小学英语教学论教案

湖南省学校 教案 中职数学基础模块教案 下载北师大版¥1.2次方程的根与系数的关系的教案关于坚持的教案初中数学教案下载电子教案下载 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.Whatmethodologyis2.Howdowelearnlanguage3.Viewsonlanguage4.Viewsonlanguagelearning教学过程Step1LeadinginTobengintheclassbyaskingthestudentstosayatonguetwist.Step2Presentation1.WhatmethodologyisItstudiesthelawsandthenatureofEnglishteaching.ItdealswiththetheoryandpracticeofEnglishteaching,such.asobjectives(aims)andmethods,basicalprinciples,howtocultivatethelanguageskills.Itissupportedbymanymanysciences:linguisticspedagogypsychologyandphylosophyWhy英语教学法：linguisticspedagogypsychologyphilosophyb.Importance:Fromabove,weknowmethodologyisascience.ItstudiesthenatureandthelawsofEnglishteaching.ItdealswiththetheoryandpracticeofEnglishteaching.Ithelpsyoungteacherstodecidewhototeachandwhattoteachandhowtoteach,howtolearn,whytoteachandwhomtoteach.Soitisintendedasaguideforteachersandstudent-teachersofEnglishasaforeignlanguage.WhototeachHowtoteachWhattoteachWhytoteach2.HowdowelearnlanguageMuchofhumanbehaviourisinfluencedbypersonalexperience.Thewaylanguageteachersteachintheclassroomisinfluencedbythewaytheylearnedlanguages.Thisisespeciallytrueinforeignlanguageteaching.(1)Howdowelearnourownlanguage(CB:P1)ResearchintoL1showsthatthemostimportantfactorforL1developmentiswhenchildrenareinteractingwithpeoplearoundthemandwhentheyareexperimentingwiththelanguageforcommunication.Therefore,Languagelearningisasocializingprocess,andinteractionandexperimentingwiththelanguageincommunicationareveryimportantfactorsforlanguagedevelopment.2.Howdowelearnforeignlanguage(CB:P3)wemayhavefoundthat:(1)Peoplelearnlanguagefordifferentreasons.(2)Peoplelearnlanguageindifferentways.(3)Peoplehavedifferentunderstandingaboutlanguagelearning.(4)PeoplehavedifferentcapabilitiesinlanguageleaInthepastcentury,languageteachingandlearningpracticeshavebeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,thefunctionalviewandtheinteractionalview.Differentviewsonlanguagegeneratedifferentteachingmethodologies.(2)Peoplelearnlanguageindifferentways.(3)Peoplehavedifferentunderstandingaboutlanguagelearning.(4)Peoplehavedifferentcapabilitiesinlanguagelearning3.ViewsonlanguageWhatislanguage2.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.4.ViewsonlanguagelearningThelanguagelearningtheoryunderlyinganapproachormethodusuallyanswerstwoquestions:(1)Whatarethepsycholinguisticandcognitiveprocessesinvolvedinlanguagelearning(2)WhataretheconditionsthatneedtobemetinorderforthislearningprocesstobeactivatedTheresearchintotheanswersfallintoprocess-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.5.WhatisagoodlanguageteacherNotjustagoodcommandofforeignlanguage,thereareavarietyofelementsthatcontributestothequalitiesofagoodlanguageteacher.Theyare:ethicdevotion,professionalqualitiesandpersonalstyles.(Parrot,1993)WecanseethatthesethreeaspectscontributetheprofessionalcompetenceofagoodEnglishteacher.AgoodteachershouldenablethestudentstocommunicateinEnglishinsideandoutsideclass,putanemphasisonpracticeratherthanexplanation,andco-operateamongteachers.Agoodteachershouldhaveagoalinteaching.AmajorgoalinEnglishteachingistoenablelearnerstouseEnglisheffectively.Andtheobjectivesofeverylessonsengagingthestudents’attentionandinterest.AgoodteachershouldfromthestartestablishEnglishasthemainclassroomlanguage.KeepinmindthatcommunicatinginEnglishandlearningEnglishgohandinhand.Agoodteachershouldcreateconditionsforlearning.Thematerialconditionsarenotimportantinlanguagelearning.