[英语学习]教学法教案

1、A Course in English Language Teaching 主编：王蔷高等教育教育出版社 About the CourseWhat -a skill about how to teach and learn- a skill about how to communicate Why -job , future, lifeHow-textbook, internet , library ,teacher , partner Class Content and Study Assessment Class hour 34H Class content English languag

2、e teaching theories, skills and practice . Class form Lecture practice. Study assessment : 1.formative assessment (attendance 10% performance 10%class presentation 10% )2.summative assessment (final exam 70%).Other Activities To practice your blackboard writing between two classes. To attend your tu

3、tors class once and fill in attending classing form before the midterm.Three homework about extra-curricular counseling including one extra-curricular activities designing, one question-resolving plan, one student counseling record.To held a Try Training Simulation Competition at the end of this sem

4、ester. Table of Contents Unit 1 Introduction 2HUnit 2 Communicative Language Teaching (CLT) and Task-based Language Teaching( TBLT) 4HUnit 3 Focus on Reading 4HUnit 4 Focus on Listening 4HUnit 5 Focus on Speaking 4HUnit 6 Focus on Writing 4HUnit 7 Class Management 4HUnit 8 Special Skills and Techniq

5、ues 4HUnit 9 Integrated skill 2HUnit 10-Review 2H Allocation of Class Time Showing opinions about assignments 10s Subtends presentations 15s Teachers lecture 40sStudents discussion 25sUnit 1 Introduction1.Learning and Teaching English in China -In 1757 Qing government set up Russian Language School

6、in Beijing. In 1862 Jing shi tong wen guan were set up based on the former one. It mainly taught English, French, Japanese, Russian and so on.-In 1913 Sun Zhongshan proclaimed a teaching syllabus course criterion for middle school which prescribed that foreign langue( especially English) was a requi

7、red course.-In 1922 Nanjing government made English as a required course imitating the education system of America and England till to new China.-From 1949 to 1964 Russian was as the predominant foreign language in both secondary schools and college.-From 1966 to1976 the Cultural Revolution witnesse

8、d a much more decentralized situation of foreign language teaching in China. -Restoration( 1978-1985) : the syllabus which was based on the audio-lingualism focused on the study of basic phonetics and grammar, as well as a certain amount of words. Students should be able to read simplified reading m

9、aterials on general topics with the help of dictionaries and were expected to develop a preliminary ability in listening ,speaking, writing and translation. -Rapid development( 1986-1992): the syllabus aims that English should not only focus on developing students knowledge about language, but also

10、developing students cognitive ability, positive attitude , as well as personality. It was stated that teaching should focus more on the use of the language to improve the quality of learning.-Reform(1993-2000): it was in the 1993 syllabus that the word “ communication” was used in the objectives of

11、teaching for the first time.-Innovation( from 2000 to now): the Ministry of Education launched the national curriculum innovation project and four steps were taken to ensure a smooth transition to the new national English Curriculum in 2005which aims at making the English teaching as a whole educati

12、on process form the primary school to the university. 京师同文馆 俄文馆2. System of English Teaching Methodologies written language oral language GTM (grammar) DM (speaking) ALM( speaking +listening ) AVM( speaking +listening + watching )Note: 1)Language form: GTM DM ALM AVM 2)language function : CT TBLT 3)

13、Other teaching methodologies Grammar Translation MethodThe Grammar Translation Method : grammar method, reading method , classical method .Time and place: middle century in Europe.Background: most scholars or officials wrote their works or documents with Latin and Greek officially during middle cent

14、ury in Europe , so people need to learn Latin and Greek to read them. They analyzed language first then to learn the grammar then translated target language words for words sentence for sentence. They focused on the target and the mother language simultaneously. Representative: Karl Plotz(1819-1881)

15、Advantage: clear , convenient , efficient, easy . Disadvantage : dull, ignore the oral and listening skill .Audio-Lingual Method Audio-Lingual Method : aural-oral method Time and place: during the second Word War in America.Background: with the second Word War breaking, America sent more soldiers to

16、 foreign countries to fight and they felt anxiously that the soldiers have to master the language of different countries .Therefore they set up many foreign language learning center to train their soldiers to fit into the new surroundings of different nations. What they need then was speaking and li

17、stening. The main way was to practice with sentence structure. The aim of the training was very clear that the soldiers can speak simple words or sentence with the native people .In other words that application was the final purpose of learning . Representative: Leonard Bloomfield ( 1887-1949)Advant

18、age: Training, speaking, listening , sentence structure Disadvantage : neglect grammar, exclude mother language Direct Method The Direct Method : Natural method , psychological method , oral method , reformed method Time and place: early 19 century in Europe.Background: with the development of indus

19、try and science , people knew more about the learning process with psychology, on the other side , countries in Europe were all busy in exploiting the colonies and spreading the capitalistic civilization, so they have a new need for foreign language learning in oral skill .They put forwards a slogan

