English teaching methodology 讲义.docx
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English teaching methodology 讲义.docx
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Englishteachingmethodology讲义
Englishteachingmethodology
ChapteroneAnintroductiontothiscourse
Teachingaims:
1.Introducethecourse.
2.Settingthedemands.
3.Introducethetextbook
Teachingprocedures:
Theopeningofthiscourse
AslearnersofEnglish,andasteachers-to-be,wearemembersofanestablishedworldwideprofession.AsRichards(1985:
1)remindsus,"thecurrentstatusofEnglishhasturnedasignificantpercentageoftheworld'spopulationintopart-timeusersorlearnersofEnglish".NowwearelearnersofEnglish,inthenearfuture,willinglyorunwillingly,we'llbeEnglishteachers.
What'stheaimofthiscourse
EnglishteachingmethodologyisacourseaimingatdevelopingfutureEnglishteachers.Thisaimisclearenough.Youmaysayyoudon'twanttobeateacherforvariousreasons,butthatdoesn'tmeanyouneednottotakethiscourse.Thisisarequiredcourseforyourmajor.Youcannotchangeitwithyouwill.Soifthemountaindoesn'twalktoyou,whynotwalktothemountainIfyoucan'tchangetheenvironment,whynotchangeyourselfBesides,I'msurethiscoursewillhelpyoualotinyourfuturecareerlife.Youcannotdecidethatsomethingisnotusefultoyoujustbecauseyoudon'tlikeit.IrememberIhavetoldyouthatthedistancebetweenastudentandateacherisnotjustthefewstepsbetweenyouandme.Youarefacingyourteacherseveryday,butthatdoesnotmeanyoucanbeaqualifiedteachernaturally.Youneedtolearnalotaboutteaching.Therearesomanyregularjobsateacherhastodobeforeandafterheorshestandshere.Ateacherhastoknowsometeachingandlearningtheory,someteachingmethodstobasehisteachingon.Hehastoknowhowtoplanalesson,howmanagehisclassroom,howtoteachvariouslanguageskills,howtodoresearchbesidesteaching,howtoevaluatehisteachingandhisteachingmaterials.Thiscoursewillalsohelpyoutobecomeabetterlearnerbyhelpingyoutobeateacher.Wewilllearnalotaboutteachingaswellasaboutlearning.Mostimportantofall,allthesewillhelpyoutobecomeausefulperson.Teachers'educationisthewaytohelpyou.Butastheproverbsgoes,youcanleadahorsetotheriver,butyoucannotforceittodrink.Sothemostimportantisyouneedtolearn.Sointhisclass,youneedtobringyourheadtothink,yourhandtodothingsliketeachingactives,andyourtextbooktorelyon.
Twoassumptions
Onefundamentalassumptionbehindthiscourseisthatpeoplelearnmorebydoingthingsthemselvesratherthanbybeingtoldaboutit.Sointhisclass,therewillbealotoftimeforyoutotry,especiallyinthelaterpartofthecourse.I'lldivideyouinto8groupsandeachgroupwilldosomethingdifferentbeforethewholeclass.Youwilllearntocooperate,tostandoutbravelyandtogivelessonsstandinghere.
Asecondassumptionisthatlearnersareintelligent,fully-functioninghumans,learningisnotsimplyaonedimensionalintellectualactivity,butinvolvethewholeperson.Inthiscourse,wewillalsolearnsomethingaboutlearning;thiswillhelpyouintherestofyourcollegelife.Anditcaninfluenceyourfutureteaching.Soyouaresupposedtotakepartinthiscourse,notjusttotakethiscourse,andlistentoit.Youneedtodoit,todiscuss,tothink,totry,andtoteach.
Aboutthetextbook
Ourtextbookisamostsuitableoneforustouse.ItispublishedbytheBeijingForeignLanguageTeachingandResearchPress.TheauthorisJeremyHarmer,whoisaBritishexpertinlanguageteaching.Let'slookatthecontentsofthebookandI'llshowyouhowweshallusethebook.First,thereareprefaceswrittenbyHallidayandProfessorWangZongyan.Thesearethescholarswhoarerecognizedasleadingauthoritiesinlanguagestudy.Fromthesewecanseeitisoneoftheup-to-datewritingsonthemostimportantbranchesoflinguisticstudies.It"offersinsightsintothenatureoflanguage,whetherfromatheoreticalpointofvieworinapplicationtotheirprofessionalactivitiesaslanguageteachers."(Halliday:
F9)Fromtheguidedreading,whichisinChinese,wecaneasilygetageneralideaofthewholebook.Thentheregoestheintroduction.Ittellsus:
whoisthisbookforandwhatisitabout.Nowcomesthebodypart.Therearethirteenchaptersinallandeachchapterdealswithoneaspectoflanguageteaching.Wewilllearnmostchaptersofthem.Andwhilewe'relearning,wewillrefertothetaskfile(P136)ofeachchapter.Ofcoursewe'llnotdoallofthem.I'lldecidewhichthemostappropriateonestouseintheclassroomareandwhicharetobelefttodoafterclass.Finallyaretheappendix(Page177):
equipmentintheclassroom;(page185)Notesandfurtherreading;(page191)phoneticsymbols.Thelastisindex.Itistoserveasanindexwhenyouwanttofindcertaininformation.