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.HowcanonebecomeagoodlanguageteacherThemostimportantandmostdifficultpartofthemakingofagoodlanguageteacheristhedevelopmentofprofessionalcompetence,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.TheothersenseofpracticeistherealworkthattheteachersundertakewhentheyfinishtheireducationStep3SummaryStep4Extension: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.characteristicsofchildren2.howchildrenlearnEnglish3.thequalityofagoodEnglishteacher4.teacher’role教学过程Step1LeadinginTobengintheclassbyaskingthestudentssomequestions:HowdochildrenlearnlearntheirL1HowdoyoulearnyourL2Step2PresentationHowdochildrenlearntheirL1ChildrenlearntheirL1:bybeingcorrectedbyparents.bylearninglanguagerules.byimitations.byrepetitions.bysingingsongsandsayingrhymes.byrecitingpoems.bylisteningtostories.bytalkingtooneself.byactingandperforming.bywatchingtelevisioncartoon.bytalkingaboutpictures.bydrawingandtalking.byplayinggames.bytalkingtoothers.HowdochildrenlearnL21)characteristicsofchildren(1)It’sdifficultforpupilstounderstandverbalinstructionswhentheyfirstlearnthelanguage.(2)Childrendonotoftenhaveaclearpurposeforlearning.Theylearnperhapssimplybecausetheyarehappyandenjoytheactivities.(3)Childrenlikedoingthingswiththeirhands,bodiesandminds.(4)Childrenareimaginativeandcreative.Theylikenewthingsandenjoyparticipatingactivities.(5)Childrenarenotgoodatanalyzinglanguagerules.(6)Childrenareactiveandnotshy.2)Thedifferencesbetweenchildren’slearningL1andL2ExposuretolanguageTimeLearningcontextTypesofinputMotivationforlearningSupportandguidanceOpportunitiesforexperiments3)HowdochildrenlearnL24)WhatshouldteachersdoA.Teachersneedtomakethelearningexperienceveryenjoyableandpleasant.B.Keepinstructionsverysimpleandsupportthemwithbodylanguage.C.Givechildrentheopportunitytobeimaginativeandcreative,e.g.Maketheirowndrawingsofamonsterorimagineseeingsomethingthroughatelescope.D.Thereisnopointexplainingcomplicatedgrammartochildren.Butitwillbehelpfultoguidechildrentodiscovertherulesbythemselves.E.Organizesomehands-onactivitiesforchildrentodo.TPRisagoodmethodforteachingchildren.3.ThequalityofagoodEnglishteacherNotjustagoodcommandofforeignlanguage,thereareavarietyofelementsthatcontributestothequalitiesofagoodlanguageteacher.Theyare:ethicdevotion,professionalqualitiesandpersonalstyles.(Parrot,1993)WecanseethatthesethreeaspectscontributetheprofessionalcompetenceofagoodEnglishteacher.AgoodteachershouldenablethestudentstocommunicateinEnglishinsideandoutsideclass,putanemphasisonpracticeratherthanexplanation,andco-operateamongteachers.Agoodteachershouldhaveagoalinteaching.AmajorgoalinEnglishteachingistoenablelearnerstouseEnglisheffectively.Andtheobjectivesofeverylessonsengagingthestudents’attentionandinterest.AgoodteachershouldfromthestartestablishEnglishasthemainclassroomlanguage.KeepinmindthatcommunicatinginEnglishandlearningEnglishgohandinhand.Agoodteachershouldcreateconditionsforlearning.Thematerialconditionsarenotimportantinlanguagelearning.Moreimportantforsuccessfullanguageteachingandlearningareplentyofopportunitiesforlearnerstoparticipateinclassroomactivities,andtheatmosphereinwhichstudentsfeelmotivatedtolearn.Motivationisessentialforlearning.Agoodteachershoulddoallhecantostimulatethestudents’motivationtolearn.Heshouldsetappropriategoalandobjectivesinlearning;carefullyplantheactivities;choosetopicsofpersonalinterest;haveafairattitudetoallstudents.4.Teacher’roleStep3Summaryhomework附记或教学说明教学后记备课时间：2010-2-23课题Lecture3UnderstandingoftheNationalEnglishCurriculum授课时数2授课类型Lecture教学目的TomakestudentsunderstandgoalsandobjectivesforprimaryschoolEnglishteachingandthetargetrequirementsforLevels1&2oftheCurriculumstandards.教学重点1.GoalsandobjectivesofELTinprimaryschools;2.SkillsrequirementsforprimaryschoolEnglishteaching.教学难点TheCurriculumstandardsforLevels1&2intermsoftheoverallobjectives.