《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
Unit One Language and Learning(4 hours 1.Basic Demand: To discu some general matters about language learning and teaching, such as common views on language and language learning, ; qualities of a good language teacher; the structural view of language; the communicative view of language; the interactional view of language.2.Teaching Content: 1.How do we learn Language 2.View s on Language
3.Views on Language Learning and Learning in General 4.What makes a Good Language Teacher 5.How One become A Good Language Teacher 6.An overview of the book 3.Focal point and difficulty: The qualities of a good teacher 4.Main Points for examining: how to become a qualified English teacher Unit2 Communicative Principles and Task-based Language Teaching(6 hours 1.Basic demand: To discu one of the most important trends in second/ foreign language teaching in the past three decades, that is the practice of communicative language teaching and task-based language teaching 2.Teaching Content:: Language Use in real life vs.traditional pedagogy What is communicative competence? Implications for teaching and learning Principles of communicative language teaching CLT and the teaching of language skills
Main features of communicative activities Task-based language teaching How to design tasks Appropriatene of CLT and TBLT in the Chinese context 3.Focal point and difficulty: The practice of communicative language teaching and task-based language teaching 4.Main Points for examining: how to design tasks Unit3 The National English Curriculum(4 hours 1.Basic demand: to understand the goals and objectives of English language teaching; performance standards for different levels of competence and challenges facing English languages 2.Teaching Content: 1.A brief history of foreign language teaching in China 2.Designing principles for the National English Curriculum 3.Goals and objectives of English language teaching 4.Design of he National English Curriculum 5.performance standards for different levels of competence 6.Challenges facing English languages
3.Focal point and difficulty: performance standards for different levels of competence and challenges facing English languages 4.Main Points for examining: Goals and objectives of English language teaching Unit 4 Leon Planning (4 hours 1.Basic demand: To understand one of the most important components of language teachers’ work, leon planning and the principles for good leon planning 2.Teaching Content: 1Why is leon planning neceary? 2Principles for good leon planning 3Macro planning vs.micro planning 4Components of a leon plan 5Sample leon plans 6Conclusion 3.Focal point and difficulty: Components of a leon plan 4.Main Points for examining:
writing leon plan Unit 5 Claroom Management (4 hours 1.Basic demand: To discu how language teachers can manage the claroom more effectively and efficiently and how to deal with errors.2.Teaching Content: The role of the teacher Claroom instructions Student grouping Questioning in the claroom Discipline in the language claroom Dealing with errors 3.Focal point and difficulty: how to manage the claroom more effectively and deal with errors.4.Main Points for examining: deal with errors according differently.Unit 6 Teaching Pronunciation (4 hours 1.Basic demand: To discu how to teach pronunciation.
2.Teaching Content: The role of pronunciation The goal of teaching pronunciation Aspects of pronunciation Practicing sounds Practicing stre and intonation Conclusion 3.Focal point and difficulty: The goal and some aspects of teaching pronunciation 4.Main Points for examining: some aspects of teaching pronunciation Unit 7 Teaching Grammar (4 hours 1.Basic demand: To discu how to teach grammar.Although grammar is usually integrated with the teaching of other language components, it is still neceary to introduce ways to “focus on form”.
