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英语教学理论与实践教学大纲

英语教学理论与实践教学大纲
英语教学理论与实践教学大纲

《英语教学理论与实践》教学大纲

Theory and Practice for English language Teaching

课程代码:RRX036316 学时:36 学分:2

理论学时:36 实验或讨论学时:0

适用专业:英语课程性质:选修

执笔人:李银玲审定人:康光明

一、说明

1.课程的性质、地位和任务

“英语教学理论与实践”是面向英语专业高年级学生开设的一门个性发展课程。是一门多边缘的、发展中的、理论与实践相结合的理论学科,课程在回顾外语教学历史、研究语言和学习规律、介绍先进教学理论的同时,要求学生通过语音、语法、词汇、听力、口语、阅读、写作、等课堂教学的实践,掌握教学理论,灵活运用教学理论。因此,本课程具有知识介绍和理论实践两大特点,既注重知识的传授,又注意教学能力的培养。

2.课程教学的基本要求

该课程要求学生有很强的自主学习能力和参与意识。根据人才培养模式的要求和本课程设置的特点,学生在学习时应做到以下几点:

1)做好充分的预习工作

该课程要求学生必须在上课前做好充分的预习工作。在课前预习时应该做到以下几点:

预习教材,完成所有的tasks;

阅读相关的辅助材料,如上海外语教育出版社和外研社都出版了成套的英语教学和研究类图书,另外很多国内的刊物,如“外语教学与研究”“外语界””国外外语教学”“中小学外语教学”等,国外的如TESOL Quarterly, ELT Journal, Forum等上面都有很多理论与理论应用性的研究,阅读这些书籍和刊物不仅可以扩充自己的知识,也可以学习一些研究方法;

自己应该能够根据教材中的教学理论,设计各种微型课堂活动。

2)注意互惠性学习

所谓互惠性学习即在学习中与其他同学合作,互惠互利,进行信息共享,共同分析问题、解决问题。如有可能可以结合成固定的学习小组。

3)加强反思性学习

在学习过程中应注意将所学教学理论与自己的教学实践相联系,从理论的角度评估自己的教学。如在学习“阅读教学”时,根据阅读教学的理论对照自己的阅读教学实践,寻找教学中的差距,这样不仅可以加深对教学理论的理解,也可通过对自己教学的反思,提高自己的业务素质。

3.课程教学改革

本课程注重理论和实践相结合,注意学习过程中的“教学行为研究”。模拟讲课一般是安排在教学课程完成之后,但是,在学习教学的过程中让学生有意识地将教学行为研究纳入自己的学习日程。辅导学生注意发现学习中存在的问题,分析问题的原因,然后根据所学教学理论设计解决方式,

在课堂上与其他同学交流,同时征求辅导教师的意见。

二、大纲内容内容

㈠课程理论教学(理论学时为30学时)

本课程系统讲授国内外外语教学及教育科学方面的新成就,并注意提供实际而具体的教学建议,为培养合格中学英语教师打下良好的英语教学理论基础。培养学生初步掌握的英语教学的方法和技巧。课程在回顾外语教学历史、研究语言和学习规律、介绍先进教学理论的同时,要求学生通过听力、口语、阅读、写作、语音、语法、词汇等课堂教学的实践,掌握教学理论,灵活运用教学理论。理论共分分四部分共15 个单元分别介绍了有关语言和语言学习的理论、教学法简史、教学法的主要流派、课程和课堂活动、在听力、口语、阅读、写作、语音、语法和词汇教学中介绍了教学应遵循的原则、可采用的教学模式和策略。通过该课程的学习,学习者应该能够了解最基本的教学理论,为其自身的发展打下应有的理论基础。

Unit 1 Language and Learning

1. Teaching Aims:

In this unit we will discuss some general matters about language learning and teaching, such as common views on language and language learning, qualities of a good language teacher.

2. Teaching Focus

We are going to discuss five questions in particular:

1) How do we learn language?

2) V iews on language

3) V iews on language learning

4) What is good language teacher?

