we need to define the objectives of the lesson plan. That is what we hope to achieve. Then, we need to decide the classroom aids required, such as blackboard, white board, overhead projector, audio-visual facilities, etc. Next, we need to plan the procedure of the lesson, like what will be done, when, by whom, etc. We also need to have a contingency plan in case something unexpected may disrupt the plan. Last, we need to have a checklist to assess our implementation of the plan to see if everything is as planned and what need to be improved.20. Problem: This class has no classroom management at all. The teacher plays a simple role as an instructor and controls every activity of the students. Desks are arranged in a teacher centered way. There is very little students’involvement in the teaching process, and no pair work or group work at all. And we see no effort of using the teaching tools to facilitate the teaching environment. There seems no natural communication between the teacher and the students.Solution: The purpose of classroom management is to create a positive learning environment in which the students will show a willingness to achieve the targets we have set. A good environment needs people’s effort as well as good physical environment. A teacher should play the role of a helper rather than a controller. The desks in the classroom should be arranged to show learner-conteredness. The teacher should communicate with the students in a polite way and show great care and encouragement towards the students. The teacher may also adapt the textbook and use audio-visual aids to make the lesson lively and interesting.Section III: Mini-lesson PlanDirections: Read the two text below and complete the teaching plans. Write your answer on the Answer Sheet.Section III: Mini-lesson Plan 40 pointsType of the activity . multiple-choice questions, short-answer questions, information-gap, role-play, problem-solving, etc. 1 pointObjectives of the activity 2 pointClassroom organization of the activity 1 pointTeacher’s roles 1 pointStudents’roles 1 pointTeacher working time 1 pointStudent working time 1 pointTeaching aids 1 pointPredicated problems 1 pointSolutions 1 pointProcedures 1 2 point2 2 point3 2 point4 2 point21. 供参考Type of the activity . brainstorming, information-gap, role-play, problem-solving, etc. Reading sample texts, brainstormingObjectives of the activity 1. Generate ideas based on given information;2. Learning to organize ideas in a written text from general information to detailed information, suggestions or advice provided and reasons for that, etc.Classroom organization of the activity Pair or group workTeacher’s roles Instructor, organizer, facilitatorStudents’roles Active participant, helping each otherTeacher working time 5-10 minsStudent working time 10-15 minsTeaching aids Some pictures of the destination being listed;Some cardboards indicating means of transportation and estimated time for each alternativePredicated problems Students may raise more authentic alternatives and estimated time for writing suggestions and advice.Solutions Tell the students that the information provided are just based on common knowledge and are mainly served as guidance for them.Tell the students that they are encouraged to use more authentic situations to write their own texts.Procedures 1 Help students to understand the information in the text and the purpose of writing.2 Summarize the organization of the ideas for the writing of suggestions and advice.3 Use teaching aids such as pictures of destinations, cardboards with means of transportation and time for each alternative to help the students prepare for their writing. The teacher may hold a picture of destination and invite students to pick the cardboard of alternatives and add suitable time for it. The students may pick several means of transport and explain the advantages and disadvantages of using them.4 Ask students to work out each one’s organization of ideas in pairs or groups. Make the students aware that the text usually begins with a general introduction, then followed by detailed information for each alternative, and last with a suggestion or advice supported with reasons.22. 供参考Type of the activity . using word field, answer questions, information-gap, role-play, etc. Using word fields, sentence-makingObjectives of the activity 1. Understand the meaning of temperature-related words2. Distinguish the differences in degree of these temperature-related words3. Use these words competentlyClassroom organization of the activity Pair work or group workTeacher’s roles Instructor, organizer, facilitatorStudents’roles Active participantHelping each otherTeacher working time 5-10 minsStudent working time 20-25 minsTeaching aids Blackboard illustration of vocabulary steps and cardboards with one word on each of them Predicated problems Students may tend to use Chinese in vocabulary exercise.Solutions Tell the students try to avoid using Chinese as much as possible while doing vocabulary exercise. Procedures 1 Ask the students to work out the meaning of these words by looking them up in a dictionary.2 Draw a series of steps on the blackboard. Write “cool”on a middle step. Ask the students to work in groups to decide words on the other steps that are colder or warmer than the word “cool”.3 Invite 7 students to pick up a word each. Then instruct them to line up according the degree of temperature of the words they are holding. The teacher may invite several groups of students to do so or may shift order from left or right to from right to left. The teacher should give the correct order in the end.4 Ask the students to work in pairs to practice use of these words. One may produce a cardboard, and the other try to make a sentence using this word. Then the two shift turns until they finish practicing all the words.。

