第一篇：英语教学法总结
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 2 The 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 student’s 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 language discourse competence: strategic competence
fluency.In communicative classroom, a great deal of time is spent on managing learning, setting up activities, organizing resources, guiding student’s 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 one’s 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 planning Principles for good language : aim, variety, flexibility, learnability, linkage
Components of a lesson plan
1、background information Students: 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 one’s 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 structures
4、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-listening
6、Assignments
7、Teacher’s after-lesson reflection
Unit 7 grammar Deductive inductive Grammar practice: mechanical practice Communicative practice
Unit 8 teaching vocabulary Connotative: the primary meaning of a term.name
Denotative: having the power of implying or suggesting something.Dog animal loyalty and friendship Collocations: a group of words in a sentence.Look at a picture, see a movie Synonyms: a word or expression is the same as another word or expression.Big huge Antonyms: a word that expresses an opposite meaning to another word, big small Homonym上下位关系: words which can be grouped together under the same super-ordinate concept.Fruit apple orange Receptive vocabulary: a word that one is able to comprehend in reading and listening, but can not use it in speaking and writing Productive vocabulary: a word that one is able to comprehend and use in speaking and writing
Developing vocabulary learning strategies
1、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 listening pre-listening: teacher helps students prepare to listen.Predicting, setting the scene, listening for the gist, listening for specific information, summary on pre-listening activities While-listening:let students listen to the text and help them understand it.Listen and tick.No specific responses Post-listening: students integrate what they learned from the text into their existing knowledge to finish listening questions
Unit 10 teaching speaking Speaking is a skill, one can only improve speaking by speaking more.Although the teacher’s talk can be good models and useful input, it is best to keep the teacher’s talk at a minimum level.The goal of speaking activities is to maximize students opportunity to speak.Speaking activities:
Information-gap activities: student’s 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 student’s card’s 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 student’s lives.Change the story Human scrabble
Unit 11 teaching reading
1、How to read effectively? Have a clear purpose in reading Read silently Perceive the information in the target language rather than mentally translate Read phrase by phrase, rather than word by word Guess the meaning of the new words form the context, or ignore them Have and use background information to help understand the text
Concentrate on the important bits, skim the rest and skip the insignificant parts Use different speeds and strategies for different reading tasks
2、interactive model: an interactive process does not only involve the text but also the reader’s 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-reading
Sight 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 student’s 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 assessment Methods for assessment Summative assessment: it is mainly based on testing.It is done at the end of a learning period or the end of a school year.It can reveal some problems about teacher’s teaching and student’s learning , but the student’s ability and achievements in learning are not measurable in terms of one single test.formative assessment: it is based on student’s information collected in the classroom during the learning period.This type of assessment will provide more information on students’ learning and will be more useful for teachers to adjust their teaching.Teacher’s observation: very often the teacher’s observation of the learner’s performance and achievement can be quite accurate and fair.Self-assessment: students are able make quite accurate assessment of their own achievements Peer assessment: student’s are involve in assessing each others work.This will give them a sense of responsibility in learning and an opportunity to become more aware of their own learning.Portfolio: a portfolio is a collection of student’s learning records and an evidence of students skills, abilities and attitudes related to their study.
