英语教学法(胡春洞编)期末复习提要
英语课程教学法复习笔记
英语课程教学法复习笔记第1章语言和语言学习1.1复习笔记第一章重点讨论语言观和语言学习观、优秀英语教师的基本素质以及如何成为一名优秀的英语教师。
本章要点：1.How do we learn languages?我们如何习得语言？2.\^ews on language 语言观点3.The structural view of language 结构主义语言理论4.The functional view of language 功能主义语言理论5.The interactional view of language 交互语言理论6.What are the common views on language learning?关于语言学习的普遍观点7.process-oriented theories and condition-oriented theories 强调过程的语言学习理论和强调条件的语言学习理论8.The behaviorist theory 行为主义学习理论9.Cognitive theory 认知学习理论10.Constructivist theory 建构主义理论11.Socio-constructivist theory 社会建构主义理论12.What makes a good language teacher?如何才能成为一个好的语言老师13.Teacher’s professional development教师专业技能发展本章考点：我们如何习得语言；我们如何习得语言；结构主义语言理论；功能主义语言理论；交互语言理论；关于语言学习的普遍观点；强调过程的语言学习理论和强调条件的语言学习理论；行为主义学习理论；认知学习理论；建构主义理论；社会建构主义理论；成为一个好的语言老师所要具备的基本素质；教师专业技能发展图本章内容索引：I . How do we learn languages?II.Views on language1.The structural view of language2.The functional view of language3.The interactional view of languageIII.Views on language learning and learning in general1.The behaviorist theory2.Cognitive theory3.Constructivist theory4.Socio-constructivist theoryIV.What makes a good language teacher?V.How can one become a good language teacher?VI. An overview of the bookphysical context in which language learning takes place, such as the number of students, the kind of input learners receive, andthe atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, T otal Physical Response, and the Silent Way are based on one or more dimensions of processes and conditions.Some researchers attempt to formulate teaching approaches directly from these theories.1.The behaviorist theory( Skinner)a stimulus-response theory of psychologyProposed by behavioral psychologist Skinner. He suggested that language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism.The key point of the theory of conditioning is that “you can train an animal to do anything (within reason) if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement，，One influential result is the audio-lingual method, which involves endless ‘listen and repeat’ drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances were immediately praised. This method is still used in many parts of the world today.2.Cognitive theory( Noam Chomsky):The term cognitive is to describe loosely methods in which students are asked to think rather than simply repeat.A language learner acquires language competence which enables him to produce language.Though Chomsky’s theor y is not directly applied in language teaching, it has had a great impact on the profession.One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method.3.Constructivist theoryThe constructivist theory believes that learning is a process in which the learner constructs meaning based on his / her own experiences and what he / she already knows.It is believed that education is used to develop the mind, not just to rote recall what is learned.John Dewey believed that teaching should be built based on what learners already knew and engage learners in learning activities. Teachers need to design environments and interact with learners to foster inventive, creative, critical learners.4.Socio-constructivist theorySimilar to constructivist theory, socio-constructivist theory represented by Vygotsky (1978) emphasises interaction and engagement with the target language in a social context based on the concept of ‘Zone of Proximal Development，(ZPD) and scaffolding. In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners.质和实体语境，如学生的数量、氛围等。
中学英语教学法复习提要
中学英语教学法复习提要一，复习要点第二章国外现代外语教学法的主要流派要求了解语法翻译法，直接法，听说法，视听法，认知法和交际法的主要特点。
第四章中学英语教学原则中学英语教学的基本原则主要有：1，寓思想教育于语言教学之中。
2，教给学生语言基础知识的目的是为了指导他们的语言实践，培养他们实际运用语言的能力。
1）英语要作为交际工具来教、来学、来用。
2）精讲语言知识、加强语言实践3）机械操练、有意义操练和交际性操练相结合3，听说读写综合训练要贯穿英语教学的全过程，但在不同阶段应有所侧重。
4，在英语教学中应尽量使用英语，适当使用母语。
5，发挥教师的主导作用，调动学生的积极性。
