09小学英语教学论教案[50页]

1、第49页 四 年级 2009 年 第2 学期湖南省 学校教 案 本课程名称： 小学英语教学论 任课教师： 傅 小 平 系 部： 外 语 系 教 研 室： 综 合 专业班级： 08级英本4、5、6班 课 题Lecture 1 Introduction计划时数2授课类型Lecture教 学目 的To discuss some general matters about language learning and teaching, such as common views on language and language learning, qualities of a good language

2、 teacher教 学重 点What is and how to be a good language teacher教 学难 点Views on language and on language learning主要内容1. What methodology is2. How do we learn language?3. Views on language4. Views on language learning教 学 过 程Step 1 Leading inTo bengin the class by asking the students to say a tongue twist.S

3、tep 2 Presentation 1.What methodology is It studies the laws and the nature of English teaching. It deals with the theory and practice of English teaching, such. as objectives (aims) and methods, basical principles, how to cultivate the language skills. It is supported by many many sciences:linguist

4、ics pedagogy psychology and phylosophyWhy? 英语教学法： linguistics pedagogy psychology philosophyb.Importance:From above ,we know methodology is a science.It studies the nature and the laws of English teaching.It deals with the theory and practice of English teaching.It helps young teachers to decide who

5、 to teach and what to teach and how to teach, how to learn, why to teach and whom to teach. So it is intended as a guide for teachers and student-teachers of English as a foreign language.Who to teachHow to teachWhat to teachWhy to teach2.How do we learn language?Much of human behaviour is influence

6、d by personal experience. The way language teachers teach in the classroom is influenced by the way they learned languages. This is especially true in foreign language teaching.(1)How do we learn our own language?(CB:P1)Research into L1 shows that the most important factor for L1 development is when

7、 children are interacting with people around them and when they are experimenting with the language for communication. Therefore, Language learning is a socializing process, and interaction and experimenting with the language in communication are very important factors for language development.2. Ho

8、w do we learn foreign language? (CB:P3)we may have found that:(1) People learn language for different reasons.(2) People learn language in different ways.(3) People have different understanding about language learning.(4) People have different capabilities in language leaIn the past century, languag

9、e teaching and learning practices have been influenced by three different views of language, namely, the structural view, the functional view and the interactional view. Different views on language generate different teaching methodologies.(2) People learn language in different ways.(3) People have

10、different understanding about language learning.(4) People have different capabilities in language learning 3.Views on language1. What is language?2. Different views on language.In the past century, language teaching and learning practices have been influenced by three different views of language, n

11、amely, the structural view, the functional view and the interactional view. Different views on language generate different teaching methodologies.Structural View: It sees language as a linguistic system made up of various subsystem: from phonological, morphological, lexical, etc. to sentence. Each l

12、anguage 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.Functional View : it sees language as a linguistic system but also as a means for doing things. Most of our day-to-day language use invo

13、lves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to do things with it. To perform functions, learners need to know how to combine the grammatical rules and the vocabulary to express notions that perform the functions.Interact

14、ional view: It considers language as a communicative tool, whose main use is to build up and maintain social relations between people. Therefore, learners not only need to know the grammar and vocabulary of the language, but also need to know the rules for using them in a whole range of communicativ

15、e context.4.Views on language learningThe language learning theory underlying an approach or method usually answers two questions:(1) What are the psycholinguistic and cognitive processes involved in language learning?(2)What are the conditions that need to be met in order for this learning process

16、to be activated? The research into the answers fall into process-oriented theories and condition-oriented theories.Process-oriented theories are concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.Conditio

17、n-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory: Proposed by behavioural psychologist Skinner, he suggested that lan

18、guage is also is a form behaviour. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviourism. One influential result is the audio-lingual method, which involves the “ listen and repeat” drilling activities. The idea of this m

19、ethod is that language is learned by contanst repetition and the reinforcement of the teacher. Mistakes are immediately corrected, and correct utterances are immediately praised.Cognitive theory: The term cognitivism is often used to describe method in which students are asked to think rather than s

20、imply repeat. It is Noam Chomsky theory. The key point of Chomskys theory is reflected in his most famous question.5.What is a good language teacher?Not just a good command of foreign language, there are a variety of elements that contributes to the qualities of a good language teacher. They are: et

21、hic devotion, professional qualities and personal styles. ( Parrot, 1993) We can see that these three aspects contribute the professional competence of a good English teacher.A good teacher should enable the students to communicate in English inside and outside class, put an emphasis on practice rat

