精選優(yōu)質(zhì)文檔-----傾情為你奉上 《英語教學(xué)法》課程教學(xué)大綱 發(fā)布日期:2010-04-13 瀏覽量:593 【字體:大 中 小】 課程編號(hào):- 適用專業(yè):英語 學(xué)時(shí)數(shù):72學(xué)分?jǐn)?shù):4 執(zhí)筆人:張愛春 編寫時(shí)間:2009年 9月 一、課程的性質(zhì)、任務(wù) 《英語教學(xué)法》是研究中、小學(xué)英語教學(xué)理論和實(shí)踐的學(xué)科,是師范院校英語專業(yè)的一門基礎(chǔ)課。要求學(xué)生通過 這門課程的學(xué)習(xí)和實(shí)踐,掌握本課程的理論與基礎(chǔ)知識(shí)和技能,從而適應(yīng)中、小學(xué)英語教學(xué)的需要。 二、課程的教學(xué)目的和要求 1. 教學(xué)法理論課:一般采用講授、 報(bào)告和分組講座的形式。 目地是讓學(xué)生了解外語教學(xué)的普遍規(guī)律及其具體應(yīng)用, 幫助學(xué)生熟悉國內(nèi)外各種外語教學(xué)流派的基本教學(xué)指導(dǎo)思想和原則,以及教學(xué)過程。讓學(xué)生學(xué)會(huì)分析課堂教學(xué)和根據(jù) 不同情況采用不同教學(xué)方法的能力。學(xué)生通過學(xué)習(xí),應(yīng)了解并掌握我國當(dāng)前中小學(xué)英語教學(xué)的基本原則:A. 交際性原 則; B. 四會(huì)并舉、階段側(cè)重原則; C. 語音、語法、詞匯綜合教學(xué)原則; D. 盡量使用目的語、適當(dāng)利用母語的原則; E. 精講多練原則; F. 以學(xué)生為中心的原則; G . 趣味性原則。 通過本課程的學(xué)習(xí),學(xué)生應(yīng)掌握以下基本方法: (1 聽、說、讀、寫四種語言技能的教學(xué)法; (2 備課(教材處理、教案編寫、課件制作的方法; (3 授課(語音、語法、詞匯、句型、對(duì)話、課文等各種課型的方法; (4 教學(xué)效果檢查(口試、筆試、提問的方法; (5 電化教學(xué)和教具使用的方法; (6 開展課外活動(dòng)的方法。 為了適應(yīng)中小學(xué)的教學(xué)實(shí)際,學(xué)生還必須了解中小學(xué)教學(xué)大綱、中小學(xué)教材的內(nèi)容和組織、安排。課堂教學(xué)的程 序、教學(xué)效果評(píng)估以及測(cè)試的方法。 2. 見習(xí)課的目的是加深學(xué)生對(duì)教學(xué)法理論課的認(rèn)識(shí), 初步了解教學(xué)理論在中學(xué)教學(xué)的應(yīng)用情況, 培養(yǎng)學(xué)生分析和評(píng) 估課堂教學(xué)的能力。 3. 微格教學(xué)主要通過錄像等現(xiàn)代教學(xué)手段對(duì)學(xué)生的教學(xué)過程進(jìn)行講評(píng),運(yùn)用小班教學(xué)模真實(shí)教學(xué)情況。 4. 教學(xué)實(shí)習(xí)給學(xué)生提供一個(gè)具體實(shí)踐的機(jī)會(huì), 讓學(xué)生得以應(yīng)用所獲得的理論知識(shí), 培養(yǎng)初步的獨(dú)立上課能力, 并通 過教學(xué)實(shí)踐加深對(duì)教學(xué)法理論知識(shí)的理解。 三、課程的教學(xué)內(nèi)容 Unit One Language and Learning(4 hours 1.Basic Demand: To discuss 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 discuss 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 Appropriateness 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 Lesson Planning (4 hours 1. Basic demand: To understand one of the most important components of language teachers’ work, lesson planning and the principles for good lesson planning 2. Teaching Content: 1Why is lesson planning necessary? 2Principles for good lesson planning 3Macro planning vs. micro planning 4Components of a lesson plan 5Sample lesson plans 6Conclusion 3. Focal point and difficulty: Components of a lesson plan 4. Main Points for examining: writing lesson plan Unit 5 Classroom Management (4 hours 1. Basic demand: To discuss how language teachers can manage the classroom more effectively and efficiently and how to deal with errors. 2. Teaching Content: The role of the teacher Classroom instructions Student grouping Questioning in the classroom Discipline in the language classroom Dealing with errors 3. Focal point and difficulty: how to manage the classroom 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 discuss how to teach pronunciation. 2. Teaching Content: The role of pronunciation The goal of teaching pronunciation Aspects of pronunciation Practicing sounds Practicing stress 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 discuss how to teach grammar. Although grammar is usually integrated with the teaching of other language components, it is still necessary 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 discuss how to teach vocabulary. Although vocabulary is usually integrated with the teaching of reading, it is necessary 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 discuss 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 process 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 discuss 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 discuss 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 discuss 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 process approach to writing Motivating students to write Designing writing tasks Using the internet to promote process writing Conclusion 3. Focal point and difficulty： A process 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 discuss 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 Assessment in Language Teaching (4 hours 1. Basic demand： To discuss assessment purposes, methods, criteria, principles and testing in teaching English 2. Teaching Content: 1Understanding assessment Assessment purposes Methods for assessment Criteria Criteria Assessment Principles Tests in assessment Conclusion 3. Focal point and difficulty： Methods and criteria for assessment 4. Main Points for examining: Methods and criteria for assessment Unit 15 Learner Differences and Learner Training （4 hours） 1. Basic demand： To discuss 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 discuss 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 discuss 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、課程教學(xué)形式與安排 課堂教學(xué)以學(xué)生為主體，教師為主導(dǎo)，采用討論式，啟發(fā)式，研究式教學(xué)方法。充分發(fā)揮學(xué)生的能動(dòng)性和創(chuàng)造性。 采用深入中學(xué)課堂學(xué)習(xí)、調(diào)查。請(qǐng)優(yōu)秀教師傳授經(jīng)驗(yàn)，觀看優(yōu)質(zhì)課教學(xué)錄相帶、分備課組討論、試講等多種形式。 五、建議使用的教材與教學(xué)參考書目 教 材： 王薔 《英語教學(xué)法教程》高等教育出版，2005 年，第二版 專心---專注---專業(yè)