LectureOne教課程名稱:英語學教論教材課時2課學生:三年級本科生Ⅰ教目標Theoflecture,intheformoflecture,comparisonisletstudentsunderstandclassonlystudentsunderstandbutabilitiesunderstandtheforeignlanguageintheofself-developmentandInotherwords,whileforeignstudentslearnhowandhowtodiscoverandhowtosolveproblems.Intheyenrichlifeexperiencecultivatepersonality.ThistheybecomeⅡ課安排periods.Ⅲ教內(nèi)容briefbetweentheageofindustrializationandtheinformation.keyissues:studentsoflearningstudentsnotattentiveenoughintheclassroomstudentsoftenbulliedandbystudentsmakearesearchprojectinChicagoschoolsystempillsandVitaminClearningcompetenceandschoolqualitymistake,curiositystudyofⅣ教過程roductionofincludingpresentation,andThebegins1:introduction.Itisteacherwhogivesthemajorinformationaboutlecture.Duringteacher'sthestudentsinsomediscussionsorlistedinfollowingⅤ練/討論thedifferencebetweentheageofinformationwhoarelearning"whoareenoughintheclassroomwhoarebulliedandbywhoalwaysInreadingtheteacherdoesn'tandtexttheway.WhyⅥ作writtenonthereadingclassofgroupimpactofpsychologyandpedagogiesLectureTwoMethodology教課程名稱:英語學教論教材

課時2課學生:三年級本科生Ⅰ教目標Theoflecturestudents:definemethodology.explainisrelatedcurriculumdesign.explainprinciplesofcommunicativelanguageteaching,describeitsimportanceinteachingpedagogy.ofresearchhaveinfluencedteachingonlanguageteaching.createincorporatetheandfollow-upⅡ課安排periods.Ⅲ教內(nèi)容acquisitionlanguageWhatisWhatisThreeteachingmodelscurrentteachingprinciplesforteachingSuggestedactivitiesandⅣ教過程Itthegivesthemajorinformationaboutthisthetheinsomeactivitieswhichlistedinthefollowingpart.Ⅴ練/討論Whatintheircorrectlanguagethedifferencebetweenmethodology,approach,method,WhatareteachingandthatyouknownorheardaboutWhatteachingdotheListsomeprinciplesandforlanguageⅥ作ReadIntroductionChapterinthetasksfromPage138.Aswehavepre-taskstocreateinterest,helpbuildstudents'schemaintopic,introducekeyvocabulary,andrevisegrammarpriortotaskWhatarethepre-taskyoucanMakeaweek.Leavetwospacesfree.ThursdayFridayAfternoon

Nowwithstudents.seeYoumightyourWhenyouhavefinishedactivity,writedownkindactivityitiswhatfunctionsareweknow,follow-upstageprovideslotsofscope.ThefeedbackthemonwhathavelearnedandwelltheyareWhatfollow-upyoucanMoreandfurtherreadingsCenterforAppliedWashington(/ericcll)Celce-Murcia,M.(ed.)2001.TeachingEnglishaorLanguage.Boston,Ma:Heinle&Nunan,D.TeachingMA:&Heinle.J.W.2002.inLanguageCambridge:LectureThreeHowand教課程名稱:英語學科教學論教材:HowtoTeach課時2課學生:三年級本科生Ⅰ教目標Theofthislectureistohelpstudentsunderstandtheandproceduresinclassroomteaching.Ⅱ課安排periods.Ⅲ教內(nèi)容WhatdoweknowlanguageWhatelementsforlanguagelearninginengageactivitiesactivateHowthreeESAfittogetherinlessonthestraightpatternthethepatchworkpatternⅣ教過程Itthegivesthemajorinformationaboutthisthetheinsomeactivitieswhichlistedinthefollowingpart.Ⅴ練/討論WhataresimilaritiesbetweenschoolchildrenandinlearningaFindsynonymsforengage,andactivateactivities.WhataredifferentfunctionsofⅥ作ReadChapterandinthetasksfrom

