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第一篇：111,大學(xué)英語(yǔ)課程總結(jié)
課程總結(jié)
課程名稱：大學(xué)英語(yǔ)
課程類型：本科基礎(chǔ)必修課
授課對(duì)象：電子信息工程1班，2班，勞動(dòng)與社會(huì)保障2班
使用教材：《大學(xué)英語(yǔ)精讀第一冊(cè)》， Let’s Talk Book 1
一、教材情況
精讀課：總共講1，2, 3，4，7和9單元。
聽(tīng)說(shuō)課：總共講1-5單元
二、備課方面
由于教授的是本科學(xué)生，我在備課方面尤其要有針對(duì)性，要考慮到好學(xué)生的需求，但同時(shí)也要顧及到英語(yǔ)基礎(chǔ)較差的學(xué)生，所以在一堂課中所講的東西要涵蓋不同層次。
三、上課方面
1.能較好的貫徹課堂教學(xué)中“以學(xué)生為中心”的原則。精讀課的講解中，我經(jīng)常讓學(xué)生嘗試翻譯課文中的句子或段落，講解練習(xí)的時(shí)候，每道問(wèn)題我都讓學(xué)生說(shuō)出他們的答案，并給與解釋，避免我作為老師“一堂言”的現(xiàn)象。在聽(tīng)說(shuō)課上，我給學(xué)生充分的機(jī)會(huì)練習(xí)口語(yǔ)，提高他們對(duì)英語(yǔ)的興趣。
2.學(xué)生在回答問(wèn)題或朗讀單詞和課文時(shí)，有時(shí)候會(huì)出現(xiàn)錯(cuò)誤，這時(shí)候，我能運(yùn)用啟發(fā)式的思維方法引導(dǎo)學(xué)生查出自己出錯(cuò)的地方，進(jìn)而得到正確的答案。
3.因?yàn)閷W(xué)生基礎(chǔ)較好，對(duì)于教師講的問(wèn)題接受的比較快，所以課堂中學(xué)生與老師有一定的互動(dòng)。老師的每個(gè)問(wèn)題也能得到反饋。
4.上課的板書(shū)我堅(jiān)持做到規(guī)范，字跡工整清晰。因?yàn)橄抵魅谓?jīng)常叮囑我們說(shuō)板書(shū)是一個(gè)教師的門面，它的好壞會(huì)影響學(xué)生對(duì)教師的印象，所以我特別注重自己的板書(shū)。
四、作業(yè)方面
我堅(jiān)持每節(jié)課都給學(xué)生留作業(yè)，因?yàn)樽鳂I(yè)是反映學(xué)生對(duì)上課老師 所講內(nèi)容的接受程度的衡量標(biāo)準(zhǔn)。學(xué)生的作業(yè)通常包括：?jiǎn)卧~背誦，課文預(yù)習(xí)，句子翻譯和段落作文等形式。對(duì)于學(xué)生的作業(yè)我都認(rèn)真批改，給學(xué)生指出錯(cuò)誤。
五、學(xué)生方面
總的來(lái)說(shuō)這電信1班，和勞動(dòng)2班，學(xué)生都還算認(rèn)真，除了個(gè)別幾個(gè)學(xué)
生外，其他同學(xué)基本上能完成教師布置的作業(yè)，上課時(shí)給與教師積極的配合，從而形成良好的課堂氣氛。對(duì)于老師講的知識(shí)點(diǎn)也有較好的互動(dòng)和反饋。但
是電信2班，學(xué)生基礎(chǔ)較差，大部分男生完全聽(tīng)不懂老師在講什么，針對(duì)這個(gè)問(wèn)題，我讓學(xué)生在課下做一些語(yǔ)法題，以逐漸提高他們的基礎(chǔ)。
出勤情況：這四個(gè)班的學(xué)生總體來(lái)說(shuō)出勤比較好，除了個(gè)別同學(xué)以外。
六、大學(xué)英語(yǔ)這門課為期末考試課，卷子內(nèi)容緊扣課上所學(xué)，70%為書(shū)上內(nèi)容，
可以充分體現(xiàn)學(xué)生在課上聽(tīng)講和對(duì)基礎(chǔ)知識(shí)掌握的扎實(shí)程度。
劉娜
2010年12月
大學(xué)英語(yǔ)課教學(xué)工作總結(jié)（共7篇）
英語(yǔ)課教學(xué)工作總結(jié)
英語(yǔ)課程教學(xué)工作計(jì)劃
大學(xué)英語(yǔ)教學(xué)工作總結(jié)
英語(yǔ)新課程教學(xué)工作總結(jié)（共6篇）
第二篇：大學(xué)英語(yǔ)《英語(yǔ)教學(xué)法》課程論文
Eay of English Language Teaching
Abstract Much of human behaviours is influences by their experiences.The way language teachers teach in the claroom is to some extent influences by the way they learned language.This is especially true in foreign language teaching.Before we discu language learning theories,let us first reflect on our own language learning experiences.
