《英语教学法教程》课件—03
•l
Make the students aware of the challenges English
teachers may face under the New National English
Curriculum.
English Curriculum Standards (ECS) was one of the products of the curriculum reform in basic education. In the National English Curriculum, eight parts are presented: nature of the curriculum, basic principles in curriculum reform, design of nine-band goals system, curriculum goals and their descriptions, teaching suggestions, evaluating suggestions, development and utilization of curriculum resources, and the writing and use of textbooks.
system;
• (d) Curriculum resources, including development and
utilization of curriculum resources and the writing and use of textbooks;
• (e) Curriculum teaching, including teaching suggestions; • (f) learner assessment, including suggestions on
A brief history of foreign language teaching in China
• Ask the students to read through the sub-
titles in this part and then get a general idea about the topic.
This definition indicates that English teaching should not only aim to help students with the learning of the English subject matter, but also aim to enhance their all-round personal development, as illustrated in the following diagram:
Unit 3 The National English Curriculum
• Objectives:
•l
Get the students to know about the background of
the design of the National English Curriculum.
ቤተ መጻሕፍቲ ባይዱ
•l
Make the students clear about the designing
principles for the National English Curriculum.
•l
Get the students to know about the goals and
objectives of English language teaching.
Designing principles for the
National English Curriculum
(1) Aim for educating all students, and emphasize quality-oriented education.
• (面向全体学生，注重素质教育) • (2) Design overall goals, and allow flexibility and
evaluation (Chapter Twelve).
The nature of the curriculum
The English curriculum is not only a process in which students gain command over linguistic knowledge and language skills and use the English language in real life communication, but also as a process in which they temper their willpower, widen their vision, enrich their life experiences, develop their thinking and reasoning, improve their personalities and enhance their qualities.
Our study on the English Curriculum
Standards will be centered around six major
points:
• (a) The nature of the curriculum • (b) Basic principles in curriculum reform • (c) Curriculum goals, including the nine-band goals
adaptability.
• （整体设计目标，体现灵活开放） • (3) Promote learner-centredness, and respect
individual differences.
• （突出学生主体，尊重个体差异）
• (4) Pay close attention to the learning process,
合集下载
英语教学法教程(课堂PPT)
• The structural view sees language as a linguistic system. (Language is a system of structuring related elements to code meaning, for example, grammar. Rf. A Course for ELT)
Method (the listen and repeat drills)
– Language is learned by constant repetition and reinforcement of the teacher
– Mistakes were immediately corrected
对语言教学本质的理解及其对教学实践的影响
9
Views on Lanuage
• The Structural View (结构主义） • The functional View（功能主义） • The interactional View（相互作用理论或交
互理论）
10
The Structural View
•
words
•
morphemes（词素）
• (the smallest meaningful unit)
•
phonemes（音素，音位）
• (the smallest unit)
13
The purpose of language learning
• To learn a language means to learn these structural items so as to be able to understand and produce language.
Method (the listen and repeat drills)
– Language is learned by constant repetition and reinforcement of the teacher
– Mistakes were immediately corrected
对语言教学本质的理解及其对教学实践的影响
9
Views on Lanuage
• The Structural View (结构主义） • The functional View（功能主义） • The interactional View（相互作用理论或交
互理论）
10
The Structural View
•
words
•
morphemes（词素）
• (the smallest meaningful unit)
•
phonemes（音素，音位）
• (the smallest unit)
13
The purpose of language learning
• To learn a language means to learn these structural items so as to be able to understand and produce language.
英语教学法教程全册配套PPT教学课件
learning this course?
a. To provide learners with some current but basic theories related to language, language learning and language teaching.
b. To help learners develop practical skills and techniques in teaching the language.
e. To help learners develop their own ideas about ELT and the awareness of putting these ideas in their own teaching practice in the future.
3. What do you expect to learn or what do you want to learn from this course?
Teaching is a personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching.
Howatt, A. P. R. A History of English Language Teaching. 上海：上海外语教育出版社, 1999.
Johnson, K. An Introduction to Foreign Language Learning and Teaching. 北京：外语教学与研究出版社, 2002.
a. To provide learners with some current but basic theories related to language, language learning and language teaching.
b. To help learners develop practical skills and techniques in teaching the language.
e. To help learners develop their own ideas about ELT and the awareness of putting these ideas in their own teaching practice in the future.
3. What do you expect to learn or what do you want to learn from this course?
Teaching is a personal activity, and it is not surprising that individual teachers bring to teaching very different beliefs and assumptions about what constitutes effective teaching.
