英语课程与教学论_Unit Nine Teaching Vocabulary_Unit
《英语课程与教学论》
《英语课程与教学论》课程简介本课程重点探讨语言与语言教师、语言学习理论与学习者、英语课程标准与教材、英语知识与技能的教学、备课与课程管理、课堂教学评价与反思以及现代教育技术与教学资源等七个方面。
本课程分为七个单元，每单元整合两个专题，采取导文、导文提示、文献阅读、观察与思考（课堂实录）以及任务活动等新颖的形式，把学术性、实用性、趣味性和互动性很好地结合起来。
其目的是确定英语教师专业知识结构的共核，帮助英语教师从其中一点出发，走向专业化发展道路。
单元一第一部分语言与语言教师Language and language teachers导文 1 Lead-inWhat is a language?What do people know when they know a language? You would think that this is an easy question to answer, since, as speakers of it, we all use our language frequently.The situation is rather like driving a car.Many people drive a car perfectly well without knowing how the car works.In the case of languages, the situation is more difficult in that languages are not physical objects like a car.They exist only within the minds of speakers.There are many theories about how language works, but the more language is studied,the more complex it seems to become.Kuiper, K.& Allan, W.S.2004:1【导文提示Hints 】对于语言观和语言教学观，人们持有不同看法。
英语课程与教学论(1)
（2）Theory of learning
The theory of learning underlying the Grammar-Translation Method was Faculty Psychology.
3. Basic Principles
（1）Main features （2）Objectives （3）Techniques （4）Exemplification
The Grammar-Translation Method
1. 2. 3. 4. Background Theoretical Basis Basic Principles Summary and Comments
1. Background
(1)The history of the Grammar-Translation Method is not fully and carefully documented. However, there is evidence that grammar analysis and translation began to be the basic procedures in foreign language teaching from the 16th century. (2)The second impetus for the procedures of grammar analysis and translation in teaching Latin came from the social needs of European countries.
英语课程与教学论新编
Chapter 12
Schools of English Teaching Methodology
《英语课程与教学论》
I Views on language learning
Behaviorist theory B.F. Skinner (1904—1990) Skinner suggested language is also a form of behaviour. It can be learned the same way as an animal is trained to respond to stimuli. Stimulus-Response-Reinforcement
I How do we learn languages?
• The way language teachers teach in the classroom is to some extent influenced by the way they learned languages.
Task 1 Questionnaire
Final Score
1. Presentation 10% 2. Homework & Test 20% 3. Final Exam 70% 4. A Research Paper 5. Research Activity
Unit I Language and Language Teachers
III What is a good language teacher?
• Work in groups. Reflect on your own learning experiences from early school years to the university. • Have you had an excellent English teacher? Try to identify as many qualities as possible of your best English teacher(s). • Note down all the qualities that you think
英语课程教学论Unit 9
characteristics of the listening process
• Spontaneity: we listen to people speaking spontaneously and informally without rehearsing. • Context: relationship between speakers; situation • Visual clues: facial expressions, gestures, other body language as well as the surrounding environment • Listener’s response: interrupt, ask for repetition or clarification • Speaker’s adjustment: adjust the way of speaking, rephrase or elaborate
Post-listening activities:
• • • • Multiple-choice questioins Answering questions Note-taking and gap-filling Dictogloss: preparation; dictation; reconstruction; analysis and correction
While-listening activities:
• • • • • • • • • The teacher provides a reason, goal or task for learner. No specific responses Listen and tick Listen and sequence Listen and act Listen and draw Listen and fill Listen and take notes Listen and guess
《英语课程与教学论》研究生课程教学大纲
《英语课程与教学论》研究生课程教学大纲课程名称：英语课程与教学论English Curriculum and Teaching Theory of English课程编码：M1010079总学时/总学分：32/2 理论学时/理论学分： 24/1.5 实践学时/实践学分：8/0.5适用专业：英语教育开课单位：外国语学院一、课程性质及目的1．课程性质：本课程是英语教育研究生专业学科选修课。
2．课程目的：本课程主要介绍语言与语言教师、语言学习理论与学习者、英语课程标准与教材、英语知识与技能的教学、备课与课程管理、课堂教学评价与反思以及现代教育技术与教学资源等七个方面，重点向学生介绍其主要理论依据、主要内容以及评述，旨在帮助、引导学生能够依据自己的环境、特定的教学条件和学生的需求以及语言教学的规律，对教学方法和技巧进行选择和再创造，为他们以后在教学和科研上奠定坚实的理论基础。
通过该门课程的学习，学生能基本掌握英语教学的最新理论和主要方法。
二、课程内容及要求本课程分为七个单元，每单元整合两个专题，采取导文、导文提示、文献阅读、观察与思考（课堂实录）以及任务活动等新颖的形式，把学术性、实用性、趣味性和互动性很好地结合起来。
其目的是确定英语教师专业知识结构的共核，帮助英语教师从其中一点出发，走向专业化发展道路。
第一章语言与语言教师（4学时）1. How do we learn languages?2. What are the common views on language?3. What are the common views on language learning?4. What are the qualities of a good language teacher?5. How can one become a good language teacher?第二章语言学习理论与学习者（6学时）1. What are the theories in language learning?2. What are the teaching approaches in language teaching?3. Which is more important, fluency or accuracy?4. What’s the enlightenment of learning and acquisition?第三章英语课程标准与教材（4学时）1. What is curriculum?2. What’s the difference between curriculum and syllabus?3. What’s the difference between the teaching of coursebooks and teaching by the use of thecoursebooks?第四章英语知识与技能的教学（8学时）1. What is language system? How to present the language system?2. What are the objectives of teaching pronunciation?3. How to teach language skills?第五章备课与课程管理（4学时）1. Lesson plan2. Classroom management第六章课堂教学评价与反思（4学时）1. Testing & Assessment2. Evaluation & Reflection第七章现代教育技术与教学资源（2学时）1. Educational technology2. CALL三、教学使用教材1.魏立明.新世纪教师教育系列教材·英语课程与教学论. 东北师范大学出版社, 2005.2.鲁子问.英语教学论（第2版）（英文版）.上海：华东师范大学出版社，2010.四、学习要求学生在学的过程中要及时进行预习和复习，并可根据教师提供的参考书目进行相关章节的课后拓展学习，积极使用网络平台，查找资料，也可以加入高校及英语课程与教学论爱好者创办的相关论坛，参加网上讨论，充分利用网上的资源。
英语课程与教学论教学大纲
英语课程与教学论课程教学大纲English Curriculum and Teaching Methodology一、课程性质与任务（一）课程性质本课程是为英语（师范）专业本科学生开设的教师教育类课程，是加强学生英语教学理论修养和基础知识的重要途径。
课程系统介绍中小学英语教学基础理论，将“课程思政”融入到教学中，将立德树人作为根本任务，以社会主义核心价值观为引领，培养具有崇高的理想信念、良好的师风师德和高度的敬业精神的应用型人才。
（二）课程任务通过本课程的理论教学使学生具备以下知识和能力：1.了解语言和语言学习的相关理论，认识外语教学发展史上主要教学流派的理论背景、教学原则、教学环节、教学设计等，学习语言知识和语言技能的教学方法、常见教学活动的设计与组织，掌握课堂管理的方法及新课标的评价方式；2. 掌握教学设计的方法，具有编写规范教案的能力；3. 能够依据自己的环境、特定的教学条件和学生的需求以及语言教学的规律，对教学方法和技巧进行选择和再创造；4. 结合语言知识、语言技能的模拟教学实践，达到熟练运用中小学英语课堂教学基本教学方法与操作技巧，逐步形成中小学英语教师应有的初步的教育教学能力、教学研究能力和教学实践能力；5. 形成中小学英语教师良好的职业信念和专业发展能力，热爱中小学英语教育教学工作，树立崇高的教师职业道德与教师职业信念，为成为合格中小学英语教师奠定必要的理论与实践基础。
6. 通过以小组合作形式完成实任务的方式提高沟通合作和解决问题的能力。
二、教学活动目标（一）课程目标通过本课程的理论教学，使学生具备下列能力：课程目标1：能够运用外语教学基本理论和外语学习理论，根据需要运用恰当的教学方法和技巧，具有编写教案、课堂管理和教学评价的能力。
（支撑毕业要求指标点1-4）课程目标2：未来能够成为具有良好的师风师德，较强的法制观念和诚信意识的合格的教师。
（支撑毕业要求指标点2-2）课程目标3：能够熟练准确地运用英语语言进行教学，发出课堂指令，恰当地对学生予以评价。
《英语课程与教学论》教学大纲
《英语课程与教学论》教学大纲课程编号：12100917学时：32学分：2课程类别：专业方向模块课程面向对象：英语专业本科学生课程英文名称：The English Curriculum and Teaching Theories一、课程的任务和目的任务：通过该课程学习,引导师范生学习课程教学改革新理念,帮助树立交际语言教学观；学习语言学、心理学、二语习得等外语教学理论和外语学习理论,奠定良好的教学理论基础；学习不同的英语教学法思想，掌握英语课堂交际语言教学技能；组织学生参加英语教学实践活动,帮助学生理论联系实际教学, 培养学生实践教学和反思教学能力,逐步提高对英语教学的认识能力,从而形成个人所特有的英语课堂教学能力,为将来从事英语教育事业奠定良好的理论和实践基础。
目的：该课程旨在培养英语师范生具有英语交际语言教学观,具备在新课程改革的教学理念指导下的英语课堂交际语言教学技能, 为将来从事英语教育事业奠定良好的理论和实践基础,成为能够适应社会发展需要的合格的英语教师。
二、课程教学内容与要求1．绪论明确开设本课程的目的，介绍本课程的特点、体系及研究和学习的任务；使学生了解英语教师形成自己的教学艺术风格的途径。
2．外语教学法的主要流派，特别是交际语言教学法。
集中学习各种英语教学方法中的教学活动及其涉及教与学方面的有关问题，使学生了解各种教学法的原则和具体的操作方法，了解其优缺点，以便能在教学实际中选用正确的方法进行教学。
3．英语课程标准英语课程标准是教材编写，教学教研，测试评估的依据，因此全面细致地学习英语课程标准是首要工作。
通过学习，学生明确英语课程标准“新”在何处，了解英语课程标准的教学目的，教学要求和原则。
4．英语现行教材及驾驭教材的具体教学方法和技巧介绍中学英语现行教材编写的指导思想，要求学生掌握教材的基本特点。
在此基础上，介绍中学英语现行教材的具体课堂教学方法和技巧，要求学生掌握如何进行听，说，读、写技能的训练，如何进行词汇，句型、语法的教学，如何使用简笔画、电化设备等辅助教学手段。
