大学英语专业《教学法》论文
英语教学法期末论文
Application of Learners’ Motivation and Influence upon English Learnersand Learning ProcessAbstract: Motivation has been accepted as a crucial and decisive factor for learning. Learning motivation is an interior power what can promote students’learning directly. Whether a student has initiative in learning process is very much related to the learning motivation.Key words: learning motivation, English learners,The learning motivation is an internal emotion stimulating and guiding learners’ study as well as a need satisfying one’s target. Learners may be driven by various motivations during their learning process. There are two main motivation types comprised of intrinsic motivation and extrinsic motivation besides Integrative motivation and Instrumental motivation which were proposed by Lamber t and Gardner.It is claimed that learners’positive attitude towards target language group is regarded as “Integrative motivation ”.While instrumental motivation is a preference demonstrated after seeking for the real value and advantages of learning a new language. Learners learning foreign languages with instrumental motivation aim at social, economic returns, such as passing an exam.Intrinsic motivation comes from within an individual and is considered to be more powerful and stable in learning. It generally refersto motivation to engage in an activity because that activity is enjoyable and satisfying to do. Intrinsically motivated activities are ones for which there is no apparent reward except the activity itself. It aimed at bringing about certain internally rewarding consequences, namely , feelings of competence and self-determination. Intrinsic motivation occurs when an individual works simply for an inner desire to accomplish a task successfully. Intrinsic motivation is in evidence whenever students’natural curiosity and interest energize their learning.Interest refers to a state of wanting to know or learn about something or someone; it is equal to curiosity and concern. It comes from the learner s’ inside, and can be explained to be a love of the target language and its culture. Internal motivation becomes very important in educational settings because learning is most likely to take place when the environment provides opportunities for the learners to satisfy their natural curiosity. Interest is the central emotion that accompanies intrinsic motivation. The learners perform the task because it is fun, interesting, useful, or challenging, and not because they anticipate some cognitive or affective rewards from the teacher. And also the persistence of learners is positively affected by having internal interest. If the learners love the subject itself and the learning process, the chances of succeeding in learning will be greatly increased. Therefore, teachers should try to activate learners’interest in accordance with delivering more attractiveinformation to learners.Self-efficacy is also a fundamental aspect in intrinsic motivation. It refers to persons’beliefs in their own capabilities to exert control over aspects on their lives. I t is the belief that one is capable of performing in a certain manner to attain certain goals, and has the capabilities to execute the courses of actions required to manage prospective situations. People with a high sense of self-efficacy have a strong confidence in their capabilities and handle difficult tasks as challenges to be accepted rather than as threats to be avoided. A sense of efficacy for performing well in school may lead students to expand effort and persist at tasks, which promotes learning. Hence teachers should provide meaningful and proper task for learners to accomplish so that they could experience success and their self-efficacy can be improved.Another indispensable aspect accounts to attitude, which refers to an individual’s response tendency, favorable or unfavorable, to a person, an object, or a symbol. Attitude and motivation are closely related. Learners will benefit from positive attitudes while negative attitudes may decrease motivation and ultimately