5) How can one become a good language teacher?

6) An overview of the book

Questions :

1、What are the common views on language?

2、What are the common views on language learning?

Unit 2 Communicative Principles and Activities

1. Teaching Aims:

In this unit we will discuss discuss one of the most important trends in second/ foreign language teaching in the past three decades, that is the practice of communicative language teac hing

2. Teaching Focus

We are going to discuss five questions in particular:

1) Language use in real life vs. traditional pedagogy

2) Fostering communication competence

3) The implementation of language skills

4) Communicative activities

5) Conclusion:How do we learn language?

Questions :

What is communicative competence?

What is Task-based language Teaching?

Are there limitations of CLT and TBLT?

Unit 3 The National English Curriculum

1. Teaching Aims:

In this unit we will discuss discuss the historyas well as the development of the National English Curriculum in China.

2. Teaching Focus

We are going to discuss five questions in particular:

1) a brief history of foreign language teachig in China

2) Designing principles for the National English Curriculum

3) Goals and objectives of English Language Teaching

4)Design of the National English Curriculum

5) performance standards for different levels of competence

Questions :

1.What are the designing principle for the National English Curriculum 2001?

2.what are the standards for different levels of competence?

3.What are the challenges facing English language teachers?

Unit 4 Lesson Planning

1. Teaching Aims:

To look at one of the most important components of language teachers’ wo rk, lesson planning. I have arranged to introduce this topic prior to other units so that users of the book can use what is covered in this unit as a guide when they write mini-lesson plans for other units.

2. Teaching Focus

We are going to discuss five questions in particular:

1) Why is lesson planning necessary?

2) Principles for good lesson planning

3) Macro planning vs. micro planning

4) Components of a lesson plan

5) Sample lesson plans

6) Conclusion

Questions

1.What are the principles for good lesson planning?

2.What are macro planning and micro planning?

3.What are the component of a lesson plan?

Unit 5 Classroom Management

1. Teaching Aims:

To discuss how language teachers can manage the classroom more effectively and efficiently.

2. Teaching Focus

1) The role of the teacher

2) Student grouping

3) Discipline in the language classroom

Questions

What roles do teacheres play in the classroom?

How to maintain discipline in the classroom?

How to treat students’ errors in the classroom?

Unite 6 Teaching Pronunciation

1. Teaching Aims:

To discuss how to teach pronunciation.

2. Teaching Focus

1) The role of pronunciation

2) The goal of teaching pronunciation

3) Aspects of pronunciation

4) Practicing sounds

5) Practicing stress and intonation

6) Conclusion

Questions

What role does pronunciation play in language learning?

What aspects of pronunciation do we need to teach?

How can teachers help the students to improve pronunciation?

Unit 7 Teaching Grammar

1. Teaching Aims:

To discuss how to teach grammar. Although grammar is usually integrated with the teaching of other language components, we still consider it necessary to introduce ways to “focus on form”.

2. Teaching Focus

1 The role of grammar in ELT

2 Grammar presentation methods

3 Grammar practice

4 Conclusion

Questions

What is the role of grammar in language learning?

What are the major types of grammar presentation methods?

What are the major types of grammar practice activities?

Unit 8 Teaching V ocabulary

1. Teaching Aims:

To discuss how to teach vocabulary. Although vocabulary is usually integrated with the teaching of reading, we still consider it necessary to introduce ways to learn and consolidate vocabulary.

2. Teaching Focus

1) V ocabulary and vocabulary building

2) Presenting new words

3) Consolidating vocabulary

4) Developing vocabulary building strategies

5) Conclusion

Questions

How can we present new vocabulary items?

What are some effective ways to consolidate vocabulary?

How do we help students develop vocabulary learning strategies?

Unit 9 Teaching Listening

1. Teaching Aims:

In this unit we are going to discuss how to teach listening.

2. Teaching Focus

1) Why does listening seem so difficult?

