《教师语言》课程教学大纲

1、PAGE PAGE 5教师语言课程教学大纲一、教师信息教师姓名职称办公室电话电子信箱吕晓红讲师北大楼二、课程基本信息课程名称（中文）：教师语言课程名称（英文）：Teacher Talk课程类别：通识必修课通识选修课专业必修课专业方向课专业拓展课实践性环节课程性质*：学术知识性方法技能性研究探索性实践体验性课程代码：周学时：2 总学时： 32 学分: 2先修课程：英语听说（1,2），英语阅读（1,2）授课对象：英语师范专业二年级三、课程简介本课程为师范专业类课程的预备课程,是从语言技能类课程到语言教学类课程的过渡。旨在通过介绍常用课堂语言的功能,结合观课和分析教师课堂语言的有效性,使学生初步了解

2、教师语言在课堂上的合理运用。介绍基本的英语教学理论，并结合词汇和阅读教学使学生初步了解一些教学策略和方法，主要介绍启发式教学，提问技巧和课堂组织中的语言运用，并在此基础上让学生自己设计并实施微型教学，在实际演练中体会合理运用课堂语言的作用，使其提高运用课堂语言的能力。四、课程目标学生通过本课程的学习初步了解影响外语学习的因素特别是学习者个体差异和学习策略对外语学习的影响，和基本的教与学的原理，并在此基础上形成初步对外语学习的理解，学会思考这些基本概念和原理对课堂活动进行分析。同时通过大量实践做到熟练运用课堂用语进行有效的课堂组织和语言知识的传授及给予学生合理的反馈。五、课程内容和建议学时分配教

3、学周次授课内容及重难点学生学习任务和教学方法课外学习要求1Beliefs on learning and teaching (focus on learners as individuals)Activity 1: using metaphor to check students understanding of language learningActivity 2: brainstorm the factors that influence the learningActivity 3: finish the questionnaire and find out the learning

4、style (visual, tactile, kinesthetic, auditory, group, individual.)Assignment: describe ones learning style and reflect on how to become a good language learner (individual work)Group work: brainstorm the implications in teaching by considering those factors (such as motivation, learning styles, age,

5、 personality, learning aptitude, etc.)Read supplementary passage and answer the questions.2Beliefs on teaching and learning (focus on implication in teaching.)Key notes: learning-centered view of learning; principles for effective teachingActivity 1: metaphor of language learningAssignment: observat

6、ion and field notes; what teacher say and do promotes learning, what are the possible problems and solutionsMatch the theory of learning with the suggestions on teaching implication.3What are the factors that affect language learningKey notes: teaching, learner, environment, outcomeActivity: picture

7、 interpretation about different kinds of class, think-pair-share about aim of teaching, Write the interpretation to the picture to show the interpretation of language learning and teaching4What kind of language learner are you?Key notes: 6 learner style preference, Activity: group discussion about w

8、hat learning a language in class involves, practicing different grouping skills, Write self-reflection on learning style and learning strategies5Typical jobs of a teacher, teachers rolesKey notes: three types of teachersActivity: writing self-reflection on 3 types of teachers; Identify the teachers

9、different role according to each case.6Classroom management-getting things done Activity: command, request and suggest, how to balance and change commands into requestsStudents are engaged in real class context by making requests according to each case.Rewrite the sentences to make them appropriate

10、to classroom setting7How to give clear instructionActivity: rearrange the sentences of teachers instruction Write instruction for a game and present to the classDesign part of lesson plan to present the language game8Basic information and terms about vocabulary learningKey notes: lexis, compound wor

11、ds, synonyms, antonyms, collocations, denotations, lexical sets, prefix+base word, base word+suffixActivity: explain and identify these terms with examplesUse mind mapping to group the vocabulary9elicitingKey notes: definition, 3 steps, rationale, advantages and disadvantagesActivity: fill in the ta

12、ble after observing teachers demo.Write a lesson plan based on the chosen topic to practice eliciting10Presenting vocabularyKey notes: receptive & productive vocabulary, basic techniques for presenting vocabulary Workshop: demonstrate different ways of presenting vocabularyRead teaching notes and id

13、entify and different techniques for presenting new vocabulary11Micro teaching of presenting vocabularyGroup evaluation and reflectionDesign lesson plan for microteaching of presenting new vocabulary 12Consolidating vocabularyKey notes: systematic way of teaching vocabulary, tips for helping students

14、 memorizing the vocabulary Activity: demonstrate different activities Design lesson plan for microteaching of putting new vocabulary into work13Designing activities Key notes: procedures of arranging activities, 4 tips for better instruction, why pair/group work?Activity: rearrange the steps of teac

15、hers instructionWrite instruction for an activity14Microteaching of teaching vocabulary Group presentation and evaluation according to the rubricsRevise lesson plan and write reflection15Asking good questionsKey notes: why teacher asking questions? classification of questions, questioning techniques

16、Activity: case study, matching questions with their purposesDesign questions for reading passages.Read a passage and design questions based on the six levels of understanding16Error correction and giving feedbackActivity: match the appropriate feedback to the students performanceIdentify the mistake

17、s students made and make appropriate feedback by using different error correction strategies.Correct students work with appropriate symbols17exam六、教材及主要参考书：Hughes, S. Glyn, A Handbook of Classroom English, Oxford, 1993.Cook, Vivian, Second Language Learning and Language Teaching, Foreign Language Te

18、aching and Research Press & Edward Arnold (Publishers) Limited. 2000.Scrivener, Jim. Learning Teaching, Shanghai Foreign Language Education Press. 2002.Thornbury, Scott, How to Teach Vocabulary. Pearson Education. 2003.Thornbury, Scott, How to Teach Grammar. Pearson Education. 2003.陈瑶, , 教育科学出版社, 2002.七、课外学习要求课内外学时分配：课内1.5小时：课外1小时（包括个人作业，小组讨论和活动设计，包括口头和笔头作业。）另外还有课外微格教学实践的时间，一个学期每人有4课时的微格教学时间和4课时的见习时间（世承班有一周的见习）。八、学习评价方案本课程对学生的评价采取形成性评价和终结考试相结合的原则，其中学生的出勤和课堂表现占10，学生的课外书面作业，其中包含完成课外练习和完成三篇反思日志占20，学生小组项目的教案书写和微格教学展示占20，期终笔试占50%.其中写日志的写作要求学生能联系