《英语课程与教学论》

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东师《英语课程与教学论16秋在线作业3

A. derivation
B. conversion
C. affixation
D. backformation
正确答案：
9. The first of the “natural methods”is ().
A. Direct Method
B. Grammar-translation Method
C. the Audio-lingual Method
A. Describing
B. predicting
C. brainstoring
正确答案：
16. Cognitive and interactional patterns cannot affect the way in which students?
A. perceive
B. remember
C. think
A. homework
B. communication task
C. exercise
D. listening activity
正确答案：
12. ()research must be analytic
A. experimental
B. descriptive
C. Action research
D. A case study
2. ()involves teachers identifying issues and problems relevant to their own classes.
A. Literature review
B. Questionnaire
C. Action research
D. lassroom observation

课程与教学论英语方向培养计划

一、前言本文旨在探讨英语教学方向的课程与教学论培养计划，旨在为相关教育工作者提供理论指导和实践指引。

在全球化的今天，英语已成为国际交流和合作的重要工具，开展英语教学方向的培养计划具有重要意义。

二、课程设计理念1. 以学生为中心在英语教学方向的课程设计中，应以学生的需求和发展为中心。

教师需要充分了解学生的背景、兴趣和学习习惯，根据学生的特点灵活调整教学内容和方法，使课程更具针对性和实用性。

2. 结合现实场景英语作为一门实践性较强的语言，课程设计应充分结合实际场景，引导学生在真实情境中运用英语进行交流和表达。

通过实践性的学习，学生将更容易掌握语言技能，并增强语言运用能力。

3. 多元化教学手段课程设计应充分运用多种教学手段和资源，如多媒体教学、小组合作学习、项目制学习等。

通过多元化的教学手段，能够激发学生的学习兴趣，提高学习效果。

三、课程设置与内容1. 语言基础知识包括语音、语法、词汇、阅读等基础知识的学习和训练。

通过系统的学习，学生将建立起扎实的语言基础，为后续学习和实践奠定基础。

2. 英语应用能力强化学生的听、说、读、写能力，培养学生在实际交流中自如运用英语的能力。

通过大量的实践训练，学生将更加自信和熟练地运用英语进行沟通和交流。

3. 跨文化交际能力培养学生的跨文化交际能力，使其具备在国际交流中进行有效沟通和交流的能力。

学生需要了解不同文化背景下的交流规范和礼仪，以提高国际交流的成功率。

四、教学方法与手段1. 情景教学法通过情境化的教学设计，引导学生在特定情景中使用英语进行交流和表达。

这种教学方法能够增进学生的学习兴趣，提高学习动力。

2. 任务型教学法以任务为导向，让学生在完成实际任务的过程中学习语言知识和技能。

通过任务型教学法，学生能够更好地将所学知识和技能应用到实际生活中。

3. 多媒体教学运用多媒体技术，丰富课堂教学内容，提供更直观、生动的学习体验。

多媒体教学能够吸引学生的注意力，增强学习效果。

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.培养学生的语言技能2.发展学生的语言知识和文化意识3.提高学生的思维能力和跨文化交际能力三、英语教学方法1.交际式教学法2.任务型教学法3.自主学习法4.合作学习法四、英语教学评价1.形成性评价2.终结性评价3.多元化评价方式五、英语课程与教学改革1.我国英语课程改革的历史背景2.改革的主要内容和成果3.未来英语课程与教学改革的方向六、结论1.英语课程与教学论在英语教育中的关键作用2.不断优化英语课程与教学论，提高英语教育质量正文：英语课程与教学论是英语教育领域中的重要组成部分，它对提高英语教育质量具有关键作用。

本文旨在概括英语课程与教学论的主要内容，探讨其对英语教育的影响。

英语课程的目标和内容是英语教育的基础。

英语课程旨在培养学生的语言技能，包括听、说、读、写四个方面；发展学生的语言知识和文化意识，使学生能够掌握英语语法、词汇、发音等基本知识；提高学生的思维能力和跨文化交际能力，培养学生具备在国际环境中进行沟通的能力。