主要内容TheoverallobjectivesinprimaryschoolEnglishteachingThetargetrequirementsforLevels1and2SkillsrequirementsforprimaryschoolEnglish教学过程Step1LeadinginFrom2001,Englishhasbecomearequiredcourseinprimaryschools.WhyisEnglishincludedintheschoolcurriculumAndwhatarethepurposesofprimaryschoolEnglishteachingStep2PresentationTheoverallobjectivesinprimaryschoolEnglishteachingAbilitiesonaffectsTodeveloppupils’interests,self-confidenceandpositiveattitudetowardslearningEnglish.AbilitiesonlanguageskillsTocultivatethepupils’languagesenseandenabletheacquisitionofgoodpronunciationandintonation.3)AbilitiesontheuseoflanguageTodevelopthepupils’preliminaryabilitytouseEnglishindailyexchangeandtolayagoodbasisforfurtherstudy.ThetargetrequirementsforLevels1and2Asteachers,weneedtobeawarewhatisrequiredfromtheEnglishcurriculumandwhatthemainobjectivesareforeachlevelsothatweteachwithcleargoalsinourmind.TheEnglishcurriculumattheprimaryphaseisdesignedintotwolevels:Level1andLevel2.Level1coversGrade3andGrade4,Level2coversGrade5andGrade6.Objectivesforeachlevelaredesignedtoincludethefivecomponents:affectiveelementslanguageknowledgelanguageskillslearningstrategiesculturalawareness1)OverallobjectivesforLevel1(一级总体目标)BecuriousaboutEnglishandliketolistentoEnglish.Canplaygames,doactions,oractivitiessuchascoloring,matching,etc.accordingtotheteacher’ssimpleinstructions.CansingsimpleEnglishsongsandsaysimplerhymes.CanlistenandreadsimpleEnglishstorieswiththesupportofpictures.Canexchangepersonalinformationandexpresssimpleemotionsorfeelings.CanwriteEnglishlettersandwords.Showinterestsinforeignculturesandcustomsencounteredinlearning.2)OverallobjectivesforLevel2(二级总体目标)LovetolearnEnglishandhavepersistentinterestinEnglish.Cangreeteachother,exchangeinformationaboutoneself,one’sfamilyandfriendsinsimpleEnglish.Canactoutsimpledialoguesorrhymeslearnedinclass.Canlistenandreadwithunderstandingsimplestoriesandtellstoriestoothers.Canwritesimplesentenceswiththehelpofpicturesorprompts.Beactiveinparticipation,cooperation.Beactiveinaskingquestionsifneedhelp.Bepositiveaboutlearningforeignculturesandcustoms.SkillsrequirementsforprimaryschoolEnglishPerformancedescriptionsofLevel1:(教材Page)ListenanddoSpeakandsingPlayandactReadandwriteAudioandvisualPerformancedescriptionsofLevel2:(Page5-6)ListeningspeakingReadingWritingPlayingandacting;audioandvisualStep3DiscussionandconsolidationFromabovewecanseethattheskillsrequirementsforLevels1and2areorganizeddifferently.WhatarethereasonsReasons:1)Teachersoftenbasetheirteachingonthefamiliarexperiencesthatchildrenhavealreadyhadwhentheylearnedtheirmothertongue.2)Childrenaregiventheopportunitiestolistentoinstructionsanddemonstratetheirunderstandingbydoingactionsjustlikewhatchildrennormallydobeforetheycouldspeakthelanguage.3)Childrenlearnbetterandfasterwhentheyarehappyandrelaxed,whentheyareinvolvedphysicallyandmentally.Intheaboveways,childrencouldgraduallydevelopinterestandconfidenceinlearningEnglish,andthenwehelpchildrenmoveintomoresystematicdevelopmentofthefourlanguageskillsoflistening,speaking,readingandwriting.Step4ExtensionTopicsforstudentstohaveadiscussion:WhatarethecharacteristicsofthenewEnglishcurriculumAccordingtoyourunderstandingoftheoverallaimofprimaryschoolEnglishteaching,whatisthefirstpriorityfortheteachingAndwhy附记或教学说明教学后记备课时间：2010-2-26课题Lecture4Classroommanagement计划时数2授课类型Lecture教学目的Learnhowtomanagethestudentsandusethediscipline教学重点Differentwaysofgroupingstudents教学难点Maintaindisciplineintheclassroom主要内容Classroommanagement;Studentgrouping;Maintainingdiscipline教学过程Step1LeadinginTobengintheclassbyaskingthequestion:supposeastudentissleepingwhileyouaregivingalesson,whatwillyoudoStep2Presentation1.What’sthegoalofclassroommanagementThegoalofclassroommanagementistocreateanatmosphereconductivetointeractinginEnglishinmeaningfulways.Effectiveclassroommanagementcanbeachievedwhenthefollowingthreeconditionsaremet:1)theappropriaterolesoftheteacher.2)Suitablegroupingofthestudents3)Disciplineandharmonyintheclass.2.Therolesoftheteachercontrollerassessororganizerprompterparticipantresourceprovider3.Studentgrouping(1)methodsofcommonstudentgrouping1)lockstep2)pairwork3）groupwork4)individualstudy(2)theadvantagesanddisadvantagesoftheabovegroupingLockstepAlltheclassareconcentrating;goodmodelingfromteacher;comfortableinchoralpracticeStudentshavelittlechancetospeak;Samespeedfordifferentstudents