unit1 english teaching methodology

英语教学法教程教案

A Course in English Language Teaching

教材：《英语教学法教程》

主编：王蔷

出版社：高等教育出版社

2011-2-20

Introduction

1.The name of this course.

1)Methodology of English Teaching

2)Methodology of English teaching at middle school/secondary school

3)Teaching English as a Foreign Language/TEFL & TESL

4) English, Teach it Better

Discussion：

1. What kind of course is ELT Methodology?

ELT Methodology is a typically multidisciplinary (多种不同学科的综合训练方式的) course which is closely linked to such kinds of disciplinary as philosophy, pedagogy, psychology, linguistics, sociology and anthropology(人类学), etc.

束定芳、庄智象(1996）《现代外语教学—理论、实践与方法》PP12-20

2. What do you expect to learn from this course?

Language and Language Learning

Communicative Principles and Task-based Language Teaching

The National English Curriculum

Lesson Planning

Classroom management

2.The nature of language teaching

1) What's methodology?

English teaching methodology is a set of methods used for study or action in English teaching. It is the science to research the Teaching rules at middle school, which will guide our teaching to develop the students' communicative competence.

2) The definition of teaching.

Teaching is an attempt to help someone acquire, or change some skills, attitude),knowledge, ideal, or appreciation. In other words, the teacher's task is to create or influence desirable changes in behavior, or in tendencies toward behavior, in his students.

3) The purpose of English teaching

a. To improve their four skills.

b. To cultivate their communicative competence.

c. To show them the way to study themselves.

3.The significance of learning this course.

1) Teaching is a highly demanded art.

(4 skills & sing, play, draw and make)

2) Teacher's qualifications

a. subject matter competence

b. professional competence

c. personal attitude.

3)The aims of this course.

1 To provide learners with some current but basic theories related to language,

language learning and language teaching.

2. To help learners develop practical skills and techniques in teaching the language.

3. To raise learners’ awareness and prepare them for dealing with practical issues in teaching practice.

4.To develop learners’ reflective and cooperative learning strategies for their future professional development.

5.To help learners develop their own ideas about ELT and the awareness of putting these ideas in their own teaching practice in the future.

4.How to present this course.

1) lectures

2) readings

3) discussions

4) watch video demonstrations

5) mini-teaching

6) practice writing teaching plan and peer teaching.

5.The relationship between methodology of English and the other subjects. linguistics, psychology, pedagogy, philosophy,

Question：

1.What qualifications, in your opinion, should a teacher of English possess?

Ss’ views on a good language teacher:

? A. They should make their lessons interesting so you don’t fall asleep in them.

? B. A teacher must love her job. If she really enjoy s her job that’ll make the lessons more interesting.

? D. I like the teacher who has his own personality and doesn’t hide it from the students so that he is not only a teacher but a person as well---and it comes through the lessons.

? E. I like a teacher who has lots of knowledge, not only of his subject.

? F. A good teacher is an entertainer and I mean that in a positive sense, not a negative sense.

?G. Teacher must be approachable.

?H. A good teacher is …somebody who has an affinity with the students that they are teaching.

?I. He should be able to correct people without offending them

?J. A good teacher is someone who helps rather than shouts

?K. A good teacher is someone who knows our names.

?L. A teacher needs to have dress sense---not always the same old boring suits and ties.

2.Do you think you will perform well in your future teaching? What qualifications have you obtained now? What will you do if you haven't got the required qualifications?

3.Who was your admirable teacher of English at junior school?

What do you think of him/her?

如何做一名好的英语老师呢？以下是网友的一些建议，仅供参考：

Part I

心理素质语言素质文化素质理论素质驾驭教材的素质教学实践素质教育技术素质

创新能力亲和力耐心

Part II

1. 热爱自己的本职工作；2、要因材施教；3、英语发音要准确，不要误导孩子们；4、知识面要广泛，因为英语学科涉及方方面面的知识；5、严格按课程标准的要求备课、讲课；6、要充分发挥孩子们的主体作用，让英语课堂活起来；7、要把英语知识和社会生活结合起来，孩子们更容易理解；8、要认真备好每一堂课，不打无准备之仗；9、要多向你的指导老师请教，不要不好意思；10、对孩子们要有耐心、爱心。

Part III

1.执着、爱心、耐心

2.备课一定要充分哦。最好是把讲义背诵下来，否则会紧张哦。

3.教态一定要自然大方。eye contact很重要，注意与学生交流，授课要张弛有度。

4.书法。课前准备好。该写什么内容，在什么位置，做到心中有数哦。

5.授课内容多准备一些，比正常上课要多一些。刚开始授课，肯定紧张，那么讲课节奏就会快。所以有提前把内容讲完的可能，做准备一些，避免尴尬场面的出现哦。

6.课堂意外情况要有心理准备。

◇Grading System

Final exam 60%

Attendance and classroom participation 10%

Papers and exercises 30%

Unit 1 Language and Learning

1.Teaching Aims:

To discuss some general matters about language learning and teaching, such as common views on language and language learning, qualities of a good language teacher.

