總學(xué)時(shí)： 64 學(xué)分：4 適用專業(yè)：英語教育
• 課程的性質(zhì)和任務(wù)
《 英語課程與教學(xué)論 》是英語教育專業(yè)學(xué)生的一門專業(yè)必修課程。其宗旨是幫助學(xué)生進(jìn)一步了解英語語言的特點(diǎn)，熟練掌握主要英語教學(xué)流派的理論依據(jù)、特色、優(yōu)勢和不足，從而掌握英語的聽說讀寫四種技能的教學(xué)和學(xué)習(xí)的策略，以獲得這些技能的教學(xué)能力，最終勝任中小學(xué)英語教學(xué)。
• 課程的教學(xué)基本要求
1 、 《英語課程與教學(xué)論》列入學(xué)校的教學(xué)計(jì)劃，成績記入學(xué)生的檔案，按照高等學(xué)校英語專業(yè)基礎(chǔ)階段應(yīng)予教學(xué)大綱及本學(xué)院對大學(xué)生的教學(xué)、考核的有關(guān)規(guī)定，嚴(yán)格考核制度。
2 、 《英語課程與教學(xué)論》的教學(xué)為期一年，每學(xué)期教學(xué)時(shí)數(shù)為 32學(xué)時(shí)。在完成教材的教學(xué)內(nèi)容之余，學(xué)生還要了解我國基礎(chǔ)階段的《英語課程標(biāo)準(zhǔn)》以及新課程改革的相關(guān)政策和理念，同時(shí)，將本地采用的中小學(xué)英語教材的實(shí)例引進(jìn)大學(xué)教學(xué)法的實(shí)踐課堂，從而將理論和實(shí)踐有機(jī)地結(jié)合起來，進(jìn)一步完善英語教學(xué)理念和技能。
3 、 《英語課程與教學(xué)論》除了幫助學(xué)生獲得最基本的課堂教學(xué)技能之余，還將教育學(xué)、心理學(xué)、社會(huì)語言學(xué)、人本主義、（社會(huì)）建構(gòu)主義等英語教育教學(xué)所必需的理論和理念貫穿在教學(xué)之中，以期幫助學(xué)生樹立正確的課程觀、教育觀、學(xué)生觀、學(xué)習(xí)觀、終身學(xué)習(xí)理念等。
三 . 課程講授內(nèi)容
Unit 1: How to be a good teacher 學(xué)時(shí)： 4
重點(diǎn)和難點(diǎn)：總結(jié)歸納優(yōu)秀教師的特點(diǎn)、品質(zhì)，掌握描述人的形容詞、短語和常用句型。
內(nèi)容與要求 ：
I. What makes a good teacher?
• Making their lessons interesting
• Having her own personality and doesn't hide from Ss
• Having lots of knowledge, not only of her subject
• Trying to draw out the quiet ones and control the more talkative ones
• Being able to correct people without offending them
• Knowing Ss' names
• Caring more about Ss' learning rather than they do about their own teaching
II. How should teachers talk to Ss?
• Using more exaggerated tones of voice
• Using less complex grammatical structures
• Using more restricted vocabulary
• Making greater eye contact
III. How should teachers give instructions?
• Keeping instructions as simple as possible, and logical
• Being sure to check that Ss have understood what they are being asked to do
IV. Who should talk in class?
The best lessons are the ones where STT is maximized, but where at appropriate moments during the lesson the teacher is not afraid to summarize what is happening, tell a story, enter into discussion etc. Good teachers use their common sense and experience to get the balance right.
補(bǔ)充內(nèi)容：每位學(xué)生回憶一位自己記憶中的優(yōu)秀教師，分析這位教師的特點(diǎn)，最后全班集體總結(jié)優(yōu)秀的外語教師應(yīng)該具備的基本素質(zhì)。
Unit 2: How to be a good learner 學(xué)時(shí)： 4
重點(diǎn)和難點(diǎn)：了解優(yōu)秀學(xué)習(xí)者的特點(diǎn)和品質(zhì)，認(rèn)真反思，明確自己的學(xué)習(xí)動(dòng)機(jī)和學(xué)習(xí)策略，反思自己的學(xué)習(xí)效率，努力提升自己。
內(nèi)容與要求：
I. How important is the Ss' motivation?
Motivation can be divided into several different groups.