英语教学法教程9 Teaching Listening(课堂PPT)
formats) 6. Manage strategy use: self-evaluate; share
experiences
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Unit 9 Teaching Listening
1. Why does listening seem so difficult for students?
2. What do we listen to in everyday life? 3. What are the characteristics of the
Demonstrate to the class next week. For Group 7.
3
A revision of Teaching Vocabulary
1. What are some of the assumptions about vocabulary learning?
2. What does knowing a word involve? 3. How can we present new vocabulary
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8.5 How do we help students develop vocabulary learning strategies?
1. Review regularly 2. Guess meaning from context
contextual clue: the topic, the grammatical structure, meaning connect between the given word and other words, linguistic pattern
英语课程与教学论章兼中重点
英语课程与教学论章兼中重点摘要：一、引言1.英语课程与教学论的重要性2.本文的目的和结构二、英语课程的目标和内容1.英语课程的总目标2.英语课程的具体内容三、英语教学的方法和策略1.交际式教学法2.任务型教学法3.语法翻转教学法四、英语课程的评价体系1.形成性评价2.终结性评价3.评价方法的选择和应用五、英语课程与教学论在我国的现状与发展趋势1.我国英语课程与教学论的现状2.英语课程与教学论的发展趋势3.对我国英语课程与教学论的建议六、结论1.英语课程与教学论的关键要点2.对英语教师和教育工作者的启示正文：英语课程与教学论是英语教育领域中的重要组成部分，它关注英语课程的设置、教学方法的选择、教学策略的制定以及课程评价等问题。
本文旨在通过对英语课程与教学论的研究，帮助英语教师和教育工作者更好地理解和应用英语教学理论和实践。
英语课程的总目标是培养学生的语言应用能力，使他们能在日常生活、学习和工作中熟练地使用英语进行交际。
为实现这一目标，英语课程设置了听、说、读、写、译等各方面的具体内容。
其中，听和说是英语教学的重点，也是学生最难掌握的部分。
在英语教学过程中，教师需要采用适当的教学方法和策略。
交际式教学法、任务型教学法和语法翻转教学法是三种常用的教学方法。
交际式教学法强调学生在语言交流中的主体地位，教师要为学生提供真实、自然的语言环境。
任务型教学法强调通过完成各种任务来培养学生的语言应用能力，教师要设计富有挑战性和实际意义的任务。
语法翻转教学法则要求教师将语法知识融入学生的语言实践中，让学生在实际运用中发现和掌握语法规则。
英语课程的评价体系包括形成性评价和终结性评价。
形成性评价主要通过课堂观察、学生作品、口语测试等方式进行，旨在了解学生的学习进度和成长需求。
终结性评价主要通过期末考试、升学考试等方式进行，旨在对学生的学习成果进行总结和鉴定。
评价方法的选择和应用要依据课程目标、教学内容和教学方法进行，力求全面、客观、公正。
大三英语课程与教学论
大三英语课程与教学论
大三英语课程与教学论（English Curriculum and Teaching Theory in the Third Year）是针对大三学生开设的一门英语教
育学类课程。
该课程旨在帮助学生全面了解和掌握英语教学的理论和实践，提高他们的英语教育教学能力。
在大三英语课程与教学论中，学生将学习以下内容：
1. 教育学基础知识：介绍教育学的基本概念、原理和理论，包括教育心理学、教育学原理等。
2. 英语教育理论：探讨英语教学的目标、原则和方法，包括英语教学法、教学策略等。
3. 教学设计与评价：讲解教学设计的原则和步骤，培养学生设计教学活动和评价学生学习成果的能力。
4. 教学资源与工具：介绍英语教学所需的各种教学资源和工具，如教材、多媒体技术等。
5. 实践与反思：通过实践教学活动和案例分析，使学生能够反思并改进自己的教学方法和策略。
在教学过程中，教师会引导学生积极参与课堂讨论、小组活动和实践教学，通过案例分析和教学实践的反思，培养学生的问题解决能力和专业素养。
同时，通过阅读相关文献，学生还将了解到国内外英语教育的最新动态和研究成果。
大三英语课程与教学论为学生打下坚实的英语教育理论基础，提高他们的英语教学能力和专业素养，为以后从事英语教育相关工作打下扎实的基础。
英语课程教学论考试重点
Unit 1 Language and Language Learning 语言和语言学习1.Views on language 有关语言的观点Different views on language generate different teaching methodologies. P2不同的语言观产生不同的教学方法..Three different views of language: 三种不同观点的语言:1. Structural view: language as a system made up of various subsystems: the sound system phonology; the discrete units of meaning morphology; the system of combining units of meaning for communication syntax p3a finite number of such structural items 有限数量的这种结构性产品结构语言理论:语言作为一个系统由各种子系统:音响系统语音;离散单元的意义形态;对通信相结合的系统单位的意义语法2. Functional view: Language is not only a linguistic system but also a means for doing things. 功能观:语言不仅是一种语言系统;但也做事情的一种方式..3. Interactional view: language as a communicative tool to build up and maintain social relations between people. p3交互语言理论:语言作为一种交际工具来建立和维护人们之间的社会关系..2. Views on language learning and learning in general 语言学习两类理论：Process-oriented theories and Condition-oriented theories1. Behaviourist theory: p5 行为主义学习理论面向流程理论和条件理论behavioural psychologist Skinner; 行为心理学家斯金纳Watson and Raynor’s theory of conditioning; stimulus; response; and reinforcement;the audio-lingual method; the language is learned by constant repetition and reinforcement of the teacher 沃森和雷诺的调节理论;刺激响应;和强化;听说教学法;语言是不断的重复和强化学习的老师2. Cognitive theory: students are asked to think rather than simply repeat; p5Noam Chomsky; 乔姆斯基认知学习理论:要求学生想而不是简单的重复;language is an intricate rule-based system and a large part of language acquisition is the learning of this system; there are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced. 有数量有限的语法规则系统和知识的这些可以生成无限的句子语言是一个复杂的基于规则的系统语言习得和一个大的部分是这个系统乔姆斯基认知语言学 Transformational-Generative T-G Grammer 转换生成语法(3). Constructivist theory:P6 Learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already know; 建构主义学习理论:学习是一个过程;学习者建构意义基于自己的经历和已经知道什么;applicable to learning in general; 适用于一般学习 John Dewey 杜威teaching should be built based on what learners already knew and engage learners in learning activities; 教学应构建基于学习者已经知道和学习者参与学习活动to foster inventive; creative; critical learner; 培养创造力;创造力;关键的学习者4. Social-constructivist theory: P6 社会-建构主义理论 Vygotsky; 维果斯基emphasizes interaction and engagement with the target language in a social context;the concept of ‘Zone of Proximal Development’ ZPD 可能发展区/临近发展区and scaffolding 鹰架理论; 概念和鹰架理论强调互动和社会背景与目标语言接触learning is best achieved through the dynamic interaction betweenthe teacher and the learner and between learners.学习是最好的通过教师和学习者之间的动态交互和学习者之间3. qualities of What makes a good language teacher P7 品质好的语言老师ethic devotion; professional qualities; personal style; professional competence道德奉献职业素质个人风格专业能力4. Development of teacher’s professional competence教师专业能力的发展Figure 1.1 P9: Stage 1; Stage 2 and Goal 图1.19页:第一阶段、第二阶段和目标Stage 1: language development 阶段1:语言发展Stage 2: three sub-stages: learning; practice; reflection方案变动包括:学习实践反思The learning stage: 1. learning from others’ experiences; 2. learning the received knowledge; 3. learning from one’s own experiences学习阶段:借鉴别人的经验;学习获得知识;从自己的学习经验5. The most influential language teaching approaches in the past two decadesCommunicative Language Teaching CTL 交际语言教学最具影响力的语言Task-basked Language Teaching TBLT 任务型语言教学教学方法过去二十年Unit 2 Communicative Principles and Task-based Language Teaching 交际原则任务型语言教学1. Language use in real life vs. traditional pedagogy 在现实生活中与传统的教育学The language used in real life 在现实生活中;语言是用来执行特定的交际功能in real life; language is used to perform certain communicative functionsThe language learned in classroom 在教室里学到的语言A big gap between the two 一个很大的差距Main differences: P15 1. traditional pedagogy tends to focus on forms rather than functions; 2. traditional pedagogy tends to focus on one or two language skills and ignore the others; 3. traditional pedagogy tends to isolate language from its context.主要差异:1、传统教学往往关注形式而不是功能;2、传统教育学往往集中在一个或两个语言技能而忽略其他人;3、传统教学往往孤立的语言上下文..2. CLT 交际语言教学弥合两人之间的差距To bridge the gap between the two 目标是发展学生的交际能力The goal of CLT is to develop students’ communicative competence. Five main components of communicative competence p17-18交际能力的五个方面1. Linguistic competence 语言能力It’s concerned with knowledge of the language; it involves spelling; pronunciation; vocabulary; word formation; grammatical structure; sentence structure; and semantics.语言的知识;它包括拼写;发音;词汇;构词、语法结构、句子结构和语义..2. Pragmatic competence 语用能力适当的使用语言的社会环境It’s concerned with the appropriate use of the language in social context;To know when to speak; when not; what to talk about with whom; when; where and in what manner. 知道何时说话;何时不说;谈论与谁;何时、何地、以何种方式..3. Discourse competence 语篇能力It refers to one's ability to create coherent written text or conversation and the ability to understand them. 一个人的能力来创建一致的书面文本或对话和理解的能力..The cohesive markers used in the discourse. 有凝聚力的话语中使用的标记..The reference words in the context. 参考词汇在上下文.. 