英语教学方法是实现英语课程目标的关键。

交际式教学法强调学生在语言交流中的主体地位，教师引导学生进行真实的语言交流活动；任务型教学法以完成实际任务为核心，培养学生的语言应用能力；自主学习法鼓励学生独立学习，培养学生的自主学习能力；合作学习法通过小组合作，提高学生的团队协作能力和交际能力。

英语教学评价是检验英语教学效果的重要手段。

形成性评价贯穿于教学过程，旨在了解学生的学习进展，为教学提供反馈；终结性评价在教学结束后进行，对学生的学习成果进行全面评价。

多元化的评价方式，如平时成绩、期末考试、口语考试等，能够全面、客观地反映学生的英语水平。

英语课程与教学改革是我国英语教育发展的重要内容。

从二十世纪初开始，我国英语课程经历了多次改革，取得了显著成果，如新课程标准的制定、教材的改革等。

《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。

课程与教学论(英语学科教学论方向)培养方案

课程与教学论（英语学科教学论方向）培养方案（修改后的培养方案从2010级起执行）一、培养目标全面贯彻党和国家的教育方针，培养德、智、体全面发展的专业高层次人才，为社会主义现代化建设服务，培养高素质的外语教学科研人才。

具体要求如下：1、爱祖国，热爱社会主义，坚持四项基本原则；培养崇尚科学、勇于探索的科学精神，具有良好的职业道德及敬业精神；遵纪守法，思想品德高尚，作风端正；具有开拓创新精神、团结合作的精神和实践能力；信守学术诚信，遵守学术规范。

2、具备扎实的英语语言基本功，系统掌握本学科方向的专业知识；坚持理论联系实际，能够创造性地运用本学科理论知识解决教学和科研中遇到的问题。

3、基本掌握第二外语；计算机操作达到合格标准。

4、掌握现代教育理论知识和教育技术，具备良好的师范技能。

5、坚持锻炼，铸就坚强的毅力与健康的体魄。

二、研究方向1、外语教学理论：现代外语教学理论及其源流、母语习得与二语学习比较、影响外语教学的内外因素、学习理论与外语教学方法特征、学习者个体差异研究、学习者风格与策略研究、外语教学的环境、外语学习过程研究、外语课程设置、外语教学与测试和《课程标准》研究等。

2、现代外语教学模式：中学及高等院校听、说、读、写教学策略探讨、现代外语教学模式探讨、外语教学改革的理论与实践探索、现代外语教育技术运用。

3、跨学科研究：语言教学与教育学、心理学、社会学、语言学等的结合研究。

三、学制学制一般为3年。

全日制硕士研究生在校学习年限为2～6年，其中课程学习一年半左右；其余时间进行科学研究，完成硕士学位论文（毕业论文撰写不少于一年）。

学位论文答辩最迟在6年内完成。

提前毕业不少于二年且达到学校提前毕业规定的条件。

第一学年为专业理论知识学习；阅读本专业方向指定的必读书及参考书；第二外语及计算机通过考核。

第二学年选定主要研究方向，围绕研究方向了解本学科研究动态，查阅相关资料，完成论文开题；完成教学实践或社会实践任务。

小学英语课程与教学论智慧树知到答案章节测试2023年潍坊学院

第一章测试1.英语学科的核心素养包括（）、思维品质、文化意识和学习能力等维度。

A:语言表达B:语言能力C:语法知识D:语言知识答案:B2.英语学习应该让学生在体验实现参与合作与交流的学习过程中，学会用英语做事情，学会学习，学会合作，学会生存，学会做人。