• integrative motivation & instrumental motivation
• intrinsic motivation & extrinsic motivation
• indirect long-range motivation & direct short-range motivation
• achievement motivation
II. Who is responsible for learning?
Ss should take the responsibility for their own learning. Good learners do not just wait to be taught. Getting Ss to do various kinds of homework like written exercises, compositions or study is the best way to encourage Ss autonomy .
III. What characteristics do good learners share?
• A willingness to listen
• A willingness to experiment
• A willingness to ask questions
• A willingness to think about how to learn
• A willingness to accept correction
IV. What are the different levels?
• beginners 2. intermediate students 3. advanced students
補(bǔ)充內(nèi)容：每個(gè)學(xué)生對照分析自己的情況，然后互相分析，落實(shí)各自以后的努力方向，爭取早日成為成功的外語學(xué)習(xí)者。
Unit 3: How to manage teaching and learning 學(xué)時(shí)： 4
重點(diǎn)和難點(diǎn)：了解各種座位擺放、課堂活動(dòng)方式以及各種活動(dòng)方式的特點(diǎn)，掌握師生之間的各種尺度。
內(nèi)容與要求：
I. How should teachers use their physical presence in class?
1. proximity 2. appropriacy 3. movement 4. contact
II. How should teachers use their voices in class?
• audibility 2. variety 3. conservation
III. What is the best seating arrangement for a class?
Orderly rows : a clear view of all the Ss and the Ss can see the teacher; easy lecturing; maintaining eye contact; walking up and down more easily and easy personal contact; the best or only solution to big-class teaching.
Circles and horseshoes : greater feeling of equality; all the Ss can see each other; more intimate place and the potential for Ss to share feelings and information through talking, eye contact or expressive body language.
Separate tables : much less hierarchical atmosphere.
IV. What different student groupings can teachers use?
• whole class: clarity; dramatic potential; teacher control
• group work and pair work: cooperation; involvement; autonomy
• solo work: Ss can work at their own speed; Ss can have thinking time; Ss are allowed to be individual; Ss can relax their public faces.
V. How can teachers evaluate the success or failure of their lessons?
• Asking Ss simple questions
• Inviting colleagues into classroom to observe what happens
• Asking Ss to wrote down one or two things they want more of & two things they want less of
本章補(bǔ)充內(nèi)容：看錄像，分析課堂上學(xué)生座位擺放、分組方式、師生互動(dòng)等相關(guān)信息。
Unit 4: How to describe learning and teaching 學(xué)時(shí)： 8
重點(diǎn)和難點(diǎn)：了解掌握十種主要英語教學(xué)流派及其特點(diǎn)和不足。
內(nèi)容與要求：
I. What elements are necessary for successful language learning in classroom?
ESA: engage---study---activate
II. What teaching models have influenced current teaching practice?
• grammar-translation
• ppp---presentation, practice, production
• task-based learning
• communicative language teaching
本章補(bǔ)充內(nèi)容：英語教學(xué)主要流派及其特征（十種）
Unit 5 How to describe language 學(xué)時(shí)： 4
重點(diǎn)和難點(diǎn)：熟悉并掌握各種英語句子成分的表達(dá)方式；了解句子形勢和功能之間的聯(lián)系。
內(nèi)容與要求：
I. Forms and meanings
1. One form, many meanings: the same basic form can be used to express a number of different concepts. Individual words can mean more than one thing, too.
2. One meaning, many forms: a meaning or concept can be expressed in many different ways. The same is true of word meaning.
• Pronunciation
• Sounds
• Stress
• Pitch and intonation
補(bǔ)充內(nèi)容：列舉大量生活中的語言事例，說明“語言形式”與“語言功能”之間的聯(lián)系，增強(qiáng)學(xué)生的語言運(yùn)用能力和語用意識(shí)。
Unit 6 How to teach language 學(xué)時(shí)： 6
重點(diǎn)和難點(diǎn)：了解 新課程改革和《英語課程標(biāo)準(zhǔn)》的主要相關(guān)內(nèi)容；第二、三兩部分是重中之重。
內(nèi)容與要求：
• What do language study consist of?
