揭阳职业技术学院业技鄂米y1999OA教案课程：小学英语教材教法任课教师：邱瑞君专业：小学英语教育班级：：231班
1 揭阳职业技术学院 教案 课程： 小学英语教材教法 任课教师： 邱瑞君 专业： 小学英语教育 班级： 231 班
ChapterUnit1 Children as language learnersTounderstand childrenaslanguagelearnersandknowhowtobeaTeaching Objectivegood primary English teacher.To know that the quality of ethicdevotionplaysanimportantrole（课程思政）1.How do we learn our first language?2. What are the similarities and differences between the learning ofa first language and a foreign language?3. What are some of the characteristics of children as languageTeaching Focuslearners?4. How are children's individual differences affect their learning?5.Why should we treat children as equal human being?6.What makesagood primaryEnglish teacher?The understanding of the theoriesTeaching DifficultyTeaching Duration5periods1)Lecture(Computer-aidedInstruction)Teaching Method2)Discussion1)Whatarethedifferencesbetweenlearningthefirstlanguageanda foreign language?Assignment2) What are the qualities of a good language teacher? To whatextent have you got these qualities? What do you think youshould do so asto become a good teacher in the future?Teaching Procedures:I. How do we learn languages?Much of human behaviour is influenced by personal experience.The way language teachers teach inthe classroom is influenced by the way they learned languages. This is especially true in foreign languageteaching.) How dowe learn our own language?Research into Ll showsthatthemost importantfactorforL1 development is whenchildren areinteracting with people around them and when they are experimenting with the language forcommunication.Therefore, Language learning is a socializing process, and interaction and experimentingwiththelanguage in communication areveryimportantfactorsforlanguage development2) How do we learn foreign languages?(1)people learn foreign languages for difference reasons(2)People learnforeign languages indifferentways.(3)Peoplehavedifferent understanding about language learning(4)People have different capabilities in language learningII.Differences and similarities between learning L1 and L2For L2 learners, the language input is limited. The time spent on learning L2 is much shorter. Thelearning context is formal and errors are often corrected.Also,the development of thefour skills beginsalmost at the same time. Moreover, L2 learners often do not have the need to communicate in the targetlanguages:therefore,therearefewopportunities forpupils to interactexcept in the classroomand littlereal context for children to experiment with the languageHowever,there are some similarities between the learning of LI and L2.Rich context and input,opportunitiesforusingthelanguage,interaction withothers,etc.areimportantinleaninganylanguage2
2 Chapter Unit1 Children as language learners Teaching Objective To understand children as language learners and know how to be a good primary English teacher.To know that the quality of ethic devotion plays an important role (课程思政）. Teaching Focus 1. How do we learn our first language? 2. What are the similarities and differences between the learning of a first language and a foreign language? 3. What are some of the characteristics of children as language learners? 4. How are children’s individual differences affect their learning? 5. Why should we treat children as equal human being? 6. What makes a good primary English teacher? Teaching Difficulty The understanding of the theories Teaching Duration 5 periods Teaching Method 1) Lecture ( Computer-aided Instruction) 2) Discussion Assignment 1) What are the differences between learning the first language and a foreign language? 2) What are the qualities of a good language teacher? To what extent have you got these qualities? What do you think you should do so as to become a good teacher in the future? Teaching Procedures: I. How do we learn languages? 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? 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 languages? (1) people learn foreign languages for difference reasons. (2) People learn foreign languages in different ways. (3) People have different understanding about language learning. (4) People have different capabilities in language learning. II. Differences and similarities between learning L1 and L2 For L2 learners, the language input is limited. The time spent on learning L2 is much shorter. The learning context is formal and errors are often corrected. Also, the development of the four skills begins almost at the same time. Moreover, L2 learners often do not have the need to communicate in the target languages: therefore, there are few opportunities for pupils to interact except in the classroom and little real context for children to experiment with the language. However, there are some similarities between the learning of L1 and L2. Rich context and input, opportunities for using the language, interaction with others, etc. are important in learning any language