LectureFourHowto教課程名稱:英語學教論教材課時2課學生:三年級本科生Ⅰ教目標Theofthislecturehelpstudentshowtolanguagetheperspectives:exposure,meaning,andshouldmethodsofwithⅡ課安排periods.Ⅲ教內(nèi)容Whatdoeslanguageform,HowexposetoHowcantoHowcantoformsHowpractiseWhyHowⅣ教過程Itthegivesthemajorinformationaboutthisthetheinsomeactivitieswhichlistedinthefollowingpart.Ⅴ練/討論WhatareandthatwecanexposedtothelanguageWhatareandthatwecanunderstandlanguagemeaningWhatareandthatwecanunderstandlanguageformWhatareandthatwecanpractiseWhyWhatarebasicofcorrectingstudents'mistakesⅥ作ReadChapterandinthetasksfromLectureFiveListening教課程名稱:英語學教論教材課時4課學生:三年級本科生Ⅰ教目標Theoflecturestudents:definelisteningbackgroundofteachingstrategiesandspecialofteachingexplaintop-downbottom-updifferentlisteningspecificinformation,gist/globalcaseteachinglisteninginclassroom.listexamplesoftasktypes.modifylisteningtaskstoprovidetypespractice.

OffermorelisteningⅡ課安排periods.Ⅲ教內(nèi)容WhatislisteningBackgroundtoteachingofWhyteachlisteningWhatkindofforteachinglisteningstrategiesWhatdolisteningsequenceslooklikeWherevideofitSuggestedactivitiesandMoreⅣ教過程Itthegivesthemajorinformationaboutthisthetheinsomeactivitieswhichlistedinthefollowingpart.Ⅴ練/討論productiveandWhatdoyouthinkteachinglisteningWhatkindofWhatdoyouthinkgeneralprinciplesandstrategiesforlisteningWhatareotherclassroomthatyoucanCommentononeofthecoursesⅥ作ReadChapterinyourtextbook.CompletetaskslistedfromPage165166.havetodaysWritethings.tothinkoftypesofthingsto.Thinkofalessonyouhaveandconsiderfollowing:WhattheWhatthetheretaskIfso,didittop-downandbottom-upprocessingIfyouimproveitIftherecouldyoudesignitWhatoflisteningwasitinformation,acombination)Howyoutheofusingsametext(recording),butdifferenttaskabouthowyouwouldteachdifferently.Ifpossible,explainyourplanIfthatnotjustnewitstepstep.Moreandfurtherreadingswebsites:UniversityInstituteIntensiveProgram-Studyforstudents(/iep/iep.htm)

Randall'sCyberListeningUniversityofIllinoisInstituteListeningPageDavis,and1988.NewNewPossibilities.Cambridge:Mendelsohn,D.andRubinAforTeachingSecondLanguageListening.CA:DominieT.1992.Music&Song.(ResourceBooksforNunan,D.andMiller1995.NewinTeachingWashington,DC:TESOLRost,M.andResearchingHarlow:PearsonListening(ResourcesBooksOxfordLectureSixHowtoSpeaking教課程名稱:英語學科教學論教材:HowtoTeach課時4課學生:三年級本科生Ⅰ教目標Theoflecturestudents:levelsoflanguagedescribedifferencesbetweenspokenwrittenunderstandbackgroundspeaking.understandgeneralprinciplestechniquesofteachingspeaking.explainthemaindifferencesthemethodandlanguageⅡ課安排periods.Ⅲ教內(nèi)容WhatisBackgroundtoteachingofWhatkindofshouldstudentsdoWhydospeakingforteachingWhatdospeakinglooklikeHowWhatelseshouldteachersaspeakingactivityMoreⅣ教過程Itthegivesthemajorinformationaboutthisthetheinsomeactivitieswhichlistedinthefollowingpart.Ⅴ練/討論ComparethelanguagewrittenListforteachingspeaking.anrole-play