There are four things that students need to do with “new” language: be exposed to it, understand its meanings, understand its form (how it is constructed), and practise it.
• How should we expose students to language?
• Because many people acquire languages by hearing them first, many teachers prefer to expose students to the spoken form first.
• The teacher can play the tape more than once so that students get a good chance to hear the materials. She may also say part of the materials herself and she may feel it a good idea to show the students a written version.
• The teacher has to choose different ways to meet the needs of learners of different levels.
• How can we help students to understand meaning?
• Here are some of the ways of helping students to understand meaning: objects, pictures, drawings, gestures, expressions, etc. (esp. when dealing with fairly simple concepts)
• Using questions
• Anything which helps students understand meaning is worth trying.
• Showing them enough examples of the word being used so that its meaning emerges naturally.
IV. Why do students make mistakes?
• The students' own language get in the way.
• Grammatical considerations matter.
• Interference, over-generalization, positive transfer, negative transfer.
V. How should we correct students?
Since we can upset the students and dent their confidence ( if we correct them in a insensitive way), we have to be careful when correcting them. We can ask if one of their colleagues can help out. Being gentle is the most important.
補(bǔ)充內(nèi)容：新課程改革和《英語課程標(biāo)準(zhǔn)》的主要相關(guān)內(nèi)容，展示我的相關(guān)問卷調(diào)查結(jié)果，幫助學(xué)生正確地對待以后自己學(xué)生的錯(cuò)誤。
Unit 7 How to teach reading 學(xué)時(shí)： 8
重點(diǎn)和難點(diǎn)：了解英語閱讀的主要模式、策略和技能 , 以及課堂英語閱讀教學(xué)的主要步驟。
內(nèi)容與要求：
I Purposes for reading
Reading for information;
Reading for pleasure
Reading for survival
II What kind of reading should students do?
Authentic; As close to real life as possible
III What are the reading skills?
Skimming: for the gist.
Scanning: for details
Predicting: what is going to be read next?
Inferring: what is the writer trying to convey?
Identifying: what do the pronouns refer to?
IV More post-reading suggestions:
Read and act it out
Read and match
Predicting according to key words
Match topic sentences with the corresponding paragraphs
Guess who/what the writer is
Supply an ending to the material
Convert information into bar graphs or pie-charts
補(bǔ)充內(nèi)容：展示近六年來的英語高考題中的閱讀部分，以及考生必須選用的閱讀技能，幫助學(xué)生理論聯(lián)系實(shí)踐
Unit 8 How to teach writing 學(xué)時(shí)： 4
重點(diǎn)和難點(diǎn)：幫助學(xué)生掌握最基本有效的批改書面作業(yè)的技巧。
內(nèi)容與要求：
I. Why teach writing?
1. Reinforcement
2. Language development
3. Learning style
4. Writing as a skill
II. What kind of writing should students do?
The answer to this question depends on the students' age, interests and English level. One thing the teacher should make sure is that the students have or can get enough language to complete the writing task.
III. How should teachers correct writing?
• The teacher had better keep a balance between being accurate and truthful on the one hand and treating students sensitively and sympathetically on the other.
• Two ways of avoiding “over-correction”:
• For a particular piece of writing, the teacher is only going to correct mistakes of punctuation, or spelling, or grammar etc.
• The teacher may use a list of written symbols (S= spelling mistakes; WO= word order mistakes)
3. The last but least, correcting is important, but it can be time-consuming and frustrating, especially when it is difficult to know what the mistake is because it is unclear what the student is trying to say. Still, the correction is worthless if students just put their corrected writing away and never look t it again. So teacher have to ensure that the students the problem and then redraft the passage correctly.
