第一篇：英語教學法實踐課總結

“英語教學法”實踐課總結

“英語教學法”課程是英語專業本科（教育方向）的學生第三學期起開設的一門必選課。該課程以教授基本的教學理論為切入點，最重要的是幫助學生將教學理論運用到實際教學活動中。

結合該課程的特點，在這門課程的教學過程中，我們每個學期都用課程總學時的30％組織實踐課程。本學期，實踐課的安排尤其豐富。

1． 到教育學院聽專家講座。我們安排了兩次教學方法的專家講座，聘請了具備外國專家資格的加拿大教師Ken就如何更好地教授聽力課和口語課進行了兩次講座，從英語的本土語言者的角度把教學法的具體運用和教學實踐結合到一起，使同學們受益匪淺。

2． 到實踐基地進行實踐。本學期的實踐活動安排在三個小學，分別是大連市試驗小學，大連市五四路小學，大連市解放小學。活動的具體內容是由我校學生上公開課，同時由其他同學聽課評課。這類活動實用性很強，對于正在當英語教師的學生而言是個交流的好機會，對于從未當過老師的同學而言，更是起到了畫龍點睛的作用。

這門課程的實踐的實用意義之一還在于它也是學生進行畢業論文的選題指導之一。英語專業的本科畢業論文是進行教學設計，在公開課上的一些想法和疑問正為學生的論文開題提供了思路，鼓勵了他們的教學法研討。

在這門課程未來的教學中，我們將更靈活，更多樣地組織各類實踐活動。

第二篇：英語教學法總結

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 什么是五維教學目標

By the end of the lesson, students should be able to :

1、說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

寫write a list of safety rules for the school 策略use interview strategies to find out information and take notes 情感態度價值觀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上下位關系: 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：英語教學法結課教案

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：教學法的實踐總結

英語專業教學法實踐總結

學校的這次教學法實踐活動真的是一次叫學生從中得到好多裨益的活動，在活動中我鍛煉了自己家的臨場發揮能力，教學教具準備和在課堂上的展示的多項技能！我從中收獲很大，于是寫成總結與大家分享。

就整體來說，自己的這次教學實踐做的還是很不錯的。我是個很幽默的人，枯燥乏味的知識在我的講解中變的那么有趣，同學們掌握的很扎實，老師也向我頭來贊許的目光，我心理真的很美。真的是覺得自己付出了就會有收獲。

我因為是第一次去上講臺去講課，肯定也會有很多的缺點和不足，在此記錄下來，與大家共勉。

（1）對于上課的總體的流程把握的不是太好，有些該強調的知識點，我一帶而過，而一些次重點的知識，我稍顯羅索。

（2）本人的字跡連我自己都不敢恭維，我覺得我很有必要去好好練字，這是我們每個人的第一面孔，我這樣的字跡真的很遜。

（3）聲音要具有感染力就好了，（4）對一些開小差的同學要適當的引導。

（5）在講解知識重點的時候要分清主次。

現在來說下我自己在這次實踐活動后的一點感受把。

在課程的準備階段，我聽取同學們的意見，結合自己的心得體會，覺得作為一個好老師，不但要對基本的專業知識有深刻熟練的把握，還要對教學實踐，更重要的是弄清楚考試與課堂教學的關系并將其應用的實際教學中去，這才是開設這么課程的初衷吧！

第五篇：英語快樂教學法總結

英語快樂教學法總結

梁海艷

小學英語教學面向的教育對象是小學生，小學生的年齡特點是好奇心強，活潑好動，如果采用傳統的課堂教學方式，勢必會減弱學生的學習興趣，而“快樂教學”正是基于“快樂”的理念，充分調動師生的積極性，使教師樂教，學生樂學，在師生融洽合作的氣氛中，使全體學生得到和諧全面的發展的教學，對提高學生英語學習興趣起到了重要作用。

