英语教学法教程

《英语教学法教程》教学大纲

课程概况

1.课程代号：

2.开课单位：外语学院

3.适用专业：三年制师范教育专业

4.开课时间：第五学期

5.总学时：32学时

6.修课方式：必修

7.考核方式：考试

8.教材：

全国普通高等学校优秀教材一等奖，普通高等教育“九五”国家级重点教材，王蔷、程晓堂编《英语教学法教程》—高等教育出版社。

课程性质、任务和基本要求

1.课程的性质和任务

本课程是为英语教育专业学生开设，目的在于学生不仅具备扎实的语言基本功，掌握必要的语言基本知识和基本技能，具有较强的语言交际能力，而且还要掌握一定的教育基本理论和教学技能，即能够根据实际需要选择并运用恰当的教学方法和技巧，具备课堂管理的能力与评价的能力，同时具有驾驭教材的能力。

本课程主要对象是三年制英语教育专业学生，全书共有14个单元，分别介绍了英语教学的基本概念、交际教学原则和活动、备课和写教案、课堂管理的方法、语言知识的教学方法、听说读写四项基本技能的教学、综合语言技能的教学、教学评价和教材评价与使用。每单元均有大量练习。

2.课程的教学基本要求

本课程力求体现以学生为主体的教学思想，从学生的学习经历和认知基础出发，通过反思、讨论、探究和实践，启发学生的思维，发挥学生的创造能力，帮助他们构建新的认识和理念，培养他们分析问题和解决问题的能力。教学力求提供一个思考和探索研究的园地，一个资源中心，为学生进行教学探索和教学方法与技巧的创新打基础。

3.教学方法和教学形式建议

英语教学法课程理论性和实践性都非常强，教师应把教育学、心理学和英语语言学融会贯通，使学生具备应有的教育、教学理念，而且，教师要充分利用多媒体教学设备，采用微格教学等多种教学方法，使学生尽可能多地获得理性认识和感性认识。而课堂时间非常有限，这就要求学生课上、课下相结合。

4.课程教学要求的层次

A.要求学生掌握语言教学基本知识

B.选择并运用恰当的教学方法和技巧

C.学会课堂管理与教学评价

学时分配

学时分配：课程教学总学时数为32学时，其中理论 16学时，实践16学时。

教学内容和教学要求

1．第一单元Language and Learning

[教学内容]

◆How do we learn languages?

◆What are the common views on language?

◆What are the common views on language learning?

◆What are the qualities of a good language teacher?

◆How can one become a good language teacher?

[教学要求]

◆Understanding the nature of language and language learning ◆Identifying the qualities of a good language teacher

1．第二单元 Communicative Principles and Activities

[教学内容]

◆Language use in real life vs. traditional pedagogy

◆Fostering communicative competence

◆The implementation of language skills

◆Communicative activities

[教学要求]

◆Knowing the translation of communicative competence

◆Evaluating communicative classroom activities

3．第三单元 Lesson Planning

[教学内容]

◆Why is lesson planning necessary?

◆Principles for good lesson planning

◆Macro planning vs. micro planning

◆Components of a lesson plan

[教学要求]

◆Knowing the components of a lesson plan

◆Designing lesson plans sample

4．第四单元Classroom Management

[教学内容]

◆What roles do teachers play in the classroom?

◆What are the different ways for student grouping?

◆How can we maintain discipline in the classroom? [教学要求]

◆Understanding the role of the classroom teacher ◆Understanding the student grouping

◆Knowing how to manage the classroom

5．第五单元 Teaching Pronunciation

[教学内容]

◆The role of pronunciation

◆The goal of teaching pronunciation

◆Aspects of pronunciation

◆Practicing sounds, stress and intonation

[教学要求]

◆Identifying the role of teaching pronunciation ◆Knowing the goal of teaching pronunciation

◆Knowing the aspects of pronunciation

6．第六单元 Teaching Grammar

[教学内容]

◆The role of grammar

◆Grammar presentation methods

◆Grammar practice

[教学要求]

◆Identifying the role of grammar in ELT

◆Knowing grammar presentation methods

◆Knowing effective grammar practice

7．第七单元 Teaching Vocabulary

[教学内容]

◆Vocabulary and vocabulary building

◆Presenting new words

◆Consolidation vocabulary

◆Developing vocabulary building strategies

[教学要求]

◆ Knowing the methods for presenting new words

◆Knowing the way to consolidation vocabulary

◆Help students developing vocabulary building strategies

8．第八单元 Teaching Listening

[教学内容]

◆Why does listening seem so difficult?