第二篇：英语快乐教学法总结
英语快乐教学法总结
梁海艳
小学英语教学面向的教育对象是小学生，小学生的年龄特点是好奇心强，活泼好动，如果采用传统的课堂教学方式，势必会减弱学生的学习兴趣，而“快乐教学”正是基于“快乐”的理念，充分调动师生的积极性，使教师乐教，学生乐学，在师生融洽合作的气氛中，使全体学生得到和谐全面的发展的教学，对提高学生英语学习兴趣起到了重要作用。
在小学英语课程的学习中,英语教师作为实施英语新课程的主体,应学会如何巧妙地寓英语学习于生活体验之中,变固定的模式为灵活的模式,变传统的教学方法为科学的教学方法,遵循学生的认知规律,从而改变学生的学习和思维方式,释放学生的创造潜能,让学生在学习的过程中感受英语的魅力,开发学生的思维能力,磨砺学生的意志,陶冶学生的情操,发展学生的个性。
一、快乐地导入
古人曰：“未见意趣，必不乐学。”兴趣是激发学生进取的重要心理因素。新课的导入要像磁铁一样牢牢吸引学生的注意力，使学生产生强烈的求知欲，为课堂教学营造良好的学习氛围。导入新课的活动的内容要与学生的生活、学习密切相关，让学生能根据自己的实际情况来回答。活动的形式要有趣并多样化，能让学生感受到其中的乐趣，从而积极参与。所以，教师要与时俱进，关注时事，在设计活动时要认真钻研教材，把活动内容和课堂教学内容较好地衔接起来，为课堂教学的作铺垫。
1．歌谣导入法。音乐可以陶冶性情，提高素养，激发兴趣，营造轻松愉快的学习气氛，是最受学生喜爱的活动形式之一。如在 <
2．谈话导入法。英语作为一门工具语言，其最终目的是为了交际。课堂开始时，我常采用free talk开展师生问答或让学生间互相对话，这样既缓解了学生紧张情绪又培养了学生的说话能力。
3情景导入法。直观的画面和真实的情景能给学生身临其境的感觉，情景导入的内容应与学生生活密切相关，唤起学生相关的生活经验和知识背景，让学生感到有话想说，有话能说。如在教What can you do?时，我事先安排让一位学生在课堂上扮演机器人，作出相应动作让其他学生猜，从而学习clean，cook，sweep等新单词。除此之外，教师还可采用复习导人法，直观导入法，故事导入，关键事件导入等方法，激发学生兴趣，提高课堂教学效果。
二、快乐的体验
学生学习英语离不开自己的体验，感悟和内化。在教学过程中，成功的体验是学生快乐学习的基础与动力。学习的成功率越高，学习的兴趣就越浓，学习效率也越高。因此，教师必须做到：
1．提高教学艺术，为学生建立体验成功的平台。英语教学艺术的内涵有三点，一为“准”，即要把握住教学的目标与要求，二为“优”，即教法要优，选择最佳的教学方法，吸引学生投入学习，三为“实”，强调从学生实际出发，把调动不同层次学生的学习积极性落到实处。寄予期望，增加学生成功的信心。“皮革马利翁效应”指的就是教师期望对学生学习的巨大影响。如果学生从教师那里得到的总是肯定鼓励性的反馈，他就能加倍努力，将教师对它的期望内化为学习上的动力，久之，提高了学习自信心，收获了成功的喜悦。作为教师要善于从每个学生身上捕捉闪光点，让学生正确认识到自身的价值，从而增强自我效能感。
2．分层教学，为每个学生提供成功的机会。快乐教学力求重视学生心理和情感上的平等，给每一位学生创设体验成功的机会。这需要教师运用分层教学方法，因材施教，让好中差三个层次的学生都有机会与成功握手，从而促进每个学生的发展。例如，在进行课堂提问时，我事先准备了难易不同的问题，对层次不同的学生提问难易有异的问题，尤其是对后进生提供机会，适时点拨，让他们也能拥有享受成功的快乐。
三、快乐地摆脱中式英语
在英语教学中，我们经常会发现学生的英语表达不地道，有很多中文式英语（Chinglish）,比如“房子前有一棵树”这句话应为“There is a tree in front of the house ”,或用倒装“In front of the house stands a tree ”,而我们的学生很容易上厂说成“In front of the house has a tree ”这样的句子。这不禁让我想起了一个笑话：一位中国留学生在美国遭遇抢劫时，毫无惧色，将一个经典的“要钱没有，要命一条”说成“Money, no！Life ,one!”我还曾听到学生们之间流传的一句“励志名言”：“Good, good, study;Day, day, up!”乍一听觉得摸不着头脑，直译之后方明白乃“好好学习，天天向上”之意，不禁咋舌。如何摆脱Chinglish？我们可以要求学生看一些英语原声版的电影、哼唱一些英文歌曲、听录音模仿等，让他们在不知不觉“耳濡目染”，英语思维也就慢慢建立起来了。一首好的歌曲让人浮想联翩、回味无穷。教英文歌曲非常有利于帮助学生摆脱中式英语。需注意教英文歌曲时启发引导学生怎样用优美的旋律和和谐的节奏充分表现出其意境。在学唱之前可要求学生朗读、抄写、理解歌词，达到掌握词汇和句型的目的。在课间娱乐或外出活动时，学生们会不自觉地唱起课堂上学的英文歌曲。通过学唱英语歌曲，学生会获得一些听说技巧，如连读、弱读、失去爆破等，培养英语语感，理解和掌握语境。
四、快乐地记单词