2) What do we listening to in everyday life

3) Characteristics of the listening process

4) Principles for teaching listening

5) Pre-listening activities

6) While-listening activities

7) Post-listening activities

8) Conclusion

Questions

Why does listening seem so difficult for students?

What are the characteristics of the listening process?

What are the common activities in teaching listening?

Unit 10 Teaching speaking

1.Teaching Aims:

To discuss how to teach speaking. From the characteristics of spoken language I will introduce types of speaking tasks and the ways to improve students’ speak ing ability

2.Teaching content:

1) What are the characteristics of spoken language?

2) Designing speaking tasks

3) Using group work in speaking tasks

4) Types of speaking tasks

5) Conclusion

Questions

What are the principles for teaching speaking?

How can we design speaking activities?

How to organize speaking activities?

Unit 11 Teaching Reading

1.Teaching Aims: :To discuss how to teach reading. Analyze some skills involved in reading comprehension and principles and models for teaching reading. Introduce some reading activities

3.Teaching focus

1) How do we read?

2) What do we read?

3) Skills involved in reading comprehension

4) Principles and models for teaching reading

5) Pre-reading activities

6) While-reading activities

7) Post-reading activities

8) Conclusion

Questions

What are the skills involved in reading?

What are the principles and models for teaching reading

What procedures and types of activities can we use in teaching reading?

Unit 12 Teaching Writing

1.Teaching Aims:To discuss the nature of writing in reality. Analyze problems in writing tasks and to introduce a communicative approach to writing.

2. Teaching focus:

1) The nature of writing in reality

2) A communicative approach to writing

3) Problems in writing tasks

4) A process approach to writing

5) Writing through e-mail

6) Conclusion

Questions

What ,why and how do we write?

Designing writing tasks.

Writing through the internet.

Unit 13 Integrated Skills

1.Teaching Aims:

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 focus:

1) Why should we integrate the four skills?

2) How can we integrate the four skills?

3) What are the implications for teaching?

4) What are the limitations of integrating the four skills

5) Conclusion

Questions

Why integrate the four skills?

How can we integrate the skills/

What are the implications for teaching?

Unit 14 learner Differences and learner Training

1.Teaching Aims:

To discuss the differences of learner how to do learner training.

2. Teaching focus:

1) understanding learner differences

2) learner training in language teaching

3) Conclusion

Questions

1.How learners are different?

2.What can we do in learner training?

3.How can we help learners to become more autonomous?

Unit 15 Evaluating and Adapting Textbooks

1.Teaching Aims:

To discuss something about valuating textbooks, selecting textbooks and adapting textbooks.

2. Teaching focus:

1) Why and what?

2) Evaluating textbooks

3) Selecting textbooks

4) Adapting textbook

5) Conclusion

Questions:

1.Why and what do teachers evaluate and adapt?

2. How should teachers evaluate textbooks?

Unit 16-unit18

Modeling teaching

三、本课程考核方式、方法

课程的考核方式采取两种形式:形成性考核和课程终结考试。课程总成绩为百分制,形成性考核占20%,课程终结考试占80%。

考核方式:采取出勤,模拟讲课,课程论文与期末闭卷考试相结合的评估方式。

考核方法:课程成绩(100%)=模拟讲课(20%)+课程论文(30%)+期末成绩(50%)

附:教学参考书目

1.教材

[1] A Course in English Language Teaching(second edition)王蔷.主编,高等教育出版社,2006

2.参考书

[1] Penny Ur:A Course of Language Teaching:Practice and Theory Cambridge University Press & The Foreign Language Teaching and Research Press,1996

[2] Nunan, D. Second Language Teaching and Learning.Foreign Language Teaching and Research Press,1999.

[3] Jack C.Richards & Theodore S.Rodgers:Approaches and Methods in Language Teaching, Cambridge University & The Foreign Language Teaching and Research Press,2000.8

[4] A. P. R. Howatt:A History Of English Language Teaching, Oxford University Press & Shanghai Foreign Language Education Press,1999.5

[5] J. Harmer: How to Teach English, Foreign Language Teaching and Research Press, 2000.8

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