to unsuccessful attainment o proficiency. Therefore teachers are responsible for building a positive attitude for learners. This may depend on deliberate attempts to develop attitudes and the methods of instruction used properly.Extrinsic motivation is caused by the motivating force from outside ofthe learner. It comes from the desire to get a reward or avoid punishment, the focus of which is on something external to the learning activity itself. Environment in learning consists mainly of three aspects: school environment, family environment and social environment. At school some degree of extrinsic reward will always remain important in the language teaching, especially for those with no motivations. Also everything a teacher does in the classroom has a motivational influence on students, which makes teacher’s behavior a powerful motivational tool. Moreover, teachers’ value, beliefs, attitudes, as well as the general level of their commitment towards the students, their learning and the subject matter, constitute some of the most prevailing influences on students’motivation. Teachers are the designated leaders of the class groups and therefore they have a special responsibility for maintaining their own commitment to the teaching process. And they should provide students with extrinsic reward what can elevate learners’ inner interest.。
大学英语教学法综述论文
大学英语教学法研究综述摘要：本文回顾了国内外大学英语教学法的研究现状，并对不同教学法的教学效果进行了阐述分析，为进一步研究教学法奠定了理论基础。
关键词：大学英语教学法研究综述英语课堂教学是一种多层次、多功能、综合运用各种感官的活动，是教与学双向作用的复杂而又细致的过程。
在这个过程中，如何激发学生的学习动机，调动学生的学习积极性，是英语教师应该考虑也必须解决好的问题。
要解决这一问题，教学法就显得特别重要。
教师要尽快适应一种信息量大、任务性强、教学节奏快、教学形式多样、气氛活跃、互动式的课堂教学方法。
英语教学的主要目的应该是培养学习者使用英语交际的能力，而不是单纯的知识积累。
1 国外研究现状对二十世纪对我国外语教学产生巨大影响的几种教学法，即语法翻译法、听说法、认知法和交际法作一番概述，就其片面性和准确性进行客观分析，以深入探索和准确把握外语教学的本质和规律，对问题有个整体的把握。
1.1 语法翻译法语法翻译法起源于十六世纪拉丁语教学法。
在交际法引进之前，一直在我国外语教学中占主导地位。
其主要特点为：侧重阅读能力的培养；重视语法教学；充分利用和依靠母语。
反复进行母语和外语互译。
1.2 听说法听说法又称句型教学法。
它在我国外语教学法发展期为二十世纪六十年代—八十年代。
听说法是以美国语言学上的结构主义为其语言学基础，以行为主义为其教育心理学基础，形成了外语学习中的s—r(stimulus-response) 即刺激—反应理论。
听说法认为在教学中应该：听说领先；反复操练，形成习惯；教学以句型为中心；尽量避免母语，重视培养学生外语思维习惯；尽量避免和消除学生的错误。
1.3 认知法认知法产生于二十世纪六十年代中期。
二十世纪七十年代后期引入我国外语教学。
认知法试图用认知—符号学习理论（cognition —code approach）来代替刺激—反应学习理论。
认知法强调语法理论知识的重要，被认为是语法翻译法的现代形式。
英语教学法论文
英语教学法论文——Teaching ListeningAbstract : In this topic, we started with discussions about the nature of listening, both in real real .language and in language classroom. We believe a better understanding of the listening process and the spoken language will help us to understand the difficulties that the students experience in developing. Listening skills. It will also help us to design better listening activities foe our students. We then focused on a varieties of activities in teaching listening. We have emphasized that teaching listening should focus on the process of listening rather than the result of listening. Listening activities should not merely test the students’ memory as many traditional test-oriented listening exercises do.Keywords : listening, skills, teachingAs to teaching listening , there are some to be clarified.Listening always seems very difficult, but why? As technology advanced, and trade and exchange between countries increase, it become more and more necessary to understand spoken English in many situations such as face-to-face conversations, telephone calls, business meetings, lectures, speeches, television, and so on..Among the four skills (listening, speaking, reading, and writing ), foreign language learners often complain that listening is the most difficult to acquire. In foreign language learning, both listening and reading are receptive skills, but listening can be more difficult than reading. Why? The reasons are as follows: 1. Different speakers produce the same sounds in different ways. 2. The listener has little or no control over the speed of input of spoken material. 3. Spoken material is often heard only once. In most case, we can not go back and listen again as we can when we read. 4. The listener can not pause to work out the meeting of the heard material as can be done when reading. 