有凝聚力的词汇意义Cohesive words hold meaning together in a sensible way. 在一个合理的方式..One’s ability to initiate; develop; enter; interrupt; check or confirm in a conversation.一个启动的能力;开发、进入中断;请检查或确认的谈话..4. Strategic competence 策略能力It is similar to communication strategies. 它类似于沟通策略..It refers to strategies one employs when there is communication breakdown due to lack of resources. 它指的是战略雇佣通信故障时由于缺乏资源..By searching for other means of expression; such as using a similar phrase; using gestures; or using a longer explanation. 寻找其他的方式表达;如使用类似的短语;Keep the conversation going. 保持谈话.. 使用手势;或使用一个更详细的解释..Get input from the other end. 从另一端获取输入..5. Fluency 流利程度It means one’s ability to link units of speech toge ther with fluency and without nervousness or inappropriate slowness or undue hesitation. 这意味着一个人的能力联系单位一起演讲流利和没有紧张或不恰当的缓慢或不适当的犹豫..chunks of language大块的语言 Lexical phrases词汇短语Prefabricated language 预制语言Linguistic competence Chomsky: rules of grammar/ grammatical rules/grammar knowledge; the knowledge of language structure and the ability to use this knowledge to understand and produce language. P19 语言能力乔姆斯基:语法规则/语法规则/语法知识;语言的知识结构和使用这些知识的能力去理解和生成语言..Communicative competence Hymes: besides grammatical rules language use is governed by rules of use /knowledge of what to say; when; how; where and to whom.交际能力海姆斯:除了语法规则的语言的使用是由规则的使用/知识该说什么;何时、何地、如何和人..3. Principles of CLT 交际语言教学的原则 Communicative Language Teachingcommunication principle; task principle; meaningfulness principle 交际性原则工作原理有意义原则The weak version of CLT: learners first learn the language as a structural system and then learn how to use it in communication. 强大版本:语言是通过沟通..The strong version of CLT: language is acquired through communication.薄弱版本:学习者首先学习语言作为一种结构体系;然后学习如何使用它在沟通..4. CLT and the teaching of language skills 语言技能的教学交际能力Communicative competence is to develop learners’ language skills; namely; listening; speaking; reading and writing. 是培养学习者的语言能力;即听、说、阅读和写作..5. Main features of communicative activities 交际活动的主要特征The Key assumption in CLT is that students learn the language through engaging in a variety of communicative activities. 关键假设是学生学习语言通过从事各种各样Functional communicative activities 功能性交际活动的交际活动..Social interaction activities P22-23 社会互动活动6. Six criteria for evaluating communicative classroom activities Ellis 19901. Communicative purpose 交际目的六个标准评价课堂交际活动埃利斯2. Communicative desire 交际需要3. Content; not form 注重内容;不是形式4. Variety of language 语言的多样性5. No teacher intervention 没有老师的干涉6. No materials control 没有语言材料控制7. Task-based Language Teaching TBLT 任务型语言教学Task-based language teaching is a further development of Communicative Language Teaching. 是交际语言教学的进一步发展结合形式;集中教学与沟通combine form-focused teaching with communication-focused teaching Definitions of a task on P27 任务的定义Willis; 1996 Tasks are activities where the target language is used by the learner for a communicative purpose goal in order to achieve an outcome. 威利斯;1996任务活动;使用目标语言学习者交际目的目标为了实现一个结果..Four components of a task P28 任务的四个组成部分a purpose; a context; a process; a product 一个目的、内容、过程、结果8.Exercises; exercise-tasks; tasks 练习与任务Exercises: focus on individual aspects of language; such as vocabulary; grammar or individual skills 关注个人方面的语言;如词汇、语法和个人技能Exercise-tasks: contextualized practice of language items often a particular grammar point 符合实际的语言实践项目通常是一个特定的语法点Task: the complete act of communication purposeful & contextualized communication 完整的沟通行为有目的的和符合实际的沟通9.PPP P31-32 属于传统教学模式 traditional teaching mode Presentation of single new item 呈现单新项目Practice of new item: drills; exercises; dialogue 练习新项目:演习;演习、对话Production Activity; role play or task to encourage free use of language产出活动;角色扮演或任务鼓励免费使用语言The five-step teaching method 五步教学法修订;表示;实践;生产;整合revision; presentation; practice; production ; consolidation 10. TBLT/TBL P31Task-based Language Teaching TBLT 任务型语言教学Task-based Learning TBL 任务型学习Pre-task: introduction to topic and task 介绍主题和任务Task cycle: task/planning/report; students hear task recording or read text.任务周期:任务/计划/报告;学生听到任务记录或阅读文本Language focus: analysis and practice: Review and repeat task.语言重点:分析和实践:审查和重复的任务Five steps of designing tasks P34 五个步骤的设计任务1. Think about students’ needs; interests; and abilities考虑学生的需要兴趣和能力2. Brainstorm possible tasks 头脑风暴可能的任务3. Evaluate the list 评估列表使用以下标准:①. 教育价值using the following criteria: ①. educational value; ②.appropriateness to the students’ needs; interest and abilities;③. availability of suitable resources; ④. time available4. Choose the language items 选择的语言项目②. 适合学生的需要兴趣能力5. Preparing materials 准备材料③. 合适的资源的可用性;④.可用时间11. Appropriateness of CLT and TBLT in the Chinese context p35适当的交际语言教学和任务型语言教学在中国语境It is very difficult to design a syllabus with a one to one correspondence between a function and a form. 很难设计教学大纲与之间的一一对应一个功能和一个表单One function of the language can be fulfilled by several language forms.One language form may also have several functions. CLT一个功能可以实现语言的一些语言形式.. 一种语言形式也可能有几个功能..12. Potential constraints of TBLT 任务型语言教学的潜在限制1. It may not be effective for presenting new language items. Swan; 20052. Time 时间它可能不是有效的呈现新语言项目学习的文化:3. The culture of learning: some students may find it difficult to adapt to TBLT. Lack of appropriate skills such as problem-solving;discussing; inquiring and reasoning. 一些学生可能难以适应..缺乏适当的技能;如解决问题、讨论、4. Level of difficulty. 水平的困难查询和推理..Unit 3 The National English Curriculum 国家英语课程标准1. A brief history of foreign language teaching in China 在中国外语教学简史Main events before 1978 主要事件在1978年之前Four major phases of the development of ELT in China since 1978. Restoration; Rapid Development; Reform; and Innovation 发展的四个主要阶段;英语教学在中国自1978年以来修复、快速发展、改革和创新1. Restoration 1978-1985 : 恢复a national syllabus in 1978; 一个国家1978年教学大纲一套新的教科书a new set of textbooks by the People’s Education Press PEP; 由人民教育出版社grammar-based audio-lingual teaching method. 基本语法和听说教学方法2. Rapid development1986-1992: 快速发展the 1986 English Syllabus a revised one; 1986年英语教学大纲修订the rewriting of the textbooks by PEP. 重写教科书English is not only instrumental but also communicative and educational.Teaching should focus more on the use of the language.英语不仅是工具也是交际和教育.. 教学应更注重语言的使用..3. Reform 1993-2000: 改革The policy of nine-year compulsory education. 九年义务教育的政策..The communicative approach. 交际的方法在1993年发布的一份新的教学大纲A new syllabus issued in 1993. 很多教科书区域机构除了鼓舞士气的新系列A number of textbooks by regional agencies besides a new series by PEP.A synthesis of the new and the old approaches. 新和旧的合成方法A more communication-oriented language teaching. 面向更多的交流;语言教学4. Innovation from 2000: 创新A call for quality-oriented education. 呼吁素质教育A review of the curriculum prior 2000. overemphasis on the delivery of language knowledge; ignoring Ss’ language ability and individual learner differences; paper-and-pencil tests 回顾2000年之前的课程..过分强调语言知识的传递;忽略了学生的语言能力和学习者个别差异;纸笔测试A transition to the New National English Curriculum. 过渡到新的国家英语课程..2.the six designing principles for the National English Curriculum6种设计原则1. Aim for educating all students; and emphasise quality-oriented education.2. Promote learner-centeredness; and respect individual differences. p42/p3103. Develop competence-based objectives; and allow flexibility and adaptability.4. Pay close attention to the learning process; and advocate experiential learning and participation. 