22、her than explanation, and co-operate among teachers.A good teacher should have a goal in teaching. A major goal in English teaching is to enable learners to use English effectively. And the objectives of every lessons engaging the students attention and interest.A good teacher should from the start

23、establish English as the main classroom language.Keep in mind that communicating in English and learning English go hand in hand. A good teacher should create conditions for learning. The material conditionsare not important in language learning. More important for successful language teaching and l

24、earning are plenty of opportunities for learners to participate in classroom activities, and the atmosphere in which students feel motivated to learn. Motivation is essential for learning. A good teacher should do all he can to stimulate the students motivation to learn. He should set appropriate go

25、al and objectives in learning; carefully plan the activities; choose topics of personal interest; have a fair attitude to all students.小学英语教师应具备写什么样的素质，先引导学生进行讨论，然后指导学生学习教材。6. How can one become a good language teacher?The most important and most difficult part of the making of a good language teach

26、er is the development of professional competence, which is the state or quality of being qualified for the profession, and armed with a specific range of skills, strategies, knowledge and ability.According to Paul Davis,(2002: 2), a successful teacher has the following qualities:(1)Have a practical

27、command of English, not just a knowledge of grammar rules.(2).Use English most of the time in every class, including beginners class.(3)Think mostly in term of learner practice, not teacher explanation.(4)Find time for really communicative activities, not just practice of language forms.(5)Focus the

28、ir teaching on learners needs, not just on “finish” the syllabus or coursebook.For the development of professional competence, we can use the “ reflective model” by Wallace ( 1991). From the model, we can know the development involves stage I, stage II and the goal. Stage I: language training. All E

29、nglish teachers are supposed to have a good command of English. Stage II: The second stage is more complicated, for it can be divided into three sub-stages: learning, practice and reflection. The learning stage involves: (a)Learn from others experience (empirical knowledge) (b)Learn received knowled

30、ge (such as language theories, psycholinguistics, sociolinguistics, educational psychology, etc. (c) Learn from ones own experience.The learning stage is followed by practice. The term “ practice” can be used in two senses. First, it is a short period of time assigned for students to do teaching pra

31、ctice as part of their education, under the supervision of their instructors. The other sense of practice is the real work that the teachers undertake when they finish their educationStep 3 Summary Step 4 Extension: Discussion附 记或教学说明教学后记备课时间：2010-2-16-课 题Lecture 2 Children as Language Learners计划时数2

32、授课类型Lecture教 学目 的To discuss some general matters about language learning and teaching, such as the characteristics of children, how children learn English, the quality of a good English teacher and teacherrole教 学重 点how children learn English, the quality of a good English teacher and teacherrole教 学难

33、 点how children learn English, the quality of a good English teacher and teacherrole主要内容1. characteristics of children 2. how children learn English 3. the quality of a good English teacher 4. teacherrole 教 学 过 程Step 1 Leading inTo bengin the class by asking the students some questions: How do childr

34、en learn learn their L1? How do you learn your L2?Step 2 Presentation 1. How do children learn their L1Children learn their L1:by being corrected by parents. by learning language rules.by imitations.by repetitions.by singing songs and saying rhymes.by reciting poems. by listening to stories. by talk

35、ing to oneself. by acting and performing. by watching television cartoon. by talking about pictures. by drawing and talking. by playing games. by talking to others.2. How do children learn L2? 1) characteristics of children(1) Its difficult for pupils to understand verbal instructions when they firs

36、t learn the language.(2) Children do not often have a clear purpose for learning. They learn perhaps simply because they are happy and enjoy the activities.(3) Children like doing things with their hands, bodies and minds.(4) Children are imaginative and creative. They like new things and enjoy part

37、icipating activities.(5) Children are not good at analyzing language rules.(6) Children are active and not shy.2) The differences between childrens learning L1 and L2v Exposure to languagev Timev Learning contextv Types of inputv Motivation for learningv Support and guidancev Opportunities for exper

38、iments3) How do children learn L2?4) What should teachers do?A. Teachers need to make the learning experience very enjoyable and pleasant.B. Keep instructions very simple and support them with body language.C. Give children the opportunity to be imaginative and creative, e.g. Make their own drawings

