小学英语教学论教案.docx
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小学英语教学论教案.docx
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小学英语教学论教案
CompanyDocumentnumber:
WUUT-WUUY-WBBGB-BWYTT-1982GT
小学英语教学论教案
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
Lecture1Introduction
计划
时数
2
授课
类型
Lecture
教学
目的
Todiscusssomegeneralmattersaboutlanguagelearningandteaching,suchascommonviewsonlanguageandlanguagelearning,qualitiesofagoodlanguageteacher
教学
重点
Whatisandhowtobeagoodlanguageteacher
教学
难点
Viewsonlanguageandonlanguagelearning
主要内容
1.Whatmethodologyis
2.Howdowelearnlanguage
3.Viewsonlanguage
4.Viewsonlanguagelearning
教
学
过
程
Step1Leadingin
Tobengintheclassbyaskingthestudentstosayatonguetwist.
Step2Presentation
methodologyis
ItstudiesthelawsandthenatureofEnglishteaching.ItdealswiththetheoryandpracticeofEnglishteaching,such.asobjectives(aims)andmethods,basicalprinciples,howtocultivatethelanguageskills.Itissupportedbymanymanysciences:
linguisticspedagogypsychologyandphylosophy
Why
英语教学法:
linguistics
pedagogy
psychology
philosophy
:
Fromabove,weknowmethodologyisastudiesthenatureandthelawsofEnglishdealswiththetheoryandpracticeofEnglishhelpsyoungteacherstodecidewhototeachandwhattoteachandhowtoteach,howtolearn,whytoteachandwhomtoteach.Soitisintendedasaguideforteachersandstudent-teachersofEnglishasaforeignlanguage.
Whototeach
Howtoteach
Whattoteach
Whytoteach
dowelearnlanguage
Muchofhumanbehaviourisinfluencedbypersonalexperience.Thewaylanguageteachersteachintheclassroomisinfluencedbythewaytheylearnedlanguages.Thisisespeciallytrueinforeignlanguageteaching.
(1)Howdowelearnourownlanguage(CB:
P1)
ResearchintoL1showsthatthemostimportantfactorforL1developmentiswhenchildrenareinteractingwithpeoplearoundthemandwhentheyareexperimentingwiththelanguageforcommunication.Therefore,Languagelearningisasocializingprocess,andinteractionandexperimentingwiththelanguageincommunicationareveryimportantfactorsforlanguagedevelopment.
2.Howdowelearnforeignlanguage(CB:
P3)
wemayhavefoundthat:
(1)Peoplelearnlanguagefordifferentreasons.
(2)Peoplelearnlanguageindifferentways.
(3)Peoplehavedifferentunderstandingaboutlanguagelearning.
(4)Peoplehavedifferentcapabilitiesinlanguagelea
Inthepastcentury,languageteachingandlearningpracticeshavebeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,thefunctionalviewandtheinteractionalview.Differentviewsonlanguagegeneratedifferentteachingmethodologies.
(2)Peoplelearnlanguageindifferentways.
(3)Peoplehavedifferentunderstandingaboutlanguagelearning.
(4)Peoplehavedifferentcapabilitiesinlanguagelearning
onlanguage
1.Whatislanguage
2.Differentviewsonlanguage.
Inthepastcentury,languageteachingandlearningpracticeshavebeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,thefunctionalviewandtheinteractionalview.Differentviewsonlanguagegeneratedifferentteachingmethodologies.
StructuralView:
Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:
fromphonological,morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.
FunctionalView:
itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-daylanguageuseinvolvesfunctionalactivities:
offering,suggesting,advising,apologizing,etc.Therefore,learnerslearnalanguageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrulesandthevocabularytoexpressnotionsthatperformthefunctions.
Interactionalview:
Itconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalsoneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.
onlanguagelearning
Thelanguagelearningtheoryunderlyinganapproachormethodusuallyanswerstwoquestions:
(1)Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning
(2)Whataretheconditionsthatneedtobemetinorderforthislearningprocesstobeactivated
Theresearchintotheanswersfallintoprocess-orientedtheoriesandcondition-orientedtheories.
Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,makinginference,hypothesistestingandgeneralization.
Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.
Behaviouristtheory:
ProposedbybehaviouralpsychologistSkinner,hesuggestedthatlanguageisalsoisaformbehaviour.Itcanbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoasbehaviourism.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesthe“listenandrepeat”drillingactivities.Theideaofthismethodisthatlanguageislearnedbycontanstrepetitionandthereinforcementoftheteacher.Mistakesareimmediatelycorrected,andcorrectutterancesareimmediatelypraised.