1面向全体学生;注重素质教育..2突出学生主体;尊重个体差异..5. Attach particular importance to formative assessment; and givespecial attention to the development of competence. 3整体设计目标;体现灵活开放..6. Optimize learning resources; and maximize opportunities forlearning and using the language. 4强调学习过程;倡导体验参与.. 5注重过程评价;强调能力发展.. 6开发课程资源;拓展学用渠道..The overall aim of the curriculum for nine-year compulsory educationis to develop students’ comprehensive abilities in language use.Language skills; language knowledge; affects; culture awareness and learning strategies. 九年义务教育课程的总体目标是培养学生的综合语言运用能力..语言技能;语言知识、影响、文化意识、学习策略.. 九年义务教育的英语课程The English curriculum for nine-year compulsory education.The related senior high school English curriculum. 有关高中英语课程..Nine competence-based objectives. 9个能力本位的目标..Each level is described in terms of what students can do with the language.The integrity; flexibility and openness of the curriculum.每个级别的描述语言的学生能做什么.. 完整性、灵活性和开放性的课程..The principle of learner-centered approach. 原则为中心的方法Education for all students and quality-oriented education. 所有学生教育和素质教育Develop effective learning strategies and autonomous learning abilities by means of experiencing; practicing; participating; exploring and cooperating under the teacher’s guidence. 发展有效的学习策略和自主学习能力通过体验、实践、参与、探究和合作老师的引导.. 形成性评价中扮演主要角色..Formative assessment playing a primary role. 总结性评估应关注Summative assessment should focus on assess ing students’ overall language ability and the ability to use the language. 评估学生的综合语言能力和运用语言的能力..3. The changes of goals and objectives of English language teaching p45 目的目标Compare the teaching objectives in the syllabi which have appeared since 1978; and pay attention to the changes. 比较教学大纲中的教学目标;出现了自1978年以来;并注意更改.. 该框架的目标在新的国家英语课程.. 整体目标的5个方面the framework of objectives in the new National English Curriculum. Overall Language ability: 整体语言能力: 语言知识:语音;语法;词汇;功能;1. Language knowledge: Phonetics; Grammar; Vocabulary; Functions; Topics 话题2. Language skills: listening; Speaking; Reading; Writing 语言技能:听;说;读;写3. Learning strategies: Cognitive; Self-management; Communication; Resourcing学习策略:认知策略;自我调控策略;交际策略;资源策略4. Affection and attitude: Motivation; Confidence; Patriotism;International perspectives 感情和态度:动机兴趣;自信意志;合作精神;国际视野5. Cultural awareness: Knowledge; Understanding; Awareness of cross-culture communication 文化意识:知识;理解;跨文化交际的意识4. Design of the National English Curriculum 国家英语课程的设计Before 2001; the English syllabus did not include the primary phase.教学大纲主要阶Nine-competence based levels 9段能力水平The primary phase: Level 1; Level 2 初级阶段:1级、2级The junior high school phase: Level 3 to Level 5 初中阶段:3 - 5级水平The senior high school phase: Level 6 to Level 9 高中阶段:6 - 9级的水平Level 7 is the requirement for every senior high school leavers. 是高中毕业生要求Required courses English 1-5 必修课程英语1 - 5Two tracks of elective courses 选修课程的两个轨道Elective Track 1 English 6-11 选修课跟踪1 选修课跟踪2三大系列课程Elective Track 2 three series of courses: Specialized skills courses; ESP courses; Culture and literary studies courses.专业技能课程;ESP课程;文化和文学研究课程5. Performance standards for different levels of competence Refer to the Chinese version 指中国版本不同级别的能力的性能标准6. Challenges facing English language teachers 英语教师面临的挑战Faced with the new curriculum; English teachers are expected to change in many ways. 面对新课程;英语教师将在很多方面发生变化.. What should English teachers do 英语教师应该做什么使用更多的to change their views about language. 改变他们对语言的看法任务型活动to become a multi-role educator. 成为一个多功能教育家学生学习的中心to use more task-based activities and put the students in the centre of learning.to use more formative-assessment in addtion to using tests. 造型评估使用的测试to use modern technology in teaching; creating more effective resources for learning and for using the language. 教学技术;创造更有效的资源来学习使用语言Unit 4 Lesson Planning 课程计划1.Teaching Contents 教学内容1. Importance of lesson planning 课程计划的重要性2. Principles for good lesson planning 好的课程规划的原则3. Macro planning & micro planning 宏观规划和微观规划4. Components of a lesson plan 教案的组成5. Suitable form of a lesson plan 合适的教学计划1. Importance of lesson planning 课程计划的重要性A Lesson plan is a framework of a lesson in which teachers make advance decisions about what they hope to achieve and how they would like to achieve it. P51教案是一个框架的一课教师预先决定他们希望获得什么以及他们如何想实现它..Benefits from lesson planning P52 课程计划的好处Be aware of the aims and language contents of a lesson; 注意目标和语言课内容Distinguish the various stages of a lesson and see the relationship between them;Anticipate potential problems; 预测潜在的问题区分不同阶段的一个教训Give teachers confidence; 给教师的信心看到它们之间的关系Be aware of the teaching aids; 注意教学用具2. Principles for good lesson planning P53 好的课程规划的原则They are described in terms of aim; variety; flexibility; learnability; and linkage.Aim: the things that students are able to do by the end of the lesson. Variety: a number of different types of activity; a wide selection of materialsFlexibility: some extra and alternative tasks and activities灵活性:额外和替代的任务Learnability: the contents and tasks should be within the learning capability of the students 可学习性原则:内容和任务应该在学生的学习能力Linkage: the stages and the steps within each stage are someway linked with one another. 关联性原则:阶段;在每个阶段的步骤以某种方式相关..目标:学生能做的事情的教训.. 多样性:许多不同类型活动;参加多种多样的材料3. Macro planning & micro planning P54 宏观规划和微观规划Macro planning: Planning over a long period of time 规划在很长一段时间Micro planning: Planning for a specific unit or a lesson 一个特定的单元或课程Micro planning should be based on macro planning; and macro planning is apt to be modified as lessons go on. 微观规划应该基于;宏观规划课上容易被修改..4. Components of a lesson plan P55 教案的组成Different teachers have different teaching styles and may use different teaching procedures; so ‘every lesson is unique’ Robertson and Acklam; 2000:6; and so is every lesson plan. 不同的老师有不同的教学风格;可以使用不同的教学程序;所以“每课是独一无二的”;也是每一个教案..①. What should a lesson plan include P56-P60Background information; Teaching aims; Language contents and skills; Stages and procedures; Teaching aids; End of lesson summary; Optional activities and assignments; After lesson reflection 背景信息;教学目标;语言内容和技能;阶段和过程;教学用具;总结教训;教训后可选的活动和任务;反思②. Teaching aims: P56-P57 教学目标language skills; knowledge; affection & attitude; Learning strategies; culture awareness 语言技能;知识;情感与态度;学习策略;文化意识Language contents: structure grammar; vocabulary; functions; topics etc. P58Language skills: communicative skills listening; speaking; reading and writing语言内容:结构语法、词汇、功能、话题等.. 语言技能:交际技能听说读写Stages and procedures P58 阶段和过程Teaching stages refer to the major activities that teachers go through in a lesson.Procedures are the detailed steps in each teaching stage.指教学阶段的主要活动;教师经过一个教训程序在每个教学阶段的详细步骤A warm-up or a starter P58 热身或起动器A starter is an activity or a series of activities that a teacher does at the beginning of the lesson. 起动器是一种活动或一系列活动;教师在课的开始..