在小學英語課程的學習中,英語教師作為實施英語新課程的主體,應學會如何巧妙地寓英語學習于生活體驗之中,變固定的模式為靈活的模式,變傳統的教學方法為科學的教學方法,遵循學生的認知規律,從而改變學生的學習和思維方式,釋放學生的創造潛能,讓學生在學習的過程中感受英語的魅力,開發學生的思維能力,磨礪學生的意志,陶冶學生的情操,發展學生的個性。

一、快樂地導入

古人曰：“未見意趣，必不樂學。”興趣是激發學生進取的重要心理因素。新課的導入要像磁鐵一樣牢牢吸引學生的注意力，使學生產生強烈的求知欲，為課堂教學營造良好的學習氛圍。導入新課的活動的內容要與學生的生活、學習密切相關，讓學生能根據自己的實際情況來回答。活動的形式要有趣并多樣化，能讓學生感受到其中的樂趣，從而積極參與。所以，教師要與時俱進，關注時事，在設計活動時要認真鉆研教材，把活動內容和課堂教學內容較好地銜接起來，為課堂教學的作鋪墊。

1．歌謠導入法。音樂可以陶冶性情，提高素養，激發興趣，營造輕松愉快的學習氣氛，是最受學生喜愛的活動形式之一。如在 <>時，一上課我就開始放歌曲，讓學生迅速進入了英語學習的氛圍中；歌謠有節奏有韻律，語言精練，富有動感，也深受學生喜愛。

2．談話導入法。英語作為一門工具語言，其最終目的是為了交際。課堂開始時，我常采用free talk開展師生問答或讓學生間互相對話，這樣既緩解了學生緊張情緒又培養了學生的說話能力。

3情景導入法。直觀的畫面和真實的情景能給學生身臨其境的感覺，情景導入的內容應與學生生活密切相關，喚起學生相關的生活經驗和知識背景，讓學生感到有話想說，有話能說。如在教What can you do?時，我事先安排讓一位學生在課堂上扮演機器人，作出相應動作讓其他學生猜，從而學習clean，cook，sweep等新單詞。除此之外，教師還可采用復習導人法，直觀導入法，故事導入，關鍵事件導入等方法，激發學生興趣，提高課堂教學效果。

二、快樂的體驗

學生學習英語離不開自己的體驗，感悟和內化。在教學過程中，成功的體驗是學生快樂學習的基礎與動力。學習的成功率越高，學習的興趣就越濃，學習效率也越高。因此，教師必須做到：

1．提高教學藝術，為學生建立體驗成功的平臺。英語教學藝術的內涵有三點，一為“準”，即要把握住教學的目標與要求，二為“優”，即教法要優，選擇最佳的教學方法，吸引學生投入學習，三為“實”，強調從學生實際出發，把調動不同層次學生的學習積極性落到實處。寄予期望，增加學生成功的信心。“皮革馬利翁效應”指的就是教師期望對學生學習的巨大影響。如果學生從教師那里得到的總是肯定鼓勵性的反饋，他就能加倍努力，將教師對它的期望內化為學習上的動力，久之，提高了學習自信心，收獲了成功的喜悅。作為教師要善于從每個學生身上捕捉閃光點，讓學生正確認識到自身的價值，從而增強自我效能感。

2．分層教學，為每個學生提供成功的機會。快樂教學力求重視學生心理和情感上的平等，給每一位學生創設體驗成功的機會。這需要教師運用分層教學方法，因材施教，讓好中差三個層次的學生都有機會與成功握手，從而促進每個學生的發展。例如，在進行課堂提問時，我事先準備了難易不同的問題，對層次不同的學生提問難易有異的問題，尤其是對后進生提供機會，適時點撥，讓他們也能擁有享受成功的快樂。

