英语教学法教学参考 自制电子教案.docx

1、英语教学法教学参考 自制电子教案英语教学法教程教案A Course in English Language Teaching教 材：英语教学法教程主 编：王蔷出版社：高等教育出版社Unit 1 Language and Learning1.Teaching Aims: 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.2.

2、Teaching Content:1) How do we learn language?2) Views on language3) Views on language learning4) What is good language teacher?5) How can one become a good language teacher?6) An overview of the book3. Teaching Hours: 6 periods4. Teaching materials:1) Textbook 2) Handout3) Vediotape 5.Teaching Metho

3、ds:1) Lecture ( Computer-aided Instruction)2)Demonstration6. Teaching Procedures:1) Information about language and language learning Three views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which explicitly o

4、r implicitly is reflected in current approaches to language learning. A. The structural view of languageThe structural view of language is that language is a system of structurally related elements for the transmission of meaning. a. These elements are usually described as phonological units (phonem

5、es) grammatical units (phrases, clauses, sentences) grammatical operations (adding, shifting, joining or transforming elements) lexical items (function words and structure words) b. Target of language learning The target of language learning, in the structural view, is the mastery of elements of thi

6、s system. c. Methods based on this view Some of the language learning methods based on this view of language are: the Audiolingual method Total Physical Response the Silent WayB. The communicative view of languageThe communicative, or functional view of language is the view that language is a vehicl

7、e for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.a. Here are some of the areas of research in this view of language: sociolinguistics ; pragmatics ; semantics b

8、. Target of language learning : The target of language learning is to learn to express communication functions and categories of meaning c. Approaches and methods based on this view Some of the language learning approaches and methods based on this view of language are: communicative approaches func

9、tional-notional syllabuses The Natural Approach C. The interactional view of languageThe interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals. a. Here are some of th

10、e areas of research in this view of language: interactional analysis conversational analysis ethnomethodology b. Target of language learning: The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.c. Approaches and methods based

11、 on this view Some of the language learning approaches and methods based on this view of language are: Strategic interaction communicative approaches2) Teaching Methods in the Language Classroom: FL teachers must provide students with adequate teaching methodology and time, as well as appropriate vo

12、cabulary and learning activities that will allow for the development of verbal skills.There is no single BEST WAY to teach. The question teachers must address is which methods are best employed during the different stages of the teaching and learning process and then design curriculum to meet their

13、final objectives/goals.a. Grammar Translation:The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts-focusing of

14、developing students appreciation of the target languages literature as well as teaching the language. Activities utilized in todays classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-lan

15、guage equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)b. Direct Method:The Direct Method was introduced by the German educator Wilhelm Vitor in the early 1800s. Focusing on oral language, it requires that all instruction be conduc

16、ted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized-grammar is learned inductively. It has a balanced, four-skill emphasis.c. The Silent Way:The teacher is active in setting up classroom

17、situations while the students do most of the talking and interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teachers silence helps to foster self-reliance and student init

18、iative.d. Community Language Learning:Teachers recognize that learning can be threatening and by understanding and accepting students fears, they help their students feel secure and overcome their fears of language learning-ultimately providing students with positive energy directed at language lear

19、ning. Students choose what they want to learn in the class and the syllabus is learner-generated.e. Natural Approach:Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning

20、by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashens (1980) input hypothes

21、is is applied in the Naturale. Reading Method:The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference o

22、f linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.f. ASTP and the Audiolingual Method:This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learn

23、er repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously.ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940s. In the postwar years, the civilian version of ASTP and the audioling

24、ual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.g. Cognitive Methods:Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.h. Communicative Methods:The goal of communicative langua

25、ge approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of p

26、ersonal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.i. Total Physical Response Method:This approach to second l

27、anguage teaching is based on the belief that listening comprehension should be fully developed before any active oralparticipation from students is expected (just as it is with children when theyare learning their native language) .James Ashers Total Physical Response:1) Skills in second language ac

28、quisition can be more rapidly assimilated if the teacher appeals to the students kinesthetic-sensory system. Asher believes that understanding of the spoken language must be developed in advance of speaking.2) Understanding and retention is best achieved through movement (total movement of the stude

29、nts bodies) in response to command sequences. Asher believes that the imperative form of language is a powerful tool that can be used to guide them to understanding as it manipulates their behavior-many of the gramatical structures of the target language can be learned through the use of the imperat

30、ive.3) Never force students to speak before they are ready. Asher believes that as the target language is internalized, speaking will automatically emerge (you must decide, as the teacher, when YOU will encourage your students to participate orally in the classroom).7.Homework: 1. What are differenc

31、e between learning the first language and a foreign language?2. What are the qualities of a good language teacher? To what extent have you got these qualities? What do you think you should do so as to become a good teacher in the future?3. What are the qualities of good language learner? What do the

32、y suggest to language teaching?8.Self-assessment:Because students are not familiar with these theroy on the language and view of the language, it is very difficult to help Ss understand it. So it requires T explain it in details with the help of clare illustration and examples by using vediotapes. To get students read more on linguistics and schools of language methors is also necessary.Unit 2 Communicative Principles and Activities1.Teachi