（）A:对B:错答案:A3.能够把培养学生的英语综合能力和思维训练有机结合起来，实现语言训练与思维训练过程的最优化的是思维导图。

（）A:错B:对答案:B4.义务教育阶段的英语课程兼具工具性和人文性的双重性质。

（）A:错B:对答案:B5.义务教育是全民教育的重要组成部分，义务教育阶段的英语课程应面向全体学生，以学生为主体。

（）A:对B:错答案:A6.英语学习具有明显的渐进性和持续性特点，语言学习持续时间长，而且需要逐渐积累。

（）A:错B:对答案:B7.课堂教学中的互动主要表现在学生在学习过程中有情感投入和学会合作。

（）A:对B:错答案:A8.英语教学目标应该在保证课程面向每一个学生的同时，积极创设条件，满足有更多潜力的学生的需要使全体学生都能够全面发展。

（）A:错答案:B9.师生感情是培养学生对英语教学内容发生兴趣的关键。

（）A:错B:对答案:B第二章测试1.《英语课程标准》将英语课程的目标总共分为（）个能力级别。

A:6B:7C:5D:9答案:D2.（）是从学生的学习心理入手，分析、研究教材和教学中的心理因素。

A:心理分析法B:知识分析法C:结构分析法D:方法论分析法答案:A3.现在国内常用的小学英语教材主要有（）。

A:外研社小学英语教材B:人民教育出版社小学英语教材C:外文原版教材D:上海版牛津英语答案:ABD4.《英语课程标准》明确了语法的三个维度：形式、意义和运用，明确了语法教学要使三者有效的结合。