5.Speech is more likely to be distorted background noise or the media that transmit sounds.Since we are teaching our students English not only to help them pass exams, but also to prepare them to use English in real life, it is import to thank about the situations they will listen to English in real life and then to think about the listening exercise we do in class. Do these exercise help them prepare them for real life use of language? Of course, classroom practice can not always be the same as real life, especially with beginners. We must control the input they receive to some extent, for example, control the vocabulary and the speed, but even at beginning stages, we need to give our students a variety of listening exercise to prepare them for real life use of language.One reason for students’ unsatisfactory listening abilities is that is there is not enough variety in the materials that they listening to. But in reality we listen to far more things, regardless of which language is used.Characters of the listening process:From the previous section we have seen that there is a great variety of situations where we need to listen to English. It is important under stand the characters or processes behind these listening situation so that we as teachers can design appropriate actives to help our students to develop effective listening habits and strategies.Generally speaking, listening in real life has the following characters: 1.While some of the things that we listen to are rehearsed, e. g. radio news, television news and shows, movies and some formal lectures, most of the time during an average day we listen to people speaking spontaneously and informally without rehearsing what they are going to say ahead of time. 2.The context of listening is usually known in real life. In other words, we know relationship between the listener and the speaker. Therefore, the situation helps us to predict what we are going to hear. 3.Most of the time we can see the person we are listening to. This means we can see their facial expression_r_r_r_rs, gestures and other body language as well as the surrounding environment, which is relevant when, for example, people point at objects or in certain directions. These visual clues helps us understand and predict what we hear. Of course, there situations where we can not see the speaker, such as when we listen to the radio or use the telephone. 4. Most of the listening in daily life allows the listeners to respond to the speaker, such as in a conversation. This means we can interrupt the speakers and ask for repetition or clarification. 5.In most case, the speaker is talking directly to the listener, so he or she can adjust the way of speaking according to the li steners’ reactions. For example, if the listener indicates that he or she does not understand what is being said, the speaker may rephrase or elaborate.If we want to teach very well, we should obey some teaching principles. There are two major purpose in listening. The first is for social reasons, like when we have a casual conversation with friends or acquaintances to maintain or build social relationships. The second is to exchange information. The second kind is more difficult, according to Anderson and Lynch, and needs more emphasis in the language classroom, especially at intermediate and advanced levels.The skills of listening and reading are often thought of as passive skills. However, in reality, they are not at all passive. People must do many things to process information that they are receiving. First they have to hear what is being said, then they have to pay attention, and construct a meaningful message in their mind by relating what they hear to what they already know. We all know that it is possible to hear people talking without paying attention. We also know that if we do not have enough previous knowledge of what is being said, it is more difficult to make sense of what is said. So, listening is as active a skill as speaking. It is simply more difficult for teacher to judge how well the students are comprehending the messages. So it is very important to design task the