2.Teaching Content: The role of grammar in Language learning Grammar presentation
Grammar practice Conclusion 3.Focal point and difficulty: Grammar presentation methods 4.Main Points for examining: Grammar presentation methods and grammar practice Unit 8 Teaching Vocabulary (4 hours 1.Basic demand: To discu how to teach vocabulary.Although vocabulary is usually integrated with the teaching of reading, it is neceary to introduce ways to learn and consolidate vocabulary.2.Teaching Content: Understanding vocabulary and vocabulary learning What does knowing a new word involve Ways of presenting vocabulary Ways of consolidating vocabulary Developing vocabulary learning strategies Conclusion 3.Focal point and difficulty:
Ways of presenting vocabulary and consolidating vocabulary 4.Main Points for examining: how to present vocabulary and help student develop vocabulary learning strategies Unit 9 Teaching Listening (4 hours 1.Basic demand: To discu how to teach listening, to introduce types of listening ac tivities and the ways to improve students’ listening ability
2.Teaching Content: Why does listening seem so difficult? What do we listening to in everyday life Characteristics of the listening proce Principles for teaching listening Pre-listening activities While-listening activities Post-listening activities Conclusion Principles for teaching listening and how to design listening activities 4.Main Points for examining: how to design listening activities
Unit 10 Teaching speaking (4 hours 1.Basic demand: To discu how to teach speaking.From the characteristics of spoken language, to introduce types of speaking tasks and the ways to improve students’ speaking ability
2.Teaching Content: What are the characteristics of spoken language? Designing speaking tasks Using group work in speaking tasks Types of speaking tasks Conclusion 3.Focal point and difficulty: Designing and using group work in speaking tasks 4.Main Points for examining: How to design speaking tasks and ho9w to organize group work in speaking tasks Unit 11 Teaching Reading (4 hours 1.Basic demand: To discu how to teach reading.Analyze some skills involved in reading comprehension and principles and models for teaching reading.Introduce some reading activities 2.Teaching Content:
Reflecting on your reading experience How do we read? What do we read? Strategies involved in reading comprehension The role of vocabulary in reading Pre-reading activities While-reading activities Post-reading activities Conclusion 3.Focal point and difficulty: Strategies involved in reading comprehension and designing of reading activities 4.Main Points for examining: how to design reading activities and how to help student develop reading strategies Unit 12 Teaching Writing (4 hours 1.Basic demand: To discu the nature of writing in reality.Analyze problems in writing tasks and to introduce a communicative approach to writing.Why ,what and how do we writing The nature of writing in reality A communicative approach to writing Problems in writing tasks A proce approach to writing Motivating students to write Designing writing tasks Using the internet to promote proce writing
Conclusion 3.Focal point and difficulty： A proce approach to writing and motivating students to write 4.Main Points for examining: how to motivate students to write and how to design writing tasks Unit 13 Integrated Skills (4 hours 1.Basic demand： To discu how to integrated four language skills such as listening, speaking, reading and writing and the implications for teaching the four skill 2.Teaching Content: Why should we integrate the four skills? How can we integrate the four skills? What are the implications for teaching? What are the limitations of integrating the four skills Conclusion 3.Focal point and difficulty： how to integrate the four skills.4.Main Points for examining: how to integrate the four skills.Unit 14 Aement in Language Teaching (4 hours 1.Basic demand： To discu aement purposes, methods, criteria, principles and testing in teaching English 2.Teaching Content: 1Understanding aement Aement purposes Methods for aement Criteria Criteria Aement Principles Tests in aement Conclusion 3.Focal point and difficulty： Methods and criteria for aement 4.Main Points for examining: Methods and criteria for aement Unit 15 Learner Differences and Learner Training （4 hours） 1.Basic demand： To discu learner differences and learner training in language teaching 2.Teaching Content: 1.Understanding learner differences 2.Learner training in language teaching 3 Conclusion 3.Focal point and difficulty： understanding learner differences and learner training in language teaching 4.Main Points for examining: How to train learners in language teaching Unit 16 Using and Creating Resources (4 hours 1.Basic demand： to discu the resources available and the resources hidden 2.Teaching Content: 1 What resources are available for teaching? 2 Exploring hidden resources 3 Conclusion 3.Focal point and difficulty： the resources available and the resources hidden 4.Main Points for examining: the resources available and the resources hidden Unit 17 Evaluating and Adapting Textbooks(4 hours 1.Basic demand： To discu something about valuating textbooks, selecting textbooks and adapting textbooks 2.Teaching Content: Why and what? Evaluating textbooks Selecting textbooks Adapting textbook Conclusion 3.Focal point and difficulty: Adapting , evaluating textbooks and selecting textbooks 4.Main
Points for examining: Adapting, evaluating textbooks and selecting textbooks
四、课程教学形式与安排 课堂教学以学生为主体，教师为主导，采用讨论式，启发式，研究式教学方法。充分发挥学生的能动性和创造性。 采用深入中学课堂学习、调查。请优秀教师传授经验，观看优质课教学录相带、分备课组讨论、试讲等多种形式。
五、建议使用的教材与教学参考书目 教 材： 王蔷 《英语教学法教程》高等教育出版，2005 年，第二版
