千文网小编为你整理了多篇相关的《大学英语课程教学工作总结(大全)》，但愿对你工作学习有帮助，当然你在千文网还可以找到更多《大学英语课程教学工作总结(大全)》。
第一篇：111,大学英语课程总结
课程总结
课程名称：大学英语
课程类型：本科基础必修课
授课对象：电子信息工程1班，2班，劳动与社会保障2班
使用教材：《大学英语精读第一册》， Let’s Talk Book 1
一、教材情况
精读课：总共讲1，2, 3，4，7和9单元。
听说课：总共讲1-5单元
二、备课方面
由于教授的是本科学生，我在备课方面尤其要有针对性，要考虑到好学生的需求，但同时也要顾及到英语基础较差的学生，所以在一堂课中所讲的东西要涵盖不同层次。
三、上课方面
1.能较好的贯彻课堂教学中“以学生为中心”的原则。精读课的讲解中，我经常让学生尝试翻译课文中的句子或段落，讲解练习的时候，每道问题我都让学生说出他们的答案，并给与解释，避免我作为老师“一堂言”的现象。在听说课上，我给学生充分的机会练习口语，提高他们对英语的兴趣。
2.学生在回答问题或朗读单词和课文时，有时候会出现错误，这时候，我能运用启发式的思维方法引导学生查出自己出错的地方，进而得到正确的答案。
3.因为学生基础较好，对于教师讲的问题接受的比较快，所以课堂中学生与老师有一定的互动。老师的每个问题也能得到反馈。
4.上课的板书我坚持做到规范，字迹工整清晰。因为系主任经常叮嘱我们说板书是一个教师的门面，它的好坏会影响学生对教师的印象，所以我特别注重自己的板书。
四、作业方面
我坚持每节课都给学生留作业，因为作业是反映学生对上课老师 所讲内容的接受程度的衡量标准。学生的作业通常包括：单词背诵，课文预习，句子翻译和段落作文等形式。对于学生的作业我都认真批改，给学生指出错误。
五、学生方面
总的来说这电信1班，和劳动2班，学生都还算认真，除了个别几个学
生外，其他同学基本上能完成教师布置的作业，上课时给与教师积极的配合，从而形成良好的课堂气氛。对于老师讲的知识点也有较好的互动和反馈。但
是电信2班，学生基础较差，大部分男生完全听不懂老师在讲什么，针对这个问题，我让学生在课下做一些语法题，以逐渐提高他们的基础。
出勤情况：这四个班的学生总体来说出勤比较好，除了个别同学以外。
六、大学英语这门课为期末考试课，卷子内容紧扣课上所学，70%为书上内容，
可以充分体现学生在课上听讲和对基础知识掌握的扎实程度。
刘娜
2010年12月
大学英语课教学工作总结（共7篇）
英语课教学工作总结
英语课程教学工作计划
大学英语教学工作总结
英语新课程教学工作总结（共6篇）
第二篇：大学英语《英语教学法》课程论文
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：汤姆索亚历险记读后感
我们每个人都有一段完美的童年记忆，在《汤姆索亚历险记》这本书中就记述了汤姆・索亚得童年生活。
汤姆・索亚是个聪明、机智、活泼、调皮的孩子，正因为他身上的这些缺点和优点，让我们都不由自主地喜欢上了他。他和自我的朋友干出了很多令人发笑的事，被罚刷围墙，却让别人心甘情愿地替他工作，他异常喜欢做恶作剧，总把人搞的晕头转向。每当看到汤姆又在施诡计时我都十分佩服他，我不明白他是怎样想出戏弄人的好办法的，每次都让人们不得不向他投降。他虽然顽皮，但却充满了正义感，在别人遇到困难时，总是挺身而出，当波特理解审判时，汤姆立刻出庭作证，拯救了波特，他所做的一切，不管是对是错，都成了人们喜欢他的理由。