③. A new structure-based lesson P59 一种新的基于结构课The PPP model 适合此种课程介绍:介绍新词汇和语法结构 Presentation: introduce new vocabulary and grammatical structuresPractice: controlled practice; guided practice 实践:控制实践;指导实践Production: communicative tasks 生产:交际任务④. A skill-oriented lesson 一个技巧性的课The PWP model 适合此种课程任务前:准备工作;例如设置场景;Pre-task: preparation work; such as setting the scene; warmingup; or providing the key information such as key words. 热身;或者提供的关键信息如关键字While-task: activities or tasks the students must perform while they are reading or listening. 任务中:学生活动或任务必须执行在他们阅读或倾听Post-task: students obtain feedback on their performance at the while-stage; some follow-up activities. 任务后:学生获得反馈性能的同时;舞台上;一些后续行动5. Suitable form of a lesson plan P55 合适的教学计划Teaching plan for lesson ~Teaching Contents:……教学内容Teaching aims: 教学目标1. Students are able to … by the end of the lesson.2. ……3. ……Teaching key points: 教学重点Teaching difficulties: 教学难点Teaching methods: 教学方法教学工具：卡片、图片、录音机、多媒体Teaching aids: cards; pictures; tape-recorder; multi-media; etc. Teaching procedures: 教学过程Step 1 Revision/Introduction 复习/介绍描述;介绍/任务前/快速阅读/略读/浏览Step 2 Presentation/pre-task/fast-reading/skimming/scanningStep 3 Drill/while-task/detailed-reading 训练/任务中/精读…………Step 6 Oral practice/interview/Discussion 口头练习/面谈/讨论Step 7 Consolidation 巩固Step 8 Summary 总结Homework/Assignments:1.……2.……Layout of Blackboard: 板书设计……Reflection: ……教学反思2. Group Activity: Teaching aims designing 小组活动:教学目标设计Students can introduce themselves in English——telling other people about their names; telephone numbers; addresses; and where they are from; etc. 介绍自己Students are able to find out information about other people in English. 发现信息Students are able to ask other people to clarify if they do not understand. 清晰Students can talk confidently and politely with strangers. 自信礼貌地与人交谈Students can make an ID card for themselves in English; 用英语自己的身份证Homework:Choose a lesson from the books of primary school and write a lesson plan.Unit 5 Classroom Management 课堂管理1.Classroom management is the way teachers organize what goes on in the classroom.contribute directly to the efficiency of teaching and learning. The goal of classroom management is to create an atmosphere conductive to interacting in English in meaningful ways. 目标是创建一种氛围有利于英语交流课堂管理是教师组织在教室里发生了什么.. 直接导致了教学和学习的效率..2. Six aspects of classroom management 课堂管理的六个方面1. Appropriate roles of the teacher 适当的教师角色2. Classroom instructions 教师课堂教学用语3. Student grouping 学生分组4. Classroom discipline 课堂纪律5. Questioning in the classroom 不同类型的问题6. Dealing with errors 课堂纠错3. Multi-roles of the teacher P68 多元化教师角色Different approaches stipulate different roles for the teacher. 为老师规定不同角色What are the most common roles that teachers play in present-day second/foreign language teaching 什么是最常见的角色;教师在今天的二/外语教学吗Planner; evaluator; controller: appropriate degree of control 规划师评估者控制器assessor: correcting mistakes; organising feedback 评估员:纠正错误;组织反馈organiser: to design and organise task-based activities 组织者:设计组织任务型活动prompter: give appropriate prompts 提词员:给予适当提示participant: participate in students’ activities 参与者:参与学生的活动resource-provider; facilitator; guides; researcher资源-提供者主持人指南研究员4. Classroom instructions 教师课堂教学用语Classroom instructions refer to the type of language teachers use to organise or guide learning. P73 课堂指令引用类型的语言教师使用组织或指导学习①. Use of classroom instruction 利用课堂教学指路;提供解释;设置要求;giving directions; providing explanation; setting requirements; checking comprehension; drawing attention; motivating learners; giving feedback; assigning homework; etc. 检查理解;注意;激励学习者;给予反馈;分配作业等..②. Function: useful model; meaningful input; tools for organizing learning作用有用的模型;有意义的输入;组织学习的工具有经验的教师③. Experienced teachers: use simple and clear instructions to organize learning activities and form a routine of using it.简单明确指示组织学习活动;形成常规使用Novice teachers: not able to target their instructions to the level of the learners; long and complicated instructions. 新手教师:指导学习者;长期和复杂的指令..④. Rules to follow: 规则: 1使用简单的指令;让他们适合学生的理解水平;1 to use simple instructions and make them suit the comprehension level of the students; try to establish a limited but realistic range of instructions and build upon them gradually. 试图建立一个有限但现实的一系列指令和逐步建立在他们身上..2 to use mother-tongue only when it is necessary: explain grammarrules or rules for a game or task. 使用母语;只有当它是必要的:解释语法规则或规则游戏或任务..3 to use body language. 使用肢体语言4 to model a task/ activitiy. 模型任务/活动5 not to do all the talking in class; maximum student participation; avoid lengthy explanations. 不要在课堂上说话;最大的学生参与;避免冗长的解释..5. Student grouping 学生分组Whole class work: all the students are under the control of the teacher. 全班的活动Pair work: students work in pairs. 双人活动:学生成对工作Group work: students work in small groups. 小组作业:学生在小组工作Individual study: students work on their own at their own speed. 个人学习individual study 自习 individualised study 个性化学习6. Discipline in the language classroom 课堂纪律①. Discipline refers to a code of conduct which binds a teacher and a group of students together so that learning can be more effective. p78 纪律是指一个行为准则;老师和一群学生紧密联系在一起;这样可以更有效的学习..②. Maitaining discipline: 先进性原则: 措施;目无法纪和行为严重的学生:Harmer 1983’s measures for indisciplined acts and badly behaving students:Act immediately; Stop the class; Rearrange the seats; Change the activity; Talk to students after class; Create a code of behaviour 立即行动;停止上课;重新安排座位;改变活动;跟学生下课后交谈;创建一个代码的行为③. Ur 1996; advice about problems in class 建议在课堂上的问题 Deal with it quietly; Don’t take things personally; Don’t use threats静静地处理它;不要感情用事;不要用威胁④. Problems of teachers 老师的问题Inadequate preparation; Unclear instruction; Lack of teacher attention; Lengthy explanations to one individual; Level of difficulty 不充分的准备;不清楚的指令;老师缺乏关注;冗长的解释一个人;水平的困难7. Questioning in the classroom 不同类型的问题The most common form of interaction between the teacher and the students in the classroom. P83 最常见的在教室里老师和学生之间的互动..①. Functions: 作用to focus students’ attention集中学生的注意力to invite thinking and imaginations 邀请的思维和想象力to check understanding 检查了解to stimulate recall of information 刺激召回的信息to challenge students 挑战的学生to assess learning 评估学习②. Questions should be wise and purposeful. 问题应该是明智和有目的的contribute to the overall objectives of the lesson 对课程的总体目标作出贡献stimulate the development of knowledge and thinking 促进知识和思维的发展Help to maintain effective interaction. 帮助维持有效的互动③. Classification of question types: 问题类型的分类:1. Closed questions and open questions 封闭性问题和开放性问题2. Display questions and genuine questions 展示性问题和演示性问题3. Lower-order questions and higher-order questions 低层次问题和高层次问题4. A taxonomy proposed by Bloom different question types: 布鲁姆提出的分类:Knowledge; Comprehension; Application; Analysis; Synthesis; Evaluation知识性问题;理解性问题;应用性问题;分析性;综合性;评价性问题8. Dealing with errors 课堂纠错①. distinction between an error and a mistakeA mistake is refers to a performance error that is either a random guess or a ‘slip of tongue’; and it is a failure performance to a known system. …has nothing to do with the language competence. …can be self-corrected. 是指性能错误随机猜测或“口误”;并且它是一个失败的一个已知系统性能..与语言能力无关..可以自我纠正An error has direct relation with the learners’ language competence. It results from lack of knowledge in the target language. … can not be self-corrected. 一个错误与学习者的语言能力有直接关系..它的结果缺乏知识在目标语言..不能自我纠正..②. Dealing with spoken errors 处理口语错误Whether the task or activity is focusing on accuracy or fluency.A balance between accuracy-based activities and fluency-based activities任务或活动是否专注于精确和流畅基于平衡精度的基于活动和流畅性的活动③. When to correct 何时纠错Not to interrupt students during fluency-based activities 不要打断学生。
