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1、精選優(yōu)質(zhì)文檔-----傾情為你奉上 《英語教學法》課程教學大綱 發(fā)布日期:2010-04-13 瀏覽量:593 【字體:大 中 小】 課程編號:- 適用專業(yè):英語 學時數(shù):72學分數(shù):4 執(zhí)筆人:張愛春 編寫時間:2009年 9月 一、課程的性質(zhì)、任務 《英語教學法》是研究中、小學英語教學理論和實踐的學科,是師范院校英語專業(yè)的一門基礎課。要求學生通過 這門課程的學習和實踐,掌握本課程的理論與基礎知識和技能,從而適應中、小學英語教學的需要。 二、課程的教學目的和要求 1. 教學法理論課:一般采用講授、 報告和分組講座的形式。 目地是讓學生了解外語教學的普遍規(guī)律及其具體應用, 幫

2、助學生熟悉國內(nèi)外各種外語教學流派的基本教學指導思想和原則,以及教學過程。讓學生學會分析課堂教學和根據(jù) 不同情況采用不同教學方法的能力。學生通過學習,應了解并掌握我國當前中小學英語教學的基本原則:A. 交際性原 則; B. 四會并舉、階段側(cè)重原則; C. 語音、語法、詞匯綜合教學原則; D. 盡量使用目的語、適當利用母語的原則; E. 精講多練原則; F. 以學生為中心的原則; G . 趣味性原則。 通過本課程的學習,學生應掌握以下基本方法: (1 聽、說、讀、寫四種語言技能的教學法; (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、對話、課文等各種

3、課型的方法; (4 教學效果檢查(口試、筆試、提問的方法; (5 電化教學和教具使用的方法; (6 開展課外活動的方法。 為了適應中小學的教學實際,學生還必須了解中小學教學大綱、中小學教材的內(nèi)容和組織、安排。課堂教學的程 序、教學效果評估以及測試的方法。 2. 見習課的目的是加深學生對教學法理論課的認識, 初步了解教學理論在中學教學的應用情況, 培養(yǎng)學生分析和評 估課堂教學的能力。 3. 微格教學主要通過錄像等現(xiàn)代教學手段對學生的教學過程進行講評,運用小班教學模真實教學情況。 4. 教學實習給學生提供一個具體實踐的機會, 讓學生得以應用所獲得的理論知識, 培養(yǎng)初步的獨立上課能力,

4、 并通 過教學實踐加深對教學法理論知識的理解。 三、課程的教學內(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 comm

5、unicative 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.

6、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 te

7、aching 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

8、 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-b

9、ased 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 lang

10、uages 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 compe

11、tence 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

12、 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 l

13、esson 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 effic

14、iently 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

15、 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 Prac

16、ticing 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

17、. 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: Gr

18、ammar 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 introduc

19、e 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 diffic

20、ulty: 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 listenin

21、g 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

22、 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 spo

23、ken 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 difficu

24、lty: 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 compreh

25、ension 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-rea

26、ding 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

27、 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

28、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

29、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

30、 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 Teach

31、ing (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

32、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. Underst

33、anding 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

34、 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:

35、 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

36、 Conclusion 3. Focal point and difficulty: Adapting , evaluating textbooks and selecting textbooks 4. Main Points for examining: Adapting, evaluating textbooks and selecting textbooks 四、課程教學形式與安排 課堂教學以學生為主體，教師為主導，采用討論式，啟發(fā)式，研究式教學方法。充分發(fā)揮學生的能動性和創(chuàng)造性。 采用深入中學課堂學習、調(diào)查。請優(yōu)秀教師傳授經(jīng)驗，觀看優(yōu)質(zhì)課教學錄相帶、分備課組討論、試講等多種形式。 五、建議使用的教材與教學參考書目 教 材： 王薔 《英語教學法教程》高等教育出版，2005 年，第二版 專心---專注---專業(yè)