Cognitivetheory:
Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthansimplyrepeat.ItisNoamChomsky’theory.ThekeypointofChomsky’stheoryisreflectedinhismostfamousquestion.
isagoodlanguageteacher
Notjustagoodcommandofforeignlanguage,thereareavarietyofelementsthatcontributestothequalitiesofagoodlanguageteacher.Theyare:
ethicdevotion,professionalqualitiesandpersonalstyles.(Parrot,1993)
WecanseethatthesethreeaspectscontributetheprofessionalcompetenceofagoodEnglishteacher.
AgoodteachershouldenablethestudentstocommunicateinEnglishinsideandoutsideclass,putanemphasisonpracticeratherthanexplanation,andco-operateamongteachers.
Agoodteachershouldhaveagoalinteaching.AmajorgoalinEnglishteachingistoenablelearnerstouseEnglisheffectively.Andtheobjectivesofeverylessonsengagingthestudents’attentionandinterest.
AgoodteachershouldfromthestartestablishEnglishasthemainclassroominmindthatcommunicatinginEnglishandlearningEnglishgohandinhand.
Agoodteachershouldcreateconditionsforlearning.Thematerialconditions
arenotimportantinlanguagelearning.Moreimportantforsuccessfullanguageteachingandlearningareplentyofopportunitiesforlearnerstoparticipateinclassroomactivities,andtheatmosphereinwhichstudentsfeelmotivatedtolearn.Motivationisessentialforlearning.
Agoodteachershoulddoallhecantostimulatethestudents’motivationtolearn.Heshouldsetappropriategoalandobjectivesinlearning;carefullyplantheactivities;choosetopicsofpersonalinterest;haveafairattitudetoallstudents.
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.Howcanonebecomeagoodlanguageteacher
Themostimportantandmostdifficultpartofthemakingofagoodlanguageteacheristhedevelopmentofprofessionalcompetence,whichisthestateorqualityofbeingqualifiedfortheprofession,andarmedwithaspecificrangeofskills,strategies,knowledgeandability.
AccordingtoPaulDavis,(2002:
2),asuccessfulteacherhasthefollowingqualities:
(1)HaveapracticalcommandofEnglish,notjustaknowledgeofgrammarrules.
(2).UseEnglishmostofthetimeineveryclass,includingbeginners’class.
(3)Thinkmostlyintermoflearnerpractice,notteacherexplanation.
(4)Findtimeforreallycommunicativeactivities,notjustpracticeoflanguageforms.
(5)Focustheirteachingonlearners’needs,notjuston“finish”thesyllabusorcoursebook.
Forthedevelopmentofprofessionalcompetence,wecanusethe“reflectivemodel”byWallace(1991).Fromthemodel,wecanknowthedevelopmentinvolvesstageI,stageIIandthegoal.
StageI:
languagetraining.AllEnglishteachersaresupposedtohaveagoodcommandofEnglish.
StageII:
Thesecondstageismorecomplicated,foritcanbedividedintothreesub-stages:
learning,practiceandreflection.
Thelearningstageinvolves:
(a)Learnfromothers’experience(empiricalknowledge)
(b)Learnreceivedknowledge(suchaslanguagetheories,psycholinguistics,sociolinguistics,educationalpsychology,etc.
(c)Learnfromone’sownexperience.
Thelearningstageisfollowedbypractice.Theterm“practice”canbeusedintwosenses.First,itisashortperiodoftimeassignedforstudentstodoteachingpracticeaspartoftheireducation,underthesupervisionoftheirinstructors.Theothersenseofpracticeistherealworkthattheteachersundertakewhentheyfinishtheireducation
Step3Summary
Step4Extension:
Discussion
附记
或
教学说明
教学后记
备课时间:
2010-2-16-
课题
Lecture2ChildrenasLanguageLearners
计划
时数
2
授课
类型
Lecture
教学
目的
Todiscusssomegeneralmattersaboutlanguagelearningandteaching,suchasthecharacteristicsofchildren,howchildrenlearnEnglish,thequalityofagoodEnglishteacherandteacher’role
教学
重点
howchildrenlearnEnglish,thequalityofagoodEnglishteacherandteacher’role
教学
难点
howchildrenlearnEnglish,thequalityofagoodEnglishteacherandteacher’role
主要内容
1.characteristicsofchildren
2.ho
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