人们都说顽皮是小孩的天性，仅有顽皮才能体现出孩子的天真烂漫，如果我们的童年也能像汤姆的童年那样，过上自由自在，不受约束的生活那该多好。那样的生活真令人羡慕，整天都能够做自我想做的事，如果无聊了，再做一个恶作剧，也许看到别人气愤的样貌，会使自我发笑。为什么人们都喜欢童年？因为童年里的生活简便欢乐，即使犯了错误，也没有人会责怪你，因为你还小，不懂事，偶尔做了错事很正常，在童年里你也无需面临什么重要的选择，要决定谁先谁后，来一次剪刀石头布，所有的问题都解决了。
我喜欢汤姆・索亚，喜爱他的童年，更喜欢他的聪明机智和顽皮。
第四篇：《鲁滨逊漂流记》读后感
《鲁滨逊漂流记》是18世纪英国作家丹尼尔。笛福的一部长篇小说。这部小说是以亚历山大。赛尔柯克在荒岛上的真实经历为原型。作者从自己对时代的观感和感受出发，以资产阶级上升时期的冒险进取精神和18世纪的殖民精神塑造了鲁滨逊形象。被誉为第一部英国小说。了解这些后，我们一起从文字里感受读者郑雯Z看完这部小说后有感而写的读后感吧！
好的阅读就如一缕阳光。当我打开这本书时，就会发现和阳光撞了个满怀。
《鲁滨逊漂流记》的作者是英国的丹尼尔。笛福。该书主要讲述了英国青年鲁滨逊带着航海梦，不顾父亲的劝阻，决心要过海上的冒险生活。在一次航海时，遇到风暴，只身漂流到一个荒芜人烟的小岛上，开始了一段与世隔绝的生活。他凭着他自己的勤劳和智慧，克服各种困难，在荒岛上生活长达20多年之久。后来，他帮助了一位船长制服叛变的水手夺回了大船，而他也因此结束了荒岛生活，最终脱险，返回故乡的故事。
这本书成功塑造了一个坚强、勇敢，具有进取精神的传奇人物。让我体会到在逆境中要用自己的智慧，勇气与命运斗争的可贵精神，值得推荐给大家看。
第五篇：《鲁滨逊漂流记》读后感
我最喜欢看的书是：鲁滨逊漂流记。
这本书主要是讲鲁滨逊因为喜欢航海，却意外的一个人来到了一个孤岛上。然后他怎样在这个孤岛上生存下来的故事。
我最喜欢鲁滨逊运用他的智慧和双手来解决他遇到的一个又一个问题。我从书上学会了很多怎样在野外生存的本事，我想如果有一天我也发生意外而必须一个人在野外的话，我也会运用在书上学到的办法坚强的生存下来！另外我还从鲁滨逊身上学到了做人要勇敢，就算遇到了天大的困难也要勇敢面对，更何况一些小事呢！
第六篇：《鲁滨逊漂流记》读后感
这是我第一次完整地读笛福的作品《鲁滨逊漂流记》。小说中的鲁滨逊・克鲁索是一个永不疲倦、永不会停止的行动者。他不愿安分地过着富裕的生活，而是要自己闯出一片天地。当他遭到海难，流落到荒岛上后，不坐叹命运的不济，而是充分利用自己的头脑和双手修建依据，种植粮食，驯养家畜、制造器具、缝纫衣服。最终把荒园改造成了井然有序、欣欣向荣的家园。
故事读完了，他的一句话给我留下了深刻的印象：“我的脾气是只要决心做一件事情，不成功决不放手。”“决不放手”，简简单单的四个字，却让我感受到了他成为强者的真正原因。其实像他一样的例子还有很多：海伦・凯勒DD一个盲聋哑的残疾人，用自己的努力成为了美国最有名的学府哈佛大学的学生；司马迁，在历经人生中最痛苦的折磨后，用自己的意志完成了《国榷》这部巨著，千古留名……
看着最后成为胜利者的他们，我不经感叹，作为21世纪的新少年，我们生活在幸福的时光中，很少经历挫折的我们更应该学习他们这种“决不放手”的精神，时刻做好迎接困难的准备。在困难来临时，我们更应大喊一声：“我决不放手。”
推荐专题： 英语简易读物读后感