20、 learning language like a baby. Representative: Wilhelm Viet or ( 1850-1918) Advantage: Oral , listening , nature, instrumental learning,Disadvantage:unilateral ,exclude the native language ,Audio-Visual Method Audio-Visual Method : situational method Time and place : after the second Word War in Fr

21、ance and Yugoslavia.Background: after the second word war ,audio-visual method developed based on the ALM. However AVM emphasized on not only speaking ,listening but also watching. As far as the sentence structure as concern, AVM focused on the sentence situation which made the possibility of the bi

22、rth of CM. Advantage: speaking, listening , watching ,situational sentence drill, authentic situation.Disadvantage : High demand for preparation, original occasion. 3) Other Teaching Methods 1.认知法 2.整体动作反应法 3.沉默法 4.暗示法 5.自然教学法 6.机械反应法 7.顾问辅导法 8.信息认知法 9.自觉对比法 10.自觉实践法 11.六步听写法 12. 四步连读法 13.简笔画情景教学 14

23、.结构情景交际教学法 15.释放教学法 16.密集式全浸入教学法 17.张思忠适当集中、反复循环、阅读原著、因材施教十六字教学法等 Reviews ion What are Grammar Translation Method Audio-Lingual Method Direct Method Audio-Visual Method? Could you show the feature of them? Discussion 1. What is the best teaching methodology a teacher could take in his or her class?A

24、ssignment Get to know four main traditional teaching methodologies we learnt.Question for after class to think: as a young teacher what is your attitude towards new teaching method? Will you take any new one in your class or just refuse it? Two students to make performances in next class.What is Com

25、municative Language Teaching (交际教学法） Task-based Language Teaching（任务型教学法）？ A teacher affects eternity; he can never tell where his influence stops. (H.B. Adams, American historian)教师的影响是永恒的；无法估计他的影响会有多深远。(美国历史学家 亚当斯 H B)Unit 2 Communicative Principle and Task-Based Language TeachingCommunicative Lan

26、guage Teaching: functional approach , notional approach , semantics- notional approachTime and place: in the 1970s in Europe.Background : It was developed in Europe where the rapid increase in trade and business among European countries required more face to face communication with higher level of s

27、peaking and listening skills. Later with the development of sociolinguistics , psycholinguistics, it developed into the most popular approach in language teaching field in the model world.Representative: D.A. Wilkins ( 1850-1918). 1.Linguistic competence : it involves spelling, pronunciation, vocabu

28、lary, word formation, grammatical structure, sentence structure , and semantic.2.Pragmatic competence: it is concerned with the appropriate use of the language in the context. (When to speak, what to talk about with whom, where and in what matter.)3.Discourse competence: it refers to ones ability to

29、 create coherent text and conversation and the ability to understand them. It also refers to an ability to express or understand others logically and coherently.4.Strategic competence: it refers to strategies one employs when there is communication breakdown due to lack of resources.5.Fluency: it me

30、ans ones ability link units of speech together with facility and without strain or inappropriate slowness or undue hesitation. The Goal of CLT: Communicative Competence Principles of CLCommunication principle: activities that involve real communication promote learning.Task principle: activities in

31、which language is used for carrying out meaningful tasks promote learning.Meaningfulness principle: language that is meaningful to the learner supports the learning process.The Features of Communicative Classroom Activities Communicative purpose: it must involve the students in performing a real com

32、municative purpose rather than just practicing language for it own sake.Communicative desire: it must create a desire to communicate in the students.Content not form: students must be concentrating on what they are saying ,not how to say it.Variety of language: it must involve the students in using

33、a variety of language not just one specific language. They should feel free to choose whatever resources.No teacher intervention: it should be done by students themselves not with the teacher. The assessment should based on whatever the students achieved their communicative purpose, not whether the

34、language they used was correct. No materials control: the choice of language the students used should rest with the students.Task-based Language Teaching What is task? It means the hundred and one things people do in everyday life , at work, at play, and in between. Such as filling a form, buying a

35、pair of shoes, typing a letterTask has four main components:A purpose- making sure that students have a reason for undertaking the task.A context- this can be real, simulated or imaginary and involves sociolinguistic issues as the location, the participate and their relationship, the time and other

36、important factors.A process- getting students to use learning strategies such as problem solving, inquiring, conceptualizing and communicating.A product- there will be some form of outcome, either visible( a written plan , a play , a letter, etc.) or invisible( enjoying a story, learning about anoth

37、er country, etc.) Designing a Task1.Think about students needs ,interests and abilities.2.Brainstorm possible task. Write more hot topics on paper for students to choose.3.Evaluate the list: it can be form three sides:educational value; appropriateness to the students needs, interest and ability; av

38、ailability of suitable resources; time available.4.Choose the language items. It includes certain linguistic difficulties, possible language knowledge and skills.5.Preparing materials.DiscussionWhat is the best thing to develop ones teaching methods? Or how to choose different teaching methods in yo

39、ur class?Appropriateness of CLT and TBLT in Chinese contextAbout CLT : CLT requires more and more face to face communication with higher level of speaking and listening skills. So whether it can meet the needs of learners from different context becomes a question.It is very difficult to design a syl

