Transcript English Teaching Skills 17 weeks

《英语教材分析与教学设计》
专业必修课， 8周，16学时，1学分,
(华南师大外文学院)
授课对象: 英语系 2010级
授课教师: 朱晓燕 [email protected]
办公室：文科楼614
电话：8521 5121
2011年9月—12月.
How does a teacher grow
professionally?







Several cases
李汝清 华附英语科组长
黄丽燕 中大博士后
何琳 市教研员
李媛 区教研员
李建军 重点中学科组长
梅杰
广铁一中副校长
Teachers + years = professionals ?
Teaching is a thinking profession !







Teachers’ professional development
Teacher as a professional educator
Teacher reflection
1950s
1970s
1980s
1990s
Teacher behaviours
Teacher thinking/decision making
Teacher knowledge
Teacher learning/researching
课程知识结构
一、课程标准的目标和内容要求
二、中学教材研究
三、单元课型教学设计
四、英语教材评价
Topics to be Covered





Curriculum 课程
Material Syllabus 教材大纲
Textbook 课本 coursebook, student book, workbook
Lesson Type 课型 input-based, intake-based, output-based
lessons 输入课、理解课、输出课）
Lesson Plan 教案 teaching design (教学设计)

课程参考书目
Richards, J. (2008) Curriculum Development in Language Teaching (语言教学中
的课程设计) 外语教学与研究出版社，剑桥大学出版社

Dubin, F. & Olshtain, E. (2002) Course Design 课程设计, 上海外语教育出版社

何安平（2001）外语教学大纲、教材、课堂教学设计与评估，广东教育出版社

程晓堂（2002）英语教材分析与设计，外语教学与研究出版社

朱晓燕 (2007) 中学英语单元课型教学行动研究，广东教育出版社

何安平（2009）语料库视角下的高中英语教材与教法研究，人民教育出版社

专业杂志：《中小学外语教学》 北师大
《外语教学理论与实践》华东师大
《中小学英语教学与研究》华东师大
《外语界》
上海外国语大学
Task
课前完成每周指定的阅读材料，课堂讨论
评价方式：个人阅读笔记留博客评论10%
小组讨论和回答 10%
个人教案2次 30%
闭卷考试 50%
Week 1: What is a coursebook?





A learning tool，
a plan for learning,
A visible outline of what is to be learned,
a bank of resource material and ideas,
a written text of the target language






1. ---1950s long reading passages with vocabulary
glossaries and grammar notes in Ss’ mother tongue
---GMT
2. 1960s---70s The spoken language, dialogues,
pattern practice and substitution drills, English 900
---ALM
3. 1970s---80s.Pair work and group work activities,
EAP and ESP use authentic material like newspaper
articles ---CLT
4. 1980s---Task-based language teaching, through
negotiation with other learners, tasks and projects,
---TBLT
How is the coursebook organized?
It includes SB, CD, WB, TP

Its organization : examples of two textbooks
several syllabuses (He, 2001; Cheng, 2002):
Grammar/structural syllabus;
Situational syllabus,
Functional/notional syllabus
Communicative syllabus,
Task-based syllabus,

How should we handle it?
transform the outline into learning experience
 5 principles of adapting not adopting it!
---Understanding;
---SARS;
--- learners;
--- Monitoring;
--- Repertoire

Specific methods
10 techniques used in the classroom:
1) understanding: survey the territory, group prioritizing 2

2) adapt: personalizing, format shift,
use props, visuals or realia 3
3) before: visual instruction, elicitation 2
4) after: mistake log, group survey, activity chart 3
Assignment
Readomg
Choosing Your Coursebook, chapter 5
Success in English Teaching, chapter 9
