teaching methodology.docx
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teaching methodology.docx
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teachingmethodology
UnitoneIntroduction
I. Whatisthiscourseabout?
1.Definemethodology,method,andapproach
2.Itishorizontallyrelatedtocurriculumdesign,assessmentandevaluationofthecourse.
3.EnglishteachingandTeachingmethodologyisacourserelatedtolinguisticsaslanguageisconcerned,toteachers’developmentonthepartoftheteacherandtopsychology,languageacquisitionfromtheaspectofthelearners.
History:
ESLisinthecontextclassroomEnglishisavailableoutofit.
EFLStudentsdonothaveready-madecontextsforcommunicationbeyondclass
TEFLhasahistoryofonehundredyears,shorterthanFLTinWesterncountries.TheWesternizationMovement,theintroductionofcapitalist-modetheexpansionoftradeandcommerce,Itisfulloftwistsandturnsbeenoustedfromtheschoolcurriculumandtwicebeenreintroduced.mainlyforpoliticalfactors.
ILate19th–early20thcentury
1862京师同文馆,京师大学堂成立于1898年,是戊戌变法的新政措施之一。
1900年,八国联军入侵北京,学校停办。
1902年复校,同文馆并入,1912年5月改为北京大学。
Thefirststudentsentabroadis容闳in1847andbackin1854,12later.由于满清政府和北洋军阀崇洋媚外,外国企业、基督教在中国有一定的基础,需要一批有文化懂英文的人才,教会学校兴起。
二十世纪初,学生达11万,学校达4,000所。
我国人士自办的有盛宣怀在天津开办的北洋大学(天津大学)以及在上海办的南洋公学(交通大学)。
清华大学。
Textbookswerefromtheforeigncountries.YetEnglishteachinggainedafirmfootholdinthecurriculumandbecameoneofthemajorcoursesinbothsecondaryschoolsandcollegesoruniversities.
II.1912-1949国民政府教师中外国。
背诵外国文学,textbookcompiledbymissionariesandChinesescholars.Englishinstructionwascharacterizedbyhavingconsiderableclasshoursfirsteightandlateronfiveaweek;readingandtranslation;grammarrules,vocabularyandrecitationareemphasized;nosystematicteachingofphonetics.Atthelatterpart,morebalancedskillsareinstructedandsoisphonetics..Thelanguageteachingscienceandlanguedevelopmentwereintroduced,namesareknownO.JespersenandH.E.Parmer.;Studentshadmoreexposurefromnovelstomagazines.
1924年北京大学预科英语入学考试
汉译英:
马二先生歇了歇,站起身来,有往上走。
上面是极高的山冈。
一步步走去,走到山冈上,左边望着钱塘江,明明白白。
那日江上无风,水平如镜。
过江的船,船上的轿子,都看得明白。
在走上些,右边又看得见西湖。
那西湖里的打鱼船,一个一个,如小鸭子浮在水面。
英译汉:
Afterhehadgone,theladyinblacksaidhewasacharmingyoungman.Iremarkedthathewasoldandugly.Theladyinwhitelaughedgreatlyatthisobservation,andyettherewasnothingtolaughatinit.SheeitherusedtolaughateverythingIsaid,orelseshedidnottakeanynoticeofmytalkatall.Shehadthesetwofaults,theladyinwhite,tosaynothingofathirdwhichusedtodrivemetodespair.
DirectMethodemployed,churchsetschoolschangedtoprivateschoolswithfocusonEnglishandinmanyotherstateorcentralgovernmentownedschoolsoruniversitiesEnglishwasalsoaveryimportantsubject.Manyfamousscholarssentabroadandcamebacktoteach:
fangzhong,lindayang.Educationisaprivilegebutmaintainsalevel.
III.1949-1957TheRussianyears
LearnfromtheSovietUnionandrejectU.S.Startingfrom1952therewasamassmovementtocriticizethementalityoffavoringtheU.S.worshipingtheU.S.andfearingtheU.S.SoEnglishwasconsideredastheenemy’slanguage.Traditionalteachingmethodsandspoonfeedingandstuffedduck.AlltheEnlgishteacherschangedtoteacheitherRussiaandothersubjects.Onlyin1956Educationcommitteerealizeditwastooshort-sightedandEnglishwastaughtinafewhighschools.
IV.TheFirstRenaissance1958-1966
Thegrowingneedofthecountry’sinvolvementininternationalaffairsanditsownprogressplacedgreatdemandsoneducationandforeignlanguageteaching.Englishappearedinhighschoolsanduniversities.
Wholesetoftextbook“EnglishTextbooksforaTen-yearInstructionProgram”wereputintouseinallschools.Theyfocusonfourskillsandalsocultureandcustomsandlifestyle.Insomeschools,Englishappearinthe4th,5thyearofprimaryschool.Englishcoursereopened.In1962,itbecamearequirementoftheEntranceInBeijing,Shanghai,Guangzhouforeignlanguageschoolswerestarted.
V.1966-1977CulturalRevolution1966-1976politicalturmoil,itisastop.Inhighschools,textsstartwithLongLive..andsomeslogans.
VI.1977—presentTheSecondRenaissance
From.After1977regainitsmomentum
BoomingofEnglishteachingandlearning.crashingcourses,eveningschools,overseasstudiesandforjobhunting.CertificateEnglishispopular,somanytestsarearising.Ithasbecomeanindustry.Teachersarecommittedwiththeriseofstatus.Researchhasbeenconductedconcerninglinguisticsandlanguagelearning.Communicativelanguageteachingmethodsareemphasizedinthetraditionalmethoddominatedera.Exchangeprogramsbythegovernmentareencouraged.