第六章中学英语的听说教学1, 常用听力训练方式 1)听与视看结合 2)听与动作结合 3)听与说结合 4)听与写结合2,训练说的常用方式 1）机械练习 2）复用练习 3）活用练习 4）交际性练习第七章英语阅读教学1，朗读训练的方式 1）范读 2）教师领读 3）听录音跟读 4）伴随情景的朗读5）齐声朗读和个别朗读2，提高阅读理解力和速度的方法 1）提高理解词义的能力 2）进行以语义为单位的阅读训练 3）提高阅读整篇文章的能力 4）提高阅读速度第十章英语语音教学1，语音教学的基本原则 1）模仿为主，加强实践 2）适当讲解，掌握发音要领 3）对比分析，突出重点 4）在英语语流中练习语音 5）调查研究，因材施教2，字母、音标、词语读音、语调教学的常用方法第十一章英语词汇教学1，词汇教学的基本原则 1）以句为单位，注意词不离句，句不离文 2）音、形、义结合 3）具体分析，区别对待 4）循序渐进，逐步扩展 5）反复练习，巩固记忆6）培养学生自学词汇的能力2，讲解词语的常用方法 1）运用直观手段 2）分析词的构成 3）利用同义词、反义词 4）利用事物间的种种联系 5）下定义 6）说明背景，创造语境第十二章英语语法教学要求了解语法教学的基本原则，教学方法以及中学生的常见语法错误第十三章英语课堂教学和常规工作1，英语课堂教学的一般过程和环节 1）组织教学 2）复习检查 3）讲练新课 4）巩固 5）布置课外作业2，英语课堂教学的常用模式1）讲练课 2）技能训练课 3）复习课3，备课1）备课的步骤 2）备课的内容 3）写教案第十四章测试要求了解英语测试的类型，方式方法，测试结果的分析与讲评。
englishteaching英语教学法教程期末考试必考的知识点
englishteaching英语教学法教程期末考试必考的知识点Teaching grammarGrammar teaching depends on certain variables(learner and instructional ) in the language teaching/learning contextGrammar presentation methods-deductive method: relies on reasoning, analyzing and comparing teaching procedure:teacher’s example on the board,teacher’s explanation of the rules (in student’s native language),student’s practice application of the :good for selected and motivate students;save time to explain complex rules;increase students’ confidence in :grammar is taught iso latedly;little attention is paid to meaning;the practice is often mechanical-inductive method:teaching procedure;authentic language presentation(give grammar examples);let studentsobserve,analyse,compare examples;help students induct grammarrules,Advant ages:inspire students’ thinking activities;motivate students’ learning interests;grammar is taught in :the presen tation of grammar is more complex and time consumption;grammar is not taught directly;some rules can not be induced easily-guided discovery method: Similar to the inductive method:the students are induced to discover rules by themselves (similar);the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.(different)Implicit and explicit knowledge:Implicit knowledge refers to knowledge that unconsciously exists in our mind, which we can make use of automatically without making any effort;Explicit knowledge refers to our conscious knowledge about the language. We can talk about it, analyse it and apply it in conscious and acquiring (second language acquisitiontheory)The synthesis approaches to grammatical pedagogy:Collocational: grammar should be built on collocational relations between individual lexical items and their subcategories.Constructive: one’s knowledge of grammar is built bit by bit, which closely model the way language is learned and used.Contextual: Elements and structures are taught in relation to their context. Syntactic and lexical choices are explicitly related to pragmatic ones, and to social and cultural contexts.Contrastive: gra mmar involves drawing the learner’s attention to contrast the differences between the target language and other language. Grammar practice:Pre-learning;Volume and repetition: .Teacherpractice:activities that are aimed at form doing mechanical practice,students pay repeated attention to a key element in a of practice:Substitution and transformation drills2. Meaningful practice the focus is on the production, comprehension or exchange of meaning though the students “keep an eye on” the way ne wly learned structures are used in the process.prompts for practice:The prompts can be pictures, mimes, tables, charts or key words, etc.A good presentation should include both oral and written and form and meaning Visual materials can aid comprehensionIt’s the teacher’s involvement and his or her ability to personalise teaching and make activities engaging that often promotes successful learning.Teaching vocabularyThe first question need to know is what does knowing a word involve.A word:knowing its pronunciation and stress; spelling and grammatical properties; meaning; how and