Ⅵ作ReadChapterinthetasksfromainforeignAskspeakslanguagewelltoifmightactuallythatDoesthesoundIfnot,notTrytoaninformationgapactivity.simpleobjectsandmaterialsgivecarryouttheactivity.Planaactivityforalanguagelesson.Thetaskinvolvetwopeople,acard.andontwocardsandtrywithfriend.Moreandfurtherreadingswebsites:TESOLJournal()Bailey,K.L.(eds.)1994.NewWaysinVA:TESOL.andG.Yule.1983.TeachingLanguage:AnApproachofConversationalEnglish.CambridgeUniversityPress.Celce-Murcia,M.E.2000.DiscourseandinLanguageAGuideforTeachers.Cambridge:CambridgeUniversityCurtis,K.Bailey.YourStudentsTalking:PicturesintheESLMagazine,10-12.andH.Thomas.ProcessandExperienceinLanguageClassroom.London:Nunan,D.TeachingMa:&LectureHowtoTeach教課程名稱:英語學科教學論教材:HowtoTeach課時4課學生:三年級本科生Ⅰ教目標Theoflecturestudents:definethefollowingconceptsanofreading,modelsofreading,readingandandexplainsomekeyrelatedtolanguagereading.familiarityclassroomforreading.setforstudents'abilitytoⅡ課安排periods.Ⅲ教內(nèi)容WhatisBackgroundtoteachingofWhyteachWhatkindofshouldstudentsdoWhatskillsshouldstudentsacquireforteachingreading

andWhatdoreadingsequenceslookMorereadingⅣ教過程Itthegivesthemajorinformationaboutthisthetheinsomeactivitieswhichlistedinthefollowingpart.Ⅴ練/討論Comparedifferentreading,modelsoffluency,andWhatskillsshouldstudentsacquireListprinciplesofteachingreading.thereadinglessoninmodel.Ⅵ作ReadChapterinthetasksfromproblemwithbelow.endoflineofhaveleftoff.Inofthisoutabout.PreparingyourresumewantfindajobYou'reclosecompletingourunistudiesandyouarereadybeginforemployment.CarefpreparationofresumekeytothejobyourAresumeyourskillsandApotentialyourresumedeterminewhetheryouarethepershire.Mostuniversitydonottheimportanceofprepthatwillpresentinbestlight.Youmustremembertoolthatyousellthebforjobopening.WhatandstrategiesyouinreadingtaskShareyouranswerwithotherinyourclass.isbetweenthetermsstrategiesReadforfiveminutesandestimatereadingWhatdoaboutyourownactivityMoreandfurtherreadingswebsites:Reading(http://www.Kyoto-su.ac.jp/information/er)TheMatrix(http://www.)Anderson,N.SecondIssuesBoston:Heinle&Heinle.Day,R.1993.NewinTeachingReading.Alexandria,Day,R.J.Bamford.ExtensiveReadingintheSecondClassroom.NewYork,NY:

Grabe,W.2001.AcademicPurposes:theTeacher.InM.(ed.)TeachingEnglishaorLanguage.MA:Heinle&Heinle.C.2001.Reading.D.Nunan(eds.),TheGuidetoSpeakersofLanguages.NY:CambridgeUniversityPress.LectureHowtoTeachWriting教課程名稱:英語學科教學論教材:HowtoTeach課時4課學生:三年級本科生Ⅰ教目標Theoflecturestudents:understandbackgroundteachingwriting.understandwaysinwhichwritinginstructioncanbuiltintotheESL/EFLclass.understandofwriting.showinusingprocessapproachintheclassroom,includingquickwriting,brainstorming,wordunderstandkeyandtechniquesfortheteachingofsuitablewritingcommentsworkusingwrittenrubrics.Ⅱ課安排periods.Ⅲ教內(nèi)容WhatiswritingBackgroundtoteachingofwritingWhyteachWhatkindofwritingforteachingwritingandWhatdosequenceslooklikeWhatbeaboutMorewritingsuggestionsⅣ教過程Itthegivesthemajorinformationaboutthisthetheinsomeactivitieswhichlistedinthefollowingpart.Ⅴ練/討論youwiththeideathatdifferentlanguagesdifferentordersandthatlearningprocessisthemasteryofitslogicaltheteachingwritingListfortheofwriting.HowgivetoyourwritingⅥ作ReadChapterinthetasksfrominwhichyouusewritingMakealistofthewaysinwhichyou