想学好英语，单词是基础。有了一定的词汇量，听说读写的难度便会降低。而记单词是学生们最烦恼的事，他们认为英语单词单调、乏味、抽象。因此，我们要帮助学生掌握生动、有趣的单词记忆方法。如拼读法、谐音记忆法、构词记忆法、象形表意记忆、分类记忆等。其中，联想记忆法是最受欢迎的。比如记忆，family就是由六个单词father,and,mother,I,love,you的开头字母组成的，表示我爱我家；news是由north,east,west,south四个单词的首字母组成，……
五、快乐的评价
学生最大的快乐在于经过努力而获得成功，成功的学习再受到老师积极的评价能推动学生进一步提高学习的兴趣。评价作为英语教学活动中一个重要的组成部分，是实现课程目标的重要保障。而快乐评价以“关注学生个体全面和谐地发展”“用发展的眼光看待每一个学生”为指导思想，重在帮助学生发现与发展潜能，认识自我、展示自我，促进学生全面发展。具体做法有：
1．分层评价。鼓励为主。学生之间存在个体差异，作为英语教师要针对不同层次的学生开展评价。根据“最近发展区”理论，只要学生努力了，进步了都是成功，都该值得肯定。传统评价是教师单向的评价，学生处于被动地位，而多元评价，可以让学生也参与到评价中去。如课堂上让学生点评某位同学的回答或者小组讨论某个回答正确与否等形式，不仅调动了学生学习的积极性，有利于培养快乐的心态，也真正让课堂回归于学生，发挥学生的主体作用。
2．多次评价，体验成功。学生都希望得到赞扬与鼓励，都希望获得成功，如果因为一次失败就受到批评，会使他们变得心灰意冷。因此，课堂上教师要以鼓励评价为主，开展多次评价，让每个受到挫折的学生都有再次获得成功的机会。例如，在学生回答有误时，我这样说道：Good，but….或者说：Well，think it over。等他再次举手发言时，要毫不吝啬地给他第二次机会，如此可以养成学生自省反思的好习惯。
总之，在中学英语教学中，教师要充分挖掘教学中的各种非常规教学手段，使快乐因子贯穿于整个教学活动中，使其从呆板的知识传授变成一种美的享受，一种美的渗透。正如有句话说的好，生活中不缺少快乐，缺少的是发现、是制造。让我们去做快乐的制造者吧！制造更多的快乐给别人，给你的学生，让他们在快乐中学习，在快乐中成长，你也因此会更加快乐！
第三篇：英语教学法
英语教学法
一、判断题（共 27 道试题，共 54 分。）V
1.在外语学习中兴趣是激发学生求知欲、推动他们探究和学习、获取语言知识和技能的动因。
A.错误
B.正确
满分：2分
2.提倡研究性学习就是要改变传统的接受性学习的学习方式。
A.错误
B.正确
满分：2分
3.日常记录指的是记录学生学习过程或反应的非正式笔记，一般通过直接观察记录下来。
A.错误
B.正确
满分：2分
4.阅读教学的最终目的是培养学生的朗读能力。
A.错误
B.正确
满分：2分
5.一位老师给学生辅导答疑，一讲再讲，学生说懂了。但过了不久，教师发现他还没懂。这位老师未加以询问，就急着再讲了一遍。
A.错误
B.正确
满分：2分
6.元认知策略是对自己的学习活动进行调控管理的策略。
A.错误
B.正确
满分：2分
7.外语教学问题单纯是教学方法的问题，只要找到理想的方法，外语教学的问题就可迎刃而解。
A.错误
B.正确
8.英语教学的目的只是学好英语基础知识和基本技能，掌握这个工具。
A.错误
B.正确
9.合作学习过程中并不排斥竞争
。A.错误
B.正确
10.语言与文化密不可分，语言有很丰富的文化内涵； 英语学习中有许多跨文化交际的因素
A.错误
B.正确
11.学习策略是学生理解、学习新材料和运用语言时的思维和行为。
A.错误
B.正确
12.语法从描写的对象看，可以分为教学语法、参考语法以及语言学语法。
A.错误
B.正确
13.一次测试的信度系数约为0.75，说明这次测试的信度是不可取的。
A.错误
B.正确
满分：2分
14.及时复习巩固英语词汇是防止或减少遗忘的好方法。
A.错误
B.正确
满分：2分
15.外语教学包含两个层次，一是让学生了解语言知识，二是语言性练习。
A.错误
B.正确
16.对学生应该积极引导，提高学习兴趣。
A.错误
B.正确
17.英语教学 是实施素质教育的重要内容和手段之一
A.错误
B.正确
18.交际策略是学生为了争取更多的交际机会、维持交际以及提高交际效果而采取的策略。
A.错误
B.正确
19.语篇阅读是信息型阅读，它不是阅读单词和单句，而是对语篇整体的把握。通过阅读把握文章的结构脉络，分析主要信息，归纳主题大意。
A.错误
B.正确
20.英语教学只是和外语测试关系密切，而与应用语言学、语用学和心理语言学没有多大关系。
A.错误
B.正确
满分：2分
21.外语教学法的各种流派的方法体系都有各自相对的优点和缺点。我们只要采取一种流派的方法就是外语教学的最佳方法。
A.错误
B.正确
满分：2分
22.根据阅读的技巧，阅读有 跳读、掠读 和细读 之分。
A.错误
B.正确
满分：2分
23.元认知知识指的是个体对于认知活动进行调节的能力。
A.错误
B.正确
24.“场独立型” 的学生在学习上独立性较强，喜欢与人交往，是感性的学生。
A.错误
B.正确
25.既然提倡“自主学习”，就应该给学生更多的活动空间，老师就没有必要参与学生的活动。A.错误
