《英语教学法》课程教学大纲.docx
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《英语教学法》课程教学大纲
《英语教学法》课程教学大纲
发布日期:
2010-04-13浏览量:
593【字体:
大中小】
课程编号:
050246-050247适用专业:
英语
学时数:
72学分数:
4
执笔人:
张爱春编写时间:
2009年9月
一、课程的性质、任务
《英语教学法》是研究中、小学英语教学理论和实践的学科,是师范院校英语专业的一门基础课。
要求学生通过
这门课程的学习和实践,掌握本课程的理论与基础知识和技能,从而适应中、小学英语教学的需要。
二、课程的教学目的和要求
1.教学法理论课:
一般采用讲授、报告和分组讲座的形式。
目地是让学生了解外语教学的普遍规律及其具体应用,
帮助学生熟悉国内外各种外语教学流派的基本教学指导思想和原则,以及教学过程。
让学生学会分析课堂教学和根据
不同情况采用不同教学方法的能力。
学生通过学习,应了解并掌握我国当前中小学英语教学的基本原则:
A.交际性原则;B.四会并举、阶段侧重原则;C.
语音、语法、词汇综合教学原则;D.尽量使用目的语、适当利用母语的原则;E.精讲多练原则;F.以学生为中心的原则;G.趣味性原则。
通过本课程的学习,学生应掌握以下基本方法:
（1听、说、读、写四种语言技能的教学法;
（2备课（教材处理、教案编写、课件制作的方法;
（3授课（语音、语法、词汇、句型、对话、课文等各种课型的方法;
（4教学效果检查（口试、笔试、提问的方法;
（5电化教学和教具使用的方法;
（6开展课外活动的方法。
为了适应中小学的教学实际,学生还必须了解中小学教学大纲、中小学教材的内容和组织、安排。
课堂教学的程序、教学效果评估以及测试的方法。
2.见习课的目的是加深学生对教学法理论课的认识,
初步了解教学理论在中学教学的应用情况,培养学生分析和评估课堂教学的能力。
3.
微格教学主要通过录像等现代教学手段对学生的教学过程进行讲评,运用小班教学模真实教学情况。
4.教学实习给学生提供一个具体实践的机会,
让学生得以应用所获得的理论知识,培养初步的独立上课能力,并通
过教学实践加深对教学法理论知识的理解。
三、课程的教学内容
UnitOneLanguageandLearning（4hours
1.BasicDemand:
Todiscusssomegeneralmattersaboutlanguagelearningandteaching,suchascommonviewsonlanguageandlanguagelearning,;qualitiesofagoodlanguageteacher;thestructuralviewoflanguage;thecommunicativeviewoflanguage;theinteractionalviewoflanguage.
2.TeachingContent:
1.HowdowelearnLanguage
2.ViewsonLanguage
3.ViewsonLanguageLearningandLearninginGeneral
4.WhatmakesaGoodLanguageTeacher
5.HowOnebecomeAGoodLanguageTeacher
6.Anoverviewofthebook
3.Focalpointanddifficulty:
Thequalitiesofagoodteacher
4.MainPointsforexamining:
howtobecomeaqualifiedEnglishteacher
Unit2CommunicativePrinciplesandTask-basedLanguageTeaching（6hours
1.Basicdemand:
Todiscussoneofthemostimportanttrendsinsecond/foreignlanguageteachinginthepastthreedecades,thatisthepracticeofcommunicativelanguageteachingandtask-basedlanguageteaching
2.TeachingContent:
:
LanguageUseinreallifevs.traditionalpedagogy
Whatiscommunicativecompetence?
