英语教学法教学参考 自制电子教案.docx

英语教学法教学参考 自制电子教案.docx

《英语教学法教学参考 自制电子教案.docx》由会员分享，可在线阅读，更多相关《英语教学法教学参考 自制电子教案.docx（54页珍藏版）》请在冰豆网上搜索。

英语教学法教学参考自制电子教案

英语教学法教程教案

ACourseinEnglishLanguageTeaching

教材：

《英语教学法教程》

主编：

王蔷

出版社：

高等教育出版社

Unit1LanguageandLearning

1.TeachingAims:

Todiscusssomegeneralmattersaboutlanguagelearningandteaching,suchascommonviewsonlanguageandlanguagelearning,qualitiesofagoodlanguageteacher.

2.TeachingContent:

1）Howdowelearnlanguage?

2）Viewsonlanguage

3）Viewsonlanguagelearning

4）Whatisgoodlanguageteacher?

5）Howcanonebecomeagoodlanguageteacher?

6）Anoverviewofthebook

3.TeachingHours:

6periods

4.Teachingmaterials:

1）Textbook

2）Handout

3）Vediotape

5.TeachingMethods:

1）Lecture（Computer-aidedInstruction）

2）Demonstration

6.TeachingProcedures:

1）Informationaboutlanguageandlanguagelearning

Threeviewsaboutthenatureoflanguage:

Therearemanypossibletheoreticalpositionsaboutthenatureoflanguage.Herearethreedifferentviewswhichexplicitlyorimplicitlyisreflectedincurrentapproachestolanguagelearning.

A.Thestructuralviewoflanguage

Thestructuralviewoflanguageisthatlanguageisasystemofstructurallyrelatedelementsforthetransmissionofmeaning.

a.Theseelementsareusuallydescribedasphonologicalunits（phonemes）

∙grammaticalunits（phrases,clauses,sentences）

∙grammaticaloperations（adding,shifting,joiningortransformingelements）

∙lexicalitems（functionwordsandstructurewords）

b.Targetoflanguagelearning

Thetargetoflanguagelearning,inthestructuralview,isthemasteryofelementsofthissystem.

c.Methodsbasedonthisview

Someofthelanguagelearningmethodsbasedonthisviewoflanguageare:

∙theAudiolingualmethod

∙TotalPhysicalResponse

∙theSilentWay

B.Thecommunicativeviewoflanguage

Thecommunicative,orfunctionalviewoflanguageistheviewthatlanguageisavehiclefortheexpressionoffunctionalmeaning.Thesemanticandcommunicativedimensionsoflanguagearemoreemphasizedthanthegrammaticalcharacteristics,althoughthesearealsoincluded.

a.Herearesomeoftheareasofresearchinthisviewoflanguage:

sociolinguistics;pragmatics;semantics

b.Targetoflanguagelearning:

Thetargetoflanguagelearningistolearntoexpresscommunicationfunctionsandcategoriesofmeaning

c.Approachesandmethodsbasedonthisview

∙Someofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:

communicativeapproaches

∙functional-notionalsyllabuses

∙TheNaturalApproach

C.Theinteractionalviewoflanguage

Theinteractionalviewoflanguageseeslanguageprimarilyasthemeansforestablishingandmaintaininginterpersonalrelationshipsandforperformingsocialtransactionsbetweenindividuals.

a.Herearesomeoftheareasofresearchinthisviewoflanguage:

∙interactionalanalysis

∙conversationalanalysis

∙ethnomethodology

b.Targetoflanguagelearning:

Thetargetoflanguagelearningintheinteractionalviewislearningtoinitiateandmaintainconversationswithotherpeople.

c.Approachesandmethodsbasedonthisview

Someofthelanguagelearningapproachesandmethodsbasedonthisviewoflanguageare:

∙Strategicinteraction

∙communicativeapproaches

2）TeachingMethodsintheLanguageClassroom:

FLteachersmustprovidestudentswithadequateteachingmethodologyandtime,aswellasappropriatevocabularyandlearningactivitiesthatwillallowforthedevelopmentofverbalskills.

Thereisnosingle"BESTWAY"toteach.Thequestionteachersmustaddressiswhichmethodsarebestemployedduringthedifferentstagesoftheteachingandlearningprocessandthendesigncurriculumtomeettheirfinalobjectives/goals.

a.GrammarTranslation:

TheGrammarTranslationmethodstartedaroundthetimeofErasmus（1466-1536）.Itsprimaryfocusisonmemorizationofverbparadigms,grammarrules,andvocabulary.Applicationofthisknowledgewasdirectedontranslationofliterarytexts--focusingofdevelopingstudents'appreciationofthetargetlanguage'sliteratureaswellasteachingthelanguage.Activitiesutilizedintoday'sclassroomsinclude:

questionsthatfollowareadingpassage;translatingliterarypassagesfromonelanguagetoanother;memorizinggrammarrules;memorizingnative-languageequivalentsoftargetlanguagevocabulary.（Highlystructuredclassworkwiththeteachercontrollingallactivities.）

b.DirectMethod:

TheDirectMethodwasintroducedbytheGermaneducatorWilhelmViëtorintheearly1800's.Focusingonorallanguage,itrequiresthatallinstructionbeconductedinthetargetlanguagewithnorecoursetotranslation.Readingandwritingaretaughtfromthebeginning,althoughspeakingandlisteningskillsareemphasized--grammarislearnedinductively.Ithasabalanced,four-skillemphasis.