Key Words Curriculum,management,pronunciation,grammar,vocabulary
Introduction One of the largest inhibitors for students is often mental block.While listening, a student suddenly decides that he or she doesn't understand what is being said.At this point, many students just tune out or get caught up in an internal dialogue trying translate a specific word.Some students convince themselves that they are not able to understand spoken English well and create problems for themselves.
Body
1、Language and language learning The question that all approaches to language teaching should answer is,"What is language?" The answer to this question is the basis for syllabus design,teaching methodology,teaching and aement procedures in the claroom.Different views on language generate different teaching methodologies.
2、Communicative principles and task-based language teaching The ultimate goal of foreign language teaching is to enable is to enable students to use the foreign language in work or life when neceary.Thus we should teach that part of the language that will be used(rather than all parts of the language);and we should teach language in the way it is 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 claroom.
3、The national English curriculum Foreign language teaching in schools has enjoyed a long history in China.Since the early 1900s,the study of a foreign language has been regarded as one of the fundamental subjects in the curriculum of middle schools.However,due to political and social unrest,and the low living standards of the majority of the working people during the first half of the century,foreign language teaching had not achieved very much.
4、Leon planning Proper leon planing is eential for both novice and experienced teachers.Although preparation does not guarantee succeful leons,walking into a claroom unprepared is more often than not the beginning of a disastrous leon,Besides,students can immediately notice if their teacher is prepared or not.Unprepared teachers receive much le trust and cooperation from the students.A leon plan is a framework of a leon in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it.In other words,teachers need to think about the aims to be achieved,materials to be covered,activities to be organised,and techniques and resources to be used in order to achieve the aims of the leon.
5、Claroom management Claroom management is the way teachers organised what goes in the claroom.It contributes directly to the efficiency of teaching and learning as the most effective activities can be made almost usele if the teacher does not organise them efficiently(Harmer,1983:200).Good managerial skills on the teacher are a very eential component of good teaching(Richard,1900),as the goal of claroom management is to create an atmosphere conductive to interacting in English in meaningful ways(Gebhard,1996).Efficient claroom management can be achieved.
6、Teaching grammar In the teaching of English as a foreign language,discuions on pronunciation are not so much around the value of teaching pronunciation because pronunciation will take care of itself as the students develop overall language ability.However,there are people who aert that failure in pronunciation is a great hindrance to language learning.
7、Teaching Vocabulary The value of grammar in foreign language teaching has been a focus of debate for decades and the focus of the debate has been on(1)the role of grammar in language teaching(2)the method in which grammar should be presented and practised grammar before we discu methods for teaching grammar.
8、Teaching listening Teaching listening skills is one of the most difficult tasks for any ESL teacher.This is because succeful listening skills are acquired over time and with lots of practice.It's frustrating for students because there are no rules as in grammar teaching.Speaking and writing also have very specific exercises that can lead to improved skills.This is not to say that there are not ways of improving listening skills, however they are difficult to quantify.The key to helping students improve their listening skills is to convince them that not understanding is OK.This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others.Another important point that I try to teach my students (with differing amounts of succe) is that they need to listen to English as often as poible, but for short periods of time.