when to use it to express the intended meaning(freestanding and bound morphine)Vocabulary learning involves ate least two aspects of meaning: the understanding of its denotative and connotative meaning; and understanding the sense relations among wordsDenotative meaning of a word or a lexical item refers to those words that we use to label things as regards real objectsConnotative meaning of a word 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. This words that may express a positive or negative attitude or subtle feelings toward something. Collocations refers to words that co-occur with high frequency and have been accepted as ways for the use of words. It is believed that teaching word collocations is a more effective way than just teaching one single word at a time. Synonyms refer to items that mean the same, or nearly the refer to items that mean the opposite of a word. Hyponyms refer to words which can be grouped together under the same superordinate concept Receptive and Productive vocabularyPassive vocabulary: the words they vocabulary: the words they use So the job for the teacher is to guide the students to those words which will help them to add to their active vocabularies, and to distinguish those words from the much larger number of passive items. At the beginning of language learning, all the words which are taught must be acquired for active use, later, at intermediate and advanced levels, most of the words students meet will only be needed for passive use. Ways of consolidating vocabulary:labelling,spot thedifference,descibe and draw,play a game,use word series,word bingo,word association,find a synonyms and antonym,categories,using wordnet-work,using the Internet resources for some ideasDeveloping vocabulary building strategies:review regularly,guessmeaning from context, Organize vocabulary effectively,using a dictionary,manage strategy useTeaching listeningListening problems:lack of teaching materials,both with print materials and audio or video tapes,lack of equipment in some schools;lack of real-life situations:lack of professional qualified instructors A number of people have frequently made the point that of the total time an individual is engaged in communication: approximately 9% is devoted to writing, 16% to reading, 30% to speaking,45% to listeningListening and reading are receptive skills, but listening can be more difficult than reading.Different speakers produce the same sounds in different waysThe listener has little or no control over the speed of the input of spoken material;Spoken material is often heard only once and in most cases，we cannot go back and listen again as we can when we read;The listener cannot pause to work out the meaning of the heard material as can be done when reading;Speech is more likely to be distorted by the media which transmit sounds or background noise that can make it difficult to hear clearly; The listener sometimes has to deal simultaneously with another task while listening, such as formal note-taking, writing down directions or messages from telephone calls, or operating while listening to instructions. Characteristics of the listening process,formal or informalrehearsed or non-rehearsedcan the listener interact with the speaker or notListening characteristics:Spontaneity,Co ntext,visualclues,listener’s response,speaker’s adjustmentListening purpose:for social reasons,to obtain and exchangeinformationPrinciples and models of teaching listeningFocus on process:(they have to hear what is being said,they have to pay attention and construct a meaningful message in their mind by relating what they hear to what they already know;it’s also possible to hear people talkingwithout paying attention;we also know that if we don’t have enough previous knowledge of what is being said,it’s more difficult to make sense of what is said)Combine