英语课程与教学论新编
网络互动交流
利用社交媒体、论坛等网络工具，鼓 励学生进行英语交流和互动，提高口 语和写作能力。
06
Teacher Professional Development and Educational
Research
The Connotation and Approaches of Teacher
Professional Development
New Compilation of English Curriculum and Teaching
目录 Contents
• Overview of English Curriculum • English Teaching Theory • English teaching strategies and
techniques • English Teaching Evaluation and Testing • English Teaching Resources and
Technologies • Teacher Professional Development and
Educational Research
The History and Development of English Curriculum
历史
英语课程的历史可以追溯到中世纪，当时英语作为一门外语被引入学校教育。 随着英国的殖民扩张，英语逐渐成为全球通用语言，英语课程也得到了广泛的 发展。
发展
随着全球化的发展和跨文化交流的增多，英语课程逐渐注重跨文化交流能力的 培养和文化素养的提升。同时，信息技术的发展也带来了新的教学方式和教学 资源，使得英语课程更加多元化和个性化。
Educational research promot…
英语课程与教学论第二版课程内容
英语课程与教学论第二版课程内容摘要：一、引言二、英语课程与教学论第二版课程内容概述1.课程目标2.课程内容3.教学方法三、课程目标1.培养学生的英语语言能力2.发展学生的跨文化交际能力3.提高学生的综合素质四、课程内容1.语言知识与技能1.语音、语法、词汇2.听、说、读、写2.语言应用1.口语交际2.书面表达3.文化与跨文化交际4.语言学习策略五、教学方法1.任务型教学法2.交际式教学法3.情境教学法4.自主学习法六、结论正文：英语课程与教学论第二版课程内容主要针对培养学生的英语语言能力、发展学生的跨文化交际能力以及提高学生的综合素质这三个方面进行设计。
课程内容涵盖了语言知识与技能、语言应用、文化与跨文化交际以及语言学习策略等方面。
在教学方法上，采用了任务型教学法、交际式教学法、情境教学法和自主学习法等多种教学方法。
首先，课程目标是培养学生的英语语言能力，使他们能够运用英语进行有效的沟通。
课程内容在语音、语法、词汇等方面进行训练，以提高学生的听说读写能力。
此外，课程还注重培养学生的跨文化交际能力，使他们能够在不同文化背景下进行有效沟通。
为了实现这一目标，课程内容涵盖了文化与跨文化交际方面，帮助学生了解不同文化背景下的交际习惯。
其次，课程内容还包括语言应用方面的训练，如口语交际和书面表达。
通过这些内容的学习，学生可以提高自己的英语应用能力，更好地应对实际交际场景。
此外，课程还注重培养学生的综合素质，使他们能够在学习英语的过程中，养成良好的学习习惯，提高自己的学习效率。
在教学方法上，课程采用了任务型教学法、交际式教学法、情境教学法和自主学习法等多种教学方法。
任务型教学法可以帮助学生在完成具体任务的过程中，提高自己的英语能力；交际式教学法则强调学生在实际交际场景中运用英语，提高他们的语言应用能力；情境教学法通过创设生动的情境，让学生在真实的语境中学习英语；自主学习法则鼓励学生主动探索、独立学习，培养他们的自主学习能力。
英语课程与教学论整理
英语课程与教学论一、名词解释5*4’二、简答题4*5’三、论述题2*15’四、综合应用题20’＋10’名词解释1.Receptive/passive vocabulary: refers to words that one is able to recognise and comprehend in reading or listening but unable to use automatically in speaking or writing.2.Connotative meaning: A connotative meaning of a world refers to “the attitudes or emotions of a language user in choosing a word and the influence of these on the listener or reader’s interpretation of the word.3.Scanning: The type of pre-reading activity is scanning, which means to read to locate specific information. The key point in scanning is that the reader has something in his mind and he should ignore the irrelevant parts when reading.4.Bottom-up model: Some teacher teach reading by introducing new vocabulary and paragraph with the students. This is then followed by questions and answers to check comprehension. Also a lot of time is spent on having students read aloud the text. This way of teaching reflects the belief that reading comprehension is based on the mastery of the new words and new structures as well as a lot of reading aloud practice. It basically follows a linear process from the recognition of letters to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text. This way of teaching is known to follow a bottom-up model.5.Pragmatic competence: is concerned with the appropriate use of the language in social context. That is to say, the choice of the vocabulary and structure depends on the setting, the relative status of speakers, and their relationships.简答题1.Developing vocabulary learning strategies(1)Review regularly(2)Guess meaning from context(3)Organise vocabulary effectively(4)Use a dictionary(5)Manage strategy use2.判断原则(1)Communicative purpose: The activity must involve the students in performing a real communicative purpose rather than just practising language for its own sake. In order for this to occur there must be some kind of ‘information gap' that students seek to bridge when they are communicating.(2)Communicative desire: The activity must create a desire to communicate in the students.That is, even if communication is forced on the students, they must feel areal need to communicate.(3)Content,not form: When the students are doing the activity, they must be concentrating on what they are saying, not how they say it. They must have some 'message' that they want to communicate.(4)Variety of language: The activity must involve the students in using a variety of language, not just one specific language form. The students should feel free to improvise, using whatever resources they choose.(5)No teacher intervention: The activity must be designed to be done by the students working by themselves rather than with the teacher. The activity should not involve the teacher correcting or evaluating how the students do the activity when the activity over. This assessment should be based on whether the students have achieved their communicative purpose, not whether the language they used was correct.(6)No material control: The activity should not be designed to control what language students should use. The choice about what language to use should rest with the students.ponents of a lesson plan(1)Background information(2)Teaching aims(3)Language contents and skills(4)Stages and procedures(5)Teaching aids(6)End of lesson summary(7)Optional activities and assignments(8)After lesson reflection4.Characteristics of tasks in TBLT论述题1.Characteristics of tasks(1)one-way or two-way: whether the task involves one-way of exchange of information or two-way of exchange;(2)convergent or divergent: whether the students achieve a common goal or different several goals;(3)Collaborative or competitive: whether the students collaborate to carry out a task or compete with each other on a task;(4)Single or multiple outcomes: whether there a single outcome or many different outcomes are possible;(5)Concrete or abstract language: whether the task involves the use of concrete language or abstract language;(6)Simple or complex processing: whether the task requires the relatively simple or complex cognitive processing;(7)Simple or complex language: whether the linguistic demands of the task are relatively simple or complex;(8)Reality-based or not reality-based: whether the task mirrors a real-world activity or is a pedagogical activity not found in the real world.2.自由发挥综合应用题1.教案2.Decision-making test。
【免费下载】秋季英语课程与教学论期末考核答案