9、Teaching speaking When we talk about speaking in cla it is important to differentiate between the kind of speaking which occurs in mechanical drills and repetition, on the one hand, and situations where students use as much language as they can and where getting their meage acro is just as important as grammatical accuracy, on the other.In this article it is the latter kind of speaking that we are going to look at.There are three main reasons why it is important to encourage students to speak as fluently as poible.In the first place, speaking activities give them a chance for rehearsal - practising the real skill of speaking as a preparation for using it outside the claroom.Secondly, when students speak using all and any language they know, it provides valuable feedback about their language knowledge, for both them and their teachers.How well can they perform in spontaneous conversational situations? What do they seem to know? What are they finding difficult to achieve? Lastly, good speaking activities provoke genuine student engagement where they really get involved with the proce of language learning in cla.
10、Teaching reading To accomplish this goal, instructors focus on the proce of reading rather than on its product.They develop students' awarene of the reading proce and reading strategies by asking students to think and talk about how they read in their native language.They allow students to practice the full repertoire of reading strategies by using authentic reading tasks.They encourage students to read to learn (and have an authentic purpose for reading) by giving students some choice of reading material.When working with reading tasks in cla, they show students the strategies that will work best for the reading purpose and the type of text.They explain how and why students should use the strategies.They have students practice reading strategies in cla and ask them to practice outside of cla in their reading aignments.They encourage students to be conscious of what they're doing while they complete reading aignments.They encourage students to evaluate their comprehension and self-report their use of strategies.They build comprehension checks into in-cla and out-of-cla reading aignments, and periodically review how and when to use particular strategies.They encourage the development of reading skills and the use of reading strategies by using the target language to convey instructions and course-related information in written form: office hours, homework aignments, test content.They do not aume that students will transfer strategy use from one task to another.They explicitly mention how a particular strategy can be used in a different type of reading task or with another skill.By raising students' awarene of reading as a skill that requires active engagement, and by explicitly teaching reading strategies, instructors help their students develop both the ability and the ?confidence to handle communication situations they may encounter beyond the claroom.In this way they give their students the foundation for communicative competence in the new language.
11、Teaching writing The most important factor in writing exercises is that students need to be personally involved in order to make the learning experience of lasting value.Encouraging student participation in the exercise, while at the same time refining and expanding writing skills, requires a certain pragmatic approach.The teacher should be clear on what skills he/she is trying to develop.Next, the teacher needs to decide on which means (or type of exercise) can facilitate learning of the target area.Once the target skill areas and means of implmentation are defined, the teacher can then proceed to focus on what topic can be employed to ensure student participation.By pragmatically combing these objectives, the teacher can expect both enthusiasm and effective learning.
Choosing the target area depends on many factors; What level are the students?, What is the average age of the students, Why are the students learning English, Are there any specific future intentions for the writing (i.e school tests or job application letters etc.).Other important questions to ask oneself are: What should the students be able to produce at the end of this exercise? (a well written letter, basic communication of ideas, etc.) What is the focus of the exercise? (structure, tense usage, creative writing).Once these factors are clear in the mind of the teacher, the teacher can begin to focus on how to involve the students in the activity thus promoting a positive, long-term learning experience.
12、Integrated skills One image for teaching English as a second or foreign language (ESL/EFL) is that of a tapestry.The tapestry is woven from many strands, such as the characteristics of the teacher, the learner, the setting, and the relevant languages (i.e., English and the native languages of the learners and the teacher).For the instructional loom to produce a large, strong, beautiful, colorful tapestry, all of these strands must be interwoven in positive ways.For example, the instructor's teaching style must addre the learning style of the learner, the learner must be motivated, and the setting must provide resources and values that strongly support the teaching of the language.However, if the strands are not woven together effectively, the instructional loom is likely to produce something small, weak, ragged, and pale梟ot recognizable as a tapestry at all.
13、Moral learning the coursework and the extended aignment, presentation and use of English are important.Care should be taken with punctuation, spelling and layout.Emphasizes principles and procedures of aement that are of primary importance to educational practitioners.Includes construction of claroom tests, observation techniques, and performance measures; integration of aement and instruction; norm- and criterion-referenced aement; uses of standardized tests, current iues and controversies
14、Aement in language teaching Teaching materials are any resources (traditional, electronic or digital) used for language learning and teaching purposes, including coursebooks, newspapers, recordings and videos.The following principles underlie the selection of materials.