40、labus with a one to one correspondence between a function and a form. Some people doubt that whether such an approach is suitable for all age level of learners or all competence level of learners. About TBLTThe first is that it may not be effective for presenting new language items.The second constr

41、aint is time as teachers should prepare the activities very carefully so they will spend more time.The third is the culture of learning: students need to be provided with training in appropriate skills, such as problem solving, discussing, inquiring and reasoning.The fourth is level of difficulty. S

42、tudents may find task-based learning quiet if they dont have sufficient linguistic resources to handle holistic communication.Optional Activities How is language learned in classroom different form language used in real life? In real life language is used to perform certain communicative function.Fo

43、r various reasons, traditional pedagogy tends to focus on one or two language skills and ignore others.In reality language is always used in a certain context, but traditional pedagogy tends to isolate language form its context.Reviews ionWe have known the brief foreign language teaching history.We

44、have learnt two main methodology Communicative Language Teaching (CTL) and Task-Based Language Teaching (TBLT) Assignment To retell the brief history of ELT.To understand and use CLT and TBLT to design the lesson.What is the limitations of CLT and TBLT? To design your class with CLT or TBLT then to

45、show your lesson within 10 minutes next time.Unit 3 Lesson PlanningPrinciples of a good lesson planning :1.Aim: it means the realistic goals for the lesson. The teacher should have a very clear idea about what heshe would like to achieve for the lesson or what outcomes are expected from the lesson.2

46、.Variety : a lesson plan should include a number of different types of activities and a wide selection of materials so that learning is always interesting for the students which include language four skills: listening, speaking, reading and writing as well as different types of activities such as pa

47、ir work and group work. 3.Flexibility: it refers to the ability to use different techniques, materials and activities, and not a slave to a lesson plan. A good teacher is flexible and responds quickly to the unplanned events. A teacher should prepare extra and alternative task for students.4.Linkage

48、: it means that different stages should link with each example, teaching normally would start with an easy task followed by a comparative ly difficult one and so on. Good linkage makes lesson transit from one stage to next smoothly and students experience less anxiety. 5.Learnability: it means the c

49、ontents and tasks planned for the students should be within the learning capability of the students. Components of A Lesson Plan1.Background information: how many of studentsthe agethe genderthe hobbythe datethe class duration2.Teaching aims or objectives: what is going to teaching or do in a lesson

50、. The teacher should plan the lesson form the students point of view and express it clearly.3.Teaching contents and skills: language contents refers to structure, grammar, vocabulary, function, topics etc. by language skills mean communicative skills involved in listening, speaking, reading, and wri

51、ting.4.Stages and procedures: a lead-in or a starter is very necessary for a lesson. It can be song, question and answer, a daily conversation, a story, a guessing game, a picture description, homework checking etc. It should directly contribute to the overall lesson objectives and you need to choos

52、e a type of starter that best meets those lesson objectives. Unit 4 Teaching ReadingPre-reading activities: 1.predicting: -Predicting based on the title : the teacher can make some questions to make students be similar with the text. e.g. Save the Jungle: Save the World-Predicting based on the TF qu

53、estion.2.setting the scene: to make the students similar with the culture and the social background knowledge of the text.e.g. all Greek to me3.skimming: to ask general questions which allow students focus on the text, e.g. why did the writer write the article? where do you expect to read such an ar

54、ticle? also the teacher can provide 3-4 statements to ask students to deicide which one the main idea of the text.4. Reference: to use referential words such as pronouns to refer to people or things already mentioned previously in the context. e.g. The idea of evolution( which is gradual change) was

55、 not the new one. 5. inference: it requires the students to use the background knowledge in order to infer the implied meaning of the author. It also means “ reading between lines”.e.g. When he came into the room the large crowd grew silent.While-reading Activities1.Some transition device that are o

56、ften used in teaching reading.Picture pie chart drawing bar charts maps flowchart Tables chronological sequence tree diagrams subtitles Cyclic diagrams notes( taking notes while reading) e.g. At 5:13 on the morning of April 18th,1906, the city of San Francisco was shaken by a terrible earthquakeAnot

57、her earthquake shook San Francisco on October 17th,1989Purposes of transition device focus attention on the main meaning of the textbe able to simplify sophist iced input so that it become the basis for outputAllow students to perform the task while they are reading.highlight the main structure orga

58、nization of the text. involve all the students in clearly defined reading taskprecede one step at a time( i.e. students should do easier tasks before doing more complicated ones)when a TD is completed, use it as a basis for further oral or writing language practice .2. Reading comprehension question

59、s: questions of literal comprehension.questions involving reorganization or reinterpretation.questions for inferencesquestions for evaluationquestions for person responsePost-reading It should provide the students opportunity to relate what they have read to what they have already know or what they

60、feel. In addition, post-reading task should enable students to produce language based on what they learned. Some post-reading activities can take as following: Discussion question.Role play. gap-filling. retelling.Writing.Unit 5 Teaching Listening Listening teaching, like reading teaching, also can