期末作业考核《英语课程与教学论》满分100分I. Multiple ChoiceSelect the best answer for each of the questions, and there is only one correct answer to each question. (每题2分，共40分)12345678910C A C B B CD D C B 11121314151617181820A A D C D C C A A B1. Emphasizing on certain practice techniques such as mimicry; memorization and pattern drills is the feature of ＿＿＿＿＿＿.A. The Direct MethodB. The Audio-lingual MethodC. Situational Language TeachingD. Communicative Language Teaching2. The emphasis on learning to communicate through interaction in the target language shows the feature of ＿＿＿＿＿＿.A. The Direct MethodB. The Audio-lingual MethodC. Situational Language TeachingD. Communicative Language Teaching3. ＿＿＿＿＿＿is supported by the fact that learners from the same language background may come up with different errors, and conversely speakers of different language backgrounds can make similar errors.A. The teacher-centerednessB. The student-centerednessC. The hypothesis-testing processD. The structural syllabus4. The latter has evolved into a learner-centered approach to encompass not only the student as a learner, but also the teacher, the parents and the citizen of the ＿＿＿＿＿＿of the learning process.A. Social contextB. Educational contextC. Smaller contextD. Larger context5. Which of the following expressions is not correct? ＿＿＿＿＿＿A. Different sentences structures can be used to express the same concept.B. One sentence structure can have more than one communicative function.C. One communicative function be expressed by a number of linguistic forms.D. One form can have more than one meaning, but one meaning or concept can be expressed by only one form.6. Which of the following sounds does not have the pronunciation /u:/?＿＿＿＿＿＿A. foodB. stoodC. chooseD. smooth7. Among the following examples of integration, which one is the example of integrating speaking with listening?A. dictationB. answer questions orallyC. discussion followed by readingD. note-taking while listening8.Every good writing assignment includes several elements, in the following, which one is one of those elements?A. missionB. audienceC. materialsD. topic9.Which of the following is NOT one of the hypotheses put forward by Stephen Krashen?A. The acquisition-learning hypothesis.B. The natural order hypothesis.C. The input hypothesis.D. The hypothesis of linguistic universals.10. In the Natural Approach, the teacher can make use of various ways except ＿＿＿＿＿＿in order to help the students to be successful.A. keeping their attention on key lexical itemsB. explaining grammatical rulesC. using appropriate gesturesD. using context to help them understand11. At which stage does the teacher provide opportunities for the students to use language as a vehicle for communication? ＿＿＿＿＿＿A. at the warming-up stageB. at the presentation stageC. at the practice stageD. at the production stage12. Effective learning depends to a large extent on＿＿＿＿＿＿of the class.A. course arrangementB. learners’ performanceC. encouraging atmosphereD. teacher’s management13. ＿＿＿＿＿＿are popular among students because they are associated with fun and games and they are considered to be fashionable.A.tape recordersB. walkmansC. video playersD. computers14.＿＿＿＿＿＿makes the web more easily interactive than a book or magazine.A. telephone numberB. publisher’s addressC. e-mail addressD. postcode15.Observe materials used in class teaching carefully with the purpose of identifying the teaching goals they achieve. Those materials may include except＿＿＿＿＿＿.A. excerpts from other didactic materialsB. learners’ bookC. adapted materials in the foreign languageD. complementary materials to the book16.When we talk about the teachers’ body language, which one is not the proper＿＿＿＿＿＿.A. “bury yourself” in your notes and plansB. do not stand in one place for a long timeC. make frequent eye contact with all students in the classD. let your body posture exhibit an air of confidence17. Which kind of techniques can not be used to get formative assessment? ＿＿＿＿＿＿A. observationB. classroom discussionC. questioningD. results from oral tests18.Summative assessment is used to assess learners’ ＿＿＿＿＿＿over a period of time.A. knowledgeB. skillsC. abilitiesD. achievements19.＿＿＿＿＿＿relates to the truthfulness of the data.A. ValidityB. reliabilityC. subjectD. Object20.＿＿＿＿＿＿is an intensive study of a specific individual or specific context, which is usually based on the assumptionA. Action researchB. Teaching journalC. Lesson reportD. A case studyII. Multiple ChoiceSelect the best answer for each of the questions, and there are more than one correct answer to each question. （每题2分，共20分)12345678910B A A A B D D D D C1. The decision of language policy includes＿＿＿＿＿＿.A. at what age to begin the course of a foreign languageB. the number of hours per week devoted to teaching itC. whether it will be made available to all or only certain students in the school systemD. how many children should be involved2. Which of the following is true?A. Interlanguage is a product of communicative strategies of the learner.B. Interlanguage is a product of mother tongue interference.C. Interlanguage is a product of overgeneralization of the target language rules.D. Interlanguage is the representation of learners’ unsystematic L2 rules.E. Interlanguage is the representation of learners’ unsystematic L1 rules.3. Contents of structural syllabus usually consist of discrete sentences, yes/no and questions, ＿＿＿＿＿＿, ＿＿＿＿＿＿, ＿＿＿＿＿＿, and relative clauses; plus inductively or deductively, presented pedagogic“grammar points”,with structures being generally presented one at a time.A. articlesB. situationsC. prepositionsD. conditionals4. There are three strategies for expanding your English vocabulary, they are＿＿＿＿＿＿A. contextualizationB. discriminationC. affixationD. substitution5. When students do listening exercises, what may make them feel it’s difficult to do listening comprehension? ＿＿＿＿＿＿.A. Inadequate vocabularyB. Inability to perform tasksC. Anxiety and nervousnessD. Lack of face-to-face interaction6. What are the challenges in teaching large classes? ＿＿＿＿＿＿A. Let every student like you.B. Keep good discipline.C. Give individual student attention.D. Manage classroom disruption.7. By＿＿＿＿＿＿and ＿＿＿＿＿＿, EFL students can communicate with people they have never met and who they will probably never meet.sending e-mails B. telephoningC. joining newsgroupsD. introduction8. As teachers, we need to know when students are more likely to be engaged in learning. Generally, theybecome engaged when＿＿＿＿＿＿.A. the work builds on their prior attainment; they are able to do the work but find it challenging.B. they have opportunities to ask questions and try out ideas.C. they get a feeling of satisfaction and enjoyment from the work.D. they are emotionally, physically and intellectually involved by the tasks.9. When carry out an assessment, which of the following factors should be taken into consideration＿＿＿＿＿＿.A. cultureB. genderC. family D community situations10. Which procedures are recommended in preparing self-report forms (Richards and Lockhart, 1996)A. identify in as much as possible the philosophy underlying the courseB. identify different kinds of teaching activities, proceduresC. prepare a lesson report formD. prepare videosIII. True or FalseDecide whether each of the following statements is True(T) or False(F). （每题1分，共10分）12345678910A B A A B A D C B D1. Sociolinguistics is a branch of science where sociology and linguistics meet.2. A general assumption is that the learning that takes place in natural and educational settings are the same in nature.3. In student-centered approach, students are treated as “empty vessels” and learning is viewed