2.Teaching Content:

How do we learn language?

Views on language

Views on language learning

What is good language teacher?

How can one become a good language teacher?

An overview of the book

3. Teaching Hours: 4 periods

4. Teaching materials:

Textbook

Handout

5.Teaching Methods:

1) Lecture ( Computer-aided Instruction)

2)Demonstration

6. Teaching Procedures:

1) Information about language and language learning

Three views about the nature of language: There are many possible theoretical positions about the nature of language. Here are three different views which explicitly or implicitly is reflected in current approaches to language learning.

A. The structural view of language

The structural view of language is that language is a system of structurally related elements for the transmission of meaning.

a. These elements are usually described as phonological units (phonemes) grammatical units (phrases, clauses, sentences)

grammatical operations (adding, shifting, joining or transforming elements)

lexical items (function words and structure words)

b. Target of language learning

The target of language learning, in the structural view, is the mastery of elements of this system.

c. Methods based on this view

Some of the language learning methods based on this view of language are:

the Audiolingual method

Total Physical Response

the Silent Way

B. The communicative view of language

The communicative, or functional view of language is the view that language is a vehicle for the expression of functional meaning. The semantic and communicative dimensions of language are more emphasized than the grammatical characteristics, although these are also included.

a. Here are some of the areas of research in this view of language: sociolinguistics ; pragmatics ; semantics

b. Target of language learning : The target of language learning is to learn to express communication functions and categories of meaning

c. Approaches and methods based on this view

Some of the language learning approaches and methods based on this view of language are: communicative approaches

functional-notional syllabuses

The Natural Approach

C. The interactional view of language

The interactional view of language sees language primarily as the means for establishing and maintaining interpersonal relationships and for performing social transactions between individuals.

a. Here are some of the areas of research in this view of language:

interactional analysis

conversational analysis

ethnomethodology

b. Target of language learning: The target of language learning in the interactional view is learning to initiate and maintain conversations with other people.

c. Approaches and methods based on this view

Some of the language learning approaches and methods based on this view of language are:

Strategic interaction

communicative approaches

2) Teaching Methods in the Language Classroom:

FL teachers must provide students with adequate teaching methodology and time, as well as appropriate vocabulary and learning activities that will allow for the development of verbal skills.

There is no single "BEST WAY" to teach. The question teachers must address is which methods are best employed during the different stages of the teaching and learning process and then design curriculum to meet their final objectives/goals.

a. Grammar Translation:

The Grammar Translation method started around the time of Erasmus (1466-1536). Its primary focus is on memorization of verb paradigms, grammar rules, and vocabulary. Application of this knowledge was directed on translation of literary texts--focusing of developing students' appreciation of the target language's literature as well as teaching the language. Activities utilized in today's classrooms include: questions that follow a reading passage; translating literary passages from one language to another; memorizing grammar rules; memorizing native-language equivalents of target language vocabulary. (Highly structured class work with the teacher controlling all activities.)

b. Direct Method:

The Direct Method was introduced by the German educator Wilhelm Vi?tor in the early 1800's. Focusing on oral language, it requires that all instruction be conducted in the target language with no recourse to translation. Reading and writing are taught from the beginning, although speaking and listening skills are emphasized--grammar is learned inductively. It has a balanced, four-skill emphasis.

c. The Silent Way:

The teacher is active in setting up classroom situations while the students do most of the talking and interaction among themselves. All four skills (listening, speaking, reading & writing) are taught from the beginning. Student errors are expected as a normal part of learning; the teacher's silence helps to foster self-reliance and student initiative.

d. Community Language Learning:

Teachers recognize that learning can be threatening and by understanding and accepting students' fears, they help their students feel secure and overcome their fears of language learning--ultimately providing students with positive energy directed at language learning. Students choose what they want to learn in the class and the syllabus is learner-generated.

e. Natural Approach:

Introduced by Gottlieb Henese and Dr. L. Sauveur in Boston around 1866. The Natural Approach is similar to the Direct Method, concentrating on active demonstrations to convey meaning by associating words and phrases with objects and actions. Associations are achieved via mime, paraphrase and the use of manipulatives. Terrell (1977) focused on the principles of meaningful communication, comprehension before production, and indirect error correction. Krashen's (1980) input hypothesis is applied in the Natural

e. Reading Method:

The reading method was prominent in the U.S. following the Committee of Twelve in 1900 and following the Modern Foreign Language Study in 1928. The earlier method was similar to the traditional Grammar/Translation method and emphasized the transference of linguistic understanding to English. Presently, the reading method focuses more on silent reading for comprehension purposes.

f. ASTP and the Audiolingual Method:

This approach is based on the behaviorist belief that language learning is the acquisition of a set of correct language habits. The learner repeats patterns and phrases in the language laboratory until able to reproduce them spontaneously. ASTP (Army Specialized Training Program) was an intensive, specialized approach to language instruction used in during the 1940's. In the postwar years, the civilian version of ASTP and the audiolingual method featured memorization of dialogues, pattern drills, and emphasis on pronunciation.

g. Cognitive Methods:

Cognitive methods of language teaching are based on meaningful acquisition of grammar structures followed by meaningful practice.

h. Communicative Methods:

The goal of communicative language approaches is to create a realistic context for language acquisition in the classroom. The focus is on functional language usage and the ability to learners to express their own ideas, feelings, attitudes, desires and needs. Open ended questioning and problem-solving activities and exchanges of personal information are utilized as the primary means of communication. Students usually work with authentic materials (authentic realia) in small groups on communication activities, during which they receive practice in negotiating meaning.

i. Total Physical Response Method:

This approach to second language teaching is based on the belief that listening comprehension should be fully developed before any active oral

participation from students is expected (just as it is with children when they

are learning their native language) .

James Ashers' Total Physical Response:

Skills in second language acquisition can be more rapidly assimilated if the teacher appeals to the students' kinesthetic-sensory system. Asher believes that understanding of the spoken language must be developed in advance of speaking.

Understanding and retention is best achieved through movement (total movement of the student's bodies) in response to command sequences. Asher believes that the imperative form of language is a powerful tool that can be used to guide them to understanding as it manipulates their behavior--many of the gramatical structures of the target language can be learned through the use of the imperative.

Never force students to speak before they are ready. Asher believes that as the target language is internalized, speaking will automatically emerge (you must decide, as the teacher, when YOU will encourage your students to participate orally in the classroom).

7.Homework:

What are difference between learning the first language and a foreign language? What are the qualities of a good language teacher? To what extent have you got these qualities? What do you think you should do so as to become a good teacher in the future?

What are the qualities of good language learner? What do they suggest to language teaching?

8.Self-assessment:

Because students are not familiar with these theroy on the language and view of the language, it is very difficult to help Ss understand it. So it requires T explain it in details with the help of clare illustration and examples by using vediotapes. To get students read more on linguistics and schools of language methors is also necessary.

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人教版新课标必修2u n i t1课文原文和翻译w o r d格式 IN SEARCH OF THE AMBER ROOM Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . This gift was the Amber Room , which was given this name because several tons of amber were used to make it . The amber which was selected had a beautiful yellow-brown colour like honey . The design of the room was in the fancy style popular in those days . It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . In fact , the room was not made to be a gift . It was designed for the palace of Frederick Ⅰ. However, the next King of Prussia , Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return , the Czar sent him a troop of his best soldiers. So the Amber Room because part of the Czar's winter palace in St four metres long, the room served as a small reception hall for important visitors . Later,Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it .In 1770 the room was completed the way she wanted . Almost six hundred candles lit the room ,and its mirrors and pictures shone like gold. Sadly , although the Amber Room was considered one of the wonders of the world , it is now missing . In September 1941, the Nazi army was near St Petersburg . This was a time when the two countries were at war . Before the Nazis could get to the summer palace , the Russians were able to remove some furniture and small art objects from the Amber Room . However , some of the Nazis secretly stole the room itself . In less than two days 100,000 pieces were put inside twenty-seven woooden boxs . There is no doubt that the boxs were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea . After that, what happened to the Amber Room remains a mystery . Recently , the Russians and Germans have built a new Amber Room at the summer palace . By studying old photos of the former Amber Room , they have made the new one look like the old one .In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city . A FACT OR AN OPINION What is a fact Is it something that people believe No. A fact is anything that can be proved. For example, it can be proved that China has more people than any other country in the world. This is a fact. Then what is an opinion An opinion is what someone believes is true but has not been proved. So an opinion is not good evidence in a trial. For example, it is an opinion if you say “Cats are better pets than dogs”. It may be true, but it is difficult to prove. Some peo ple may not agree with this opinion but they also cannot prove that they are right. In a trial, a judge must decide which eyewitnesses to believe and which not to believe. The judge does not consider what each eyewitness looks like or where that person lives or works. He/she only cares about whether the eyewitness has given true information, which must be facts rather than opinions. This kind of information is called evidence. 人教版新课标必修2 unit2 课文原文word格式 AN INTERVIEW Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th 2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.

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