39、 of a monster or imagine seeing something through a telescope.D. There is no point explaining complicated grammar to children. But it will be helpful to guide children to discover the rules by themselves.E. Organize some hands-on activities for children to do. TPR is a good method for teaching child

40、ren.3. The quality of a good English teacherNot just a good command of foreign language, there are a variety of elements that contributes to the qualities of a good language teacher. They are: ethic devotion, professional qualities and personal styles. ( Parrot, 1993) We can see that these three asp

41、ects contribute the professional competence of a good English teacher.A good teacher should enable the students to communicate in English inside and outside class, put an emphasis on practice rather than explanation, and co-operate among teachers.A good teacher should have a goal in teaching. A majo

42、r goal in English teaching is to enable learners to use English effectively. And the objectives of every lessons engaging the students attention and interest.A good teacher should from the start establish English as the main classroom language.Keep in mind that communicating in English and learning

43、English go hand in hand. A good teacher should create conditions for learning. The material conditionsare not important in language learning. More important for successful language teaching and learning are plenty of opportunities for learners to participate in classroom activities, and the atmosphe

44、re in which students feel motivated to learn. Motivation is essential for learning. A good teacher should do all he can to stimulate the students motivation to learn. He should set appropriate goal and objectives in learning; carefully plan the activities; choose topics of personal interest; have a

45、fair attitude to all students.4. TeacherroleStep 3 Summaryhomework附 记或教学说明教学后记 备课时间：2010-2-23课 题Lecture 3 Understanding of the National English Curriculum授课时数2授课类型Lecture教 学目 的To make students understand goals and objectives for primary school English teaching and the target requirements for Levels

46、1 & 2 of the Curriculum standards.教 学重 点1.Goals and objectives of ELT in primary schools;2. Skills requirements for primary school English teaching.教 学难 点The Curriculum standards for Levels 1 & 2 in terms of the overall objectives.主要内容1. The overall objectives in primary school English teaching2. Th

47、e target requirements for Levels 1 and 2 3. Skills requirements for primary school English教 学 过 程Step 1 Leading in From 2001, English has become a required course in primary schools. Why is English included in the school curriculum? And what are the purposes of primary school English teaching?Step 2

48、 Presentation 1. The overall objectives in primary school English teaching 1) Abilities on affectsTo develop pupils interests, self-confidence and positive attitude towards learning English.2) Abilities on language skillsTo cultivate the pupils language sense and enable the acquisition of good pronu

49、nciation and intonation.3) Abilities on the use of language To develop the pupils preliminary ability to use English in daily exchange and to lay a good basis for further study.2. The target requirements for Levels 1 and 2 As teachers, we need to be aware what is required from the English curriculum

50、 and what the main objectives are for each level so that we teach with clear goals in our mind. The English curriculum at the primary phase is designed into two levels: Level 1 and Level 2. Level1 covers Grade 3 and Grade 4, Level2 covers Grade 5 and Grade 6. Objectives for each level are designed t

51、o include the five components:A) affective elementsB) language knowledge C) language skillsD) learning strategiesE) cultural awareness1) Overall objectives for Level 1(一级总体目标)Be curious about English and like to listen to English. Can play games, do actions, or activities such as coloring, matching,

52、 etc. according to the teachers simple instructions. Can sing simple English songs and say simple rhymes. Can listen and read simple English stories with the support of pictures. Can exchange personal information and express simple emotions or feelings. Can write English letters and words.Show inter

53、ests in foreign cultures and customs encountered in learning.2) Overall objectives for Level 2(二级总体目标)Love to learn English and have persistent interest in English. Can greet each other, exchange information about oneself, ones family and friends in simple English. Can act out simple dialogues or rh

54、ymes learned in class. Can listen and read with understanding simple stories and tell stories to others. Can write simple sentences with the help of pictures or prompts. Be active in participation, cooperation. Be active in asking questions if need help. Be positive about learning foreign cultures a

55、nd customs.3. Skills requirements for primary school EnglishPerformance descriptions of Level 1: (教材Page)1) Listen and do 2) Speak and sing3) Play and act4) Read and write5) Audio and visualPerformance descriptions of Level2: (Page 5-6)1) Listening2) speaking3) Reading 4) Writing5) Playing and actin

56、g; audio and visualStep 3 Discussion and consolidation From above we can see that the skills requirements for Levels 1 and 2 are organized differently. What are the reasons?Reasons:1) Teachers often base their teaching on the familiar experiences that children have already had when they learned their m