B.正确
满分：2分
26.口语教学 要兼顾流利性和准确性。
A.错误
B.正确
满分：2分
27.情感具有 激智功能、动力功能、调节功能、感染功能和移情 功能。
A.错误
B.正确
满分：2分
1.()tell you what you should use in order to produce accurate utterances
.A.The descriptive grammar
B.The prescriptive grammar
C.The traditional grammar
满分：2分
2.对于不读书、上课不听课乃至离家出走的学生，你的看法和对策是：
A.这类学生受到家庭和社会的影响，已经“定型”，只要不出大事，能维持到毕业就行了
B.老师费尽心机做工作，好不到几天又故态复萌，这些学生最好回家或转走
C.这些学生因为学习差，染上了不良习惯，父母不爱，同学不喜欢，老师要多爱他们，理解他们的难处，坚持关心、帮助他们
D.联系家长对他们每天的生活言行严加管束
满分：2分
3.Which of the following is focused on writing ?
A.Labeling pictures according to their contents.B.Sequencing the pictures according to the story.C.Matching the pictures with the headings.D.Commenting on the pictures.满分：2分
4.Which of the following should we examine if we want to assess the students' intrapersonal intelligence ?
A.Performance in a discussion.B.Posters.C.Learning diaries.D.Performance in an interview.5.Which of the following activity is most demanding?
A.list what you can buy at a supermarket
B.list what you can buy at a supermarket in five minutes
C.list at least 15 things in you can buy at a supermarket in five minutes
6.Which of the following can help train speaking ?
A.Listen and follow instructions.B.Simon says.C.Pairs finding.D.Match captions with pictures.7.What should a required lesson plan look like?
A.a copy of explanation of words and structures
B.a timetable for activities
C.transcribed procedure of classroom instruction
8.We need to create education standards that prepare our next generation who will be（）with an even more competitive market.A.tackled
B.encountered
C.dealt
D.confronted
9.Which of the following activities can be used at the practice stage of vocabulary instruction ?
A.Completion exercises.B.Reading to discover the meaning of words.C.Cross-word puzzles.D.Teacher explaining the usage of words.满分：2分
10.When should the teacher issue the instruction?
A.as soon as class begins
B.when students’ attention is directed to the teacher
C.when class is silent
满分：2分
11.Which of the following is a communication game ?
A.Bingo.B.Word chain.C.Rearranging and describing.D.Cross-word puzzle.满分：2分
12.Which of the following activities can best motivate junior learners?
