英语教学设计教学大纲.docx
英语教学设计教学大纲课程中文名称：英语教学设计课程英文名称：English Teaching Design课程编号：P1263学分：2学时：32 (其中讲课学时：30；课内实践学时：2)先修课程：英语语言学(一)、英语语言学(二)适用专业：课程类别：专业核心课程/必修使用教材：1. Richards, J. C. (2007). Curriculum Development in Language Teaching. New York: Cambridge University Press.2. Richards, J. C., & Rodgers T. S. (2007). Approaches and Methods in Language Teaching (2nd ED). New York: Cambridge University Press.开课单位：外国语学院一、课程性质英语教学设计是英语专业教育方向学生的一门专业拓展必修课。课程目 的是使学生掌握一定的与英语教学设计相关的知识，包括基于语言和语言学习理 论之上的英语教学设计的基本原则，以及英语教学设计的完整过程和步骤要领, 主要包括教学需求分析、教学形势分析、教学大纲设计、教学活动设计、教学材 料选取、学习者和教师的角色定位，等。使学生具备独立完成设计英语听、说、 读、写各项教学任务的能力，学会在教学设计中充分利用电脑和网络新科技，同 时使学生具备科学分析、评价英语教学设计方案的能力，为今后从事英语教学和 科研工作打下坚实的基础。二、教学目标：本课程支撑教育方向人才培养方案中的培养目标：培养能够熟练地运用专业 知识从事英语教育教学、教研和教育管理工作的英语专门人才；培养具有较强的 学习研究能力、创新精神和实践能力的高素质专业化的师资队伍。本课程支撑教育方向人才培养方案中的培养要求与特色第6和第7条：熟悉 教育法规、现当代的教育理念以及我国英语教学的基本现状，掌握并能够初步运 用教育学、心理学基础理论及英语教育的基本理论，具备良好的教师职业素养和 从事英语教学的基本能力；具有较强的运用现代教育技术手段获取信息和开展英 语教育教学工作的能力。具体来说，本课程的教学目标是使学生了解英语教学设计的完整过程，以及 英语教学设计相关的语言和语言学习理论。使学生理解英语教学设计的基本理论 原则和实际步骤要领。使学生掌握设计英语听、说、读、写等各项教学任务的能 力，科学分析、评价英语教学设计方案的能力，以及在相关领域从事教研的基本 能力。三、教学内容及要求（应包含各章节1 .教学内容2.重难点3.考核要点4.教学方法5.作业安排）章 节教学内容支撑的毕业要求指标点学时分配讲课实验实践1-2Curriculum Design三-683Designing based on Language Teaching Approaches/Methods三-6104Designing Teaching for the four English Language Skills三-685Technology in Teaching Design三-722第一章 Introduction (2 学时)1 .教学内容purposes of the course(1) contents of the courseassessment(2) key concepts: curriculum, syllabus & course2 .重、难点curriculum design(1) syllabus designcourse design(2) teaching design3 .考核要点What are the differences among curriculum, syllabus and course?(1) What should be considered and included in teaching design?4 .教学方法teacher presentation, class discussion and grouping5 .作业安排Read Chapter 1-2 in textbook 1(1) Prepare for Group-work 1: presentation of a needs analysis report第二章 Curriculum Design (6 学时)1 .教学内容needs analysis 2 学时(1) situation analysis 1 学时course planning and syllabus design 2 学时(2) providing for effective teaching 1 学时2 .重、难点the survey of needs analysis(1) the identification of societal and institutional factorsthe rationale of design(2) the highlight of the learning process3 .考核要点profiling needs analysis(1) planning the course structureunderstanding teacher and Learner factors(2) evaluating teaching effectiveness4 .教学方法a seminar style blended with teacher presentation, group presentation and classdiscussion5 .作业安排Read Chapter 3-10 in textbook 1.(1) Prepare for Group-work 2-3(see 五-2).第三章 Designing based on Language Teaching Approaches/Methods (10 学 时)1 .教学内容Grammar-translation method 1 学时(1) Direct method, Audio-lingual method 1 学时Cognitive code approach, Silent way, Desuggestopedia 1 学时(2) Community language learning, Comprehension approach 1 学时Communicative language teaching 1 学时(3) Content-based, Task-based 1 学时Cooperative learning, Participatory approaches 1 学时(4) Learning strategy training 1 学时Multiple intelligences 1 学时(5) The post-methods era 1 学时2 .重、难点theories of language(1) theories of learningProcedure of the design3 .考核要点distinguishing different teaching approaches/methods(1) designing practice based on theories4 .教学方法a seminar style blended with teacher presentation, group presentation and classdiscussion5 .作业安排Read Chapter 1 -10 in textbook 2.(1) Prepare for Group-work 4-7(see 五-2).第四章 Designing Teaching for the four Language Skills (8 学时)1 .教学内容teaching listening2 学时(1) teaching speaking2 学时teaching reading2 学时(2) teaching writing2 学时，2 .