（）A:错B:对答案:B5.进行教材分析时，教师首先要通读本阶段教学所选用的教材，研究（）。

A:单元话题B:活动C:语言材料D:语言点答案:ABCD6.教材分析的基本步骤有三步，分别是研读课程标准，通读教材，分析内容。

(完整版)英语课程与教学论试题及答案

期末作业考核《英语课程与教学论》满分100分Ⅰ、Single-choice questionSelect the best answer for each of the questions, and there is only one correct answer to each question.A.Literature reviewB. QuestionnaireC. Action researchD. Classroom observation2. ___________ relates to the truthfulness of the data.A. ValidityB. ReliabilityC. SubjectD. Object3. Which one is not the area of the institution ___________.A. restrictionsB. time, length, frequencyC. classroom management skillsD. syllabus4. In the following, which method is not appropriate when you try to act against the students’ indiscipline ___________.A. deal with it quietlyB. giving linesC. don’t take things personallyD. don’t use threats5. When you are reading an article, your purpose is to find the general idea of the article. Then which reading strategy will you employ ? ___________A. scanningB. skimmingC. identifying attitudes and making inferencesD. identifying and understanding argument6. Among the following activities, which belongs to the listening activity? ___________A. describing and arrangingB. skimming for the main ideaC. picture dictationD. brainstorming7. Factors that have an impact on students’ second language learning include all the options listed below except ___________.A. the country’s language policyB. society’ attitudes toward the target languageC. social-cultural factorsD. students’ cooking skills8. English is described as foreign language in all of the countries except ___________.A. FranceB. JapanC. ChinaD. Australia9. As the use of the Internet becomes more and more widespread, it is accessible to more and more EFL learners who communicate with different people on a ___________ level.A.highB. lowC. globalD. certain10. Learners will discover on the Internet that they can use ___________ as a means of learning about and communicating with people around the world, including those who are not native speakers.A.ChineseB. EnglishC. GermanD. French11. Intralingual errors originate with the structure of ___________.A. the target languageB. the native languageC. the foreign languageD. the second language12. Interference errors are caused by the influence of the ___________.A. native languageB. the target languageC. the foreign languageD. the second language13. When a teacher chooses the model for students to imitate the pronunciation, which of the following optionsis not mentioned that teacher should consider ___________.A.accentB. genreC. styleD. context14. What is the function of the sentence “Give me that book”? ___________A.requestB. instructionC. orderD. invitation15. What should not teacher do in the class about individual student’s own purposes? ___________A. Help to discover the purposes.B. Help to formulate the purposes.C. Help to clarify the purposes.D. Help to set the purposes.16. Which opinion of using English in the classroom is wrong? ___________A. Students will be practicing unconsciously a number of language skills.B. Students will learning how to pick out key words.C. Students will increase the interference from their mother tongue.D. Students will begin to think in English for themselves.17. For most people the term “curriculum” includ es those activities that educators have devised for___________, which are represented in the form of a written document.A. teachersB. designersC. learnersD. students18. In L2 learning the established understanding is typified by___________ syllabus.A. Formal and functionalB. structural and functionalC. formal and structuralD. type A and type B19. L2 learners construct a linguistic system that draws, in part, on the learners L1 but is also different from itand also from the target language. This linguistic system is referred to as ______.A. InterlanguageB. Mother tongueC. Target languageD. Native language20. Repeating, imitating and recitation are considered to be ______ learning activities.A. StructuralistB. CognitiveC. CommunicativeD. BehavioristⅡ、Multiple-choice questionSelect the best answer for each of the questions, and there are more than one correct answers to each question.（每题2分，共20分）A. A. interviewsB. examination of textsC. collection of dataD. ethnographic observations1. 2. What are the major areas of the profession ___________.A. the aids available for the levelB. the language for the levelC. physical conditionsD. a repertoire of activitiesE. who the students areF. stages and techniques in teachingG. the skills for the level2. 3. In the following, which are the differences between oral and written communication? ___________3. A. Range of expressive possibilitiesB. Clearness of expressionC. FeedbackD. Need for accuracy4. Teaching can be defined as ___________.A. giving instructionsB. guiding in the study of somethingC. providing with knowledgeD. causing to understand5. Some Internet activities give students ___________and ___________ feedback by automatically correctingtheir on-line exercises.A. neutralB. positiveC. negativeD. no6. For elicitation technique, teachers can ask questions like ___________.A. How do we say that in English?B. It’s a....C. Say that againD. yes/no response7. Which of the following sayings are right according to this chapter? ___________A.Students should learn both the form and the meaning of a language item.B.Meaning has no relation with the contextC.both the teacher and students need to be aware of the fact that form does not equal meaning and vice versaD.students don’t need to learn how t o use the language8. What are the ways to maximize interaction? ___________A. Encourage a friendly, relaxed learning environmentB. Ask questions rather than giving explanation.C. Create competitive interaction.D. Allow students to finish their own sentences9. Curriculum is an educational program which states the following___________.A. the educational purpose of the programB. the content, teaching procedures and learning experience which will be necessary to achieve this purpose.C. Some means for assessing whether or not the educational ends have been achieved.D. The educational purpose of the vocabulary10. Sensory Modality Strength categorizes learners as ?A. VisualB. AuditoryC. Tactile-kinestheticD. AnalyticalE. ThinkingIII. True or False1分，共10分）1. Qualitative method is a research method that relies less on numbers and statistics but more on interviews,observations, small numbers of questionnaires.2. Goal usually refers to the overall purpose or aim that a teacher will attempt to accomplish by the end of the class period.3. It is often true that one skill can be performed without another.4. The extent and type of prior knowledge isn’t an essential consideration in planning instruct ion.5. The World Wide Web makes it possible for students to experience a lot of situations which would be impossible in the traditional classroom.6. Minute paper is a simple way to collect written feedback on student learning.7. One single letter is pronounced differently in different words.8. If teachers do not have enough time, they could finish abruptly or run on after bell.9. Curriculum and syllabus can represent the same theory of learning and can be realized in various ways.10. Introverts seek out company actively and enjoy the company of other people.Ⅳ、Short answer questions（每题15分，共30分）1. Please list the possible formative assessment activities.Tips: 1) list at least three ways.2) How are they used in college?Three modules, students’ portfolios, teachers’ observation records and assessment ar chives of learning effects, shown as below:2. Why is interaction so important in language-learning situations?Through interaction, students can increase their language store as they listen to or read authentic linguistic material, or even the output of their fellow students in discussion, skits, joint problem-solving tasks, or dialogue journal. In interaction, students can use all they possess of the language – all they have learned or casually absorbed in real life – to exchange their meaning. They thus have experience in creating messages from what they have heard, since comprehension is a process of creation, and in creating discourse they can convey their intensions.。