Teachers should create a nice environment and interesting activities for pupils to use the language todo things.IL.Characteristics of children as language learners1.Differences between children learnaforeign languageandadultsChildren and adults are quite different in their approaches to learning another language. Some majordifferences aresummarized asfollows:Adults pay more attention to form while children pay more attention to meaning.-Children are not as self-conscious as adults in speaking the language or in making errors in front ofothers.Adults can concentrate more on what they learn while children cannot concentrate on learningfor a verylong period.-Adults often learn with a clear purpose or motivation in mind, while children do not usually have a clearpurpose for learning another language as they may regard it just as another school subject.-Adults can learn by listening attentively and by taking detailed notes about vocabulary and grammarwhile children often cannot sit still for very long and they need to move and do things.-Adults are good at regulating themselves in learning; they plan for revision and use other sources to helpthem. Children, on the other hand, are less able to regulate themselves; they are not good at planning andmonitoring their learning and to develop such abilities-Adults are good at conceptualizing and theorizing things, while children are good at understandingconcrete things not abstract concepts.2. Teaching principles :I)involve childrenboth physically and mentally2) use the context and body language to help children understand better3) be tolerant to children's grammatical errors4)activate their interest in learning with activities like games, stories,songs and rhymesIV.MultipleintelligenceDr. Howard Gardner, professor of education at Harvard University, developed the theory of multipleintelligence in 1983.It suggests that everyone has at least seven different intelligence and everyone is different in terms ofthe intelligence they have.Therefore, teachers need to be aware of the differences and try to help develop each student'spotentials and learn how to make good use ofthe theory ofmultiple intelligence to motivate studentsin learning.V. Treating children equally Both parents and teachers should respect their children. Adults should not ignore how children feel about learningx Teachers should notforce things into children's headsWeneedtounderstandthem,respectthem, lovethemand lookafterthem3
3 Teachers should create a nice environment and interesting activities for pupils to use the language to do things. III.Characteristics of children as language learners 1. Differences between children learn a foreign language and adults. Children and adults are quite different in their approaches to learning another language. Some major differences are summarized as follows: ·Adults pay more attention to form while children pay more attention to meaning. ·Children are not as self-conscious as adults in speaking the language or in making errors in front of others. ·Adults can concentrate more on what they learn while children cannot concentrate on learning for a very long period. ·Adults often learn with a clear purpose or motivation in mind, while children do not usually have a clear purpose for learning another language as they may regard it just as another school subject. ·Adults can learn by listening attentively and by taking detailed notes about vocabulary and grammar, while children often cannot sit still for very long and they need to move and do things. ·Adults are good at regulating themselves in learning; they plan for revision and use other sources to help them. Children, on the other hand, are less able to regulate themselves; they are not good at planning and monitoring their learning and to develop such abilities. ·Adults are good at conceptualizing and theorizing things, while children are good at understanding concrete things not abstract concepts. 2. Teaching principles : 1) involve children both physically and mentally 2) use the context and body language to help children understand better 3) be tolerant to children’s grammatical errors 4) activate their interest in learning with activities like games, stories , songs and rhymes IV. Multiple intelligence Dr. Howard Gardner, professor of education at Harvard University, developed the theory of multiple intelligence in 1983. It suggests that everyone has at least seven different intelligence and everyone is different in terms of the intelligence they have. Therefore, teachers need to be aware of the differences and try to help develop each student’s potentials and learn how to make good use of the theory of multiple intelligence to motivate students in learning. V. Treating children equally ※ Both parents and teachers should respect their children. ※ Adults should not ignore how children feel about learning. ※ Teachers should not force things into children’s heads. ※ We need to understand them, respect them, love them and look after them