重、难点listening strategies(1) phonetics, pronunciation, intonation, and spoken grammarreading strategies and vocabulary learning(2) process approach of writing3 .考核要点meta-cognitive awareness of listening(1) communicative teaching approach in oral English teachingextensive reading and intensive reading(2) writing process and peer review4 .教学方法a seminar style blended with teacher presentation, group presentation and class discussion5 .作业安排Read references 1-6 (see 六)(1) Prepare for Group-work 8-10(see 五-2)第五章 Technology in Teaching Design (4 学时)1 .教学内容computer and internet assisted teaching 1 学时(1) flipped classroom 1 学时micro-lesson 1 学时(2) mass open online courses 1 学时2 .重、难点understanding the underlined theories of flipped classroom(1) hands-on skill in designing by using technology3 .考核要点designing a flipped-classroom lesson(1) designing a micro-lesson4 .教学方法a seminar style blended with teacher presentation, group presentation and class discussion5 .作业安排Read the literature in the reference list (see 六)么!(1) Prepare for Group-work 8-10(see 五-2)、学时分配及对毕业要求指标点的支撑章 节教学内容支撑的毕业要求指标点学时分配讲课实验实践1-2Curriculum Design三-683Designing based on Language Teaching Approaches/Methods三-6104Designing Teaching for the four English Language Skills三-685Technology in Teaching Design三-722五、考核方式及成绩评定标准1、课程考核方式：考查。本课程采用形成性评估方式，无期末考试。主要采用课程论文、小组 阅读分享展示等形式来考查学生是否达到教学大纲规定之要求。1.课程论文：教学设计实践。选择学生层次，进行学生需求分析，然后自主 设计一节40分钟的英语课程，并解释设计背后的英语教学方法和理念。具体内 容如下：(1) Class Description:Students9 levelNeeds analysis (situation analysis)Teaching objectivesTeaching materialsTeaching procedure(2) Rationale explanation:Teaching methods/approachesTeacher and student rolesEvaluating the teaching materialsEvaluating the teaching effectiveness2.小组阅读分享展示。各小组课外阅读材料由老师指定，主要是课程相关书 目章节或者重要学术论文，小组制作PPT,在课堂上展示并主持全班讨论，展示 时间共15-20分钟。各小组展示的主题内容如下：Group 1: Needs Analysis, Situation analysisGroup 2: Assessing, measuring and evaluating the effectiveness of a language programGroup 3: Grammar-Translation Method, the Direct Method, the Oral Approach and Situational Language TeachingGroup 4: the Audiolingual Method, Cognitive code approach, Silent way, Desuggestopedia, Community language learningGroup 5: Comprehension approach, Communicative language teaching, Content-basedGroup 6: Task-based, Participatory approaches, Learning strategy trainingGroup 7: Cooperative learning, and multiple intelligences, the post-methods eraGroup 8: Reading and sharing in Teaching ListeningGroup 9: Reading and sharing in Teaching writingGroup 10: Reading and sharing in Teaching reading2、课程成绩评定标准考核形式分值考核细则平 时成绩40%课堂参 与10含上课出勤和课堂参与讨论互动和贡献的 情况。小组展 示30阅读分享内容准确完整，演示清楚，PPT 和演示各50%o期 末考试60%课程论 文60设计部分50%,理论支撑部分50%,理论 与实际相结合六、参考书目：1) Day, R. R. and Bamford, J. (1998). Ex ten ； sive reading in the second language classroom. Cambridge: Cambridge University Press.2) Fry, E. (1991). Ten best ideas for reading teachers. In E. Fry (Ed.). Ten best ideas for reading teachers (pp. 6-16). Menlo Park, Calif.: Addison-Wesley.3) Goh, C. C. M. (1997). Metacognitive awareness and second language listeners. ELT Journal Volume 51/4, 361-369.4) Hui, T. M. (2006). The effects of trained peer review on EFL students9 revision types and writing quality. Journal of Second Language Writing, 15, 118-141.5) Larsen-freeman, Diane. (2000). Techniques and Principles in Language Teaching. New York: Oxford University.6)李莉，刘凌玲，等.(2010).学生最常问的60个英语学习问题.成都：西南交 大出版社.