Implicationsforteachingandlearning
Principlesofcommunicativelanguageteaching
CLTandtheteachingoflanguageskills
Mainfeaturesofcommunicativeactivities
Task-basedlanguageteaching
Howtodesigntasks
AppropriatenessofCLTandTBLTintheChinesecontext
3.Focalpointanddifficulty:
Thepracticeofcommunicativelanguageteachingandtask-basedlanguageteaching4.MainPointsforexamining:
howtodesigntasks
Unit3TheNationalEnglishCurriculum（4hours
1.Basicdemand:
tounderstandthegoalsandobjectivesofEnglishlanguageteaching;performancestandardsfordifferentlevelsofcompetenceandchallengesfacingEnglishlanguages
2.TeachingContent:
1.AbriefhistoryofforeignlanguageteachinginChina
2.DesigningprinciplesfortheNationalEnglishCurriculum
3.GoalsandobjectivesofEnglishlanguageteaching
4.DesignofheNationalEnglishCurriculum
5.performancestandardsfordifferentlevelsofcompetence
5.ChallengesfacingEnglishlanguages
3.Focalpointanddifficulty:
performancestandardsfordifferentlevelsofcompetenceandchallengesfacingEnglishlanguages
4.MainPointsforexamining:
GoalsandobjectivesofEnglishlanguageteaching
Unit4LessonPlanning（4hours
1.Basicdemand:
Tounderstandoneofthemostimportantcomponentsoflanguageteachers’work,lessonplanningandtheprinciplesforgoodlessonplanning
2.TeachingContent:
1Whyislessonplanningnecessary?
2Principlesforgoodlessonplanning
3Macroplanningvs.microplanning
4Componentsofalessonplan
5Samplelessonplans
6Conclusion
3.Focalpointanddifficulty:
Componentsofalessonplan
4.MainPointsforexamining:
writinglessonplan
Unit5ClassroomManagement（4hours
1.Basicdemand:
Todiscusshowlanguageteacherscanmanagetheclassroommoreeffectivelyandefficientlyandhowtodealwitherrors.
2.TeachingContent:
Theroleoftheteacher
Classroominstructions
Studentgrouping
Questioningintheclassroom
Disciplineinthelanguageclassroom
Dealingwitherrors
3.Focalpointanddifficulty:
howtomanagetheclassroommoreeffectivelyanddealwitherrors.
4.MainPointsforexamining:
dealwitherrorsaccordingdifferently.
Unit6TeachingPronunciation（4hours
1.Basicdemand:
Todiscusshowtoteachpronunciation.
2.TeachingContent:
Theroleofpronunciation
Thegoalofteachingpronunciation
Aspectsofpronunciation
Practicingsounds
Practicingstressandintonation
Conclusion
3.Focalpointanddifficulty:
Thegoalandsomeaspectsofteachingpronunciation
4.MainPointsforexamining:
someaspectsofteachingpronunciation
Unit7TeachingGrammar（4hours
1.Basicdemand:
Todiscusshowtoteachgrammar.Althoughgrammarisusuallyintegratedwiththeteachingofotherlanguagecomponents,itisstillnecessarytointroducewaysto“focusonform”.
2.TeachingContent:
TheroleofgrammarinLanguagelearning
Grammarpresentation
Grammarpractice
Conclusion
3.Focalpointanddifficulty:
Grammarpresentationmethods
4.MainPointsforexamining:
Grammarpresentationmethodsandgrammarpractice
Unit8TeachingVocabulary（4hours
1.Basicdemand:
Todiscusshowtoteachvocabulary.Althoughvocabularyisusuallyintegratedwiththeteachingofreading,itisnecessarytointroducewaystolearnandconsolidatevocabulary.
2.TeachingContent:
Understandingvocabularyandvocabularylearning
Whatdoesknowinganewwordinvolve
Waysofpresentingvocabulary
Waysofconsolidatingvocabulary
Developingvocabularylearningstrategies
Conclusion
3.Focalpointanddifficulty:
Waysofpresentingvocabularyandconsolidatingvocabulary
4.MainPointsforexamining:
howtopresentvocabularyandhelpstudentdevelopvocabularylearningstrategiesUnit9TeachingListening（4hours
1.Basicdemand:
Todiscusshowtoteachlistening,tointroducetypesoflisteningactivitiesandthewaystoimprovestudents’listeningability
2.TeachingContent:
Whydoeslisteningseemsodifficult?