Howatt, A. P. R. A History of English Language Teaching. 上海：上海外语教育出版社, 1999.
Johnson, K. An Introduction to Foreign Language Learning and Teaching. 北京：外语教学与研究出版社, 2002.
《王蔷英语教法》PPT课件.ppt
（3）导学课
• 共四次导学课 • 语音教学系统地址： http://218.19.140.194/main/index.jhtml • 可以通过网院主页 /index.html 左下方的“华师在线语音教学系统”进 入。
（4） BBS （ “交流园地”或“课程交流” ）
内容
2、本课程的学习内容
Language and (language) Learning
Communicative Principles and Activities（and Task-Based Language Teaching） The National English Curriculum Lesson Planning Classroom Management Teaching Pronunciation Teaching Grammar Teaching Vocabulary
网络课件中的内容
• 课件中的主要内容：
– 精讲课：视频录像 + PPT – 期末考试模拟试题（附答案）两套 – 课外阅读材料（参考资料）。
关于网络课件中“课外阅读”的 材料
• 网络课件中“课外阅读”的材料内容不 会作为考试题目的知识点，但： • 建议同学们，尤其是已经在当英语教师 的同学们，要在适当的时候阅读，这对 英语教学实践和教研将有裨益。
The structural view
Sentences phrases Words Morphemes (the smallest meaningful unit) Phonemes (the smallest unit)
Top
The structural view
Syntactic system (phrases & sentences) …
英语教学法教程PPTunit3
Unit 3 The National English Curriculum
• Objectives:
•l
Get the students to know about the background of
the design of the National English Curriculum.
•l
• Linguistic knowledge: Phonetics;
Vocabulary; Grammar; Functions; Topics
• Language skills: Listening; Speaking;
Reading; Writing
• Cultural awareness: cultural knowledge;
The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.
• Objectives:
•l
Get the students to know about the background of
the design of the National English Curriculum.
•l
• Linguistic knowledge: Phonetics;
Vocabulary; Grammar; Functions; Topics
• Language skills: Listening; Speaking;
Reading; Writing
• Cultural awareness: cultural knowledge;
The new curriculum is designed to promote students’ overall language ability, which is composed of five interrelated components, namely, language skills, language knowledge, affects, learning strategies and cultural understanding. Each component is further divided into a few sub-categories. Language teaching is no longer aimed only for developing language skills and knowledge, but expanded to developing learners’ positive attitude, motivation, confidence as well as strategies for life-long learning along with cross-cultural knowledge, awareness and capabilities.
英语教学法教程 课件
There is a Chinese saying that'Teachers are engineers of the soul'. This suggests that we are not just responsible for students' moral development. The word 'education' comes from the Latin verb educare, which means to'bring out'. In other words, teachers should try to bring out the full potential of their students as human beings, so they can live meaningful, fulfilling and responsible lives. At first glance, English language teaching may not seem an important area for moral learning. It is a foreign language and is sometimes associated with social values that are not shared by Chinese people. On the other hand, English lessons can provide excellent opportunities for a focus on moral values
Didactic model: students are explicitly and regelarly taught moral behaviour, as determined by the teacher.
《英语教学法教案》课件
《英语教学法教案》PPT课件第一章：教学方法概述1.1 教学方法的定义1.2 教学方法的重要性1.3 常见的教学方法介绍第二章：直接教学法2.1 直接教学法的原理2.2 直接教学法的步骤2.3 直接教学法的优缺点第三章：任务型教学法3.1 任务型教学法的理论基础3.2 任务型教学法的实施步骤3.3 任务型教学法的优缺点第四章：全身反应教学法4.1 全身反应教学法的原理4.2 全身反应教学法的实施步骤4.3 全身反应教学法的优缺点第五章：分组合作教学法5.1 分组合作教学法的原理5.2 分组合作教学法的实施步骤5.3 分组合作教学法的优缺点第六章：交际式教学法6.1 交际式教学法的理论基础6.2 交际式教学法的实施步骤6.3 交际式教学法的优缺点第七章：沉默法7.1 沉默法的原理7.2 沉默法的实施步骤7.3 沉默法的优缺点第八章：计算机辅助教学法8.1 计算机辅助教学法的原理8.2 计算机辅助教学法的实施步骤8.3 计算机辅助教学法的优缺点第九章：游戏教学法9.1 游戏教学法的原理9.2 游戏教学法的实施步骤9.3 游戏教学法的优缺点第十章：评估与反馈10.1 教学评估的重要性10.2 常见的教学评估方法10.3 教学反馈的技巧重点和难点解析一、教学方法概述难点解析：理解不同教学方法之间的差异以及如何根据学生的需求和教学目标选择合适的教学方法。
二、直接教学法难点解析：实施直接教学法时，如何有效地使用目标语言进行教学，并引导学生通过实践和应用来掌握语言知识。
三、任务型教学法难点解析：设计具有实际意义的任务，以及如何评估学生在任务中的表现，确保任务的实施能够有效地促进语言学习。
四、全身反应教学法难点解析：如何通过身体动作和表情来促进语言的学习，以及如何平衡语言输入和输出。
五、分组合作教学法难点解析：如何合理分组，以及如何引导小组成员进行有效合作，确保每个学生都能在小组活动中积极参与和学习。
六、交际式教学法难点解析：如何在课堂中模拟真实的交际情境，以及如何评估学生在交际活动中的语言运用能力。
《小学英语教学法》课件
Student feedback
Collect feedback from students on their learning experience, including the effectiveness of the course in enhancing their English skills and knowledge
Encouraging active learning
promoting student participation in class ions, role playing, and other interactive activities
Assessing student progress
Evaluate one's own delivery of instructions, including language clarity, ability to engage students, and utilization of effective teaching techniques
Detailed description
Summary
Learning language by completing practical tasks, emphasizing the practical application of language and problem-solving abilities.