listening with other skills;Focus on the comprehension of meaning;Grade difficulty level appropriatelyDesigning listening activity:give a clear purpose, a specific task,an appropriate context for doing themBottom-up model:Listening comprehension is believed to start with sound and meaning other words,‘we use information in the speech itself to try to comprehend the meaning’Listeners construct meaning of what they hear based on the sound they hear.Top-down model:listening for gist and making use of the contextual clues and background knowledge to construct meaning are otherwords,listening comprehension involves ‘knowle dge that a listener brings to a text,sometimes called ‘inside the head’ information,as opposed to the information that is available within the text itself’ In such a case,listeners can understand better if they know something about the speaker,the setting,the topic and the purpose of the knowledge or schematic knowledge—mental frameworks for various things and experience we hold in our long-term memoryPre-listening activities:aim to motivate students,to activate their prior knowledge,and to teach key words or key sentences to the students before listening begins predicting,setting the scene,listening for thegist and specific informationWhile-listening:no specific responses,listen and tick,listen and sequence,listen and act,listen and draw,listen and fill,listen and take notesPost-listening:multiple-choice questions,answeringquestions,note-taking and gap-filling ,dictogloss(preparation dictation reconstruction analysis and correction)Integrate listening with the practice of other language skills,role play,debate,discussion,writing back Teaching speakingSpeech characteristic:spontaneous,full of false starts repetitions incomplete sentences short phrases time-constraintspoken languages features:Using less complex syntax;Taking short cuts,(incomplete sentences);Using fixed conventional phrases/ chunks. Using devices such as fillers, hesitation device to give time to think before speaking.Both learners and teachers need to learn to acceptrepetitions,rephrase,hesitations,incomplete sentences,fillers or doesn’t mean we don’t encourage fluent training students’speaking skills,feat ures of natural speech should be doesn’t only have implication for teaching speaking but also for assessing students to speak up is the first and most important taskPrinciples:Balancing accuracy-based with fluency-based practices, Contextualising practice, Personalising practice, Building up confidence, Maximising meaningful interactions, Helping students develop speaking strategies Designing speaking tasks:meaningful motivationlinguistically appropriate cognitively challengeMaximum foreign talk even participation high motivation right language levelPre-communicative activities :structural,quasi-communicativeCommunicative activities :Functional communicative and Social interactionRole-play :perform in different moods,change different role relationship,actual word can be varied,make the dialogue longerLearners should be helped move from form to using what is learned in meaningful communication The problem is not having nothing to say but lacking the opportunity to say itTeaching readingReading aloud and silent reading:Reading aloud cannot replace silent reading as it involves only the skills of pronunciation and reading ability re-quires the reading skills of skimming, scanning, predicting Effective reading:clear purpose in reading; read silently; read phrase by phrase,rather than word by word; concentrate on the important bits,skim the rest,and skip the insignificant parts; use different speeds and strategies for different reading tasks; perceive the information in the target language rather than mentally translate; guess the meaning of new words from the context,or ignore them; use background information