三、快樂地擺脫中式英語

在英語教學中，我們經常會發現學生的英語表達不地道，有很多中文式英語（Chinglish）,比如“房子前有一棵樹”這句話應為“There is a tree in front of the house ”,或用倒裝“In front of the house stands a tree ”,而我們的學生很容易上廠說成“In front of the house has a tree ”這樣的句子。這不禁讓我想起了一個笑話：一位中國留學生在美國遭遇搶劫時，毫無懼色，將一個經典的“要錢沒有，要命一條”說成“Money, no！Life ,one!”我還曾聽到學生們之間流傳的一句“勵志名言”：“Good, good, study;Day, day, up!”乍一聽覺得摸不著頭腦，直譯之后方明白乃“好好學習，天天向上”之意，不禁咋舌。如何擺脫Chinglish？我們可以要求學生看一些英語原聲版的電影、哼唱一些英文歌曲、聽錄音模仿等，讓他們在不知不覺“耳濡目染”，英語思維也就慢慢建立起來了。一首好的歌曲讓人浮想聯翩、回味無窮。教英文歌曲非常有利于幫助學生擺脫中式英語。需注意教英文歌曲時啟發引導學生怎樣用優美的旋律和和諧的節奏充分表現出其意境。在學唱之前可要求學生朗讀、抄寫、理解歌詞，達到掌握詞匯和句型的目的。在課間娛樂或外出活動時，學生們會不自覺地唱起課堂上學的英文歌曲。通過學唱英語歌曲，學生會獲得一些聽說技巧，如連讀、弱讀、失去爆破等，培養英語語感，理解和掌握語境。

四、快樂地記單詞

想學好英語，單詞是基礎。有了一定的詞匯量，聽說讀寫的難度便會降低。而記單詞是學生們最煩惱的事，他們認為英語單詞單調、乏味、抽象。因此，我們要幫助學生掌握生動、有趣的單詞記憶方法。如拼讀法、諧音記憶法、構詞記憶法、象形表意記憶、分類記憶等。其中，聯想記憶法是最受歡迎的。比如記憶，family就是由六個單詞father,and,mother,I,love,you的開頭字母組成的，表示我愛我家；news是由north,east,west,south四個單詞的首字母組成，……

五、快樂的評價

學生最大的快樂在于經過努力而獲得成功，成功的學習再受到老師積極的評價能推動學生進一步提高學習的興趣。評價作為英語教學活動中一個重要的組成部分，是實現課程目標的重要保障。而快樂評價以“關注學生個體全面和諧地發展”“用發展的眼光看待每一個學生”為指導思想，重在幫助學生發現與發展潛能，認識自我、展示自我，促進學生全面發展。具體做法有：

1．分層評價。鼓勵為主。學生之間存在個體差異，作為英語教師要針對不同層次的學生開展評價。根據“最近發展區”理論，只要學生努力了，進步了都是成功，都該值得肯定。傳統評價是教師單向的評價，學生處于被動地位，而多元評價，可以讓學生也參與到評價中去。如課堂上讓學生點評某位同學的回答或者小組討論某個回答正確與否等形式，不僅調動了學生學習的積極性，有利于培養快樂的心態，也真正讓課堂回歸于學生，發揮學生的主體作用。

2．多次評價，體驗成功。學生都希望得到贊揚與鼓勵，都希望獲得成功，如果因為一次失敗就受到批評，會使他們變得心灰意冷。因此，課堂上教師要以鼓勵評價為主，開展多次評價，讓每個受到挫折的學生都有再次獲得成功的機會。例如，在學生回答有誤時，我這樣說道：Good，but….或者說：Well，think it over。等他再次舉手發言時，要毫不吝嗇地給他第二次機會，如此可以養成學生自省反思的好習慣。

總之，在中學英語教學中，教師要充分挖掘教學中的各種非常規教學手段，使快樂因子貫穿于整個教學活動中，使其從呆板的知識傳授變成一種美的享受，一種美的滲透。正如有句話說的好，生活中不缺少快樂，缺少的是發現、是制造。讓我們去做快樂的制造者吧！制造更多的快樂給別人，給你的學生，讓他們在快樂中學習，在快樂中成長，你也因此會更加快樂！