補(bǔ)充內(nèi)容：呈現(xiàn)幾篇典型的學(xué)生書面作業(yè)（高中生或大學(xué)生，最好是本班學(xué)生的作業(yè)），引導(dǎo)學(xué)生實(shí)踐學(xué)到的技巧。
Unit 9 How to teach speaking 學(xué)時(shí)： 2
重點(diǎn)和難點(diǎn)：掌握英語口語課的基本步驟和技巧。
內(nèi)容與要求：
I. Why encourage students to do speaking tasks?
1. Rehearsal
2. Feedback
3. Engagement
II. How should teachers correct speaking?
When students are repeating sentences trying to get their pronunciation exactly right, the teacher will often correct every time there is a problem. But in a heated discussion the teacher had better just listen to the students and correct the students in the end.
Unit 10 How to teach listening 學(xué)時(shí)： 8
重點(diǎn)和難點(diǎn)：幫助學(xué)生意識(shí)到“預(yù)聽”的重要性和必要性，引導(dǎo)學(xué)生歸納基本的聽力教學(xué)步驟和技巧。
內(nèi)容與要求：
I. Why teach listening?
1. To get accustomed to different kinds of sounds and intonation.
2. To help acquire language subconsciously even if the teacher does not draw attention to its special features.
3. To help students get better at listening the more they do it.
II. What are the principles behind the teaching of listening?
• The tape recorder is just as important as the tape.
• Preparation is vital.
• Once will not be enough.
• Students should be encouraged to respond the content of a listening not just to the language.
• Different listening stages demand different listening tasks.
• Good teachers exploit listening texts to the full.
III. What are the major listening skills?
• Listening for a gist
• Listening for specific information
• Listening for detailed information
• Inferring
• Note-taking
補(bǔ)充內(nèi)容：高中英語教材中的聽力內(nèi)容，以及如何展示不同的聽力教學(xué)步驟（聽前、聽中、聽后的課堂活動(dòng)）
Unit 11 How to use textbooks 學(xué)時(shí)： 2
重點(diǎn)和難點(diǎn)：幫助學(xué)生善于并敢于靈活運(yùn)用課本及課本中的內(nèi)容：學(xué)會(huì)增減、重組、替換等基本方法處理教學(xué)內(nèi)容。
內(nèi)容與要求：
I. What do adding, adapting and replacing look like?
1. Vocabulary: separate the words list into three categories: personal engagement, word study, and word games.
2. Some texts can be cancelled while some other can be adapted so as to make classroom teaching more interesting and authentic.
3. Supplement more materials to replace the texts in the book so as to meet the real needs of the students or to offer a more detailed interpretation.
補(bǔ)充內(nèi)容：高中英語教材中部分課文，展示不同的靈活處理教材內(nèi)容的方法。
Unit 12 How to plan lessons 學(xué)時(shí)： 8
重點(diǎn)和難點(diǎn)：幫助學(xué)生掌握如何備課、說課、微格教學(xué)、寫教案。
內(nèi)容與要求：
I. Why plan at all?
1. It strongly suggests a level of professionalism and a commitment to the kind of preparation.
2. It gives the lesson a framework, an overall shape.
3. It allow the teacher to think about where they are going and gives them time to have ideas for tomorrow's and next week's lessons.
4. It gives students confidence.
5. It can be part of assessment or performance review when the teacher is to be observed.
II. What should be in a plan?
• Teaching subjects: age, interests, gender difference, personal traits, etc.
• Teaching objectives
• Teaching procedures
• Teaching coherence
• Layout of the blackboard design
III. What questions do teachers need to ask?
• Who exactly are the students for this activity?
• Why do you want to do it?
• What will it achieve?
• How long will it take?
• What might go wrong?
• What will be needed?
• How does it work?
• How will it fit in with what comes before and after it?
補(bǔ)充內(nèi)容：給學(xué)生提供幾個(gè)案例加以分析，從而進(jìn)一步幫助學(xué)生掌握教案的特點(diǎn)、說課的特點(diǎn)和微格教學(xué)的特點(diǎn)。
Unit 13 What if? 學(xué)時(shí)： 2
重點(diǎn)和難點(diǎn)：這些“如果 … 怎么辦？”是課堂教學(xué)經(jīng)常遇到的問題，引導(dǎo)學(xué)生列舉更多的課堂教學(xué)臨時(shí)出現(xiàn)的問題并經(jīng)過討論找到解決問題的有效方法。
內(nèi)容與要求：
I. What if students are all at different levels?
1. Use different materials.
2. Do different tasks with the same materials.
II. What if the class is very big?
• Use worksheets.