(完整)英语课程与教学论试题及答案,推荐文档

小学英语课程与教学论内容

小学英语课程与教学论内容篇一：小学英语课程与教学论复习重点第一章小学英语教育的内涵：指向学生的发展。

小学英语教育的具体内容：1、为学生的终身发展打基础。

（基础性）2、为学生的知识获取、技能学习、素质培养等打基础，具有未来性。

3、促进学生的全面发展。

（全面性）4、面向全体学生。

（全体性）5、是一门必修课，具有强制性。

（强制性）小学英语教育的性质：既有英语教育学的性质，又有小学教育学的性质；既是小学阶段的英语教育学，又是英语学科的教育学。

1、是小学教育学与学科教育学的分支学科；2、是语言教育学的分支学科；3、是培养小学生英语基础知识与能力的学科；4、是以小学英语教育学理论与实践经验为指导的学科；5、是为小学英语教学提供教与学理论的重要来源；6、是为小学英语教学改革与发展提供理论依据与实践方法的学科。

小学英语课程的内容：两级内容一级内容1、总体目标：听、说、玩、读、演2、具体内容：对英语的兴趣和好奇心、口头表达能力3、内容分析：理解简单的活动指令、参与简单的角色扮演、唱简单的歌曲歌谣、听/读懂简单故事、正确书写单词字母、视听接触语音。

二级内容1、总体目标：语言技能、语音知识2、具体内容：语言技能（听、说、读、写、玩演视听）；语音知识（语音、词汇、语法、功能、话题、情感态度、基础学习策略、文化意识）3、内容分析：有持续的兴趣和爱好英语课程设置的原则：整体性、多元性、灵活性实践要求：师范生应该能够较全面的理解具体内容与要求，并能够比较熟练地示范，如听录音后声情并茂地模仿，唱歌，说歌谣。