writinglistsReviewthewhichcouldconvertedintowritingCreaterelatedlist.Readeachoffollowingwritingsamples,andexperimentwritingCommentontheofsample.DoyouthinkagoodHowdescribetheproblemwitheachFindonegoodstudenthassample,andanencouragingaboutit.Findplacestudentineachandwritewillclarifyit.agrammarinsample,makeawillthetheininWhatineachWritingSample1:WhichinisTheinaroom.BecauseroomisthewhereourfamilyjoinsThethewherefamilywatchtogether.Theonlycommunicateinthelivingroom,wewillhavenoplaceBecausewhenofffromworkorgotoffpeoplewillgobedroom.Peoplewillnotseeeachothercomeoutofroomandgothroughhallsametime.roomaplacethatfamilycanhaveentertainmenttogether,anditinfamilyonstrangersasthepassby.WritingSample2:AttendanceofUniversityMostpeoplemorefreedomthanatUniversityflexiblethanstudentshighschool.ofthebiggestproblemstoUsually,theirorthescheduleofstudentsathighschool.Theymostofdaylastoftohomeworkorgotoschools.However,systemofuniversitydifferentwithschools.Inmystudentshavetoschool.Itmatteriftheygohighschools,universities,orgraduateWhydowehavegoWeneedtoprofessorswhoarespecialistsItusverytounderstandnotknowbuttoknow.ForifthereisastudentwhoHistory,andaandareeveryclass.ifastudentclasses,itisveryhardcatchAccordingtotheoryXofisin20century,"Mostpeoplearelazy,irresponsible,andworkhardonlywhenforcedIwithhisofpeopletoworkiftheydonothavetoisfunalltimepeople.Also,itistruethatwelivestudying.Itoptiontogotouniversity.bythemselveswithoutschoolthereandotherlearn.However,goingattendingclassesandstudyingwithandWritingSample3:AttendanceUniversityshouldbeclass.classeseverytimetheytheypossibilitiesoftheclassbutalso

intomakewhatmajorisbethetimetheyarebeingpeopleisthem.Ifyouwillupwhatdoing.areabledowhatallofassignments,takenotesforfinalexam.goodunderstandingofgoingitwilleasiertoagoodgrademid-termsgradingpartisexams,andparticipation.youthinkwillgoodgradeifyouattendingclassandOraregoingdoyouwilltalkandtheprofessornotknownotattendingAttendingtonotaroomuntilclassisdismiss,itbetoclassyouchanceknowwhatyouwanttodoorbeenanewthing.Ifyouyouwanted,willit.Butifdon't,giveitaknowitisyouwilllikeItistothingsbecauseitwillhelptomakesureyouwanttostudy.classisyouthistimeitisexpectalotfromyou.YoustageyoubeingindependentresponsibleofProbablymightthinktoointherealityisitway,youwilltomoreyouusedandbest.Butallofworkwillbeofyouseeyourselfininfrontoffamilyandgettingthinkingthataccomplishyourgoals.iswritingWhatisaspectofyourwritingtechniqueWhatisPlananassignmentinyouwillaessayaboutfavoritemusician.thestepsofwhichtechniqueswillusestudentsprocesschooseofrubricevaluationmethodyoumightuse,andexplainwhymethod.Moreandfurtherreadingswebsites:TheofSecondLanguageWriting()C.1998.TeachingWriting:InteractingwithBoston,MA:&Hedgcock.TeachingESLComposition:Purpose,Process,andPractice.Mahwah,Erlbaum.Kroll,B.SecondWriting:ResearchinsightsfortheInasSecondForeignMA:Heinle&Leki,I.1992.Writers:AGuideforNH:Cook.Reid,TeachingESLWriting.EnglewoodPrentice-Hall.Lectureocabulary教課程名稱:英語學科教學論教材:HowtoTeach課時2課學生:三年級本科生Ⅰ教目標Theoflecture