Summary
Teaching language by simulating real-life scenarios to help students understand and apply language.
Detailed description
Collect feedback from students on their learning experience, including the effectiveness of the course in enhancing their English skills and knowledge
Encouraging active learning
promoting student participation in class ions, role playing, and other interactive activities
Assessing student progress
Evaluate one's own delivery of instructions, including language clarity, ability to engage students, and utilization of effective teaching techniques
Detailed description
Summary
Learning language by completing practical tasks, emphasizing the practical application of language and problem-solving abilities.
Summary
Teaching language by simulating real-life scenarios to help students understand and apply language.
Detailed description
英语教学法教程PPT课件
Page 3
Unit 1 Language & Language Learning
Views on language Views on language learning The qualities of a good language teacher How Can One Become a Good Language Teacher
Most of our day-to-day language use involves functional activities: advising apologizing debating offering
In order to perform functions, learners need to know how to combine the grammatical rules and vocabulary to express notions观念 that perform the functions.
Page 4
Views on language
Structural view Functional view Interactional view
Page 5
① Structural view结构观
The Structural View sees language as a linguistic system made up of various subsystems:
ቤተ መጻሕፍቲ ባይዱ
Unit 1 Language & Language Learning
Views on language Views on language learning The qualities of a good language teacher How Can One Become a Good Language Teacher
Unit 1 Language & Language Learning
Views on language Views on language learning The qualities of a good language teacher How Can One Become a Good Language Teacher
Most of our day-to-day language use involves functional activities: advising apologizing debating offering
In order to perform functions, learners need to know how to combine the grammatical rules and vocabulary to express notions观念 that perform the functions.
Page 4
Views on language
Structural view Functional view Interactional view
Page 5
① Structural view结构观
The Structural View sees language as a linguistic system made up of various subsystems:
ቤተ መጻሕፍቲ ባይዱ
Unit 1 Language & Language Learning