15、Learner differences and learner training
16、Using and creating resources To speak of the audio-visual method would be incorrect .Also in this case ,we are again dealing with a conglomeration of approaches which differ on from the other, and which have as their most important commons element that they all attend a great deal of important to the use of visual elements.As for as the objectives of FLT are concerned, these approaches also have a common interest.namely the fact that they reserve first place for oral skill .
17、Evaluating and adapting textbooks
Conclusion As teachers, many of us have had the responsibility of evaluating textbooks.Often, we have not been confident about what to base our judgements on, how to qualify our decisions, and how to report the results of our aement.It seems to us that to date textbook selection has been made in haste and with a lack of systematically applied criteria.Teachers, students, and administers are all consumers of textbooks.All these groups, of course, may have conflicting views about what a good/standard textbook is.However, the question is where they can turn to for reliable advice on how to make an informed decision and select a suitable textbook.The literature on textbook selection and/or textbook evaluation procedure is vast.Various scholars have suggested different ways to help teachers become more systematic and objective in their approach They have often offered checklists based on supposedly generalizable criteria.These sometimes detailed check-sheets use a variety of methods to ae how well a particular textbook under scrutiny measures up.
Reference material
1、by Wang Qiang Higher Education Pre
第三篇：湯姆索亞歷險(xiǎn)記讀后感
我們每個(gè)人都有一段完美的童年記憶，在《湯姆索亞歷險(xiǎn)記》這本書(shū)中就記述了湯姆?索亞得童年生活。
湯姆?索亞是個(gè)聰明、機(jī)智、活潑、調(diào)皮的孩子，正因?yàn)樗砩系倪@些缺點(diǎn)和優(yōu)點(diǎn)，讓我們都不由自主地喜歡上了他。他和自我的朋友干出了很多令人發(fā)笑的事，被罰刷圍墻，卻讓別人心甘情愿地替他工作，他異常喜歡做惡作劇，總把人搞的暈頭轉(zhuǎn)向。每當(dāng)看到湯姆又在施詭計(jì)時(shí)我都十分佩服他，我不明白他是怎樣想出戲弄人的好辦法的，每次都讓人們不得不向他投降。他雖然頑皮，但卻充滿了正義感，在別人遇到困難時(shí)，總是挺身而出，當(dāng)波特理解審判時(shí)，湯姆立刻出庭作證，拯救了波特，他所做的一切，不管是對(duì)是錯(cuò)，都成了人們喜歡他的理由。
