小学英语教学论教案.docx

小学英语教学论教案.docx

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小学英语教学论教案

CompanyDocumentnumber：

WUUT-WUUY-WBBGB-BWYTT-1982GT

小学英语教学论教案

湖南省学校

教案本

课程名称：

小学英语教学论

任课教师：

傅小平

系部：

外语系

教研室：

综合

专业班级：

08级英本4、5、6班

课题

Lecture1Introduction

计划

时数

2

授课

类型

Lecture

教学

目的

Todiscusssomegeneralmattersaboutlanguagelearningandteaching,suchascommonviewsonlanguageandlanguagelearning,qualitiesofagoodlanguageteacher

教学

重点

Whatisandhowtobeagoodlanguageteacher

教学

难点

Viewsonlanguageandonlanguagelearning

主要内容

1.Whatmethodologyis

2.Howdowelearnlanguage

3.Viewsonlanguage

4.Viewsonlanguagelearning

教

学

过

程

Step1Leadingin

Tobengintheclassbyaskingthestudentstosayatonguetwist.

Step2Presentation

methodologyis

ItstudiesthelawsandthenatureofEnglishteaching.ItdealswiththetheoryandpracticeofEnglishteaching,such.asobjectives（aims）andmethods,basicalprinciples,howtocultivatethelanguageskills.Itissupportedbymanymanysciences:

linguisticspedagogypsychologyandphylosophy

Why

英语教学法：

linguistics

pedagogy

psychology

philosophy

:

Fromabove,weknowmethodologyisastudiesthenatureandthelawsofEnglishdealswiththetheoryandpracticeofEnglishhelpsyoungteacherstodecidewhototeachandwhattoteachandhowtoteach,howtolearn,whytoteachandwhomtoteach.Soitisintendedasaguideforteachersandstudent-teachersofEnglishasaforeignlanguage.

Whototeach

Howtoteach

Whattoteach

Whytoteach

dowelearnlanguage

Muchofhumanbehaviourisinfluencedbypersonalexperience.Thewaylanguageteachersteachintheclassroomisinfluencedbythewaytheylearnedlanguages.Thisisespeciallytrueinforeignlanguageteaching.

（1）Howdowelearnourownlanguage（CB:

P1）

ResearchintoL1showsthatthemostimportantfactorforL1developmentiswhenchildrenareinteractingwithpeoplearoundthemandwhentheyareexperimentingwiththelanguageforcommunication.Therefore,Languagelearningisasocializingprocess,andinteractionandexperimentingwiththelanguageincommunicationareveryimportantfactorsforlanguagedevelopment.

2.Howdowelearnforeignlanguage（CB:

P3）

wemayhavefoundthat:

（1）Peoplelearnlanguagefordifferentreasons.

（2）Peoplelearnlanguageindifferentways.

（3）Peoplehavedifferentunderstandingaboutlanguagelearning.

（4）Peoplehavedifferentcapabilitiesinlanguagelea

Inthepastcentury,languageteachingandlearningpracticeshavebeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,thefunctionalviewandtheinteractionalview.Differentviewsonlanguagegeneratedifferentteachingmethodologies.

（2）Peoplelearnlanguageindifferentways.

（3）Peoplehavedifferentunderstandingaboutlanguagelearning.

（4）Peoplehavedifferentcapabilitiesinlanguagelearning

onlanguage

1.Whatislanguage

2.Differentviewsonlanguage.

Inthepastcentury,languageteachingandlearningpracticeshavebeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,thefunctionalviewandtheinteractionalview.Differentviewsonlanguagegeneratedifferentteachingmethodologies.

StructuralView:

Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:

fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.

FunctionalView:

itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:

offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.

Interactionalview:

Itconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.

onlanguagelearning

Thelanguagelearningtheoryunderlyinganapproachormethodusuallyanswerstwoquestions:

（1）Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning

（2）Whataretheconditionsthatneedtobemetinorderforthislearningprocesstobeactivated

Theresearchintotheanswersfallintoprocess-orientedtheoriesandcondition-orientedtheories.

Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.

Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.

Behaviouristtheory:

ProposedbybehaviouralpsychologistSkinner,hesuggestedthatlanguageisalsoisaformbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviourism.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesthe“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbycontanstrepetitionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised.