A.games
B.recitation
C.role-play of dialogues
满分：2分
13.The purpose of the outline is to enable the students to have a clear organization of ideas and a structure that can guide them().A.in the actual writing
B.in free writing
C.in controlled writing
满分：2分
14.It is easier for students to remember new words if they are designed in()and if they are and again and again in()situations and contexts.A.context, same
B.context, different
C.concept, difficult
满分：2分
15.To help students understand the structure of a text and sentence sequencing, we could use()for students to rearrange the sentences in the right order.A.cohesive devices
B.a coherent text
C.scrambled sentences
满分：2分
16.What type of intelligence is cooperative learning best suited for ?
A.Interpersonal intelligence.B.Intrapersonal intelligence.C.Logical intelligence.D.Linguistic intelligence.满分：2分
17.Which of the following belongs to learning outcomes ?
A.Role-plays
B.Sequencing pictures
C.Surveys
D.Worksheets.满分：2分
18.What“s the teacher doing by saying” Who wants to have a try?“ ?
A.Controlling discipline.B.Giving prompt.C.Evaluating students” work.D.Directing students~ attention to the lesson.满分：2分
三、多选题（共 5 道试题，共 10 分。）V
1.在中学各科教学中，历史、地理有时要记住外国的 国名、地名，理化、生物课有时要解释外国术语，汉语知识尤其与英语教学相关。从英语教学角度说，可以采取的措施
A.不管，让学生获各科教使自己去解决
B.在英语教学中加入一些别科需用的内容
C.相关教师联合讨论，进行“科际联系”
D.利用课外时间开设学习英语专有名词、术语、英汉对比等讲座，让学生选听满分：2分
2.课堂教学中全班学生突然十分安静，学习活动（听说读写）也不活跃。这时你认为是哪些情况的反映：
A.学生疲倦了，需要来点儿唱歌之类的活动振奋一下
B.学生都遇到困难，需要改变教学内容或活动方法
C.学生缺乏活动的语言材料，需要帮助解决
D.学生全都学得很好，需要加快速度
满分：2分
3.以下属于合作法的组织策略有 :
A.积极的互赖策略
B.编组策略
C.社交技能策略
D.责任制策略
E.调整焦虑策略
满分：2分
4.教会学生学习是新世纪各科教学的共同要求，英语教师必须向学生介绍学习方法。你认为应当怎样介绍 ：
A.教一种语言项目/材料，同时介绍学习该项目的方法
B.随着教学的进展介绍英语学习的特殊方法，如记词方法，听音方法
C.介绍同班优生的学习方法
D.介绍教师最欣赏的学习方法并要求学生采用
满分：2分
5.英语教师在课堂教学活动中必须掌握教学活动动态的发展情况，以采取恰当的对应措施而提高教学成效。掌握教学动态主要通过多方面的观察 ：
A.观察学生的活动
B.观察面部表情和情绪
C.观察教学过程是否顺畅
D.观察学生是否认真地记录教师讲解
满分：2分
第四篇：英语教学法
英语教学法
1、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够运用言语进行交流，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。
2、游戏教学法：用游戏形式复习单词、句型，练习新语言点，使学生寓学于乐，在活泼、轻忪、愉快的气氛中自然而然地获得英语知识与技能。游戏要求简短易行，有趣味，而且要与本课教学内容紧密相关。
3、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。
4、动作教学法：在低年级英语教学中，用具体形象的手势、动作来辅助英语学习，激发学生学习兴趣，提高学习效果。
5、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。
6、三位一体教学法：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进行教学的方法。
7、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。
8、全身反应法：调动学生的感觉器官，让学生通过全身各个部位的不同动作达到记忆的目的。
9、合作学习法：让学生通过参加Pair work和group work活动，给学生练习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。以上材料仅供参考，不过我还是建议你感觉一下英语ing的英语教学方式，看一看他的教学模式，对你应该很有帮助的。
11、母语教学法/直接教授法——Direct Method：顾名思义，就是直接用英语教学，而不以本身的母语为媒介的一种方法。那么既然有直接教授法，那肯定就有间接教授法，举一个最简单的例子，就可以看出他们直接的区别，给一个美国孩子和一个中国孩子看苹果的图片，美国孩子能脱口而出apple，而中国孩子呢？他脱口而出的是苹果，而不是apple, 是因为他先要在脑子里把图片转化成语言，再把母语转换成英语，用时明显要长于美国孩子，这就是直接教授法或者成为母语教授法最直接的区别。而美华少儿英语所使用的母语教学法，就是让孩子在完全浸入式纯英语的环境中，使用全英语进行对话和交流，从而培养孩子听、说、读、写的能力，培养纯正的语感和发音，让学生象掌握母语一样掌握英语的综合能力，让孩子成为英语的主人。