Whatdowelisteningtoineverydaylife
Characteristicsofthelisteningprocess
Principlesforteachinglistening
Pre-listeningactivities
While-listeningactivities
Post-listeningactivities
Conclusion
Principlesforteachinglisteningandhowtodesignlisteningactivities
4.MainPointsforexamining:
howtodesignlisteningactivities
Unit10Teachingspeaking（4hours
1.Basicdemand:
Todiscusshowtoteachspeaking.Fromthecharacteristicsofspokenlanguage,tointroducetypesofspeakingtasksandthewaystoimprovestudents’speakingability
2.TeachingContent:
Whatarethecharacteristicsofspokenlanguage?
Designingspeakingtasks
Usinggroupworkinspeakingtasks
Typesofspeakingtasks
Conclusion
3.Focalpointanddifficulty:
Designingandusinggroupworkinspeakingtasks
4.MainPointsforexamining:
Howtodesignspeakingtasksandho9wtoorganizegroupworkinspeakingtasksUnit11TeachingReading（4hours
1.Basicdemand:
Todiscusshowtoteachreading.Analyzesomeskillsinvolvedinreadingcomprehensionandprinciplesandmodelsforteachingreading.Introducesomereadingactivities
2.TeachingContent:
Reflectingonyourreadingexperience
Howdoweread?
Whatdoweread?
Strategiesinvolvedinreadingcomprehension
Theroleofvocabularyinreading
Pre-readingactivities
While-readingactivities
Post-readingactivities
Conclusion
3.Focalpointanddifficulty:
Strategiesinvolvedinreadingcomprehensionanddesigningofreadingactivities4.MainPointsforexamining:
howtodesignreadingactivitiesandhowtohelpstudentdevelopreadingstrategiesUnit12TeachingWriting（4hours
1.Basicdemand:
Todiscussthenatureofwritinginreality.Analyzeproblemsinwritingtasksandtointroduceacommunicativeapproachtowriting.
Why,whatandhowdowewritingThenatureofwritinginrealityAcommunicativeapproachtowritingProblemsinwritingtasksAprocessapproachtowritingMotivatingstudentstowriteDesigningwritingtasksUsingtheinternettopromoteprocesswritingConclusion3.Focalpointanddifficulty：
Aprocessapproachtowritingandmotivatingstudentstowrite4.MainPointsforexamining:
howtomotivatestudentstowriteandhowtodesignwritingtasksUnit13IntegratedSkills（4hours1.Basicdemand：
Todiscusshowtointegratedfourlanguageskillssuchaslistening,speaking,readingandwritingandtheimplicationsforteachingthefourskill2.TeachingContent:
Whyshouldweintegratethefourskills?
Howcanweintegratethefourskills?
Whataretheimplicationsforteaching?
WhatarethelimitationsofintegratingthefourskillsConclusion3.Focalpointanddifficulty：
howtointegratethefourskills.4.MainPointsforexamining:
howtointegratethefourskills.Unit14AssessmentinLanguageTeaching（4hours1.Basicdemand：
Todiscussassessmentpurposes,methods,criteria,principlesandtestinginteachingEnglish2.TeachingContent:
1UnderstandingassessmentAssessmentpurposesMethodsforassessmentCriteriaCriteriaAssessmentPrinciplesTestsinassessmentConclusion3.Focalpointanddifficulty：
Methodsandcriteriaforassessment4.MainPointsforexamining:
Methodsandcriteriaforassessment
Unit15LearnerDifferencesandLearnerTraining（4hours）1.Basicdemand：
Todiscusslearnerdifferencesandlearnertraininginlanguageteaching2.TeachingContent:
1.Understandinglearnerdifferences2.Learnertraininginlanguageteaching3Conclusion3.Focalpointanddifficulty：
understandinglearnerdifferencesandlearnertraininginlanguageteaching4.MainPointsforexamining:
HowtotrainlearnersinlanguageteachingUnit16UsingandCreatingResources（4hours1.Basicdemand：
todiscusstheresourcesavailableandtheresourceshidd
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