to help understand the text.Reading comprehension means extracting the relevant information from the text as efficiently as possible,connecting the information from written message with one’s own knowledge to arrive at an understanding (construction of meaning from printed or written message)Two broad levels in reading:1) a recognition task of perceiving visual signals from the printed page through the eyes;2) a cognitive task of interpreting the visual information,relating the receive info rmation with reader’s own knowledgeVocabulary role:efficient reading begins with a lightening-like automatic recognition of initial process of acc urate,rapid and automatic recognition of vocabulary frees one’s mind to use otherresources(reasoning abilities,,knowledge about topic)to construct meaningSight vocabulary:you can recognise with both sounds and meanings without special effort from your brainFluent reading depends on an adequate sight vocabulary,a general knowledge about the target language, some knowledge about the topic, wide knowledge about the world and enough knowledge about text types. Teaching model:bottom-up model top-down model interactive modelPre-reading:pooling existing knowledge about the topic;predicting the contents of the text,skimming and scanning the text or parts of the text for certain purpose;learning key words and structures(predicting setting the scene skimming scanning)While reading: Information presented in plain text form is not facilitative for information retention The way to transfer information from one form to another is called a transition device Reading comprehension questionsQuestions for literal and explicitly available in the answered in the words of the text itself. Questions involving reorganization or literal information from various parts and put it to-gether or reinterpret Questions for inferences. This type of questions require students to consider what is implied but not explicitly stated.Questions for evaluation or sophisticated ques-tions which involve making a judgment about the text in terms of what the writer is trying to convey.Questions for personal response. The answers to thes e questions depend most on the reader’s reaction to the content of the te xt.Post-reading:discussion questions,reproducing the text,role play,gap-filling,discussion,retelling,writingThe teaching of reading should focus on developing students’readingskill s and strategies and on maintaining students’motivation for readingTeaching writingWriting purpose:get things done and to form;maintain social relationships;give a voice for shy students;less threatening for anxious students as it gives them to think about their meaning and purpose;raise awareness of how language worksA communicative approach to writing:Writing for learning” and “writing for communication”Sense of authenticity and audience motivation for writing purpose for writing proper procedures for writing Problems in writing tasks：They are mainly are designed to practise a certain target is insufficient preparation before the writing is no sense of audience and are given ideas to express rather than being invited to inventtheir is no opportunity for creative writing, particular for expressing unusual or original of them are test-oriented.The important point is that they are given the freedom to write about themselves rather than to write what they are told to write and therefore what they write should be more meaningful and communicativeA process approach to writing: creating a motivation to write, brainstorming, mapping, freewriting, outlining, drafting, editing, revising, proofreading and conferencing.Motivating students to the topic of writing as close as possible to students’ students enough room for creativity and imagination. prepare students well before writing. encourage collaborative group writing as