小学英语教学中重点难点词汇的教学方法1.导入法：包括直接导入，游戏导入，情境导入，多媒体教学，故事导入，歌曲导入，悬念导入，对比导入。

2.交际法：是根据意念项目和交际功能发展学生交际能力的系统教法。

其目的是为了让学生能运用言语进行交流，重要的是使学生能够考虑到进行相互交流的人们的作用和地位，考虑到所涉及的题目和情景，从而能恰如其分地运用语言。

3. 游戏教学法：用游戏形式备考单词、句型，练崭新语言点，并使学生寓学于乐，在开朗、轻忪、开心的气氛中自然而然地赢得英语科学知识与技能。

游戏建议意味深长通俗化，存有趣味，而且必须与本课教学内容密切有关。

4. 情景教学法：情景是教师创设或模拟的生活场景，应具有真实、生动、实用的特点，便于学生将所学语言材料进行综合、创造性地进行表达交流。

这种练习方法，有接近生活的交际功能，而且能变单调、机械的句型操练为活泼、生动的交际性练习。

5. 动作教学法：在低年级英语教学中，用具体内容形象的手势、动作去辅助英语自学，唤起学生自学兴趣，提升学习效果。

6. 活动教学法：就是按照学生身心发展过程中的不同阶段来设计、布置情境，提供材料，让学生积极参与自由操作、观察思考。

通过活动让学生自己认识事物、发现问题，得出答案，发掘学生潜能。

7. 三位一体教学法：就是根据字母、音素、音标三者的内在联系业务和交叉关系将三者融为一体展开教学的方法。

8. 自然法：这种方法允许学生根据自己对已学知识的熟练程度来参加活动。

9.合作自学法：使学生通过出席pair work 和 group work 活动，给学生练语言并互相学习的条件和机会。

10. 功能意念法：这种方法是教师集中提供给学生在某次会话时或某种情境中可能运用的有关语言，让他们感知其功能，在交际中运用。

一、故事演出能够唤起学生的自学热情兴趣是最好的老师。

而故事能极大地激发小学生的学习兴趣和学习动机，使他们在学习过程中发展综合语言运用能力，培养创新精神。

Unit 1Knowledge:sth that can be learnedSkills: sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。

Views on language：1、Structural view （language competence）—The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。

2 、Functional view—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view （communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people—Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1)Thinking in language2)Language is necessary for thought.3)Language acquisition(语言习得)4)Learners in their earlier years acquire control over essential structure of their languagewithout special teaching and learning in a effortless and almost an unconscious way (like the formation of a habit) people prefer first language acquisition to first language learning.2.Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of our subjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner’s own knowledge and experience.S ----------AT------------R(刺激) (反应)Stimulus: assimilatio n ①and accommodatio n②①把外部知识纳入自身②纳入自身后也不相符，就要对原有知识进行改变，也就是一种原有知道和外部知识保持联系的创新的过程。

第三章、外语教学法的主要流派（八种）1.语法--翻译法A.从19世纪开始用于教学现代语言B.把目标语（外语）看成是一个规则系统，能在文本域句子中了解到，并与母语规则和意义有联系。

C.主要课堂教学活动：对整篇课文大意的译述，吧课文逐句从外语译成母语的活动，对课文中语法规则作演绎式的讲解，以及直接阅读课文以加深对课文的理解等活动。

E.重视词汇与语法的学习，强调阅读与写作能力的培养。

重视语言准确性的培养。

F.选材：外语的文学原著或简写本或改写本G.教师是课堂教学的权威，重视的传授者和课堂教学的组织者。

H.母语是教学语言，外语的意思是靠译成母语来理解。

2.直接法A.在19世纪末创立B.只使用目标语进行教学；意义通过语言、动作、物体等手段结合情景来表达；先教说，再教读与写；用归纳法讲授语法。

C.主要课堂教学活动：全外语教学--模仿、朗读和问答式主要的教学活动形式--作答均以完整的句子说出问句或答句。

E.培养学生使用外语进行交际的能力。

初级阶段重点在口语能力的培养F.选材：日常用语，以情景或某一话题为基础G.教师与学生是搭档关系，学生间可以进行对话并讨论问题H.全外语式教学，不在外语课堂上使用母语3.情景法（口语情景法）A.在20世纪30年代至60年代，英国应用语言学家创立（帕尔默&霍恩比）B.语言观是英国的结构主义，口语是语言的基础，结构式讲话能力的核心，应用情景中通过口头练习来学习语言结构。