performance of which show how well the students have comprehended the listening material.It is also important to develop speaking and listening skills together, because most of the time in real life those two skills are needed at the same time. In the traditional listening classroom, students listen to tapes with headphones and then answer listening comprehension questions. There two problems with this approach. One is that it does not give students chance to practice listening and speaking skills together. The second problem is that the comprehension question only test the students, but do not train the students how to listen or how to develop effective listening strategies.Another problem with many listeners exercises in traditional textbooks is what they test students’ memory, not their listening comprehension. It is important to design tasks that do not ask learners to reme mber details they wouldn’t even remember in their nativelanguage. In fact, psycholinguistic studies have shown that people do not remember the exact form of the message they hear, that is, they don’t remember what they hear word for word, rather, they remember the meaning. The original message is transferred in the brain to a form where the meaning is preserved, but the original surface detail is forgotten.When designing listening task, it is very important to grade the difficult level of the tasks. There are a large number of factors that affect the difficulty level of listening task, but they fall into three main categories according to Anderson and Lynch,: 1) type of language used; 2) task or purpose in listening; 3)context in which the listening occurs.Research in listening has shown that good listeners are good predictors. By helping our students become better predictors, we are helping them better listeners. There are many different activities that can be used to encourage students to predict the con tent of what they are about to hear.If there is a picture with the listening passage, the students can be asked to predict what the passage will contain before they listen. If there is no picture, perhaps the teacher can find or draw a picture that fits the text. Visual aids are immensely helpful in aiding students’ comprehension. “They attract students’ attention and help encourage them to focus on the subject in hand.”Another type of pre-reading activity is to set the students. As we have said before, listening to passages in the classroom can be more difficult than listening in real life, because of the lack of context. So the teacher can help provide the background information to activate learners’ schema, so they will be better prepared to understand what they hear.Whether the teacher can effectively set the scene depends on what he or she knows about the topic in question, what he or she has in hand, and also how well he or she knows about the language level of the students he or she is teaching. In the task above, if the teacher himself does not know much about Michael Jackson, he or she will have to relay on what is provided in the textbook. Or if the teacher has collected some photos or albums of the singer, they will be a great aid to set the scene. In addition, the teacher can always ask the students to help set the scene.The third type of pre-listening activity is listening for the gist. It is very important to give students practice in the area, because in real life, they will be not able to listen to something several times. Therefore, it will be impossible for them to catch all the details, so they need to be comfortable with some ambiguity in listening and realize that they can still learn even when they do not understand every single word. Listening for the gist is similar to the concept of skimming a passage in reading. The key is to ask students one or two questions that focus on the main idea or the tone or mood of the whole passage. Notice that students can answer the gist questions even thought they do not understand every word or phrase in the passage. If the passage is recorded well, students will be able to guess the answer simply