well as individual writing. provide opportunities for students to share their writings. provide constructive and positive feedback.treat students’ errors strategically. give students a sense of achievement from time to time. We have emphasized that the teaching ofwriting should focus on the process rather than the product, and that all the writing tasks should have communicative purposesSummative assessment is mainly based on testing,it’s done mostly at the end of a learning period or a school yearFormative assessment is based on information collected in the classroom during the teaching process for the purpose of improving teaching and learningTeacher’s observations continuous assessment student’sself-assessment project work portfolios。
《英语教学法》胡春洞
《英语教学法》胡春洞主编高等教育出版社出版胡春洞（1932－2005），北京师范大学外文学院教授，在外语教学法教学、研究方面造诣很深，著述颇丰。
他曾负责国家重大科研项目，担任教育部教材审查员、《英语课程标准》审查员。
胡春洞先生生前常年深入基础教育第一线,帮助教师开展教学和科研工作、著书立说,深受中小学外语教师和广大读者的尊敬和爱戴。
1. 语感是英语学习和使用的核心，教学的成败最终要落实到语感的强弱。
－P282. 英语和汉语同是人类的语言，在两种语言的使用和学习中有共同的规律性。
――P383. 还原对译是学习外语的手段之一。
――P404. 实事求是地说，大量背诵课文与大量多种练习的结合，乃是对于一切各不相同条件下的英语教学的普遍有效方法。
――P435. 语音关是教学第一关。
然而，重视不够。
根据对中学英语教学两极分化现象的调查和研究，无论是地区之间，还是本班之内，其两极分化，都和语音教学有关。
――P476. 在进行错误分析时，不要把大量错误从形式上归结为语法问题，说成是语法不过关，引导学生抠语法。
要透过形式指出错误的本质在于语感不强，练习不够，引导学生实践，通过实践解决语法问题。
有的老师，总是如此说：“这个要点我讲过许多遍了，怎么又错了，下面注意听，我再讲一遍”――P657. 学生语法错误的根源，并不在于教师讲得不够。
恰恰相反，正是由于教师讲得太多，没有足够时间让学生练，学生的错误才反复出现。
――P658. 启示学生在基本掌握语音语调的前提下，在朗读中表现自己的理解，表现自己的个性，使每个学生在朗读中都注意发掘课文内容深度，发挥创造性，使朗读既达意又传情。
――P1659. 教师必须随时调节教学节奏，适当地给学生以缓冲的时间，让学生有思考的余地，否则会造成思路脱节，产生心理上的不安而影响上课。
――P29010. 心理学的研究早已证明，人们一般只动用大脑的智力储备不到四分之一，大部分的智力储备尚有待开发。
英语教学法复习提纲
英语教学法复习提纲
一、背景概述
1.英语教学研究的历史背景
2.英语教学法的定义和意义
二、教学目标和教材分析
1.教学目标的分类和设定
2.教材的选择和分析
3.教学资源的利用与教材的补充
三、教学法的基本原则和分类
1.教学法的基本原则
2.传统教学法与现代教学法的比较
3.教学法的分类及其特点
四、课程设计的原则和步骤
1.课程设计的基本原则
2.课程设计的步骤和要点
3.教学设计的实例分析
五、教学方法与教学技巧
1.教学方法的选择和应用
2.意义互动教学方法的实施
3.教学技巧的训练与应用
六、评估与反馈
1.评估的概念和种类
2.教学评估的重要性和方法
3.反馈的意义和方法
七、多媒体技术在英语教学中的应用
1.多媒体技术的发展与应用
2.多媒体教学的优势和挑战
3.多媒体教学案例分析
八、教学评价和自我提升
1.教学评价的概念和目的
2.教师自我提升的途径和方法
3.教学反思和改进的实践
九、教学实践总结和启示
1.教学实践的经验总结
2.教学实践对教师职业发展的启示
3.未来英语教学的发展趋势
以上是针对英语教学法复习的提纲，可以根据自己的需要进行有针对性的复习和整理。
为了更好地掌握和应用英语教学法，建议在复习时结合实际案例和实践进行深入研究。
小学英语教材教法复习提纲
第一章绪论【内容提要】第一节小学英语教学的意义及目的一,意义二,目的第二节研究和学习小学英语教学法的意义及方法一,意义二,方法第三节小学英语教学法中的语言观,学习观,教育观,哲学观一,语言观二,学习观三,教育观四,哲学观【教学重点与难点】1.小学英语教学目标及学习教学法的方法2.小学英语教师应具备的素质【思考题】1.什么是小学英语教学法它所研究的内容是什么2.什么是小学英语教学法的语言观语言的本质特征是什么第二章小学英语教学的特点和原则【学习目标】通过本章的学习,了解儿童语言习得的理论,儿童母语和外语两种语言的学习差异,儿童心理和年龄特征对学习的影响,掌握小学英语教学原则.【内容提要】第一节小学英语教学的特点一,儿童语言习得的理论二,儿童外语的学习第二节小学英语教学的基本原则一,情境匹配原则二,扩充性原则三,交际性原则四,视听说与读写结合的原则【教学重点与难点】1.儿童的心理和年龄特征对学习的影响2.情境匹配原则和交际性原则在小学英语教学中的应用【思考题】1.儿童语言习得理论有哪些各自的特点是什么2.小学英语教学原则有哪些在小学英语教学中如何贯彻这些原则第三章外语教学法主要流派在小学英语教学中的应用【学习目标】通过本章的学习,了解外语教学法的主要流派,掌握小学英语教学中常用的几种教学方法. 【内容提要】第一节外语教学法主要流派简介一,直接法二,听说法三,情景教学法四,交际教学法五,全身反应法第二节外语教学法主要流派在小学英语教学中的具体运用一,形象直观法二,愉快游戏法三,情境表演法四,鼓励,表扬法五,真实运用任务法【教学重点与难点】愉快游戏法,情境表演法及鼓励,表扬法【思考题】结合自己的体会,谈谈还有哪些教学方法适合小学英语教学.第四、五、六章语音,语法和词汇的教学方法【学习目标】通过本章的学习,基本掌握小学英语语音,语法和词汇的教学方法.结合小学英语教材,上一节语音或语法,词汇课.【内容提要】第一节语音,语法和词汇教学的意义一,语音教学的意义二,语法教学的意义三,词汇教学的意义第二节语音教学的内容和方法一,内容二,方法第三节语法教学的方法一,归纳法二,演绎法三,比较法四,图画法第四节词汇教学的方法一,用实物教单词二,用图画教单词三,用动作教单词四,用语境教单词【教学重点与难点】1.语音教学的方法2.语法教学中的归纳法和演绎法3.掌握理解记忆单词的方法【思考题】举例说明小学英语教学法中语音,语法和词汇教学法的应用.第七章怎样教听、说、读、写【学习目标】通过本章的学习,基本掌握小学英语教学中培养学生听说读写能力的方法.通过对教学案例进行分析和讨论,明确小学英语教学中听说读写教学之间的关系.【内容提要】第一节小学英语教学中听说读写教学的意义及原则一,意义二,原则第二节小学英语教学中听说读写教学的方法一,听说技能的训练二,读写技能的训练三,听说读写的综合训练第三节小学英语教学中听说读写的游戏活动案例一,培养听说的游戏活动案例二,培养读写的游戏活动案例【教学重点与难点】1.培养听的能力的教学要点2.培养说的能力的教学要点【思考题】1.小学英语教学中听,说,读,写的意义及原则是什么2.小学英语教学中听,说,读,写的游戏活动有哪些第十章小学英语课堂教学的组织【学习目标】通过本章的学习,了解小学英语课堂教学的意义,掌握小学英语教学的基本环节,及如何备好上好小学英语课.具备驾御小学英语课堂的基本能力.【内容提要】第一节怎样备课一,备学生,备教材,备方法,备练习第二节怎样编写教案一、编写教案前的准备二、教案的编写第三节怎样上课一、课的类型二、课堂上教师与学生的角色三、教师上课应注意的问题四、课后分析、反馈及课后作业【教学重点】1.英语课堂教学的五个环节及其各环节的目的2.备课的意义和内容【教学难点】如何搞好课后的分析及评议【思考题】1.教师在课堂教学中如何发挥主导作用2.教师在上课时应注意什么问题第十一章教学辅助技术与小学英语课堂教学【学习目标】通过本章的学习,了解教学辅助手段在外语教学中的应用及使用时应注意的事项. 【内容提要】第一节教学辅助技术与小学英语课堂教学【思考题】多媒体教学辅助手段在小学英语教学中的应用.第十二章小学英语教师与科研第一节教育科研与科研型教师第二节小学英语教师参加科研活动的意义与可行性第三节小学英语教师的科研活动第四节建议。