（帕尔默&霍恩比）接受语言输入--重复操练记住--在实际练习中使之变成个人技能。

（帕尔默）C.主要课堂教学活动：《新概念英语》提出情景--学习语言--听说领会--反复操练--书面练习--巩固结构E.培养学生听说读写的能力，口语是第一性的，是笔头语的基础，重视语音语法的准确性。

F.教师是语言楷模，课堂活动的设计者与指挥官，学生是模仿者G.英语是教学语言4.听说法A.在第二次世界大战期间由美国语言学家建立B.在语言学理论方面是以结构主义作为其理论的基础，以行为主义的学习理论作为依据语言技能的获得通过刺激--反应--强化的过程。

高中英语教学方法侧重点(完整版)高中英语教学方法侧重点高中英语的教学目标是培养学生的英语能力，包括语言知识、语言技能、情感态度、学习策略和文化意识等。

因此，高中英语教学方法的侧重点在于如何有效地实现这一目标。

以下是一些高中英语教学方法的侧重点：1.注重语言知识的学习和掌握。

在高中英语教学中，语言知识的学习和掌握是基础。

学生需要掌握语音、语法、词汇、语用等方面的知识，并能够运用这些知识进行听、说、读、写等基本技能的训练。

2.注重语言技能的训练和提高。

在高中英语教学中，语言技能的训练和提高是核心。

学生需要通过大量的实践和训练，掌握听、说、读、写等基本技能，并能够运用这些技能进行交流和表达。

3.注重情感态度的培养和激发。

在高中英语教学中，情感态度的培养和激发是关键。

学生需要树立正确的英语学习态度，对英语学习充满兴趣和热情，积极参与课堂活动，主动探索和学习英语知识。

4.注重学习策略的指导和培养。

在高中英语教学中，学习策略的指导和培养是重要手段。

学生需要掌握有效的学习方法和技巧，如记忆策略、阅读策略、写作策略等，以提高学习效率和质量。

5.注重文化意识的渗透和培养。

在高中英语教学中，文化意识的渗透和培养是必要环节。

学生需要了解英语国家的文化背景、风俗习惯、价值观念等方面的情况，以提高跨文化交际的能力。

总之，高中英语教学需要注重学生的全面发展，培养学生的综合素养，为学生的未来发展打下坚实的基础。

高中英语具体教学方法高中英语教学应该注重以下几个方面：1.语言教学的全面性：在课堂教学中，除了听说读写四种技能外，还要注重文化素养和语言技能的训练，即涉及英语国家的文化、风俗习惯、社会意识、价值观念和宗教信仰等。