from the tone of voice of the speakers.While-listening activities:The while-listening stage is the most difficult for the teacher to control, because this is where the students need to pay attention and process the information actively. However, if the teacher provides a reason, goal, or task for the learner, this can encourage and helpthe listener to focus. There are many different kinds of task for students to do while they are listening to a passage. Below are just a few examples:Recent research has shown that by not given students any task the first time they listen to a passage, it can take any anxiety out of listening. This can work well with any kind of material that is interesting, humourous, or dramatic, because learners are likely to pay attention and try to understand in order to enjoy it.A large part of what makes a listening task easy or difficult is what the teacher asks the students to do with the material. If all the students need to do is tick items as they hear them, the task will be much easier.Listen and sequence:There are many different tasks of this type. The students find out the order of things based on what they hear. Students can successfully complete this type of task even when they do not understand every word they hear. This builds up their confidence and helps prepare them for the real word where they certainly will not be able to understand everything they hear.Listening and act:There is a whole method of teaching called Total Physical Response, which concentrates on learning language by listening and response physically to commands or directions. There are many variations of how this can be carried out in a classroom. With beginners, it is easy to start with simple commands such as “Stand up.” “Sit down .” etc. At intermediate levels, the commands can become more complex. Foe example, “ Pretend you are washing through mud.” “ Pretend you are walking through sand.” “ Pretend you are trying your shoes.”。
英语教学法论文10篇
英语教学法论文10篇无论是在学习还是在工作中，大家都接触过论文吧，借助论文可以有效训练我们运用理论和技能解决实际问题的的能力。
写起论文来就毫无头绪？下面是书包范文为您带来的英语教学法论文10篇，希望能够给朋友们的写作带来一定的启发。
【摘要】随着社会文化学科的不断发展和进步，针对社会文化学的相关研究也不断增多，在社会学领域内的文化学科强调在社会和文化环境下以语言和社会活动作为中介来实现人们对知识的学习，可以看到，英语教学在一定程度上也是社会文化学领域内的一部分，因而本文通过研究英语教学和社会文化学的相关要点明确如何应用社会文化学在实现英语教学。
【关键词】社会文化学；英语教学引言近年来，随着国际间教育领域合作的加强，针对英语语言教学的全新看法颠覆了传统教育学视阙下英语教学作为单一语言教学的观点，而将社会文化属性加诸于英语语言教学。
因而在此一现实环境下，通过全新的教学方法与教学实例来促进英语教学在社会文化要素方面的累积可谓十分重要，社会文化学强调对语言体系的学习过程，同时加重了任务型教学的比例。
这些变化都催生了英语教学的现实进展，同时也为社会文化学视角下的英语教学的研究提供了更多的可能性。
一、英语教学的社会文化学属性二、社会文化学在英语教学中的应用维果斯基的社会文化学在英语教学中的研究与应用已屡见不鲜，比如英国学者Lantolf等人便认为学习者在交际情景中所进行的大部分交际活动都与其自身的需求密切相关，他们使用语言来处理其相应的事务和遭遇。
在国内类似的应用也早有研究可查，主要体现在对我国英语教学体制和英语教学方法的方面，比如修订的英语教学大纲就针对英语教学实际提出了应该完善以英语培养为核心、加强英语语言的应用和基本技能的培养，侧重于学生通过英语的学习可以达成的解决问题的能力而不仅仅是英语学习相关的知识性技能。
近年来，英语教学在英语学习大纲的变化之下也相应的产生了较多变化，比如在实际教学中更加注重结合本土社会文化以及英语语言文化进行教学，注重教学环节的自由、平等，减少填鸭式教学方式的应用，在尊重学生自我学习习惯和自我实践方式的基础上引导性的进行英语教学，在这一过程中减轻了英语教学的固有负担，注重学生的综合能力培养。
关于大学英语课堂问题教学法论文
关于大学英语课堂问题教学法的探讨摘要:本文旨在探讨目前大学英语教师在课堂提问时存在的问题，并探索如何把问题教学法有效应用于大学英语课堂。
关键词：课堂教学问题教学法有效应用一、引言提问，是教师教学的重要手段和教学活动的有机组成部分。
很多教师都把提问当作他们教学环节中的主要部分，课堂提问在每天的教学中都是大量的，其有效性直接决定着教师的教学质量水平。
问题教学法就是以问题为教学主线，让学生在发现问题、解决问题的思维活动中，逐渐养成自主学习的习惯，提高自主学习能力的一种教学方法。
教师提问的艺术越高，对激发学生的求知欲和创造欲的效果就越好。
二、目前大学英语教学中问题教学法的运用及存在的问题大学英语教学是高等教育的一个有机组成部分，大学英语作为大学生的一门必修课程，其教学现状并不是那么令人满意的。
首先，很多学校的英语课都是大班课，学生人数过多不利于师生间课堂操练及互动；其次，不少教师不善于提问，不善于启发学生思考；再次，学生对老师提出的问题感到乏味，提不起学习兴趣，课堂气氛沉闷，学习效果大打折扣；最后，很多学生以通过大学英语四、六级考试为学习英语的目的，老师也侧重于给学生讲授应是技巧，忽视了课堂提问对学生能力发展的意义。
下面从教师的主观原因上指出大学英语教学中课堂提问存在的几个问题：1. 在提问内容上，难易程度把握不准确。
教师在课堂上的提问往往带有明确的目的，或为了锻炼学生的英语口语，或为了导入某一篇章的教学材料，或为了活跃课堂气氛、启发学生思考等，这就导致教师的提问内容很多样化。
学生英语水平的个体差异会直接影响教师的提问质量，这就要求教师在提问内容上涉及全面。
对英语水平低的学生来说，他们在课堂上不愿意回答教师提问很大程度上是由于有限的英语知识和词汇量无法理解提问，从而形成缺乏自信甚至消极抵触的状态。
2. 提问的方法、顺序和节奏都会影响教师的提问效果。
一般情况下，考试成绩较好和较差的学生比较容易引起教师的重视，而教师在课堂提问时也往往更加侧重这两部分学生，这就导致很多成绩处于班级中等水平的学生被忽视。
英语教育研究与教学法论文写作
英语教育研究与教学法论文写作
• 并列式：将各个分论点平行并列排开，分别从不 同角度、不同侧面，多管齐下、齐头并进地论证 中心论点。
– 例：“改进英语教学，培养思维能力” – 根据文章的题目和内容可以看出，此文的中心论点就
是文章的题目。即：教师应该改进英语教学，以便培 养学生的思维能力。 – 作者将此中心论点分解以下五个分论点：
英语教育研究与教学法论文写作
• （2）从小处着眼 “小题大做” – 大题目的论文并非不能写，但题目过大，往 往要说的东西太多，结果是什么也讲不深道不 透，三、五千字无法包容其内涵。从小处着眼， 把题域缩小一些，使题目变得具体、实在，有 利于作者更集中、深入地搜集材料、出示论据， 写起来得心应手，做到“小题大作”，从而给读 者更多有益的东西。