StudentsrankfourthinAsiaintheirtofletestafterPhilipine.IndiaandsriLankawith562
Achievements:
Thereareresearches;syllabus;learner’sabilitiesstrengthenedforexampleinreading;moretextbooksandTVprogramorbradcasting;morestudentstakeexams
However,aftertwentyyearsofthebooming,peopledemandsomereform.Existingproblems
Researchesareweak,limitedqualitiesofteachersandteaching;exam-oriented;outofdatedteachingmethods
anddebatableconceptsbyShuDingFang.
- Theearlierthebetterinlanguagelearning
?
Foreignlanguageisknowledge
?
Itislearnedfromtheteachers
?
Thereisashortcutinlearning
?
Thelongerthebetter
?
Communicativecompetencereferstolisteningandspeakingcapabilities
Firsttheaimoflearningaforeignlanguage:
toprepareforthefuturejoborinterestedinthecultureorstudyoverseas.Don’tforgetthedutyforateacherespeciallywhenthereisamaniaforlearningittoadmireothersanddiminishourowncivilization.
Referencebooks:
Tang,LiXing(唐力行)1987EFLinChina:
MethodsandTechniques上海外语教育出版社
李良佑张日刘犁1988《中国英语教学史》上海外语教育出版社
束定芳2004《外语教学改革:
问题与对策》上海外语教育出版社
UnitTwo
II.Howtobeagoodteacher?
.1.Qualitiesteachersshouldpossess
- Theyshouldmaketheirlessonsinterestingsoyoudon’tfallasleep
- Ateachermustloveherjob.
- Ateacherhashisownpersonality
- Ateacherhaslotofknowledge
- Ateacherisanentertainer
(aboutteacher’scharacterandpersonality)
- Youcantalktotheteacherwhenyouhaveproblems
- Hasaffinitywiththestudents
- Drawoutthequietonesandcontrolthetalkativeones
- Correctpeoplewithoutoffendingthem
- Knowstudents’names
(aboutteacher-students’relations)
2.Howshouldteacherstalktotheirstudents?
Comprehensibleinput:
Ahypothesisthatlearnerswillacquirelanguagebestwhentheyaregiventheappropriateinput.Theinputshouldbeeasyenoughthattheycanunderstandit,butjustbeyondtheirlevelofcompetence.IfthelearnerisatlevelI,theninputshouldcomeatleveli+1.ComprehensibleinputisanessentialcomponentinStephenKrashen’sInputhypothesis,whereregulatedinputwillleadtoacquisitionsolongastheinputischallenging,yeteasyenoughtounderstandwithoutconsciouseffortatlearning.
Butitisdifficultfortheteachertoidentifyiand1,onlydependontheteacher’sintuition.
Task
a. Teachersshouldspeakveryslowlyandclearlytotheforeignlanguagelearners.
b. Teachersshouldalwaysusewellconstructedsentenceswhentheyspeaktotheirstudents.
c. Teachersshouldspeaktotheirstudentslikeparentstalktotheiryoungchildren.
d. Teachersshouldspeaknormallytotheirstudents—asiftheyweretalkingtotheirownfriends.
e. Teachersshouldonlysaythingstostudentswhichthestudentswillunderstandtotally.
3.HowshouldTeachersgiveinstructions?
- Teacher:
NowIwantyoutoworkinpairs…yes(gesturing)…that’sright…youtwo…youtwo…youtwo.Good.Nowlistencarefully.Iwantyoutoreadthistext(holdingupthebookandpointingtoit)onpage26andanswerthequestions…OK?
Nowthen,Ilona,what’sthepage?
...Good…whatareyougoingtodo,Danuta…?
- Teacher:
Ok,thisisthedeal—andIhopeyoureallyenjoythis‘cosIspentalotoftimeplanningit,youknow,intheflatwhenIshouldhavebeenwatchingsportonmynewPlatpic2TV--greatprogramme—anyway,whereIwas,yes,well,becauseI’mideologicallycommittedtocooperativework,Ithoughtyoucouldprobablyaccessthisgrammarproblemyourselves,bylookingitupinyourbookingroups.OK?
- Teacher:
(sittingatdesk,lookingathis/hernotes).Openyourbooksonpage26.What’stheanswertoquestion1?
- Teacher:
(holdinguplargepicture):
Right,we’regoingtodosomethingabitdifferentnow.Fumiko…everybody…areyoulistening?
Good.Right.Nowaskmequestionsaboutthepicture(pointingtothepicture,gesturing)…questionswith‘what’…Anybody?
Yes,Fumiko?
4.Whatarethebestkindsoflesson?
Abalancebetweenplanandpredictabilityandsurprise.
Task
a. Goodteacherskeepstudentsguessingaboutwhattheyaregoingtodonext.
b. Teachersshouldbepredictable,notanarchic.
c. Theworstkindofteacheristheonewhodoesthesamethingeveryclass.
d. Goodteachersalwayslooksmart.
e. Goodteachersarealwaysinteresting.
5.Teacher’srolesandstyles
role:
facilitator,leader;knower;director;manager;confidante;parent;friend,
shy---gregariousformal---informalreserved---open,transparent
understated---dramatic,rational—emotionalsteady---moody
serious---humorousrestrictive---permissiveflexible---stubborn
fairandobjective---biased
UnitThreeHowtobegoodlearners
Thinkoftwosuccessfullearnersyouknow(excludingyourself).Whatpositivequalitiesdotheyshare?
Whatisthemotivationforyoutolearnaforeignlanguage?
I.Howtobea
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