同时，教师要引导学生在听说读写的过程中，对所学内容进行深入思考，并与其他同学、教师进行讨论，以培养他们的综合语言素质。

2.语言教学的启发性：在高中英语教学中，教师要避免仅仅关注语言形式的教学，更要注重语言内容的教授。

创新英语教学方法，把握教学重点与难点2023年，随着信息技术的发展和英语教育的普及，英语教学方法也不断发展和创新。

如何把握教学重点与难点，提高英语教学质量，成为英语教师们所关注的主要问题。

一、把握教学重点英语教学的重点在于听说读写四项能力的培养。

在2023年，由于工作压力和智能手机的普及，很多人都缺乏学习英语的时间与空间。

因此，英语教师在授课时应该注重创新，采用趣味性强、互动性强的教学方法，让学生在轻松愉悦的氛围中学习英语。

1、在听力训练上，可以采用英文演讲比赛、英文歌曲欣赏、英文情景对话、英文影视欣赏等多种形式，激发学生学习英语的兴趣。

2、在口语训练上，可以开展英文辩论赛、英文演讲比赛、英文角色扮演等互动形式，通过互动来激发学生学习英语的兴趣。

3、在阅读训练上，可以推广阅读英文原版书籍、阅读英语网站和英文报刊等，让学生自主阅读，提高阅读水平。

4、在写作训练上，可以采用写日记、写作文、写作业等多种形式，让学生通过写作训练，提高自己的语言表达能力。

总之，在教学过程中，要把握学生的兴趣点，引入互动性强的内容，让学生轻松愉悦地学习英语，从而提高英语教学质量。

二、把握教学难点随着英语教学的普及，学习英语的学生水平也不断提高，教师们在教学过程中要把握教学难点，帮助学生攻克难关，提高英语学习效果。

1、语音语调英语教学中，语音语调是一个关键问题。

对于中国学生来说，英语语音语调是一个相对困难的难点。

因此，在教学过程中，教师们应该注意指导学生正确发音、模仿英语原声，帮助学生掌握英语语音语调。

2、语法语义英语教学中，语法和词义的掌握是学生学习英语的重中之重。

在教学过程中，教师们应该注重加强和理解英语的常用词组、固定表达和惯用语。

采用多种教学方式，例如：幻灯片讲解、讲解配合练习，让学生主动学习。

3、综合应用英语学习的最终目标是能够流利地使用英语，因此在教学过程中，教师们应该注重帮助学生发展综合运用英语的能力，例如写作、口语等。

王蔷英语教学法重点王蔷教授的英语教学法是近年来备受推崇的一种教学方法。

它以语言习得理论为依据，通过为学生提供丰富的语言环境和多元化的教学策略，激发学生的学习兴趣和主动性，从而提高其英语水平和应用能力。

王蔷英语教学法强调学生的主体性和教师的主导性。

它认为，学生是语言学习的主体，应该主动参与到语言习得过程中。

而教师则应该扮演引导者和组织者的角色，为学生提供必要的学习资源和指导。

王蔷英语教学法还注重培养学生的语言综合应用能力。

它认为，语言是一种交际工具，学生应该在学习过程中掌握听、说、读、写、译等技能，并将其应用于实际生活中。

王蔷英语教学法认为，创造一个丰富的语言环境是提高学生英语水平的关键。

教师可以通过引入真实的语言材料、组织口语活动、播放英语视频等方式，为学生营造一个浓厚的英语学习氛围。

王蔷英语教学法提倡采用多元化的教学策略，以适应不同学生的学习风格和需求。

例如，教师可以采用小组合作、角色扮演、案例分析等教学方法，激发学生的学习兴趣和主动性。

王蔷英语教学法认为，培养学生的自主学习能力是至关重要的。

教师可以通过引导学生制定学习计划、评估学习成果等方式，帮助学生建立良好的学习习惯和自我管理能力。

王蔷英语教学法在实践中得到了广泛的应用，并取得了显著的效果。

许多研究表明，采用王蔷英语教学法的学生在英语水平和应用能力方面都有明显的提高。

这种教学方法也受到了广大教师和家长的欢迎和认可。

它不仅提高了学生的英语水平，还培养了他们的团队协作能力和自主学习能力。

王蔷英语教学法是一种先进、实用的教学方法。

它通过创造丰富的语言环境和多元化的教学策略，激发学生的学习热情和主动性，从而提高学生的英语水平和应用能力。

在未来的教育实践中，我们应该进一步探索和应用这种优秀的教学方法，为学生的全面发展提供更好的支持。

《英语教学法》是教育部普通高等教育“十一五”国家级规划教材，也是高等教育社的一本教材。

该教材的作者是王蔷教授，她是中国著名的英语教学法专家，拥有丰富的教学经验和深厚的学术背景。

重点小学英语核心素养教学方法1.激发学生学习英语的兴趣和动力：教师可以通过多媒体教学、实践活动等方式，创设活泼有趣的学习环境，激发学生对英语学习的兴趣和动力。

2.提供真实、有意义的语言输入：教师可以利用英语原版绘本、英文歌曲等形式，向学生提供真实、有意义的语言输入，帮助学生感受和理解英语语言的自然运用。

3.强调听说能力的培养：教师可以通过听力训练、情景对话、角色扮演等方式，培养学生的听说能力。

通过反复听、模仿、表达等活动，让学生逐渐掌握英语的基本语言单元和语调规律。

4.注重阅读与写作能力的培养：教师可以选择适合学生阅读的英文故事、文章等材料，通过阅读理解、推理思考等活动，培养学生的阅读和写作能力。

教师还可以通过写作练习、作文指导等方式，帮助学生提高英语的书面表达能力。

5.促进语言输出与应用：教师可以利用角色扮演、小组合作等形式，引导学生运用所学的英语知识进行实际对话、口语表达等活动，促进学生的语言输出和应用能力。

6.融入跨学科教学：教师可以将英语与其他学科进行融合，例如通过英文读物了解科学知识、利用英语进行数学计算等，帮助学生在跨学科学习中综合运用英语。

7.提供个性化教学支持：教师可以针对学生的个别差异，提供个性化教学支持。

例如，通过分层教学、小组合作、辅导补习等方式，帮助学生按照自己的学习进度和能力发展。

8.倡导自主学习与合作学习：教师可以鼓励学生进行自主学习和合作学习。

例如，引导学生制定学习计划、进行学习小组合作、自主查找学习资料等，培养学生的学习自觉性和合作精神。

9.创设评价反馈机制：教师可以根据学生的学习表现，及时给予评价和反馈，帮助学生发现自身的问题，并提出相应的改进建议。

同时，教师还可以通过定期考试、学业竞赛等形式，激发学生的学习动力和提高学习效果。

10.培养学习策略和学习习惯：教师可以引导学生培养良好的学习策略和学习习惯，如合理安排学习时间、制定学习目标、积极参与课堂活动等，帮助学生养成有效的学习方法和习惯。

英语教学法教材
英语教学法和教材是英语教学中非常重要的两个方面。

下面我将简要介绍一些常见的英语教学法和常用的教材。

1. 英语教学法：
- 交际法（Communicative Approach）：侧重于培养学生在真实语境中运用英语进行交际的能力，注重学生的听说读写全面发展。

- 任务型教学法（Task-Based Language Teaching）：通过学生完成真实的任务来促进语言学习，提供实践机会和情境。

- 听说法（Audiolingual Method）：强调听和说的训练，通过模仿和重复练习来提高口语表达能力。

- 全语言教学法（Total Physical Response）：强调通过动作和身体语言与语言结合，以自然而有趣的方式进行语言学习。

- 个别化教学法（Individualized Instruction）：根据学生的个体差异和学习需求，灵活地调整教学内容和方法。

