英语教学论课程教案 A Course in English

1、英语教学论课程教案A Course in English Language Teaching教 材：英语教学法教程主 编：王 蔷出版社：高等教育出版社郑州师范高等专科学校外语系2009年1月5日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 tea

2、cher.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 Methods

3、: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 or im

4、plicitly 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 (phonemes) gr

5、ammatical 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 this syste

6、m. 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 vehicle for the

7、 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. Target

8、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 viewSome of the language learning approaches and methods based on this view of language are: communicative approaches functional-not

9、ional 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 the areas of

10、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 on this view

11、 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 vocabulary and le

12、arning 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 fin

13、al 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 deve

14、loping students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing

15、 native-language 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 Viëtor in the early 1800's. Focusing on oral language, it requires that all

16、instruction be conducted 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 s

17、etting up classroom 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 teacher's silence helps to foster s

18、elf-reliance and student initiative. 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 positiv

19、e energy directed at language learning. 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

20、demonstrations to convey meaning 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 correctio

21、n. Krashen's (1980) input hypothesis 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 met

22、hod and emphasized the transference of 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

23、of correct language habits. The learner 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 1940's. In the postwar years, the

24、civilian version of ASTP and the audiolingual 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.Communicativ

25、e Methods:The goal of communicative language 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 pro

26、blem-solving activities and exchanges of personal 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

27、Response Method:This approach to second language 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 Phy

28、sical Response:1)Skills in second language acquisition 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 achie

29、ved through movement (total movement of the student's 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

30、language can be learned through the use of the imperative.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 orall

31、y in the classroom).7.Homework: 1.What are difference 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 t

32、he qualities of good language learner? What do they 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 clar

33、e 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.Teaching Aims: To discuss one of the most important trends in second/ foreign language teaching in the past thre

34、e decades, that is the practice of communicative language teaching 2.Teaching Content:1)Language use in real life vs. traditional pedagogy2)Fostering communication competence3)The implementation of language skills4)Communicative activities5)Conclusion How do we learn language?3.Teaching Hours: 4 per

35、iods4.Teaching materials:1)Textbook 2)Handout3)Vediotape 4) Pictures and real objects5.Teaching Methods:1) Lecture ( Computer-aided Instruction)2)Demonstration6.Teaching Procedures1) Where does communicative language teaching come from?Its origins are many, insofar as one teaching methodology tends

36、to influence the next. The communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. They felt that students were not learning enough realistic, whole language. T

37、hey did not know how to communicate using appropriate social language, gestures, or expressions; in brief, they were at a loss to communicate in the culture of the language studied. Interest in and development of communicative-style teaching mushroomed in the 1970s; authentic language use and classr

38、oom exchanges where students engaged in real communication with one another became quite popular. In the intervening years, the communicative approach has been adapted to the elementary, middle, secondary, and post-secondary levels, and the underlying philosophy has spawned different teaching method

39、s known under a variety of names, including notional-functional, teaching for proficiency, proficiency-based instruction, and communicative language teaching. 2) What is communicative language teaching?Communicative language teaching makes use of real-life situations that necessitate communication.

40、The teacher sets up a situation that students are likely to encounter in real life. Unlike the audiolingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according t

41、o their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. 3) What are some examples of communicative exercises?In a communicative classroom for beginners, the

42、 teacher might begin by passing out cards, each with a different name printed on it. The teacher then proceeds to model an exchange of introductions in the target language: "Guten Tag. Wie heissen Sie?" Reply: "Ich heisse Wolfie," for example. Using a combination of the target la

43、nguage and gestures, the teacher conveys the task at hand, and gets the students to introduce themselves and ask their classmates for information. They are responding in German to a question in German. They do not know the answers beforehand, as they are each holding cards with their new identities

44、written on them; hence, there is an authentic exchange of information. Later during the class, as a reinforcement listening exercise, the students might hear a recorded exchange between two German freshmen meeting each other for the first time at the gymnasium doors. Then the teacher might explain,

45、in English, the differences among German greetings in various social situations. Finally, the teacher will explain some of the grammar points and structures used. "Instructions to students." Listen to a conversation somewhere in a public place and be prepared to answer, in the target langu

46、age, some general questions about what was said. 1）Who was talking? 2）About how old were they? 3）Where were they when you eavesdropped? 4）What were they talking about? 50What did they say? 6)Did they become aware that you were listening to them? The exercise puts students in a real-world listening s

47、ituation where they must report information overheard. Most likely they have an opinion of the topic, and a class discussion could follow, in the target language, about their experiences and viewpoints. Communicative exercises such as this motivate the students by treating topics of their choice, at

48、 an appropriately challenging level. Another exercise taken from the same source is for beginning students of Spanish. In "Listening for the Gist," students are placed in an everyday situation where they must listen to an authentic text. "Objective." Students listen to a passage

49、to get general understanding of the topic or message. "Directions." Have students listen to the following announcement to decide what the speaker is promoting. "Passage." "Situacion ideal.Servicio de transporte al Aeropuerto Internacional.Cuarenta y dos habitaciones de lujo,

50、 con aire acondicionado.Elegante restaurante.de fama internacional." (The announcement can be read by the teacher or played on tape.) Then ask students to circle the letter of the most appropriate answer on their copy, which consists of the following multiple-choice options: a.a taxi service b.

51、a hotel c.an airport d.a restaurant Gunter Gerngross, an English teacher in Austria, gives an example of how he makes his lessons more communicative. He cites a widely used textbook that shows English children having a pet show. "Even when learners act out this scene creatively and enthusiastic

52、ally, they do not reach the depth of involvement that is almost tangible when they act out a short text that presents a family conflict revolving round the question of whether the children should be allowed to have a pet or not" (Gerngross & Puchta, 1984, p. 92). He continues to say that th

53、e communicative approach "puts great emphasis on listening, which implies an active will to try to understand others. This is one of the hardest tasks to achieve because the children are used to listening to the teacher but not to their peers. There are no quick, set recipes. 4) How do the role

54、s of the teacher and student change in communicative language teaching?Teachers in communicative classrooms will find themselves talking less and listening more-becoming active facilitators of their students' learning (Larsen-Freeman, 1986). The teacher sets up the exercise, but because the stud

55、ents' performance is the goal, the teacher must step back and observe, sometimes acting as referee or monitor. A classroom during a communicative activity is far from quiet, however. The students do most of the speaking, and frequently the scene of a classroom during a communicative exercise is

56、active, with students leaving their seats to complete a task. Because of the increased responsibility to participate, students may find they gain confidence in using the target language in general. Students are more responsible managers of their own learning (Larsen-Freeman, 1986). *Classroom activi

57、ties Pre-communicative activities aim to help pupils learn the language forms, without actually requiring them to perform communicative acts. They focus on accuracy.Communicative activities aim at the communication of meaning. They focus on fluency. They pass from strictly guided tasks through semi-

58、guided to free-communication tasks. 1.Functional Communication Activities: the main purpose of the activity is that learners should use the language they know in order to get meaning across as effectively as possible. In the process of performing certain tasks pupils will: a.share information, e.g.

59、pair/group tasks: following directions; picture identification; discovering differences; discovering missing information; arranging pieces of information in sequences, communicating patterns and pictures, reconstructing story sequences, etc. b.use information, e.g. group tasks: pooling information, solving problems. 2.Social Interaction Activities: the main purpos