◆What do we listen to in everyday life?

◆Characteristics of the listening process

◆Principles for teaching listening

◆Pre-listening activities, while-listening activities, post-listening

activities

[教学要求]

◆Understanding the characteristics of the listening process

◆Designing listening activities

9．第九单元 Teaching Speaking

[教学内容]

◆Characteristics of spoken language

◆Designing speaking tasks

◆Using group work in speaking tasks

◆Types of speaking tasks

[教学要求]

◆Designing successful speaking tasks

◆Understanding the types of speaking tasks

10．第十单元 Teaching Reading

[教学内容]

◆How and what do we read?

◆Skills involved in reading comprehension

◆Principles and models for teaching reading

◆Pre-reading activities, while-reading activities, post-reading

activities

[教学要求]

◆ Understanding the nature of reading process

◆Designing listening activities

11．第十一单元 Teaching Writing

[教学内容]

◆The nature of writing in reality

◆ A communicative approach to writing

◆Problems in writing tasks

◆ A process approach to writing

◆Writing through e-mail

[教学要求]

◆ Understanding the nature of reading process

◆ Knowing the communicative approach

◆ Knowing the process approach to writing

◆ Designing writing teaching plan

11．第十二单元 Integrated skills

[教学内容]

◆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?

[教学要求]

◆Integrate the four skills in teaching

◆Knowing the limitations of integrating the four skills

13．第十三单元 Assessment in Language Teaching

[教学内容]

◆Assessment purposes

◆Assessment methods

◆Assessment criteria

◆Assessment principles

◆Testing in assessment

[教学要求]

◆ Understanding the purposes, methods and criteria of assessment

◆Familiarizing with testing techniques

11．第十四单元 Evaluating and Adapting Textbooks

[教学内容]

◆Why and what do teachers evaluate and adapt?

◆How do teachers evaluate textbooks?

◆ How do teachers select textbooks?

◆ How do teachers adapt textbooks?

[教学要求]

◆ Understanding the importance of textbook evaluation, selection and adaptation

◆Knowing the conditions that are met in evaluating and adapting textbooks

《英语教学法教程》实践教学大纲

课程概况

1.课程代号：

1.开课单位：外语学院

3.适用专业：三年制师范教育专业

4.开课时间：第五学期

5.总学时：16学时

6.修课方式：必修

7.考核方式：考试

8.教材：

全国普通高等学校优秀教材一等奖，普通高等教育“九五”国家级重点教材，王蔷、程晓堂编《英语教学法教程》—高等教育出版社。

课程性质、任务和基本要求

1.课程的性质和任务

本课程是为英语教育专业学生开设，目的在于学生不仅具备扎实的语言基本功，掌握必要的语言基本知识和基本技能，具有较强的语言交际能力，而且还要掌握一定的教育基本理论和教学技能，即能够根据实际需要选择并运用恰当的教学方法和技巧，具备课堂管理的能力与评价的能力，同时具有驾驭教材的能力。

本课程主要对象是英语教育专业学生，全书共有14个单元，分别介绍了英语教学的基本概念、交际教学原则和活动、备课和写教案、课堂管理的方法、语言知识的教学方法、听说读写四项基本技能的教学、综合语言技能的教学、教学评价和教材评价与使用。每单元均有大量练习。

1.课程的教学基本要求

本课程力求体现以学生为主体的教学思想，从学生的学习经历和认知基础出发，通过反思、讨论、探究和实践，启发学生的思维，发挥学生的创造能力，帮助他们构建新的认识和理念，培养他们分析问题和解决问题的能力。教学力求提供一个思考和探索研究的园地，一个资源中心，为学生进行教学探索和教学方法与技巧的创新打基础。

3.教学方法和教学形式建议

英语教学法课程理论性和实践性都非常强，教师应把教育学、心理学和英语语言学融会贯通，使学生具备应有的教育、教学理念，而且，教师要充分利用多媒体教学设备，采用微格教学等多种教学方法，使学生尽可能多地获得理性认识和感性认识。而课堂时间非常有限，这就要求学生课上、课下相结合。

4.课程教学要求的层次

i.要求学生掌握语言教学基本知识

ii.选择并运用恰当的教学方法和技巧

iii.学会课堂管理与教学评价

学时分配

学时分配：课程教学总学时数为32学时，其中，实践16学时。

实践要求和实践安排

[实践要求]

1）要求学生课上合作学习，相互配合实现实践任务。

2）学生应独立完成教师布置的作业，强化练习。

[实践安排]

《英语教学法教程》第1-14单元实践学时与理论学时的比例为1比1，地点在教室。

第一次实践：

Exercises in Unit 1. Task 1: What is a good language teacher?