总之，要求学生做到的，老师必须要先做到。

中国英语教学存在的问题：问题一：费时多，收效微。

问题二：教师工作量太大，顾此失彼。

问题三：学生怕苦，兴趣不持久。

问题四：交际练习没有信息差，交际活动在不真实的语境中进行，学生在现实生活中不会运用。

问题五：家长水平有限，课后无法辅导。

问题六：教材难度大，学生消化不良。

问题七：教师英语素质不理想。

中学英语课程与教学论智慧树知到课后章节答案2023年下湖北师范大学

中学英语课程与教学论智慧树知到课后章节答案2023年下湖北师范大学湖北师范大学第一章测试1.What does the functional view of language see language? ( )A:a communicative tool to build up and maintain social relations betweenpeopleB:a linguistic system made up of various subsystemsC:a linguistic system and a means for doing thingsD:a system of categories based on the communicative needs of the learner答案:a linguistic system and a means for doing things2.The interactional view of language believes that language is ________ ( )A:a communicative tool to build up and maintain social relations betweenpeopleB:a linguistic system made up of various subsystemsC:a linguistic system and a means for doing thingsD:a system of categories based on the communicative needs of the learner答案:a communicative tool to build up and maintain social relationsbetween people3.The structural view of language sees language as a linguistic system made upof various subsystems.（）A:错 B:对答案:对4.The influential result of the behaviourism is the audio-lingual method.（）A:对 B:错答案:对5.Teachers should reflect on their work only after they finish a certain periodof practice.（）A:对 B:错答案:错6.What qualities are considered good qualities of a good teacher? ( )A:Hard working, disciplinedB:Kind, humorous, well informed C:Well prepared, dynamic D:Patient答案:Hard working, disciplined;Kind, humorous, well informed;Well prepared, dynamic;Patient7.In the past century, language teaching and learning practice has beeninfluenced by different views of language, they are ( )A:The functional view of languageB:The linguistic view of languageC:The interactional view of languageD:The structural view of language答案:The functional view of language;The interactional view of language;The structural view of language8.The second stage of the development of teachers’ professional competenceinvolves ( )A:practiceB:learningC:reflectionD:Training答案:practice;learning;reflection第二章测试1.What is the ultimate goal of foreign language teaching? ( )A:Enable students to speak standard English.B:Enable students to achieve fluency of English language structure.C:Enable students to use the foreign language in work or life.D:Enable students to achieve accuracy of English language structure.答案:Enable students to use the foreign language in work or life.2.What is the possible solution to bridge the gap between classroom languageand real-life language? ( )A:Task-based teaching and learning B:Engage——study——activateC:Presentation, practice and production D:Communicative language teaching答案:Communicative language teaching3.What is linguistic competence concerned with? ( )A:Knowledge of language itself, its form and meaningB:Strategies one employs when there is communication breakdown due to lack of resourcesC:Appropriate use of the language in social contextD:Ability to create coherent written text or conversation and the ability to understand them答案:Knowledge of language itself, its form and meaning4.CLT is the further development of TBLT.（）A:对 B:错答案:错5.Pragmatic competence concerned with appropriate use of the language insocial context. ( ）A:对 B:错答案:对6.Teachers need to address these sets of questions when design task ( )A:How is the task be carried out?B:What is objective of a task?C:In what situation is the task to be carried out?D:What is the content of the task?答案:How is the task be carried out?;What is objective of a task?;In what situation is the task to be carried out?;What is the content of the task?7.What are the main features of communicative competence? ( )A:Linguistic competence and pragmatic competenceB:Strategic competenceC:FluencyD:Discourse competence.答案:Linguistic competence and pragmatic competence;Strategic competence;Fluency;Discourse competence.8.Which ones are true about six criteria for evaluating how communicativeclassroom activities are? ( )A:The activity should be designed to control what language the studentsshould use.B:When students are doing the activity. They must focus on the form, not on the meaning.C:The activity should involves the students in performing a realcommunicative purpose rather than just practicing language for its own sake.D:The activity must be designed to be done by students working bythemselves rather than with the teacher.答案:The activity should involves the students in performing a realcommunicative purpose rather than just practicing language for its own sake.;The activity must be designed to be done by students working bythemselves rather than with the teacher.第三章测试1.在英语学科核心素养的四个要素中, 语言能力构成英语学科核心素养的基础要素;文化意识体现英语学科核心素养的价值取向;思维品质体现英语学科核心素养发展的心智特征, 学习能力构成英语学科核心素养发展的重要条件和保障。

045108-学科教学(英语)(考试大纲)

附6：2019年硕士研究生招生专业考试大纲（模版）学院代码：05学院名称：外国语学院专业代码及专业名称：045108 学科教学（英语）初试科目代码及名称：916 英语课程与教学论考试大纲：《英语课程与教学论》考试大纲一、考试目的、要求测试考生对《英语课程与教学论》知识的掌握程度，以促进考生对《英语课程与教学论》知识的学习。

根据本课程各章节内容、难度、深度不一，对考试要求由低到高分了解、理解、综合运用三个层次。

二、考试命题原则《英语课程与教学论》考试大纲依据《英语课程与教学论》教学大纲制定，基本掌握教学大纲的内容方可考试及格。

三、考试内容现代外语教学的理论与知识为考试基本内容。

四、考试类型与方式本课程的考试题型主要包括概念解释、术语描述与解释、基本原理运用简述题、指定材料的教学设计与分析等。

采取闭卷、笔答考试方式。

试卷满分为150分，考试时间为180分钟。

五、参考书目[1] 王蔷. 英语教学法教程[M]. 北京：高等教育出版社，2006年.[2] J.Harmer. How to Teach English. 北京：外语教学与研究出版社，2004年.[3] 理查德, 罗杰斯. 语言教学的流派（第2版），北京：外语教学与研究出版社，2008年.[4] 布朗，吴一安. 语言学习与语言教学的原则[M]. 北京：外语教学与研究出版社，2002年.六、考试大纲细则第一章Foreign Language Teaching Methodology本章考查目的：要求考生学会和掌握有关教学法的基本概念和原理。

