小学英语教学论教案.doc

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 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 is

2. How do we learn language?

3. Views on language

4. Views on language learning

教
学
过
程
Step 1 Leading in
To bengin the class by asking the students to say a tongue twist.

Step 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:linguistics pedagogy psychology and phylosophy
Why?

英语教学法： linguistics
pedagogy
psychology
philosophy

b.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 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 teach
How to teach
What to teach
Why to teach

2.How do we learn language?
Much of human behaviour is influenced 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 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. How 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 lea
In the past century, language 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 different understanding about language learning.
(4) People have different capabilities in language learning

3.Views on language
1. 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, namely, 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 language 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 involves 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.
Interactional 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 communicative context.
4.Views on language learning
The 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 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.
Condition-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 language 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 method 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 simply repeat. It is Noam Chomsky’ theory. The key point of Chomsky’s 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: ethic 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 rather 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 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 conditions
are 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 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 goal 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 teacher 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 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 their 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 English 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 knowledge (such as language theories, psycholinguistics, sociolinguistics, educational psychology, etc.
(c) Learn from one’s 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 practice 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 education

Step 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
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 teacher’role
教 学
重 点
how children learn English, the quality of a good English teacher and teacher’role
教 学
难 点
how children learn English, the quality of a good English teacher and teacher’role
主要内容

1. characteristics of children
2. how children learn English
3. the quality of a good English teacher
4. teacher’role
教
学
过
程
Step 1 Leading in
To bengin the class by asking the students some questions: How do children learn learn their L1? How do you learn your L2?

Step 2 Presentation
1. How do children learn their L1
Children 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 talking 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) It’s difficult for pupils to understand verbal instructions when they first 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 participating activities.
(5) Children are not good at analyzing language rules.
(6) Children are active and not shy.

2) The differences between children’s learning L1 and L2
v Exposure to language
v Time
v Learning context
v Types of input
v Motivation for learning
v Support and guidance
v Opportunities for experiments

3) 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 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 children.
3. The quality of a good English 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: ethic 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 rather 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 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 conditions
are 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 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 goal and objectives in learning; carefully plan the activities; choose topics of personal interest; have a fair attitude to all students.

4. Teacher’role

Step 3 Summary

homework

附 记
或
教学说明

教学后记

备课时间：20102-23

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 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 teaching
2. The 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 pr