;Nervousinfrontofthewholeclass;Notenoughcommunication;PairworkMorechanceforpractice;Encouragingco-operation;Relaxingatmosphere;Studentsstrayawayfromthetask;Usingnativelanguage;Noiseandindiscipline.GroupworkCommunicationinitsrealsense;Moredynamicthanpairwork;promotingself-reliance;Thesameasthoseinpairwork;plyssomestudentsmightdominate;Difficulttogroup;IndividualstudyNooutsidepressure;Studyatownspeed;Lessdynamicclassroom;Noco-operation;(3)Furthersuggestionsaboutstudentgroupingmethods.1)Whenworkinginlockstep,theteachershouldnotspeaktoomuch.2)Whenorganizingpairwork,theteachershouldgivetheclearestinstructions.Ifnecessary,theteachershoulddemonstratewithonestudentfirst.3)somepossiblewaystogroupthestudents:groupingthestudentsaccordingtoseatingarrangement;studentsselecttheirowngroupmembers,(risky)strongstudentsandweakstudentsaremissedtogether.Strongstudentsandweakstudentsaregroupedseparatelytododifferenttakes.Groupthestudentsbydrawinglots.4)Althoughpairworkandgroupworkcanprovidestudentsmorechancesforpractice,individualstudyshouldnotbetotallyneglected.4.Disciplineinthelanguageclassroom(1)What’sthefinalgoalofdisciplineinthelanguageclassroomTheultimategoalofdisciplineistomakemoreeffectivelearningpossible,buttherelationshipbetweendisciplineandlearningisnotasstraightforwardasitappears.(2)Practicalhintsforteachersonclassroomdiscipline.(3)measuresforindisciplinedactsandbadlybehavingstudents(byHarmer)1)Actimmediately.2)Stoptheclass.3)Rearrangetheseats.4)Changetheactivity.5)Talktostudentsafterclass.6)Usetheinstitution.Step3SummaryStep4Extension附记或教学说明教学后记备课时间：2010-3-4课题Lecture5LessonPlanning计划时数2授课类型Lecture教学目的Knowingthecomponentsofalessonplanandhowtomakealessonplan教学重点Importanceofplanningandcomponentsofalessonplan教学难点Howtowritealessonplan主要内容Micro-planningMicra-planning教学过程Step1LeadinginTobengintheclassbyaskingthequestionIsitnecessaryforexprierancedteacherstodolessonplanning.Step2Presentation1.WhyislessonplanningnecessaryLessonplanningmeansmakingdecisionsinadvanceaboutwhattechniques,activitiesandmaterialswillbeusedintheclass.Althoughthemainteachingcontentsmaybethesame,thestudentsaredifferent,thetimeisdifferent,andthemoodisdifferent.Languageteachersbenefitfromlessonplanningin:1)understandingtheaimsandlanguagecontentsofthelesson;2)distinguishingthevariousstagesofalesson;3)thinkingabouthowthestudentscanfullyengagedinthelesson;4)becomingawareoftheteachingaidsthatareneeded.5)thinkingabouttherelativevalueofdifferentactivitiesandhowmuchtimeshouldbespentonthem2.PrinciplesforgoodlessonplanningVariety:differenttypesofactivitiesandawideselectionofmaterials.Flexibility:differentmethodsandtechniquesLearnability:thecontentsandtasksshouldbewithinthelearningcapabilityofthestudents.Linkage:thestagesareshowhowlikedwithoneanother.3.Macroplanningvs.microplanning.Macroplanningprovidesgeneralguidanceforlanguageteachers,itisnotforspecificlessonsbutratherfamiliarizingwiththecontextinwhichlanguageteachingistakingplace,whichinvolvesthefollowing:Knowingaboutthecourse;Knowingabouttheinstitution(school)Knowingaboutthelearners;Knowingaboutthelearners;Microplanningisusuallyforaspeciallesson./lessonplan4.ComponentsofalessonplanTeachingaims:1)languagecomponentstopresent;2)communicativeskillstopractice;对教案的构成不熟悉，一般认为教案就是教学步骤。3)activitiestoconduct;4)materialsandteachingaidstobeused.Languagecontentsandskills:1)Contents:structures,vocabulary,functions,topicsandsoon;2)Skills:listening,speaking,readingandwriting.Teachingstagesandprocedures:1)warmup/revision;2)presentation;3)activities/practice4)consolidation5)summaryandhomework5.Samplelessonplans(ref.P85)Step3ConsolidationStep4ExtensionTogivethestudentsteachingandaskthemtowritealessonplan.Itisalsothehomework.附记或教学说明教学后记备课时间：2010-3-8课题Lecture6TheTechniquesofTeachingChildren(TeachingPronunciation)计划时数2授课类型Lecture教学目的TohelpstudentsunderstandhowtoteachEnglishpronunciationefficientlyinprimaryschools.教学重点1.Theunders