英语教学法复习重点
1.Views on language: a. Structural view(结构主义) b. Functional view(交际法) c. Interactional view(交往法)1) The structural view结构主义观点:language as a linguistic system made up of various subsystems: from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items.To learn a language means to learn these structural items so as to be able to understand and produce language.2)The functional view交际法的观点language as a linguistic system but also as a means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc.3)The interactional view交往法的观点Language is a communicative tool, whose main use is to build up and maintain social relations between people. Learners not only need to know the grammar and vocabulary of the language but as importantly they need to know the rules for using them in a whole range of communicative contexts.The interactional view says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of language above the sentence level to learn how language is used in different speech contexts.2.The qualities of teachers教师素质：ethic devotion; professional qualities; personal styles.municative competence(交际能力组成的5部分): a. linguistic competence b. pragmatic competence c. discourse competence d. strategic competence e. fluency4. Principles of communicative language teaching: a. communication principle b. task principle c. meaningfulness principle5.classification of communicative activities(交际活动的分类): a. functional communicative activities b. social interaction activities6．The role of teacher 教师的角色：a. controller b. assessor c. organizer d. prompter e. participant f. resource-provider 7. Classroom instructions: Classroom instructions refer to the type of language teachers use to organize or guide learning. They include giving directions to tasks or activities, providing explanations to a concept or language structure, setting requirements, checking comprehension, drawing attention, motivating learners, giving feedback, and assigning homework, etc.8. students grouping: a. whole class work b. pair work c. group work d. individual study6\7\81.Three ways to show the stress pattern words, phrases and sentences:1)Use gesture;2)Use the voice;3)Use the blackboard.2.Factors contribute to successful practice:1) pre-learning 2) volume and repetition 3) success-orientation 4) heterogeneity 5) teacher assistance 6) interest3.Grammar practice is usually divided into 2 categories: mechanical practice & meaningful/communicative practice.4.Mechanical practice involves activities that aimed at form accuracy.5.What does it mean to know a word? Knowing a word mans 1) knowing its pronunciation and stress; 2) knowing its spelling & grammatical properties; 3) knowing its meaning; 4) knowing how & when to use it to express the intended meaning.9\10\111. Principles for teaching listening 1).focus on process.2).combine listening with other skills.3).focus on the comprehension of meaning.4).grade difficulty level appropriately.2. Factors that affect the difficulty level of listening tasks, but they fall into 3 main categories:1)type of language used.2）task or purpose in listening.3）context in which the listening occurs.3. Models for teaching reading:1)Bottom-up model.(2)Top-down model 3)Interactive model4.The characteristic are common in successful speaking tasks:1) Maximum foreign talk; 2)Even participation;3)High motivation;4)Right language level.5. Littlewood divides communicative speaking activities into 2 types: Communicative activities: functional communication activities and social interaction activities. It also includes Pre-communicative activities: structural activities andQuasi-communicative activities. Pre-communicative activities are intended to prepare learners for Communicative activities. 