Views on language Views on language learning The qualities of a good language teacher How Can One Become a Good Language Teacher
《英语教学法教程(第二版)》讲义
《英语教学法教程(第二版)》讲义一、课程概述1. 英语教学理论基础2. 教学方法与策略3. 课堂活动设计与组织4. 教学评价与反馈5. 教师专业发展二、英语教学的基本原则在深入探讨教学方法之前，我们需要了解英语教学的基本原则。
这些原则是指导我们教学实践的灯塔，帮助我们更好地服务于学生。
1. 学生中心原则：始终将学生放在教学的中心，关注他们的需求、兴趣和成长。
教学活动要贴近学生实际，激发他们的学习热情。
2. 交际性原则：英语学习的最终目的是运用语言进行有效沟通。
因此，教学过程中要注重培养学生的交际能力，让他们在实际语境中练习英语。
3. 循序渐进原则：教学应遵循由浅入深、由易到难的原则，确保学生能够在逐步学习中掌握英语知识。
4. 知识与实践相结合原则：理论学习与实践应用相结合，让学生在掌握知识的同时，提高实际运用能力。
三、课堂教学策略1. 情境教学法：通过创设真实的语言环境，让学生在模拟情境中学习英语，提高他们的语言运用能力。
2. 任务型教学法：以完成任务为目标，引导学生积极参与、合作探究，培养他们的团队协作能力和解决问题的能力。
3. 激励性评价：采用正面、鼓励性的评价方式，关注学生的进步和努力，激发他们的学习积极性。
4. 多元化教学手段：结合现代教育技术，运用多媒体、网络等资源，丰富教学手段，提高教学效果。
四、课堂活动实践2. 互动环节：设计小组讨论、角色扮演等活动，让学生在互动中提高英语听说能力。
3. 语言技能训练：针对听、说、读、写四个方面，设计专项训练活动，帮助学生全面提升英语能力。
通过本讲义的学习，希望您能在英语教学的道路上越走越远，为我国英语教育事业贡献自己的力量。
五、课程资源与材料的选择1. 教材选择：选用符合教学大纲、贴近学生实际、具有时代特色的教材。
同时，注意教材的难易程度，确保学生能够接受。
2. 辅助材料：充分利用网络资源、报刊杂志、影视作品等辅助材料，丰富教学内容，提高学生的学习兴趣。
英语教学法ppt课件
11
英语教学法及其相关学科
Байду номын сангаас理学对教学法的影响
1. 19世纪，20世纪初，心理学不发达 翻译法，直接法主导 2. 行为主义心理学- 听说法三个实践 A 桑代克（美）饿猫取食 B 巴甫洛夫 狗实验 C 斯金纳（美）白鼠实验 3. 认知心理学冲击 乔姆斯基语言学校理论生成
12
Homework
的方法创立的。 主张先开始听，然后才学习讲，然后
再学习读写。 教学原则： 外语是教学的语音，使用外语教授外
语。 只教授日常使用的词汇和句子。 听、说同时教。 强调正确的发音和句子语法的准确性。
22
2.4 20世纪西方的外语教学
1. 直接法有其不足之处 2. 英国的情景法建立 代表教材：《新概念英语》 3. 20世纪60年代后的西方外语教学
抄写一篇短文章，要求字迹工整
13
第二章 英语教学法简史
学习简史的目的： 1. 帮助我们了解不同历史阶段出
现过的外语教学法； 2. 了解这些教学方法出现的历史
背景，以及一种教学方法为什么 和怎么样被另一种教学方法所取 代。
14
2.1 古代和中世纪西方的外语 教学
在欧洲，拉丁语作为通用语延续 了几个世纪
16
拉丁语由教学语言变成一门课程， 地位下降
16至18世纪外语教学的特点： 一些学者和教育家对当时语言教
学实践不满并不断进行改革。
17
代表人物：
A 阿斯堪（英）：重视古文教学， 以翻译作为主要教学手段
B 蒙田（法）：提出用“自然法” 学习外语（去外国学习语言文化）
C 柯米尼亚斯（捷克）：17世纪 最有影响的教育家，主张用“直 觉法”教学
5
常用的英语教学方法
英语教学法及其相关学科
Байду номын сангаас理学对教学法的影响
1. 19世纪，20世纪初，心理学不发达 翻译法，直接法主导 2. 行为主义心理学- 听说法三个实践 A 桑代克（美）饿猫取食 B 巴甫洛夫 狗实验 C 斯金纳（美）白鼠实验 3. 认知心理学冲击 乔姆斯基语言学校理论生成
12
Homework
的方法创立的。 主张先开始听，然后才学习讲，然后
再学习读写。 教学原则： 外语是教学的语音，使用外语教授外
语。 只教授日常使用的词汇和句子。 听、说同时教。 强调正确的发音和句子语法的准确性。
22
2.4 20世纪西方的外语教学
1. 直接法有其不足之处 2. 英国的情景法建立 代表教材：《新概念英语》 3. 20世纪60年代后的西方外语教学
抄写一篇短文章，要求字迹工整
13
第二章 英语教学法简史
学习简史的目的： 1. 帮助我们了解不同历史阶段出
现过的外语教学法； 2. 了解这些教学方法出现的历史
背景，以及一种教学方法为什么 和怎么样被另一种教学方法所取 代。
14
2.1 古代和中世纪西方的外语 教学
在欧洲，拉丁语作为通用语延续 了几个世纪
16
拉丁语由教学语言变成一门课程， 地位下降
16至18世纪外语教学的特点： 一些学者和教育家对当时语言教
学实践不满并不断进行改革。
17
代表人物：
A 阿斯堪（英）：重视古文教学， 以翻译作为主要教学手段
B 蒙田（法）：提出用“自然法” 学习外语（去外国学习语言文化）
C 柯米尼亚斯（捷克）：17世纪 最有影响的教育家，主张用“直 觉法”教学
5
常用的英语教学方法