• 1．撰写正文
– 正文，也称本论，它与引论（即引言）和结论（即结束 语）一起，被统称为论文的“三论”，是论文的主体。
– 正文是论证论点、完成论文写作宗旨的主要部分，也是 展示作者研究成果和学术水平的主要平台。
– 正文部分包括论点、论据和论证过程。具体地说，包括： 提出问题—论点，分析问题—论据和论证，解决问题— 论证方法与步骤。
英语教育研究与教学法论文写作
• （一）方法型教学论文 – 介绍具体教学方法和经验。这种论文的标题， 通常是用“……的尝试/做法/应用/实践/探索”， 或者是一个具有操作性的句子。 • 1. 阐述运用方法的依据 • 2. 介绍方法的实施过程 • 3. 陈述方法实施的效果 • 4. 陈述应注意的若干事项
• 1）改进词汇教学，培养联想思维能力。 • 2）改进句型教学，培养多向思维能力。 • 3）改进语法教学，培养归纳演绎思维能力。 • 4）进行语义对比分析，培养发散聚敛思维能力。 • 5）进行歧义现象分析，培养创造思维能力。
英语教学方法论文(优秀6篇)
英语教学方法论文（优秀6篇）在各领域中，大家肯定对论文都不陌生吧，论文的类型很多，包括学年论文、毕业论文、学位论文、科技论文、成果论文等。
那么，怎么去写论文呢？山草香分享了6篇英语教学方法论文，希望对于您更好的写作英语教学法论文有一定的参考作用。
英语教学方法学科论文篇一一、当前小学英语教学中德育现状分析1.传统教育的功利性与道德理念相悖“素质教育”的口号喊了很多年，然而大部分学校和教师仍以成绩作为评定学生学习好坏的标准，仅仅将“素质教育”作为表面工作来应付，走形式主义路线。
学校只关注书本知识，忽视德育环节的考核。
传统教学的功利性使得德育教学的地位一再下滑，教师的职责也趋向单一，只传授课本知识，忽视了学生人格的培养，不利于正确道德观念的树立。
2.消极的网络信息影响正确的道德观21世纪是网络的时代，然而由于缺乏完善的网络规范体制，各类信息充斥其中，良莠不齐，很难进行分辨。
现在的学生从小就接触网络，极易被其中传达的信息引导，做出一些违背道德规范的事情。
尤其是在小学阶段，如果学校没有对学生进行正确引导，让学生树立正确的人生观、道德观和价值观，一旦他们被网络中充斥的暴力、黄色信息误导，就会造成人格的堕落，同时也不利于社会的稳定，增加未成年人犯罪率。
因此，维护绿色网络，加强对学生正确使用互联网的引导，帮助学生树立强烈的网络文明意识是学校义不容辞的责任。
二、小学英语教学中德育理念渗透的途径1.创设适宜的教学情境英语作为外来文化的载体，教育学生学习优秀的国外文化知识，要将德育贯穿始终。
方法之一就是创设相应的情境，注重情感的渲染，让学生从主观上感受到德育的魅力，从而积极主动地接受德育教学。
课堂作为英语教学的主要阵地，教师要充分利用这一优势，根据课本内容创设适宜的情境，激发学生的参与热情，让学生在互动中形成正确的道德观念。
例如，在学习餐厅礼仪时，教师可以将课堂布置成类似于餐厅的样子，随机挑选学生扮演顾客和服务员，教导学生学会运用敬语询问顾客的需求，如“WhatcanIdoforyou?”同时顾客也要礼貌地回答问题，同时表达对服务的感谢，以“Thankyou.”作为结束语。
英语教学法学论文
英语教学法学论文一、法学专业法律英语教学的现状法律英语教师的来源：一种是专业的英语教师,他们对法律专业知识没有深刻的研究,当遇到专业性法律问题时往往无法很好地解答；另一种是法学专业教师中的英语水平较高者。
这类教师对于法律知识的掌握很牢固,对法律英语中的法律问题体会更为深刻,但他们的英语水平往往有限。
二、改进法学专业法律英语教学的思考1.明确教学目标,量化考核标准当前,应树立法律英语学习服务于司法实践的目标。
学生通过法律英语学习,应具备读懂英语语境下的法律问题以及用英语表达法律意见的基本能力。
实现这一教学目标：一是法律英语教学要以学生日常的专业课程学习内容为依托,让法律英语教学与法律专业知识学习实现相长的效果；二是教学内容可以按照课程分门别类地安排,让学生了解每门课程的法律英语应用；三是可以通过英语案例教学、法律英语公文写作、法律英语辩论式教学等,使法律英语教学内容贴切实践运用。
随着教学目标的确立,教学的考核标准设定也就有了方向性。
考核的标准设定应当以法律英语的应用能力为中心。
考核标准应与教学目标相一致,要引导教学目标的实现。
具体的考核标准包括：法律文书的英文写作水平、英文案例的中文翻译水平、对英文表述法律问题的理解能力、部门法中专业术语的应用能力等。
这些考核标准的设立与学生法律专业知识密切联系,能够激发法律专业学生英语学习的热情,同时也能体现法律英语的应用价值。
2.改进教学内容,推动教材改革一是法律英语教材的编排应当遵从由浅入深的一般学习规律。
法律英语这门课程有其自身的特点,该课程学习既不同于大学英语课程,也不同于法学专业课程,具有相当的专业性。
第一次接触该课程的学生,都存在一个由浅入深的学习过程。
因此,在教材的编排上,也应当首先了解法律英语的学习内容及其重要性,掌握法律英语的学习方法,进而逐渐由专业单词学习到常用句式掌握再到对文章的理解。
二是法律英语教学的开展应当尊重从已知到未知的认识规律,应当依托于法学专业知识。
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《教学法》期末论文My Teaching Philosophy II have a dream that one day I can be a teacher. During my college life, I have tutored some kids. And I also have taught pupils as a volunteer. In addition, this term, we learned A Course in English Language Teaching. Therefore, I have my own understanding about teaching philosophy by combining theory with practice.1.The role of a teacherK. Patricia Cross has said, “The task of the excellent teacher is to stimulate …apparently ordinary‟ people to unusual effort. The tough problem is not in identifying win ner: it is in making winner out of ordinary people.” I totally agree with the quote. A teacher is the one who shapes the personality and entire life of children. It is one of the noble professions as it contributes in building the future of the country and overall society. Teachers play a significant and a valuable role as they influence the lives of children who are the future of tomorrow.2. My understanding of good teachingWhen you strive and work to become a good teacher and to create a good class, the following four “Core qualities” are the essential, the skills to convey that knowledge, the ability to make the material you are teaching interesting and relevant, and a deep-seated respect for the student. The first is knowledge, in every survey, students consistently and clearly target as the number one quality of a good teacher exactly what you would expert: knowledge of the subject. You must be an expert in your field. This is a prerequisite. The second core quality is the ability to communicate their knowledge and experience to their students. Give your students an answer and they can solve one problem, but show them the techniques needed to find the answer for themselves and they can become self-sufficient in the field. Students need