考查内容:1. Understanding Foreign Language Teaching Methodology2. Disciplines Contributing to Foreign Language Teaching （FLT）3. Factors Influencing Foreign Language Teaching and Learning。

小学英语课程与教学论.ppt

教育观、哲学观
小学阶段英语课程的任务
落实“教育要面向现代化，面向世界，面向未来”的战略指导思想。
培养新世纪公民和现代人的英语语言素质。使学生掌握一定的英语基础知识和听、说、读、
写技能，形成一定的综合语言运用能力。保护学生学习英语的兴趣，培养良好的学习习
惯，形成有效的学习策略。
Teaching & Learning philosophies
(4)Choose what to say: long-term memory (practice)（素养）
(5)Just say it: say sth. learned, long-term memory. ( 自动化)
(1)&(2) are often omitted by us. (3) is also omitted some times
小学英语课程与教学论
金学军 2011.2 井冈山大学教育学院
第一章绪论
第一节小学英语教学的意义及目的第二节研究和学习小学英语教学法的意义及方法第三节小学英语教学法中的相关观念
第一章绪论
第一节小学英语教学的意义及目的第二节研究和学习小学英语教学法的意义及
方法第三节小学英语教学法中语言观、学习观、
教学原则，教学过程，教学模式，教学评价……）；课程原理（社会要求，专业目标，课程标准，素材选择，课程评价……）
Teaching & Learning philosophies
1.Start with listening & go on speaking (1)Listen: as much as possible, using aural

