英语教学法题
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㈡ 英语教学法中简答题 怎样理解这句话
这是一个由Because 所引导的状语从句；意思为——不能灵活使用英语的人，因为他们的语版法和词汇还没有掌握得权了
主句：LEARNERS是名语作主语MEANS WHO LEARN ENGLISH，而且注意必须是复数，因为有这种类型问题的人不只一个人；CAN NOT USE是谓语指“不能够”；后面的ENGLISH是USE的宾语，FLEXIBLY是USE的状语；这按句话的意思主句只能是用一般现在时（本句就是一般现在时），从句是现在完成时：因为是指到目前为止他们还没有掌握；完成时的结构为：HAVE+P.P.;MASTER是掌握，掌控，EG. IF YOU WANT TO MASTER ENGLISH, PLEASE STOP GOOF AROUND AND STUDY HARD.
㈢ 英语教学方法和教学手段有哪些
一：导入法
导入法可以说又分为好多种，可以选择直接导入法，直接从英语单词或者英语音标，又或者是英语长句导入展开英语教学;可以选择游戏导入法，先放松做游戏，再导入学习英语;可以情境导入法，举一个曾经的影视剧中情景，导入英语教材内容;可以采用多媒体教学，由简单有趣的英文单词或者英文歌曲导入展开教学。还有故事导入、歌曲导入、悬念导入、对比导入。
二：交际法
可以让学生们找自己喜欢的伙伴来进行语言交流，重要的是可以让学生能够考虑到进行相互交流的人们的作用和身份，考虑到涉及到的题目和情景，从而更加恰如其分的来运用英文交流。
三：游戏教学法
采用游戏的形式来复习单词，句型，练习英文的语言新知识点，学生们可以在相对比较轻松的环境下来学习，对于英语学习不会有反感的情绪，相反会让英语知识点的记忆更加的深刻。游戏的设计要注意简短，趣味性强，当然要与教本内容密切相关。
四：情景教学法
情景教学法是由教师来设定模拟的生活场景，要具有生动、真实以及实用的特点，这样学生们可以更好的进行综合与创造性的表达交流，即便是比较单调，机械的句型练习也不会感觉到很枯燥，学生们的学习积极性强。
㈣ 跪求英语专业教学法的毕业论文题目~~ 要相对而言有可行性，马上就要交了 急急~
"Intelligence activities in which learning is the realization of the structure, rather than intelligence factor is the learning activities to achieve the momentum." Intelligence factors and non-intellectual factors, plus re-learning strategies, the impact of a person learning the three factors. In the current ecation, whether it is moral ecation, labor, ecation, computer ecation, ecation or other special talents, should be to nurture and inspire students of non-intellectual factors as the prerequisite, and students should be to develop the non-intellectual factors as one of the aims of ecation. Of course, we must not only grasp the non-intellectual factors, which ignored intelligence factors, should one hand and intellectual factors, one hand and non-intellectual factors, but also grasp learning methods and learning strategies of ecation. (Lin Chongde, "English teaching psychology") 2.雅克博维茨(Jakobovits) After an investigation found that affect learning English is the main factor: motivation of 33 percent, to 33 per cent, 20 per cent of intelligence, other Accounting for 14 per cent, which fully shows that in the process of learning English, there are indivial differences, and these differences are more factors affect the outcome. 3.20 In the 1990s, American psychologists Peter.萨洛韦约翰. Meyer and Daniel. Golden, who made only emotional, emotional quotient (that is, "EQ") concept. In their view, non-intellectual factors are important viability of the indivial, is a potential to explore feelings, the ability to use emotional impact on all levels and the key to the future quality of life factors. In one of the success of various elements in the intelligence factor is important, but more important non-intellectual factors, the former accounting for 20 percent, after a 80 per cent. 4. Generally speaking, non-intellectual factors have both broad and narrow definition of a broad non-intellectual factors, factors other than intelligence refers to all the psychological factors, the narrow sense of intelligence, is motivated, interested, emotional, and character traits have been . 5. "Motivation and attitude is different from studying the decision with varying degrees of achievement one of the important factors" (Liu Runqing, 1999) Liu Runqing, of the University of English teaching [M], Beijing, Foreign Language Teaching and Research Press , 1999.6. Professor in the chapter and editor of the "foreign language pedagogy," a book on the principle of active learning foreign languages, in a bid to maximize the development of non-intellectual factors, easily unpleasant for students to learn English, do not inspire their paragraph Motivation to learn, so that they have tasted the joy of success, to train them to overcome their learning difficulties determination and perseverance. 7. The problem of non-intellectual factors, initially by the United States psychologist Alexander in the 20th century to the 1930s made. At that time, the prevalence of intelligence tests in the United States activities. Alexander opposed the Court Pearman intelligence "two factors that" the intelligence and Thurston "multi-factor said." He passed a lot of tests and research, found that in intelligence tests, the entire relationship between the large number of variables that affect the IQ of many factors, a large part was the appropriate people. However, these variables on the edge of the test data play a very important role in cargo. In 1935, Alexander (Alexander, WP), in its psychology thesis "of the intellectual and abstract intelligence", officially the "personality factors," named as "non-intellectual factors." In his inspiration, the famous psychologist Weikesile intelligence tests in 1940 proposed a "general intellectual activity in the non-intellectual factors", and carried out many studies. At present, the psychology profession and the ecation sector, the importance of non-intellectual factors of more and more people. 8. In China, and attaches great importance to the first use of "non-intellectual factors," the study is Professor Guo-Cai Yan, in 1983 he published "should attach importance to the cultivation of non-intellectual factors," the article has aroused the attention of our readers. In recent years, China's psychology of intellectual activity in the sector of non-intellectual factors of a lot of research. Initially, the different views, particularly on non-intelligence factors included a charge of a different view. For example, in 1983 Mr. Zhao Zhongtian that non-intelligence factors that personality factors. Mr. Guo-Cai Yan in 1984 that a broad intelligence is the only non-intellectual factors outside of all psychological factors, the narrow sense of non-intellectual factors is motivated, interested, feelings, will and character. 1988 NG Meng Pang factor is that non-intelligence personality structure, in addition to intellectual factors other than the psychological factors, including interest, needs, motivations, feelings, will, character, temperament, attitudes, ideals, beliefs, values, and so on. And 1990, Mr. Shin Ji-liang non-intellectual factors in the intellectual activity is demonstrated, intelligence activities and decisions of the effectiveness of non-intellectual factors affect each other psychological factors constitute a whole. For this concept, it is now recognized and compared the use of is that he has under two broad and understanding.
纯手工翻译，你看看行不行，可能字数不够，但我已经尽力帮你了，Gook luck！
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㈤ 关于英语教学法方向的论文题目，以及可参考书目
1、TPR教学法在小学英语教学中的实际使用情况 ——以XX学校为例
2、词块理论在高中英语写作教学中的应用研究
3、初中生英语写作中常见的错误分析及对策研究
4、针对“00后”学生特点的初中英语个性化教学研究
5、母语负迁移对高中英语写作教学的启示——以XX中学为例
6、学习者个体差异对初中生英语听力的影响——以XX中学为例