2. 英语教材：
- 国际英语教材：例如《New Headway》，《Interchange》，《English File》等，这些教材追求全球通用的英语标准，适用于国际交流和考试准备。

- 大学英语教材：例如《新编大学英语》，《剑桥大学四级考试》等，这些教材旨在提高学生的英语能力，涵盖听说读写各个方面。

- 职业英语教材：例如《Business English》，《English for
Specific Purposes》等，这些教材侧重于特定行业或职业领域的英语应用。

- 儿童英语教材：例如《儿童英语》，《小学英语》等，这些教材通过游戏、歌曲和趣味练习等方式激发孩子对英语学习的兴趣。

王蔷《英语教学法教程》知识点单元重点归纳Unit 1Knowledge:sth that can be learnedSkills:sth that only can be gained through practice or training,Language skills:listening, speaking, reading and writingLanguage is a system of arbitrary vocal symbols used for human communication。

Views on language：1、Structural view （language competence）—The founder：Saussure—The structural view of language sees language as a linguistic system made up of various subsystems：1、the sound system（phonology）2、sound combinations（morphology）3、meaning for communication（syntax）—Learning the language is to learn the structural items，study the inner structure and rule of language，ignore the social functions of the language。

2 、Functional view—Representative：Johnson、marrow、swain canal (the core: grammar)—The function view not only sees language as a linguistic system but also a means for doing things—Learners learn a language in order to be able to doing things with itUse the linguistic structure to express functions3、Interactional view （communicative competence）—Emphasis：appropriateness—Language is a communicative tool，which main use is to build up and maintain social relations between people —Learners need to know the rules for using the language in certain context—The structural view limits knowing a language to knowing its structural rules and vocabularyLanguage teacher qualifications：1、a good command of spoken and written language2、formulate theory presupposition3、language background and experience4、know how languages are learnt5、the ability to use methods in various situations6、deep understanding of cultural background7、understanding the principles of teachingThese elements can be categorized into three groups：ethic devotion，professional qualities and personal stylesView on language learning1. Psycholinguistic: the relationship between language and thinking.1)Thinking in language2)Language is necessary for thought.3)Language acquisition(语⾔习得)4)Learners in their earlier years acquire control over essential structure of their languagewithout special teaching and learning in a effortless and almost an unconscious way (like the formation of a habit) people prefer first language acquisition to first language learning.2.Cognitive theory: the rule for people to aware to cognize sth.Cognitive processes:Process: input----absorb----outputLanguage learning is not just stimulate-reflection, but the using of oursubjective capabilities, the using of our cognitive ability to think the language and studying it actively.3. Constructivist theory: learning is a process of meaning construction based on learner?s own knowledge and experience. S ----------AT------------R(刺激) (反应)Stimulus: assimilatio n ①and accommodatio n②①把外部知识纳⼊⾃⾝②纳⼊⾃⾝后也不相符，就要对原有知识进⾏改变，也就是⼀种原有知道和外部知识保持联系的创新的过程。