to show how to apply the new techniques you teach to problems solving. A good teacher starts with a firm knowledge of the subject, and builds on that with a clarity and understanding designed to help students master the material. Good teachers work hard to make their material relevant. They show students how the material will apply to their lives and their careers. And the last one is respect. The creation of a good class requires an immense amount of work. You spend time with your students so you canlearn about holes in their understanding. You read and write and create to build an exciting and interesting class every day. The only thing that would drive you to do that is a concern and respect for the adults in your classroom.3．The ways to correct errorsThere are different ways and techniques for correcting errors, such as direct teacher correction, indirect teacher correction, self-correction, peer correction, whole class correction, etc. As a general rule, indirect teacher correction is encouraged rather than d irect teacher correction to avoid damaging students‟ self esteem and confidence. Indirect techniques include‟ repeating the problem sentence with an emphasis on the problem in a rising tone‟, …asking a question to invite the students to say it again with a hint of a problem‟, …a simple repetition of a correct sentence as a model‟, and …using facial expression or gesture to indicate a problem‟, etc. In practice, self-correction is encouraged before teacher correction or peer correction because if it is a mistake, the student himself/herself will be able to correct it. If the student cannot self-correct, it means there is a lack of competence and the teacher can help with the correction or may ask other students to help correct it. Sometimes, the whole class can be divided to correct as well. For example, you can select the main error types. Write four or five on the blackboard. Put students in pairs for a few minutes to discuss and correct the errors. Then the whole class can do the correction together. The focus can be choice of vocabulary, use of grammar, or pronunciation. With higher lever learners you can also focus appropriate context.4. Motivating students to succeedMotivational speakers inspire all of us. You can take a few tips from them in your own teaching. Put positive mottos or inspirational statements on your syllabus and communicate them to the students in class. Encourage our students to want to excel in your class by helping them to do more than they thought they could.When you describe the goals of the course, do so with enthusiasm. do so with enthusiasm. Personal connections make a big difference. Try to learn your students' names as quickly as possible, and refer to them by name. If you have a large class or if you are notMy Teaching Philosophy IIIn my first draft, I introduced my own understanding about teaching philosophy by combining theory with practice. Now, in the second draft, I will focus on what I will do if I am given a chance to conduct a course in the middle school in the future.How to conduct a course in the middle school1.The context of the courseMy learners will be the middle school students. They have already have had one previous experience of English learning with a basic knowledge. Chinese education system is examination-oriented education. Meanwhile, China‟s educational system determines some learners‟ motivation of learning English-passing examination. Therefore, in the middle school, usually they show great interest in English at the beginning of learning, which may be due to their curiosity and the novelty of English. But with the development of study, their interest decreases and even disappears. The teachers use the same and boring teaching model. And the students have to memory words, phrases, and sentences for examination. In the class, they have no question but only take notes. And in this day and age, English plays more and more important role in China. And our country pays more and more attention to English. This class, I will teach unit 2 which about something about