theirtermunderstandbackgroundteachingvocabulary.distinguishthevocabularyfrequency,lowdescribehowashoulddealwithunderstandforteachingvocabulary.learningtechniquesstrategiesthelearninginainput,deliberatemeaning-focusedⅡ課安排periods.Ⅲ教內(nèi)容Whatisvocabularyforteachingandtasks.Ⅳ教過程Itthegivesthemajorinformationaboutthisthetheinsomeactivitieswhichlistedinthefollowingpart.Ⅴ練/討論ListprinciplesfortheofvocabularythatmayinvolvewhatyoulearnedfromⅥ作Morefurtherwebsites:LearningVocabularyinLanguageTheListSangyoUniversity(http://www.kyoto-su.ac.jp/information/er)SecondLanguageResources(http://www1.harenet.ne.jp/%7Ewaring/vocab/index.html)I.1990.Learningocabulary.Rowley,MA:NewburyLearningVocabularyinCambridge:UniversitySchmitt,VocabularyinLanguageTeaching.Cambridge:Schmitt,M.(eds.)Vocabulary:AcquisitionPedagogy.Cambridge:CambridgeUniversityPress.LectureHowtoTeach教課程名稱:英語學科教學論教材:HowtoTeach課時2課學生:三年級本科生Ⅰ教目標Theoflecturetheirtermexplainthefollowingdeclarativeandproceduralknowledge,function

inductivedeductiveteaching.understandkeyforteachingfamiliarityclassroomfollowing:drills,enhancement,dictation,gardenpath.Ⅱ課安排periods.Ⅲ教內(nèi)容WhatisBackgroundtoteachingofgrammar.forteachingandtasks.Ⅳ教過程Itthegivesthemajorinformationaboutthisthetheinsomeactivitieswhichlistedinthefollowingpart.Ⅴ練/討論Lceduralknowledge.formWhatareinductivedeductivemethodsgrammarteachingthatwhatlearnedfromⅥ作Studyfollowinginwhichdifferentteachers(TeacherAB)areusingsamematerialinways.purposeoflessonWhichteacherisWhyTeacherA:T:OK,then,Iwantworkpairs.Kevin,partnerisitT:looktheintheyellowIwantyoutotheandanswersinpairs.OKKevin-youanddotheifrsforknowIT:OK.Excellent.-offpracticetheanswersinpairs.)T:Everyonefinishedsoundedprettygood.I'maskquestions,andIyouanswerOKSharmy,doyouKevinIT:Ofdo!youearringsNo,IT:Howboutdoesearringsdoes.T:greatdoesn'tLillian,doyouhairIam.T:I

Doesdo.T:IYes,Ido.Good.OK.whendowefollowingtableonboard.)do/don'tSandra,bestfriendhe,ErikandAmy,boss,T:wordsareinthebox.UnderstandSs:T:OK.Iwantwithputwordsinplace.ifcanaddtwomoreitemstobox.TeacherB:T:IyoutolookatgrammarWhatitshowusAliceT:OK,good.Itshowswhenweusethedo/don't,inLookthefollowingtableboard.)do/don'tyou,we,they,Georgehe,she,ErikT:UnderstandSs:T:OK,IyoulookatB-matchingquestionsandIyouputallofdoandandunderlineallofdoesanddoesn'tOK,UnderstandT:Allright.Iwantnoticethepronounstheywith-I,you,she-youcanhighlightthem.OKRight.ThenItothewithrightpracticetheanswerswithyourStudyfollowingsequencethenthesequestions.IstheaneffectiveWhywhynotWhatcommentyouaboutapproachtoT:Right,nowyoureadydotheinformationgaptaskYesWe/vedoneofthese,Ss:T:purposeofthisgiveyoumorepracticeinthelanguagewe'reinunit.WhatarewepracticingTalkaboutpeoplelike.T:Talkingwhatpeoplelike-AndTalkingaboutgiftgiving.T:Talkinggiftgiving.TheseareAndweusetodothingsyouAnddolikedoingT:Andweuselikethings,Andliketalkaboutactivities.What