VI. What makes a good language teacher?Not just a good command of foreign language, there are a variety of elements that contributes to thequalities of a good language teacher.They are:ethic devotion,professional qualities and personal styles.(Parrot, 1993)VII. How can one become a good language teacher?The most important and most difficult part of the making of a good language teacher is thedevelopment 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.For the development of professional competence, we can use the“reflective mode"by Wallace(1991). From the model, we can know the development involves stage I, stage Il and the goal)Stage I:languagetraining.All English teachers are supposedtohave a good command of EnglishStage Il: The second stage is more complicated, for it can be divided into three sub-stages: learning,practiceandreflection4
4 . VI. What makes 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) VII. 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. 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
ChapterUnit 2Understanding the National English CurriculumIn this unit,the teacher gets the students to have a general idea oftheNationalEnglishCurriculum.TodevelopthestudentsTeaching Objectiveawarenessof“adhereto educatingpeopleasthefoundation"(课程思政）1)A brief history of foreign language teaching in China2)Thedesigning principlesforthe National English Curriculum2001、2011、20223)Thegoals and objectives of EnglishlanguageteachingTeaching Focus4)ThedesignoftheNationalEnglishCurriculum5)Thestandardsfordifferent levelsofcompetence6)Theimplementation of thenational curriculum7)ChallengesfacingEnglishlanguageteachersTheimplementationofthenationalcurriculumTeaching DifficultyTeaching Duration6 periods1)Lecture（Computer-aidedInstruction)Teaching Method2)DiscussionThink it over:Howto develop yourself to face the challenges forAssignmentEnglish language teachers today?Teaching Procedures1.The History of FLT in China1862-1949(DM)Diversification:missionary-run schools,private schools,government-run schools,1949-1978（GTM)ups and downs English,Russian,1978-1985（GTM,ALM)RestorationThefirstsyllabussmall-sizedtextbooks1986-1992 (ALM) rapid development The revised syllabus, revised small-sized textbooks1993-2000(CLT)ReformTherevisedsyllabus;co-compiledtextbooks2001-present(TBLT)InnovationTheNationalCurriculum2.Curriculum（国家）课程标准是教材编写，教学，评估和考试命题的依据，是国家管理和评价课程的基础，它体现了国家对不同阶段的学生在语言能力，文化意识、思维品质和学习能力等方面的要求，规定各门课程的性质，目标，内容框架，提出教学和评价建议。3.英语课程标准的结构（2001、2011）《标准》包括四部分及附录：一、前言：前言部分简要阐述了课程改革的背景，明确了课程的性质，概括地阐明了课程改革的基本理念，提出了课程设计的基本思路。二、课程目标：《标准》通过采用直观的课程目标结构图的方式展现出英语课程的总体目标。明确指出课程的目标是发展学生综合语言运用能力，而这种能力的形成是建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养的整合发展基础之上的。以此为出发点，《标准》对综合语言运用能力按九个级别描述了各个级别的自标总要求。三、内容标准：内容标准详细地列出了语言技能、语言知识、情感态度、学习策略和文化意识五5
5 Chapter Unit 2 Understanding the National English Curriculum Teaching Objective In this unit,the teacher gets the students to have a general idea of the National English Curriculum.To develop the students’ awareness of “adhere to educating people as the foundation”(课程 思政）. Teaching Focus 1)A brief history of foreign language teaching in China 2)The designing principles for the National English Curriculum 2001、2011、2022 3)The goals and objectives of English language teaching 4)The design of the National English Curriculum 5)The standards for different levels of competence 6)The implementation of the national curriculum 7)Challenges facing English language teachers Teaching Difficulty The implementation of the national curriculum Teaching Duration 6 periods Teaching Method 1) Lecture ( Computer-aided Instruction) 2) Discussion Assignment Think it over: How to develop yourself to face the challenges for English language teachers today? Teaching Procedures 1.The History of FLT in China 1862-1949 （DM）Diversification：missionary-run schools, private schools, government-run schools, 1949-1978（GTM） ups and downs English, Russian, 1978-1985 （GTM， ALM）Restoration The first syllabus small-sized textbooks 1986-1992 (ALM) rapid development The revised syllabus, revised small-sized textbooks 1993-2000 (CLT) Reform The revised syllabus; co-compiled textbooks. 2001- present (TBLT) Innovation The National Curriculum 2.Curriculum (国家)课程标准 是教材编写，教学，评估和考试命题的依据， 是国家管理和评价课程的基础， 它体现了国家对不同阶段的学生在语言能力，文化意识、思维品质和学习能力等方面的要求， 规定各门课程的性质，目标，内容框架， 提出教学和评价建议。 3. 英语课程标准的结构 （2001、2011）《标准》包括四部分及附录： 一、前言：前言部分简要阐述了课程改革的背景，明确了课程的性质，概括地阐明了课程改革的 基本理念，提出了课程设计的基本思路。 二、课程目标：《标准》通过采用直观的课程目标结构图的方式展现出英语课程的总体目标。明 确指出课程的目标是发展学生综合语言运用能力，而这种能力的形成是建立在语言技能、语言知 识、情感态度、学习策略和文化意识等素养的整合发展基础之上的。以此为出发点，《标准》对 综合语言运用能力按九个级别描述了各个级别的目标总要求。 三、内容标准：内容标准详细地列出了语言技能、语言知识、情感态度、学习策略和文化意识五