illness, healthy.2.Course aims and objectivesMy course is to describe the knowledge, skills, methods, value of the course by using specific, clear and operational behavior language.Objectives: By the end of the session, most students will be better able to acquire information. This will be achieved by:⑴ . Knowledge Objectives:①Be able to master the pronunciation, meaning and spelling of the name of diseases: fever, sore throat, sore back, stomachache, headache, toothache, cold, cough;② Be able to learn the expression of giving advice: lie down and rest, drink hot tea with honey, see a dentist, take this medicine;③Be able to talk about health problems by using “what is the matter? I havea …” and give advice by using “you should… you should not…”⑵. Ability Objectives:① Be able to talk about one‟s health problems and give advice fluently;② Be able to role play doctor and patient.⑶ Moral Objectives:① Improve the cooperative spirit through pair work and role playing;②Care more about yourself and your family members‟ health.3.Teaching ProceduresStep 1: Warming upGreet Ss by asking them: How are you today? Then I will tell Ss that I am not feeling well today (Write the sentence on the blackboard and guide Ss to read it.) and get Ss to guess the reason freely. If Ss cannot get the answer, I will tell them that I did not have a good sleep last night. So I have a headache. (I say this by doing a gesture) Step 2: Presentation of words about diseases⑴ Show Ss a bandage and tell them there is something wrong in the place where the bandage lies. Then get Ss to guess the health problems. When I do an action, ask Ss: “What‟s the matter?”(write it on the blackboard) For example, when I put the bandage on the stomach, ask Ss: “What‟s the matter with me?” Help Ss say: “I‟m not feeling well. I have a stomachache.” Then teach the other target words: fever, sore throat, toothache, sore back in the following way: Put the bandage on the other part of body and get students to ask: What‟s the matter? Then get other Ss to guess the problem.⑵ Use body language to guide Ss to guess another two names of diseases: cold, cough.⑶ Show Ss pictures of diseases half hidden, and get Ss to guess the names of diseases: fever, sore throat, toothache, sore back, cold, cough.Step 3: Pair workPut the bandage on the part of a student‟s body and ask: “What‟s matter?” andguide him to use t he pattern: I‟m not feeling well. I have a… Then ask Ss to work in pairs and talk about health problems by using the bandage given and using the target language: What‟s the matter? I‟m not feeling well. I have a …Step 4: Presentation of expressions of giving advice⑴ Tell Ss that I have a cold/cough, ask them: What should I do? Ss may give different answers, collect their answers and help them to use: You should/shouldn‟t do… Then show some pictures of other diseases mentioned before and ask them to give advice to each problem by using target language: You should/shouldn‟t do… During this activity, some phrases will be learned: lie down and rest, drink hot tea with honey, see a dentist, drink lots of water, take some medicine.⑵ Show Ss two bags. In one bag, there are pieces of paper with problems while in the other one, there are pieces of paper with advice. Have a competition between boys and girls. Take turns to get paper. For example, one boy gets one paper with problem, and one girl get one paper with advice. The girl should say: What‟s the matter with you? The boy should answer the question according to the problem he got by saying: I‟m not feeling well. I have a…If the girl got the right advice, she should answer it accord ing to her paper: You should… If it is not, she should say: You shouldn‟t, then give the right advice. The one who makes right sentence can get one point.Step 6: Role playingAsk Ss to make a four -people group, one of them is a doctor, the other three are patients. Ask the Ss to role play the dialogue above. Then ask several groups to perform before the class by using some tools: bandage, a uniform, a stethoscope. Ask other Ss to select the best doctor and the best patient.。