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。

【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.。

英语课程与教学论课程思政案例范文

英语课程与教学论课程思政案例范文全文共3篇示例，供读者参考篇1英语课程与教学论课程思政案例With the increasing emphasis on the integration of moral education into academic disciplines, the relationship between English language teaching and ideological and political education has become a topic of discussion among educators. In this article, we will explore a case study that illustrates how the English curriculum can be used as a platform for promoting ideological and moral values in students.Case Study: Integrating Ideological and Moral Education into English Language TeachingBackground:In a high school in China, the English department decided to incorporate ideological and moral education into their curriculum to help students develop a sense of social responsibility and ethical values.Objective:The objective of this initiative was to equip students with not only language skills but also a strong sense of civic duty and moral responsibility.Implementation:1. Theme-based Teaching:The English department designed thematic units that revolved around topics such as environmental protection, social justice, and global citizenship. Through these themes, students were exposed to various social issues and encouraged to reflect on their own values and beliefs.2. Literature Analysis:In addition to language skills, students were required to analyze literary works that dealt with moral dilemmas and ethical issues. By discussing these texts, students were able to develop critical thinking skills and cultivate a sense of empathy towards others.3. Debates and Discussions:To promote active engagement in learning, students were encouraged to participate in debates and discussions on current events and ethical dilemmas. These activities helped studentsdevelop their communication skills and learn to respect different perspectives.4. Community Service Projects:As a culminating activity, students were required to participate in community service projects that aimed to address social issues in their local community. By engaging in these projects, students were able to apply their language skills in real-life situations and develop a sense of social responsibility.Results:Through the implementation of this initiative, students demonstrated an increased awareness of social issues and a greater sense of empathy towards others. They also showed improved language proficiency and critical thinking skills. Furthermore, students reported feeling more motivated and engaged in their learning, as they saw the relevance of their English studies in the context of their moral and ethical development.Conclusion:This case study demonstrates how the English curriculum can serve as a valuable platform for promoting ideological and moral education in students. By integrating social issues,literature analysis, debates, and community service projects into the curriculum, educators can help students develop a strong sense of civic responsibility and ethical values. Ultimately, this approach can empower students to become active and conscientious members of society.篇2Title: The Integration of English Curriculum and Ideological and Political Theory Course in TeachingIntroduction:The integration of English curriculum and ideological and political theory course in teaching is a crucial component of comprehensive education. It not only helps students improve their English proficiency but also cultivates students' ideological beliefs and moral character. In this paper, we will explore the significance of integrating these two courses in teaching and provide a case study to illustrate the practical implementation.Significance of Integration:1. Cultivating Comprehensive Ability: The integration of English curriculum and ideological and political theory course can help students integrate language skills and ideological beliefs, which enhances their comprehensive ability.2. Enhancing Moral Character: By learning about ideological and political theory in English, students can better understand the social values and norms, which helps enhance their moral character.3. Promoting Critical Thinking: The integration of these two courses promotes critical thinking and the ability to think independently.Case Study:In a high school in China, the English teacher collaborated with the ideological and political theory teacher to design a lesson plan that integrated both courses. The lesson focused on discussing the importance of globalization in both the English-speaking world and China, and its impact on society.During the lesson, students read news articles in English about the benefits and challenges of globalization. They discussed the articles in English and compared the perspectives of different countries. In the ideological and political theory course, students analyzed the social values and norms reflected in the articles, and how globalization shapes these values.At the end of the lesson, students were given a writing assignment in English to reflect on how globalization affectstheir own lives and values, and how they can contribute to a more harmonious global society. This assignment helped students connect the concepts learned in both courses and apply them to real-life situations.Conclusion:The integration of English curriculum and ideological and political theory course in teaching is essential for cultivating students' comprehensive ability, enhancing moral character, and promoting critical thinking. By implementing innovative teaching methods and collaborative efforts between teachers, students can benefit greatly from the integration of these two courses.篇3Title: Case Study on English Curriculum and Teaching Theories Course in Ideological and Political EducationIntroduction:English curriculum and teaching theories play a crucial role in shaping the education system and influencing the way students learn the language. In this case study, we will analyze how the English curriculum and teaching theories course incorporates ideological and political education to enhancestudents' understanding of the language and its cultural significance.Background:The English curriculum and teaching theories course is designed to provide students with a comprehensive understanding of the principles and practices of teaching English as a second language. The course covers various aspects of language teaching, including pedagogical theories, curriculum design, assessment methods, and practical teaching strategies.The integration of ideological and political education into the English curriculum and teaching theories course aims to create a learning environment that fosters critical thinking, promotes social values, and encourages students to reflect on the broader social and cultural implications of language learning.Case Study:In the English curriculum and teaching theories course, students are introduced to key concepts and theories related to language teaching and learning. They explore different approaches to language teaching, such as communicative language teaching, task-based learning, and content-based instruction. Through readings, discussions, and practicalactivities, students develop a solid foundation in language teaching principles and practices.To incorporate ideological and political education into the course, instructors integrate discussions on social justice, diversity, and cultural awareness into the curriculum. Students are encouraged to critically examine issues of power, privilege, and social inequality in language education, and explore ways in which language teachers can promote social justice in their classrooms.One of the key components of the course is the analysis of authentic materials, such as literature, films, and media texts, to explore the cultural and historical contexts of language use. Through close reading and critical analysis of these texts, students develop a deeper understanding of the cultural significance of language and its role in shaping identity and social relations.In addition, students are encouraged to engage in reflective practice by keeping a teaching journal throughout the course. In their journal entries, students reflect on their teaching experiences, identify challenges and successes, and explore ways to apply theoretical concepts to their own teaching practice.Conclusion:The English curriculum and teaching theories course provides students with a solid foundation in language teaching principles and practices, while also incorporating ideological and political education to enhance students' understanding of the broader social and cultural implications of language learning. By integrating discussions on social justice, diversity, and cultural awareness into the curriculum, students develop a critical awareness of the power dynamics inherent in language education and are better equipped to promote social justice in their own teaching practice.。