suggestionsT:OK,good,gethimaorLet'sgetagolfclub.OK,whenpeoplegiftsT:aregood.(WritesbirthdaysonJohnnyNewnewT:agoodsuggestion.(Writesboardcontinueselicitinguntilthereareanumberofeventsonboard.)getintoyourpairsandIStudentAlookpageandStudentBat108.(Peersstudents'shoulder)you'rethestudent,youlookingatwrong108,please.Good.Now,BillthetheAstudentscanseeinthepicture,butalreadytheseOKMonicaRight.partnerwhatBilllikes,andpartnerwillgifts.Writesuggestionsinthespace,andonthebestOh,A-offbyareasonforgift-board--it'shisbirthday,away,andsoon.offyougo.studentscompletethetask.Asdoso,andamistake,sheitinabutstudents.)T:OK,IfinishedyoufinishedRight,good.nowIyousameforConnie.B,Alikes.Awillmakesuggestions.themdownthendecide,decideontheOK(Again,theteachercirculatesonepointsheisbyoneandsays"It'sasubscription-T:OK,Let'spairfromthestudentsWell,that's-atallthesegifts.Whichgiftslikereceive,JohnnyCaliforniaT:Yeah,Ilikethatone,too.Howabout(Shecontinues,andwritingtheirnamesnexttoT:OK,now,youalldidverywell,Iafewcrepinginthere.(ShewritesthehernotebookboardandtoselfMoreandfurtherreadingswebsites:Virtual(http://ec.hku.hk/vec/grammar/default.htm)Fotos,S.instruction.InM.Celce-Murcia(ed.)TeachingSecondorForeignLanguage.Ma:&D.2001.R.CarterD.NunanTheGuidetoSpeakersofLanguages.Cambridge:Ur,1988.PracticeActivities.LectureElevenHowto教課程名稱:英語學科教學論教材:HowtoTeach課時2課學生:三年級本科生Ⅰ教目標Theoflecture

textbookorganizedwhatitemphasizes.discoverforuse.adaptsupplementactivityforgroupofsuchasorbysupplementarymaterials.Discovertochooseexplaintheteacherwouldlearnerstodoactivity,howthemonitorthem,theteacherwouldfollowactivity.Ⅱ課安排periods.Ⅲ教內(nèi)容WhatistextbookBackgroundtoandtextbooks.forusingtextbook.WhataredifferentoptionsfortextbookuseWhatdolooklikeHowtextbooksandtasks.Ⅳ教過程Itthegivesthemajorinformationaboutthisthetheinsomeactivitieswhichlistedinthefollowingpart.Ⅴ練/討論ListprinciplesforaWhataredifferentoptionsfortextbookusestereotype.WhyisimportantWhatsomeconsiderationstotheandactivitiesintextbookHowshouldteacherstextbooksWhatarethekeyelementsthatchoosetextbookarefourstagesofusingtextbookCommentononeoftheyouused.Ⅵ作ReadChapterinyourtextbook.CompletetaskslistedfromPage167169.Lookatfollowingofcontentsfromthreedifferenttextbooks.ofarearoundWhataresimilaritiesandinorganizedyouthinkaccountsforUnitTitleLifeaboutpastaboutaboutabouthabits

Simpletense:answersIrregularpasttensetotoReportedspeech:sayandPronunciationlistentoinchronologicalPronunciation:usedandWritingReadanautobiography(project)LearningStrategiesandSkillsfortimecuesinListeventsinorderasawritingstrategySpeakingtheandoral-contrastingtenses:simplepresentprogressive;pastpresentperfectcontrastarewomensharingandstatinganopinionWritingreportsunusualandexceptionaljobsgivingcomparingsubjectandobjectwiththanandlisteningtodescriptionsofsentenceWriting/readingwritingaboutadvantagesforyouradvicebehaviorintheactivitytheworstclassmates'part-timejobsfollowingpagefromaaimedat

isactivityonthepage.youwouldpreparethelearnerstodotheactivitysotheywhatactivityis(Howwouldorientcontent)itmakesuretheyunderstandpurpose)it(Howwouldbreakdownthe)Decideonalimitforactivity.itovertheusingsomeofwordsinlist.Womenaremore_____MenarethancompetitivelogicalpossessiveconsiderateindustriousrelaxedMoreandfurtherreadingswebsites:Heinle/ThomsonPublishing()(http:/)PressAforTeachers.Boston,&Coursebook:ActivitiestoLondon:PersonPublishing.T.2001.ACentralinPlanningCambridge:CambridgeUniversityLectureTwelveand教案課程名稱:英語學科教學論教材:HowtoTeach課時2課學生:三年級本科生Ⅰ教目標Theoflectureadefinitionofalearningstyleandlearningstrategy.clarifythelearningexplainwhylearningareimportantconsiderationsinsecondmajor