英语教学法教程教案.doc

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

陇南师范高等专科学校外语系
2008年6月22日

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
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.
a)to provide you with the rationale of English teaching at middle school, which will be proved necessary and advantageous to the reform of English teaching.
b)to help you to clear the importance as well as the aims of English teaching at middle school in present China.
c)to provide you with chances to familiarize with the graded contents of the textbooks in the junior section, analysis of the textbook and to learn the syllabus for middle school English.
d)to introduce some commonly used techniques and methods adopted in teaching pronunciation, grammar, vocabulary and the cultivation of the students' 4 skills.
e)to help you so solve some problems concerning the classroom instruction.
f)to make some preparations for the coming teaching practice.
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?
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?

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 Viëtor 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.