人們都說(shuō)頑皮是小孩的天性，僅有頑皮才能體現(xiàn)出孩子的天真爛漫，如果我們的童年也能像湯姆的童年那樣，過(guò)上自由自在，不受約束的生活那該多好。那樣的生活真令人羨慕，整天都能夠做自我想做的事，如果無(wú)聊了，再做一個(gè)惡作劇，也許看到別人氣憤的樣貌，會(huì)使自我發(fā)笑。為什么人們都喜歡童年？因?yàn)橥昀锏纳詈?jiǎn)便歡樂(lè)，即使犯了錯(cuò)誤，也沒(méi)有人會(huì)責(zé)怪你，因?yàn)槟氵€小，不懂事，偶爾做了錯(cuò)事很正常，在童年里你也無(wú)需面臨什么重要的選擇，要決定誰(shuí)先誰(shuí)后，來(lái)一次剪刀石頭布，所有的問(wèn)題都解決了。
我喜歡湯姆?索亞，喜愛(ài)他的童年，更喜歡他的聰明機(jī)智和頑皮。
第四篇：《魯濱遜漂流記》讀后感
《魯濱遜漂流記》是18世紀(jì)英國(guó)作家丹尼爾。笛福的一部長(zhǎng)篇小說(shuō)。這部小說(shuō)是以亞歷山大。賽爾柯克在荒島上的真實(shí)經(jīng)歷為原型。作者從自己對(duì)時(shí)代的觀感和感受出發(fā)，以資產(chǎn)階級(jí)上升時(shí)期的冒險(xiǎn)進(jìn)取精神和18世紀(jì)的殖民精神塑造了魯濱遜形象。被譽(yù)為第一部英國(guó)小說(shuō)。了解這些后，我們一起從文字里感受讀者鄭雯Z看完這部小說(shuō)后有感而寫(xiě)的讀后感吧！
好的閱讀就如一縷陽(yáng)光。當(dāng)我打開(kāi)這本書(shū)時(shí)，就會(huì)發(fā)現(xiàn)和陽(yáng)光撞了個(gè)滿懷。
《魯濱遜漂流記》的作者是英國(guó)的丹尼爾。笛福。該書(shū)主要講述了英國(guó)青年魯濱遜帶著航海夢(mèng)，不顧父親的勸阻，決心要過(guò)海上的冒險(xiǎn)生活。在一次航海時(shí)，遇到風(fēng)暴，只身漂流到一個(gè)荒蕪人煙的小島上，開(kāi)始了一段與世隔絕的生活。他憑著他自己的勤勞和智慧，克服各種困難，在荒島上生活長(zhǎng)達(dá)20多年之久。后來(lái)，他幫助了一位船長(zhǎng)制服叛變的水手奪回了大船，而他也因此結(jié)束了荒島生活，最終脫險(xiǎn)，返回故鄉(xiāng)的故事。
這本書(shū)成功塑造了一個(gè)堅(jiān)強(qiáng)、勇敢，具有進(jìn)取精神的傳奇人物。讓我體會(huì)到在逆境中要用自己的智慧，勇氣與命運(yùn)斗爭(zhēng)的可貴精神，值得推薦給大家看。
第五篇：《魯濱遜漂流記》讀后感
我最喜歡看的書(shū)是：魯濱遜漂流記。
這本書(shū)主要是講魯濱遜因?yàn)橄矚g航海，卻意外的一個(gè)人來(lái)到了一個(gè)孤島上。然后他怎樣在這個(gè)孤島上生存下來(lái)的故事。
我最喜歡魯濱遜運(yùn)用他的智慧和雙手來(lái)解決他遇到的一個(gè)又一個(gè)問(wèn)題。我從書(shū)上學(xué)會(huì)了很多怎樣在野外生存的本事，我想如果有一天我也發(fā)生意外而必須一個(gè)人在野外的話，我也會(huì)運(yùn)用在書(shū)上學(xué)到的辦法堅(jiān)強(qiáng)的生存下來(lái)！另外我還從魯濱遜身上學(xué)到了做人要勇敢，就算遇到了天大的困難也要勇敢面對(duì)，更何況一些小事呢！
第六篇：《魯濱遜漂流記》讀后感
這是我第一次完整地讀笛福的作品《魯濱遜漂流記》。小說(shuō)中的魯濱遜?克魯索是一個(gè)永不疲倦、永不會(huì)停止的行動(dòng)者。他不愿安分地過(guò)著富裕的生活，而是要自己闖出一片天地。當(dāng)他遭到海難，流落到荒島上后，不坐嘆命運(yùn)的不濟(jì)，而是充分利用自己的頭腦和雙手修建依據(jù)，種植糧食，馴養(yǎng)家畜、制造器具、縫紉衣服。最終把荒園改造成了井然有序、欣欣向榮的家園。
故事讀完了，他的一句話給我留下了深刻的印象：“我的脾氣是只要決心做一件事情，不成功決不放手?！薄皼Q不放手”，簡(jiǎn)簡(jiǎn)單單的四個(gè)字，卻讓我感受到了他成為強(qiáng)者的真正原因。其實(shí)像他一樣的例子還有很多：海倫?凱勒DD一個(gè)盲聾啞的殘疾人，用自己的努力成為了美國(guó)最有名的學(xué)府哈佛大學(xué)的學(xué)生；司馬遷，在歷經(jīng)人生中最痛苦的折磨后，用自己的意志完成了《國(guó)榷》這部巨著，千古留名……
看著最后成為勝利者的他們，我不經(jīng)感嘆，作為21世紀(jì)的新少年，我們生活在幸福的時(shí)光中，很少經(jīng)歷挫折的我們更應(yīng)該學(xué)習(xí)他們這種“決不放手”的精神，時(shí)刻做好迎接困難的準(zhǔn)備。在困難來(lái)臨時(shí)，我們更應(yīng)大喊一聲：“我決不放手?！?/p>