as an additive process with new information that is geared to the “average” students.4. Discrimination can be used as a strategy to expand your English vocabulary.5. Good writing begins with good assignments.6.Teacher should present herself to students as a person rather than just a reader of texts and a vessel of knowledge7. The use of the Internet is not advisable because it cannot help improve the students’ English level.8. The physical feature of learning environment cannot offer clues about the teaching.9. The diagnostic use of assessment to provide feedback to teachers and students over the course of instruction is called summative assessment.10. The simplest type of experiment involves two “equivalent” groups.III. Answer the questions (每题15分，共30分)1. Case analysisMiss Li. is an English major student who wants to be an English teacher, but she doesn’t know how to strive forit. Can you help her?Because Mr. Wang is all in Chinese, Mr. Wang is not an English teacher.Because the English teacher is a student's brother, Lee teacher is a woman, so the teacher is not the English teacher.So English teacher can only be Liu.Also because the teacher Li asked the math teacher a question, it is impossible that Li is a maths teacher.The math teacher can only be a teacher.Therefore, Li is a Chinese teacher.2. It is very important to show meanings of a lexical item in the process of teaching; can you talk about how to show to show meanings of a lexical item?Vocabulary teaching is an important part of English teaching, in the primary stage, vocabulary is the most frequent contact with the primary school students in English learning, will encounter a variety of problems, especially vocabulary. Now, in the majority of primary school English vocabulary teaching, our teacher or the most use a traditional way of vocabulary teaching: first to read over the vocabulary pronunciation, students read several times, finally in class by rote or copying to memory words. Under the influence of the traditional English vocabulary teaching, students can only rely on one letter of the machine to memorize vocabulary, not only difficult but also easy to forget. This teaching method makes students into a boring vocabulary memory. How to help students to memorize and master the word efficiently becomes an urgent problem to be solved.。
英语课程与教学论 教学方法和设计
英语课程与教学论教学方法和设计When it comes to English language teaching, it's crucial to engage students in meaningful ways. One method that works wonders is using real-life scenarios. Imagine role-playing a conversation in a restaurant or a shopping mall. This makes the language come alive and students are more likely to retain the vocabulary and expressions.Another great technique is to incorporate music and songs. Songs often have catchy melodies and repetitive lyrics, making them easy to memorize. Even better, choose songs that relate to the lesson topic, like a song about the seasons for a weather unit.Visual aids are also invaluable in English teaching. Using pictures, diagrams, or even short videos can help students connect the language to real-world objects and concepts. For instance, showing a video clip of a native speaker describing a traditional holiday can make the cultural aspect of the lesson more relatable.Collaborative learning is another excellent approach. Pair students up or put them in small groups and assign them tasks like creating a short story or a dialogue. This encourages them to work together, share ideas, and practice the language in a low-pressure environment.Lastly, don't forget to have fun! Games and competitions can be a great way to review material and boost students' enthusiasm. A simple game of "guess the word" using flashcards or a scavenger hunt with English clues can make a world of difference in how students perceive the learning process.。
课程与教学论(英语)相关课程
课程与教学论(英语)相关课程
教育是人类社会发展的基础，而课程与教学论是教育学的核心课程之一，它是培养教育者思想素质和教育实践技能的重要组成部分。
在当下知识经济时代，教育必须适应全球化和信息化的趋势，大力推进课程与教学论的相关课程，以达到更好的教育效果。
首先，课程与教学论相关课程应该开设在教育学或教育管理专业中，以实现对未来教育者的专业化培养。
该课程重点介绍教育学的基础理论和实践技能，包括课程设计、学习目标和评估等内容，让学生了解教育学的相关知识和应用技能，进一步促进他们在教育实践上的技能提高。
其次，课程与教学论的教学方式应该多样化，既要注重理论知识的传授，也要重视案例研究和课堂讨论。
教育是一个包容性的领域，多方面思考和方法是必须的。
这样能从不同的角度了解教育学理论观点，以及如何在实际操作中应用它们。
另外，课程与教学论相关课程要注重实际操作中的应用，尽量让学生把理论知识与实践技能有机结合起来。
通过教学实践和实践策划来培养学生开展教育实践和科研的能力和习惯，让他们逐渐适应教育生涯的挑战。
最后，课程与教学论相关课程的教师应该具备丰富的教学经验和高度的学术造诣。
教师为学生提供具有启示性的授课材料、分析问题的方法以及联系实际情况的案例，而且要注重与学生的交流，帮助学生进一步深入理解和掌握教育学中的基本理论和实践技能。
总之，课程与教学论相关课程是教育学专业的基础理论和应用技能体系，它能够备教育者在实际操作中应用各种知识和技能，培养学生进一步探索教育学和教育实践的创新能力。
在学科建设和课程设计方面，需要不断地完善和创新，以推进教育更好地服务人类社会的发展。
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13
Summary
● Importance of vocabulary in language learning ●Assumptions about vocabulary learning ●Elements related to knowing a word
2
Aims for this time
At the end of this time, you will be able to know: ● the importance of vocabulary in language learning; ● some assumptions about vocabulary learning; ● what knowing a word involves.
14
Homework
●Go over the today’s contents and read more about vocabulary teaching.
●Preview the rest parts of Unit 9.
15
3
●Importance of vocabulary
➢“Without grammar very little can be conveyed, without vocabulary nothing can be conveyed.” (D.A. Wilkins)
➢Words are bricks to a language. ➢Words build meaning and convey thoughts.
4
● Some common assumptions about vocabulary
➢ Avocabulary item can be more than one word. ➢ Languages consist of “words” with equivalents from one language to another . ➢Vocabulary cannot be taught. It must be learned by the individuals. ➢ Both teachers and students need to know that there is a difference between
Collocations Synonyms Antonyms Hyponyms Receptive
& productive vocabulary
Denotative meaning
• The primary, literal or explicit meaning • Those words that we use to label things as
• words that one is able to recognize and comprehend in reading or listening but unable to use automatically in speaking or writing
12
Productive vocabulary
regards real objects, such as a name or a sign, etc. in the physical world
7
Connotative meaning
• The meaning of a word or phrase that is suggested or implied, as opposed to a denotation, or literal meaning
• Antonyms: items that mean the opposite ords which can be grouped together under the same superordinate concept
11
Receptive vocabulary
8
Collocations
• Words that co-occur with high frequency and have been accepted as ways for the use of words
9
• Synonyms: items that mean the same, or nearly the same
Unit 9 Teaching Vocabulary(1)
1
Aims for the unit
At the end of the unit , you will be able to know: ●what knowing a word involves; ●ways to present new vocabulary items; ●ways to consolidate vocabulary; ●vocabulary learning strategies.
active and passive vocabulary. ➢The best way to explain vocabulary is to translate. ➢ English-English explanations are the best for vocabulary teaching.
5
● What does knowing a word involve?
Aword
Form
Meaning
Pronunciation & stress
Spelling & grammatical properties
Denotative &
Connotative
One morphem
e
More than one morpheme with different bound