Aboutourdesign
Wewilllearnthiscoursetogether.Wewillrelyonthisbooktolearnthebasicteachingmethods.Also,we'llhavechancestopracticewhatwearelearning.Eachweek,someofyouhavetodopracticeteachinginfrontofthewholeclass.Besidesthese,I'llteachyouwithmyownexperienceandmyknowledge.I'llchangesomeofthecontentstogiveyouabetterideaoflanguageteaching,includinglanguageteachinghistoryandthepresentEnglishlanguageteachingreforminourcountry.Ifpossible,wewillhavechancestogotoamiddleschooltoobserveteaching.Andwe'llwatchafilmaboutteaching.
Youarerequiredto:
Cometothiscourseontime.Itwillbepartofyourfinalscore.I'llcallonyournamessometimes.
Cometothisclasswellprepared.Youarerequiredtoreadthecontentsaheadoftime,sothatwecandiscussanddevelopourownidea.
Thinkandbeactivelearnersinthisclass
Writeandreadaboutteaching.
Workingroupsanddevelopyourteachingprojects.
Referencebooks:
Forfurtherreading,youcangotoappendixB(page185)andthefollowing:
(英)McDonough,J.&ChristopherShaw《英语教学中的教材和方法(教师手册)》北京:
北京大学出版社,2004,9
(英)戴维斯(Davies,E.),(英)皮尔斯(Pearse,E.)英语教学成功之道=SuccessinEnglishTeaching上海:
上海外语教育出版社,2002
(英)郝奇(Hedge,T.),语言课堂中的教与学=TeachingandlearningintheLanguageClassroom上海:
上海外语教育出版社,2002
(英)斯克里温纳(Scrivener,J.),英语教师指南=Learningteaching上海:
上海外语教育出版社,2002
(英)理查兹(Richards,J.C.),(英)洛克哈特(Lockhart,C.),第二语言课堂的反思性教学=ReflectiveTeachinginSecondLanguageClassroom北京:
人民教育出版社,2000
(英)理查兹(Richards,J.C.),(英)罗杰斯(Rodgers,T.S.),语言教学的流派=ApproachesandMethodsinLanguageTeaching北京:
外语教学与研究出版社,2000
(英)韦得尔(Wedell,M.)&刘润清《外语教学与学习:
理论与实践》北京:
高等教育出版社,1995(2001重印)
隋铭才,《英语教学论》南宁:
广西教育出版社,2001
王立非,《现代外语教学论》上海:
上海教育出版社,2000(2001重印)
杨连瑞,《英语教学艺术论》南宁:
广西教育出版社,2003
张庆宗,《英语教学法》长沙:
湖南人民出版社,2004
Someusefulwebsites
(中国基础教育网)
(中国教育和科研计算机网)
(中国中小学教育教学网)
(中国教育在线)
(中国教育发展网)
(浩然考试网)
(小草教学资源网)
(搜狐教育)
(中国英语教研网)
ChaptertwoAbriefhistoryofforeignlanguageteaching
Teachingaims:
1.getthestudentstoknowsomelanguageteachinghistory
2.introducesomemainteachingmethods
Difficultpoints:
Theintroductionoftheteachingmethods
Teachingprocedures:
Whydoweneedtoknowaboutit
Todaywewillbrieflyreviewthehistoryoflanguageteachingmethods.Thiswillprovideabackgroundforourlaterdiscussionofvariousteachingmethods.Fromthishistoricalview,wearealsoabletoseetheconcernsthathavealwaysbeenatthecenterofdiscussionsonhowtoteachforeignlanguages."Changesinlanguageteachingmethodsthroughouthistoryhavereflectedrecognitionofchangesinthekindofproficiencylearnersneed."(Richards1986:
1).
600yearsago
ThemostimportantforeignlanguagetaughtandlearnedinWesternEuropewasLatin.
Duetoitslonghistoryanditsconnectionwiththecultureoftheclassicalperiod,Latinhadahighprestigeandmanypracticaluses.ItwaswidelyusedinmostpartofEuropeinschoolsandingovernment;itwastheinternationallanguageofreligion,politicsandbusiness.Howitwastaughtisuncertain,butwecaninferthatbothwrittenandspokenformsmustbelearned.
Duringthe15thand16thcenturies
Newpowerfulnationsaroused,firstPortugalandSpain,thenFranceandBritain.Thesepowerfulnationstravelandsettledaroundtheworld,andtogetherwiththemweretheirlanguages.ThepracticaluseofLatindeclined,butitretainedasthelanguageofreligion,literature,andphilosophy,soinmostcases,onlytheabilitytoreadwasconsiderednecessary.ThewayLatinwastaughtwasanearlyformoftheGrammarTranslation.Theaimwastoteachthestudentstounderstandthewrittenlanguage.
Betweenthe17thandtheearly19thcenturies
GrammarTranslation
ModernlanguagessuchasEnglish,French,andGermanbegintobetaughtinschoolsanduniversities,themainteachingmethodwastheoneusedtoteachLatin.Thegrammaticalruleswereexplainedandmodalsentencesandvocabularylistsweregiven.Thegrammaticalruleswerepracticedbyexercises,firstinsentences,thenintexts.Theyaretranslatedintoandoutoftheforeignlanguage.Thesesentenceswereconstructedtopracticeusingthegrammaticalrules,nottousethelanguageinameaningfulway.
Eg.Thepenofmyauntisinthegarden.
Ofcourse,therewerealwayspeoplewhoattemptedtolearnforeignlanguagesinordertospeakthemaswellastoreadthem.Theytriedtodesignteachingmaterialswhichpresentedforeignlanguagesindialoguessetinsituationalcontextsappropriatetothetimes.Butitwasonlyafterthedevelopmentoftherailwaysandthetelegraphthatthedemandfororalaswellasreadingproficiencyinforeignlanguagesincreas
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