6. Pre-reading activities: predicting; setting the scene; skimming; scanning. Skimming means reading quickly to get the gist,e.g.the main idea of the text. Scanning which means to read to locate specific information.7.Some speaking activities：1)controlled activities: mainly focus on form and accuracy; 2)semi-controlled activities: focus on meaning and communication; 3)communicative activities.8. Ur points out that factors that affect the success of role-plays are: 1)the teacher’s enthusiasm;2)careful instructions;3)clear situations and roles; 4)and making sure that the students have the language they will need to carry out the role-play.1.The main procedures of process writing(过程写作)include: Creating a motivation to write; brainstorming; mapping; freewriting; outlining; drafting; editing; revising; proofreading and conferencing.2. Principles can help teachers motivate students to write: 1) Make the topic of writing as close as possible to students’ life.2) Leave students enough room for creativity and imagination. 3) Prepare students well before writing. 4) Encourage collaborative group writing as well as individual writing. 5) Provide opportunities for students to share their writings. 6) Provide constructive and positive feedback. 7) Treat students’’ errors strategically. 8) Give students a sense of achievement from time to time.1.我国英语教学的六个基本原则原先所倡导的中学英语教学的基本原则：1、交际性原则2、阶段侧重原则3、语音词汇语法综合教学原则4、使用和控制使用本族语的原则5、以学生为中心的原则。
第五讲《英语教学法》胡春洞
小学英语教学要有效果，就要重视教学的科学化， 尊重和依据教育学、心理学、语言学的规律，进行 统筹决策，从当地教学资源、师资力量和学生实际 出发。从系统平衡的大方向处理小学英语教学问题， 就要既防止成人化，又防止幼稚化；既防止聋哑， 又防止文盲；既通过教学形式引发表层的暂时学习 兴趣，又通过教学内容激起深层的永久学习兴趣； 既发挥非智力因素的作用，又发挥智力因素的作用， 使学生不仅乐学，而且会学，也就是用智慧学习英 语。
三、在运用多种课程资源进行教学的过程中，教
师如何才能有效地培养学生的语感和跨文化意识？ 英语教学既是培养学生的综合语言运用能力 的过程，也是陶冶学生情操、拓展学生文化视野 和提高学生人文素养的过程。提升学生的英语学 习兴趣，培养学生健康的情感应当从教学情景设 计、充分发掘课内外教学资源的内容和精神实质 等方面入手。
thanks
二、智力因素在英语教学过程
中具有重要作用，这种观点对 在小学开设英语课程来讲，有 什么启发意义？
现代社会是一个高度开放的社会，一个国家 和民族不能在闭关自守中获得发展。应当从小培 养孩子的面对世界的开放心态和跨文化意识，在 这种情况下，小学开英语是大势所趋。对于在小 学开设英语课程，他曾经专门撰写过一篇文章来 讨论，这篇文章名为《小学英语教学要科学化》 （载于《光明日报》，2001年02月22日）。
胡春洞教授博览群书，吸取各家之长，著述颇丰。 他的代表作有： 《简明俄语教学法》、《英语教学 法》、《中学英语教学理论与实践》、《中学英语 教学法漫谈》、国家“九五”重点图书出版规划项 目 《学科现代教育理论书系•外语》。其中，由高 等教育出版社出版的《英语教学法》获得北京市第 二届哲学社会科学优秀成果奖一等奖。此外，胡春 洞教授还在《中小学外语教学》、 《历史研究》和 《外国知识》等刊物上发表了大量的学术论文。胡 春洞教授退休之后仍然孜孜不倦地研究外语教学法， 为外语教学法的研究和普及工作做出了积极贡献。
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《英语教学法》（胡春洞编）考试复习提要
一、教学目的和要求：
本课程的教学目的是通过学习英语教学法理论，掌握符合实际和适合中国国情的英
语教学方法，指导中学英语的教学实践。
具体要求是：
1、概括了解英语教学法的流派与演变、语言学理论的发展以及作为边缘学科的英语教
学法与其他学科之间的关系。
2、进一步认识现行中学英语教学大纲和中学英语教学的目的、性质、任务和特点。
3、掌握中学英语教学的基本原则和方法，提高教学质量。
二、使用的教材及课时
本课程的教材为《英语教学法》，主编：胡春洞，出版社：高等教育出版社。
课内总学时为22学时。
每天平均4学时。
（学时分配仅供参考。
）上课时间起于2006年7月27日止于2006年8月2日。
本课程为面授课，无录像、录音教材。
三、任课教师
李震（副教授）
二、教学内容、教材、授课方式及教学进度：
（一）教学的主要内容
1、英语教学法的性质和任务。
英语教学法作为一门边缘学科与其它学科的关系。
英语教学法是英语教师必须的修养。
2、先导英语教学法主要流派与演变和理论学理论的发展。
3、中学英语教学大纲、目的、性质和任务。
4、中学英语教学的基本原则。
5、中学英语基础知识教学的主要方法。
6、中学英语基本技能训练的主要教学方法。
7、中学英语教学的组织。
8、教学辅助手段、电化教学与直观教具。
9、测试
10.、教案编写与观摩示范课。
（二）教学方法建议，本课程重点章节：
1、密切联系中学英语教学实际，边学习边实践，积累经验，对照检查，逐步提高教学
能力与教学质量。
2、讲授与观摩性活动互相配合，参观中学英语教学示范课，阅读分析中学英语教材，
编写不同类型的教案，模拟教学，评议讨论等。
本课程的重点章节应该放在：
第一编第一章绪论
第一节：研究和学习中学英语教学法的目的；
第三节；研究和学习英语教学法的方法；
第二章教学指导思想
第一节：关于英语教学目的的系统认识
第三章教学基本原则
第二编
第四章：语音教学
第五章：语法教学
第六章：词汇教学
第八章：课文教学
第三编
第九章：听的教学
第十章：说的教学
第十一章：读的教学
第十二章：写的教学
第四编
第十三章：课堂教学
第十五章：测试
第五编
第十七章：电化教学
第十九章：课外教学
三、测试及其它：
期末考试题型如下：
I.填空题（15小题，共30分。
）
II.简答题（30分）
III.问答题（40分）
六、主要参考书目：
王蔷.英语教学法教程[M].高等教育出版社，2000.
王蔷.小学英语教学法教程[M].北师大出版，2003.
高登亮.英语基础课程的教与学[M].陕西科技出版社，1997.
Gao Dengliang. TESL IN CHINA. Tokyo: New Currents International Co. Ltd., 1992.
肖惜.英语教师职业技能训练简明教程[M].高等教育出版社；
张正东.外语教学法[M].科学出版社，1999.
章兼中.国外外语教学法主要流派[M].华东师大出版社1983.
Rod Ellis Understanding Second Language Acquisition
Guy R. Lefrancoiss Psychology for Teaching
Donald C. Orlich: Teaching Strategies
H. Douglas Brown Principles of Language Learning And Teaching (1985)
Jack C. Richards Approaches And Methods in Language Teaching (1984)。