c.TheSilentWay:

Theteacherisactiveinsettingupclassroomsituationswhilethestudentsdomostofthetalkingandinteractionamongthemselves.Allfourskills（listening,speaking,reading&writing）aretaughtfromthebeginning.Studenterrorsareexpectedasanormalpartoflearning;theteacher'ssilencehelpstofosterself-relianceandstudentinitiative. 

d.CommunityLanguageLearning:

Teachersrecognizethatlearningcanbethreateningandbyunderstandingandacceptingstudents'fears,theyhelptheirstudentsfeelsecureandovercometheirfearsoflanguagelearning--ultimatelyprovidingstudentswithpositiveenergydirectedatlanguagelearning.Studentschoosewhattheywanttolearnintheclassandthesyllabusislearner-generated.

e.NaturalApproach:

IntroducedbyGottliebHeneseandDr.L.SauveurinBostonaround1866.TheNaturalApproachissimilartotheDirectMethod,concentratingonactivedemonstrationstoconveymeaningbyassociatingwordsandphraseswithobjectsandactions.Associationsareachievedviamime,paraphraseandtheuseofmanipulatives.Terrell（1977）focusedontheprinciplesofmeaningfulcommunication,comprehensionbeforeproduction,andindirecterrorcorrection.Krashen's（1980）inputhypothesisisappliedintheNatural

e.ReadingMethod:

ThereadingmethodwasprominentintheU.S.followingtheCommitteeofTwelvein1900andfollowingtheModernForeignLanguageStudyin1928.TheearliermethodwassimilartothetraditionalGrammar/TranslationmethodandemphasizedthetransferenceoflinguisticunderstandingtoEnglish.Presently,thereadingmethodfocusesmoreonsilentreadingforcomprehensionpurposes. 

f.ASTPandtheAudiolingualMethod:

Thisapproachisbasedonthebehavioristbeliefthatlanguagelearningistheacquisitionofasetofcorrectlanguagehabits.Thelearnerrepeatspatternsandphrasesinthelanguagelaboratoryuntilabletoreproducethemspontaneously.

ASTP（ArmySpecializedTrainingProgram） wasanintensive,specializedapproachtolanguageinstructionusedinduringthe1940's.Inthepostwaryears,thecivilianversionofASTPandtheaudiolingualmethodfeaturedmemorizationofdialogues,patterndrills,andemphasisonpronunciation. 

g.CognitiveMethods:

Cognitivemethodsoflanguageteachingarebasedonmeaningfulacquisitionofgrammarstructuresfollowedbymeaningfulpractice. 

h.CommunicativeMethods:

Thegoalofcommunicativelanguageapproachesistocreatearealisticcontextforlanguageacquisitionintheclassroom.Thefocusisonfunctionallanguageusageandtheabilitytolearnerstoexpresstheirownideas,feelings,attitudes,desiresandneeds.Openendedquestioningandproblem-solvingactivitiesandexchangesofpersonalinformationareutilizedastheprimarymeansofcommunication.Studentsusuallyworkwithauthenticmaterials（authenticrealia）insmallgroupsoncommunicationactivities,duringwhichtheyreceivepracticeinnegotiatingmeaning.

i.TotalPhysicalResponseMethod:

Thisapproachtosecondlanguageteachingisbasedonthebeliefthatlisteningcomprehensionshouldbefullydevelopedbeforeanyactiveoral

participationfromstudentsisexpected（justasitiswithchildrenwhenthey

arelearningtheirnativelanguage）.

JamesAshers'TotalPhysicalResponse:

1）Skillsinsecondlanguageacquisitioncanbemorerapidlyassimilatediftheteacherappealstothestudents'kinesthetic-sensorysystem.Asherbelievesthatunderstandingofthespokenlanguagemustbedevelopedinadvanceofspeaking.

2）Understandingandretentionisbestachievedthroughmovement（totalmovementofthestudent'sbodies）inresponsetocommandsequences.Asherbelievesthattheimperativeformoflanguageisapowerfultoolthatcanbeusedtoguidethemtounderstandingasitmanipulatestheirbehavior--manyofthegramaticalstructuresofthetargetlanguagecanbelearnedthroughtheuseoftheimperative.

3）Neverforcestudentstospeakbeforetheyareready.Asherbelievesthatasthetargetlanguageisinternalized,speakingwillautomaticallyemerge（youmustdecide,astheteacher,whenYOUwillencourageyourstudentstoparticipateorallyintheclassroom）.

7.Homework:

1.Whataredifferencebetweenlearningthefirstlanguageandaforeignlanguage?

2.Whatarethequalitiesofagoodlanguageteacher?

Towhatextenthaveyougotthesequalities?

Whatdoyouthinkyoushoulddosoastobecomeagoodteacherinthefuture?

3.Whatarethequalitiesofgoodlanguagelearner?

Whatdotheysuggesttolanguageteaching?

8.Self-assessment:

Becausestudentsarenotfamiliarwiththesetheroyonthelanguageandviewofthelanguage,itisverydifficulttohelpSsunderstandit.SoitrequiresTexplainitindetailswiththehelpofclareillustrationandexamplesbyusingvediotapes.Togetstudentsreadmoreonlinguisticsandschoolsoflanguagemethorsisalsonecessary.

Unit2CommunicativePrinciplesandActivities

1.Teachi