12、全身肢体反应法——TPR(Total physical Response)：倡导把语言和行为联系在一起，通过肢体动作来教学的一种方法。它强调培养儿童听、观察和理解并即时通过肢体动作做出反应的能力。全身肢体反应法有一个最直接的优点是：孩子可以一边学习一边运动，有利于开发孩子的运动智能。TPR一般用于教授动作，运动，动物等容易模仿的内容。例：stand up/sit down.13、交际式语言教授法/交流式——CLT(Communication Language Teaching Method)：它的核心内容是“用语言去学”（using language to learn)和“学会用语言”(learning to use language)，其教学的最终目的是让学生获得足够的交际能力。在课堂学习中，学生在多数情况下处于某种”交流”,”讨论”的场景中，其优点是：第一，它更易于培养学生的听、说、读、写能力。第二，它给了学生更多运用英语表达自己的机会。第三，它更能激起学生学习英语的兴趣。第四，它更能锻炼学生综合运用语言的能力。
14、情境建构教学法——Situational Language Teaching：充分利用形象，创设典型场景，激起学生的学习情绪，把认知活动和情感活动结合起来的一种教学模式。他的途径有：1）生活展现情境；2）实物演示情境；3）图画再现情境；4）音乐渲染情境：5）表演体会情境；6）语言描述情境。
15、自然拼音法——Phonics：就是根据语言发音的自然规则归纳而成的一种学习方法；它与传统英语学习法相比，效率至少提高三倍，它只须学习103个基础发音，从语音入手，让学习者对英语建立直觉音感，直接学习字母及字母组合在单词中的发音规则，通过潜移默化的教育方法和长期不懈地学习和练习，培养学生举一反三的思考能力，就能让所有学习者见词能读、听音能写。它避开了让孩子学习音标的烦恼，自然拼音学习法不仅不排斥“音标”，相反的还是学习“音标”的最佳前奏曲，更是英语入门的利器。
16、视听法——Audio-lingual Method ：来源于直接法和听说法，利用视听结合手段而形成的一种教学法,强调在一定情境中听觉感知（录音）与视觉（图片影视）感知相结合。视听法的主要特征表现在以下5个方面：(1)语言和情景紧密结合。(2)重视口语教学，认为口语是教学的基础。(3)重视句型教学，强调通过情景操练句型，使学生掌握在一定场合常用的成套生活用语。(4)日常生活情景对话是教学的中心。(5)排除母语和文字作为中介，直接用外语进行释义和练习。其主要优点:(1)调动了多种感官的功能，有利于培养语感；(2)直接建立外语和客观事物的直接联系，有利于培养学生用外语思维的能力。
第五篇：英语教学法
期末作业考核
《英语教学法》
满分100分
I.Fill in the blanks.（每题1分，共29分）
_(1)in the English language.The importance of being a good _(2)for students to imitate, to follow and to learn from either consciously or subconsciously.Second, a good command of English endows a teacher(3).From this emerges the third point.A teacher can attract students immediately
with his or her good English.When admiration is established, students tend to believe in the teacher, __(4)with the teacher, and behave well in class activities.The last point is that good English empowers the __(5)class well, try new methods and adapt his or her teaching at any time.2.a.Writing is the result of _(6)to manage the composing which is generating selecting appropriate language, making a draft, reading and（12）
b.To organize and connect information, there are two criteria: __(13)and ___(14).To be plays a central role in improving writing.c.writing is a process of ___(18)and ___(19)._(25).e.is the core of writing.Reading for ideas is a gradual job.Large amount of reading _(29)and organizes ideas.II.Explain the following terms。（每题5分，共35分）
1.Teacher as a language analyst
2.Error analysis
3.Grammar: form and function
4.Syllable, Open syllable and Closed syllable
5.Writing genre
6.Curriculum and syllabus
7.Kinds of tests and testing
III.Open questions.（每题9分 共36分）
1.Choose some vocabulary items from the textbook you are teaching or going to teach and design three activities for presentation and three for practice.2.What are the characteristics of good grammar presentation?
3.What are the four approaches to promoting reflection?
4.What are the methods and techniques used in action research?
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