• Use pair-work and group-work.
• Use chorus reaction.
• Use group leaders.
• Use the size of the group to your advantage.
III. What if students keep using their own language?
• Talk to them about the issue.
• Encourage them to use English appropriately.
• Only respond to English.
• Create an English environment.
• Keep reminding them.
IV. What if students are un-cooperative?
• Talk to individuals.
• Write to individuals.
• Use activities.
• Make a language-learning contract.
V. What if students do not want to talk?
1. Use pair-work.
2. Allow them to speak in a controlled way at first.
3. Use “acting out” and reading aloud.
4. Use role-play.
5. Use the tape-recorder.
補(bǔ)充內(nèi)容：
1 ．如果你準(zhǔn)備了多媒體課件但是卻突然沒電了，怎么辦？
2 ．如果學(xué)生不接受教師的教學(xué)風(fēng)格和人格特點(diǎn)，（師生各自應(yīng)該）怎么辦？
3 ．如果學(xué)生很喜歡教師的風(fēng)格，但是學(xué)校領(lǐng)導(dǎo)不欣賞甚至以干擾，（師生雙方應(yīng)該）怎么辦？
四 本課程與其他課程的關(guān)系
要求學(xué)生在學(xué)習(xí)本課程之前預(yù)修英語專業(yè)其他基礎(chǔ)課程（例如：綜合英語、英語口語、英語視聽、英語寫作、英語泛讀等），積累各種課型的課堂素材，為本課程的理論與實(shí)踐提供幫助和材料支撐。
五 教學(xué)時(shí)數(shù)分配
《英語課程與教學(xué)論》 課程教學(xué)時(shí)數(shù)分配表
總學(xué)時(shí)： 64 學(xué)分：4
| 章次 章節(jié) | 各章標(biāo)題名稱 | 講授學(xué)時(shí) | 實(shí)踐學(xué)時(shí) |
| Unit 1 | How to be a good teacher | 4 | |
| Unit 2 | How to be a good learner | 4 | |
| Unit 3 | How to manage teaching and learning | 4 | |
| Unit 4 | How to describe learning and teaching | 6 | 2 |
| Unit 5 | How to describe language | 4 | |
| Unit 6 | How to teach language | 6 | |
| Unit 7 | How to teach reading | 4 | 4 |
| Unit 8 | How to teach writing | 4 | |
| Unit 9 | How to teach speaking | 2 | |
| Unit 10 | How to teach listening | 8 | |
| Unit 11 | How to use textbooks | 2 | |
| Unit 12 | How to plan lessons | 4 | 4 |
| Unit 13 | What if? | 2 |
六、 教材與參考書
使用教材：
Harmer, J. （ 2000 ） . How to teach English . Beijing: Foreign Language Teaching and Research Press.
參考書：
1 、顧曰國 . 《英語教學(xué)法》北京：外語教學(xué)與研究出版社， 1996.
2 、國家教育部 . 《英語課程標(biāo)準(zhǔn)》 . 北京：北京師范大學(xué)出版社 .2001.
3 、現(xiàn)行各種版本小初高英語教材
七 、 主要教學(xué)方法與媒體要求
任務(wù)性教學(xué)、課堂講授、案例教學(xué)、提問式教學(xué)、課程設(shè)計(jì)、師生互動(dòng)、學(xué)生講授 ; 多媒體教學(xué)、 VCD 、錄像
八． 推薦的教學(xué)網(wǎng)站和相關(guān)專業(yè)文獻(xiàn)網(wǎng)站
http://www.economist.com/
http://21stcentury.chinadaily.com.cn/index.html
http://www.chinadaily.com.cn/english/home/index.html
制訂： 文學(xué)教研室
執(zhí)筆人：王彩琴
審定人：劉國兵