Task 1: How can one become a good language teacher? 第二次实践：

Exercises in Unit 1. Task: How to evaluate communicative classroom activities?

第三次实践：

Exercises in Unit 3. Task: Design a micro lesson planning.

第四次实践：

Exercises in Unit 4. Task 1: Brainstorm the issues that teacher roles are related to.

Task 1: How to maintain discipline in the classroom? 第五次实践：

Exercises in Unit 5. Task: How can teachers help the students to practice pronunciation?

第六次实践：

Exercises in Unit 6. Task: What kind of practice is most effective? 第七次实践：

Exercises in Unit 7. Task : Brainstorm the ways to consolidate vocabulary

and the ways to help students develop vocabulary

building strategies.

第八次实践：

Exercises in Unit 8. Task 1: Design pre-listening, while-listening,

post-listening activities.

Task 1: Assess some listening teaching activities. 第九次实践：

Exercises in Unit 9. Task 1: Design speaking teaching activities.

Task 1: Assess some speaking teaching activities.

第十次实践：

Exercises in Unit 10. Task 1: Design pre-reading, while-reading,

post-reading activities.

Task 1: Assess some reading teaching activities.

第十一次实践：

Exercises in Unit 11. Task 1: Design writing teaching activities.

Task 1: Assess some speaking teaching activities.

第十二次实践：

Exercises in Unit 11. Task: How can we integrate the four skills?

第十三次实践：

Exercises in Unit 13. Task: Brainstorm the testing techniques.

第十四次实践：

Exercises in Unit 14. Task: Find a unit that you think needs adaptation and adapt it.

(完整word版)小学英语教学法试题库

小学英语教学法期末复习题库 一、填空 1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。 2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。 3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。 4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。 5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。 6、教学是教师的教和学生的学的统一活动。就英语教学而言，教学的实质就是一种特殊的认识过程。英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。 7、学生认识的客体是英语，教师认识的客体是教学规律。教学双方都为对方提供信息，英语就是为了促进交流。 8、教学的最终任务是培养学习者的交际能力。 9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。 10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。 11、语言教学的内容包括语言知识和语言技能两个方面 12、体态语是指说话时的表情、手势、动作等。 13、在教学中写有两方面的含义：一是书写，二是写作。 14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。 15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。 16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果. 17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。 18、英语课堂教学的实质是交际。 19、遵循视听说与读写结合的原则，教学要采用听说领先、读写跟上的方法。 20. 小学阶段的英语小学目标（教学目标）是：通过听、说、玩、看等教学活动，激发和培养学生的学习兴趣，使其养成良好的学习习惯；通过学习使学生获取对英语的一些感性认识，掌握一定的语言基本技能，培养初步运用英语进行听、说的交际能力；开发智力，发展包括观察、记忆、思维和想象等内容的思维能力，培养学生建立科学的世界观、人生观、价值观、对通过英语传递的思想、文化、情感等有初步的跨文化认知的意识；培养学生的爱国主义精神以及世界公民的意识。 21、小学英语教学法是研究小学英语教学的理论和实践，是研究小学英语教学的全部过程及其规律的一个科学体系。 22、教师在教学活动之前主要应编写好三种计划：学期教学进度计划，单元教学计划，课时计划。 23、备好课，必须做好如下三方面的工作：了解学生，钻研教材，制定教学计划。 24、新课程设置是按九年一贯制设置义务教育阶段课程的方式，小学阶段以综合课程为主，

英语教学法教程教案(王蔷)

英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世

纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；

英语教学法模拟试题及答案

《英语教学法》模拟试题1及答案 1. Which of the following is true of second language learning A. Natural language exposure. B. Informal learning context. C. Structured input. D. Little error correction. 2. What type of learners can benefit most from real object instruction A. Individual learners. { [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. ? 4. What does the following practise * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress. B. Articulation. C. Liaison. 》 D. Intonation. 5. What learning strategy can the following help to train Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend $ Cute Smoker

英语教学法试卷(附答案)

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