Cognitivetheory:

Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItisNoamChomsky’theory.ThekeypointofChomsky’stheoryisreflectedinhismostfamousquestion.

isagoodlanguageteacher

Notjustagoodcommandofforeignlanguage,thereareavarietyofelementsthatcontributestothequalitiesofagoodlanguageteacher.Theyare:

ethicdevotion,professionalqualitiesandpersonalstyles.（Parrot,1993）

WecanseethatthesethreeaspectscontributetheprofessionalcompetenceofagoodEnglishteacher.

AgoodteachershouldenablethestudentstocommunicateinEnglishinsideandoutsideclass,putanemphasisonpracticeratherthanexplanation,andco-operateamongteachers.

Agoodteachershouldhaveagoalinteaching.AmajorgoalinEnglishteachingistoenablelearnerstouseEnglisheffectively.Andtheobjectivesofeverylessonsengagingthestudents’attentionandinterest.

AgoodteachershouldfromthestartestablishEnglishasthemainclassroominmindthatcommunicatinginEnglishandlearningEnglishgohandinhand.

Agoodteachershouldcreateconditionsforlearning.Thematerialconditions

arenotimportantinlanguagelearning.Moreimportantforsuccessfullanguageteachingandlearningareplentyofopportunitiesforlearnerstoparticipateinclassroomactivities,andtheatmosphereinwhichstudentsfeelmotivatedtolearn.Motivationisessentialforlearning.

Agoodteachershoulddoallhecantostimulatethestudents’motivationtolearn.Heshouldsetappropriategoalandobjectivesinlearning;carefullyplantheactivities;choosetopicsofpersonalinterest;haveafairattitudetoallstudents.

小学英语教师应具备写什么样的素质，先引导学生进行讨论，然后指导学生学习教材。

6.Howcanonebecomeagoodlanguageteacher

Themostimportantandmostdifficultpartofthemakingofagoodlanguageteacheristhedevelopmentofprofessionalcompetence,whichisthestateorqualityofbeingqualifiedfortheprofession,andarmedwithaspecificrangeofskills,strategies,knowledgeandability.

AccordingtoPaulDavis,（2002:

2）,asuccessfulteacherhasthefollowingqualities:

（1）HaveapracticalcommandofEnglish,notjustaknowledgeofgrammarrules.

（2）.UseEnglishmostofthetimeineveryclass,includingbeginners’class.

（3）Thinkmostlyintermoflearnerpractice,notteacherexplanation.

（4）Findtimeforreallycommunicativeactivities,notjustpracticeoflanguageforms.

（5）Focustheirteachingonlearners’needs,notjuston“finish”thesyllabusorcoursebook.

Forthedevelopmentofprofessionalcompetence,wecanusethe“reflectivemodel”byWallace（1991）.Fromthemodel,wecanknowthedevelopmentinvolvesstageI,stageIIandthegoal.

StageI:

languagetraining.AllEnglishteachersaresupposedtohaveagoodcommandofEnglish.

StageII:

Thesecondstageismorecomplicated,foritcanbedividedintothreesub-stages:

learning,practiceandreflection.

Thelearningstageinvolves:

（a）Learnfromothers’experience（empiricalknowledge）

（b）Learnreceivedknowledge（suchaslanguagetheories,psycholinguistics,sociolinguistics,educationalpsychology,etc.

（c）Learnfromone’sownexperience.

Thelearningstageisfollowedbypractice.Theterm“practice”canbeusedintwosenses.First,itisashortperiodoftimeassignedforstudentstodoteachingpracticeaspartoftheireducation,underthesupervisionoftheirinstructors.Theothersenseofpracticeistherealworkthattheteachersundertakewhentheyfinishtheireducation

Step3Summary

Step4Extension:

Discussion

附记

或

教学说明

教学后记

备课时间：

2010-2-16-

课题

Lecture2ChildrenasLanguageLearners

计划

时数

2

授课

类型

Lecture

教学

目的

Todiscusssomegeneralmattersaboutlanguagelearningandteaching,suchasthecharacteristicsofchildren,howchildrenlearnEnglish,thequalityofagoodEnglishteacherandteacher’role

教学

重点

howchildrenlearnEnglish,thequalityofagoodEnglishteacherandteacher’role

教学

难点

howchildrenlearnEnglish,thequalityofagoodEnglishteacherandteacher’role

主要内容

1.characteristicsofchildren

2.ho