英语教学法实践课总结[五篇模版]

第一篇：英语教学法实践课总结

“英语教学法”实践课总结

“英语教学法”课程是英语专业本科（教育方向）的学生第三学期起开设的一门必选课。该课程以教授基本的教学理论为切入点，最重要的是帮助学生将教学理论运用到实际教学活动中。

结合该课程的特点，在这门课程的教学过程中，我们每个学期都用课程总学时的30％组织实践课程。本学期，实践课的安排尤其丰富。

1． 到教育学院听专家讲座。我们安排了两次教学方法的专家讲座，聘请了具备外国专家资格的加拿大教师Ken就如何更好地教授听力课和口语课进行了两次讲座，从英语的本土语言者的角度把教学法的具体运用和教学实践结合到一起，使同学们受益匪浅。

2． 到实践基地进行实践。本学期的实践活动安排在三个小学，分别是大连市试验小学，大连市五四路小学，大连市解放小学。活动的具体内容是由我校学生上公开课，同时由其他同学听课评课。这类活动实用性很强，对于正在当英语教师的学生而言是个交流的好机会，对于从未当过老师的同学而言，更是起到了画龙点睛的作用。

这门课程的实践的实用意义之一还在于它也是学生进行毕业论文的选题指导之一。英语专业的本科毕业论文是进行教学设计，在公开课上的一些想法和疑问正为学生的论文开题提供了思路，鼓励了他们的教学法研讨。

在这门课程未来的教学中，我们将更灵活，更多样地组织各类实践活动。

第二篇：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.

第三篇：英语教学法结课教案

Background information

Students: 40 junior high school students, Grade 1

Teaching objectives: By the end of the lesson, students should be able to : 1.Knowledge aims: a).Learn the new words

b).Identify different family members and make introduction to classmates.2.Ability aims:

a).Communicative ability, teach students to greet suitably and to introduce one’s friends or family members.b)Be able to use what they learned to describe what they can do and give responses.c).Be able to use the language they learned to finish a dialogue and a short passage.Teaching content:

New vocabulary Structures : This is my / his / her……..These are my / his / her………

That is my / his / her……..Those are my / his / her ……….Teaching aids：Blackboard, PPT, Pictures Teaching procedures: Step1.Review

1.Have a casual chat with students, including these questions:

Do you have a family? Is your family a big family or a small one? How many people are there in your family ? Who are they? So that the teacher can lead to the subject of this unit.2.Teach the new words.Ask the students to read all of the new words before teaching.Students read words, so that the teacher can find out their mistakes in phonetics and then correct.3.As for the spelling of the new words, there are some in which students always have difficulty.Step2.Speaking 1.Ask students to read the dialogue in this part by themselves twice and correct their mistakes in phonetics.2.Direct them to play the role in order to be familiar with the structure of the dialogue.3.Guide students to use some similar words, similar sentences to replace the dialogue, making another dialogue of their own.Step3.Task, a guessing game Show some pictures and let the students tell what it is.Homework: 1.Make a dialogue: Introduce your friend to your family and introduce your family members to your friend.2.Copy the new words for five times.3.Recite the new words.Teaching Reflection:

第四篇：教学法的实践总结

英语专业教学法实践总结

学校的这次教学法实践活动真的是一次叫学生从中得到好多裨益的活动，在活动中我锻炼了自己家的临场发挥能力，教学教具准备和在课堂上的展示的多项技能！我从中收获很大，于是写成总结与大家分享。

就整体来说，自己的这次教学实践做的还是很不错的。我是个很幽默的人，枯燥乏味的知识在我的讲解中变的那么有趣，同学们掌握的很扎实，老师也向我头来赞许的目光，我心理真的很美。真的是觉得自己付出了就会有收获。

我因为是第一次去上讲台去讲课，肯定也会有很多的缺点和不足，在此记录下来，与大家共勉。

（1）对于上课的总体的流程把握的不是太好，有些该强调的知识点，我一带而过，而一些次重点的知识，我稍显罗索。

（2）本人的字迹连我自己都不敢恭维，我觉得我很有必要去好好练字，这是我们每个人的第一面孔，我这样的字迹真的很逊。

（3）声音要具有感染力就好了，（4）对一些开小差的同学要适当的引导。

（5）在讲解知识重点的时候要分清主次。

现在来说下我自己在这次实践活动后的一点感受把。

在课程的准备阶段，我听取同学们的意见，结合自己的心得体会，觉得作为一个好老师，不但要对基本的专业知识有深刻熟练的把握，还要对教学实践，更重要的是弄清楚考试与课堂教学的关系并将其应用的实际教学中去，这才是开设这么课程的初衷吧！

第五篇：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 <>时，一上课我就开始放歌曲，让学生迅速进入了英语学习的氛围中；歌谣有节奏有韵律，语言精练，富有动感，也深受学生喜爱。

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！