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
个方面的分级自标。对听说读写四个技能列出了以行为表现为特征的九个级别的自标要求。对语言知识、情感态度、学习策略和文化意识分别提出了二、五、八级的分级目标要求。四、实施建议：课程实施是实现课程自标的重要保证。为了确保课程的理念和目标在实施中得以有效地贯彻和落实，实施建议部分对教师的教学、课程的评价、教材的选用和课程资源的利用与开发都提出了具体的建议。在教学和评价建议中还提供了参考案例。五、附录：《标准》共有七个附录。主要收录了语言知识部分的学习项目，如：语音项目表、语法项目表、功能意念表、话题项目表和词汇表。此外，还收录了技能教学参考表和常用的课堂教学用语供教师参考。（2022）《新标准》包括六部分及附录：一、课程性质：提出“义务教育英语课程体现工具性和人文性的统一，具有基础性、实践性和综合性特征”。二、课程理念：发挥核心素养的统领作用：构建基于分级体系的课程结构：以主题为引领选择和组织课程内容；践行学思结合、用创为本的英语学习活动观；注重“教-学-评”一体化设计：推进信息技术与英语教学的深度融合。三、课程目标：总目标围绕核心素养“发展语言能力、培育文化意识、提升思维品质、提高学习能力”进行阐述。《新目标》把义务教育英语课程分为三个学段，基于核心素养四个方面分别提出各学段具体的目标要求。四、课程内容：由主题、语篇、语言知识、文化知识、语言技能和学习策略等要素构成，围绕六个要素的学习范围和学习要求按照三个基本级别进行描述。五、学业质量：英语学业质量标准依据“六三”学制不同学段学业成就表现的关键特征，描述三个级别学习结果的具体表现。六、课程实施：课程实施部分对教师的教学、课程的评价、教材的编写和课程资源的开发与利用都提出了具体的建议。在教学和评价建议中还提供了参考案例。七、附录：《新标准》共有五个附录。主要收录了核心素养学段特征、语音项目表、词汇表、语法项目表和教学案例供教师参考。4. Designing principles for the National English Curriculum(l) emphasize quality-oriented education(2) learner-centeredness, and respect individual differences(3)competence-basedobjectives(4)the learning process,experiential learning and participation(5)formativeassessment(6) learning resources,using the language5.（1）《2011版课程标准》的特点一、英语课程目标的确定以学生的发展为基本出发点，力求体现素质教育的思想。二、以能力为目标的分级课程体系，保证课程的整体性、灵活性和开放性6
6 个方面的分级目标。对听说读写四个技能列出了以行为表现为特征的九个级别的目标要求。对语 言知识、情感态度、学习策略和文化意识分别提出了二、五、八级的分级目标要求。 四、实施建议：课程实施是实现课程目标的重要保证。为了确保课程的理念和目标在实施中得以 有效地贯彻和落实，实施建议部分对教师的教学、课程的评价、教材的选用和课程资源的利用与 开发都提出了具体的建议。在教学和评价建议中还提供了参考案例。 五、附录：《标准》共有七个附录。主要收录了语言知识部分的学习项目，如：语音项目表、语 法项目表、功能意念表、话题项目表和词汇表。此外，还收录了技能教学参考表和常用的课堂教 学用语供教师参考。 （2022）《新标准》包括六部分及附录： 一、课程性质：提出“义务教育英语课程体现工具性和人文性的统一，具有基础性、实践性和综 合性特征”。 二、课程理念：发挥核心素养的统领作用；构建基于分级体系的课程结构；以主题为引领选择和 组织课程内容；践行学思结合、用创为本的英语学习活动观；注重“教-学-评”一体化设计；推进 信息技术与英语教学的深度融合。 三、课程目标：总目标围绕核心素养“发展语言能力、培育文化意识、提升思维品质、提高学习 能力”进行阐述。《新目标》把义务教育英语课程分为三个学段，基于核心素养四个方面分别提 出各学段具体的目标要求。 四、课程内容：由主题、语篇、语言知识、文化知识、语言技能和学习策略等要素构成，围绕六 个要素的学习范围和学习要求按照三个基本级别进行描述。 五、学业质量：英语学业质量标准依据“六三”学制不同学段学业成就表现的关键特征，描述三个级 别学习结果的具体表现。 六、课程实施：课程实施部分对教师的教学、课程的评价、教材的编写和课程资源的开发与利用 都提出了具体的建议。在教学和评价建议中还提供了参考案例。 七、附录：《新标准》共有五个附录。主要收录了核心素养学段特征、语音项目表、词汇表、语 法项目表和教学案例供教师参考。 4. Designing principles for the National English Curriculum (1) emphasize quality-oriented education (2) learner-centeredness, and respect individual differences (3) competence-based objectives (4）the learning process, experiential learning and participation (5）formative assessment (6）learning resources, using the language 5. （1）《2011 版课程标准》的特点 一、英语课程目标的确定以学生的发展为基本出发点，力求体现素质教育的思想。 二、以能力为目标的分级课程体系，保证课程的整体性、灵活性和开放性
《标准》从小学三年级至高中毕业整体设计英语课程，将英语课程的目标按能力水平设计为九个级别。级别的设定既与年级有一定的联系，又不完全等同于各个年级。一级为小学三、四年级的教学参考目标：二级为小学五、六年级的教学参考目标：三、四、五级为初中阶段的教学参考目标：六、七、八级为高中阶段的教学参考目标：九级为外国语学校、外语特色校和其他学校外语特长学生的教学参考目标。《标准》规定，二级、五级和八级分别为小学、初中和高中毕业的基本要求。同时，《标准》还指出，考虑到我国各地区教育的条件和发展的不平衡，根据国家课程三级管理的有关政策的规定，各地教育行政部门可以根据本地区的实际情况适当提高或降低相应学段英语课程的目标要求。分级的设定，对中小学各年级的教学目标、教学评价和教材编写提供了指导，也为课程的灵活性和开放性提供了依据和条件。三、倡导体验、实践、参与、交流与合作的学习方式，强调学生能用英语做事情四、提倡“任务型”教学，把综合语言运用能力的培养落实在教学过程中五、注重评价对学生的激励作用，建立了形成性与终结性相结合的课程评价体系六、强调了课程资源的开发与作用（2）《2022版课程标准》的主要变化一是强化课程育人导向。新标准基于义务教育培养目标，将党的教育方针具体化细化为本课程应着力培养的核心素养，体现正确价值观、必备品格和关键能力的培养要求。二是优化了课程内容结构。以习近平新时代中国特色社会主义思想为统领，基于核心素养发展要求，遵选重要观念、主题内容和基础知识，设计课程内容，增强内容与育人目标的联系，优化内容组织形式。设立跨学科主题学习活动，加强学科间相互关联，带动课程综合化实施，强化实践性要求。三是研制了学业质量标准。各课程标准根据核心素养发展水平，结合课程内容，整体刻画不同学段学生学业成就的具体表现特征，形成学业质量标准，引导和帮助教师把握教学深度与广度，为教材编写、教学实施和考试评价等提供依据。四是增强了指导性。各课程标准针对“内容要求“提出“学业要求”“教学提示”，细化了评价与考试命题建议，注重实现“教一学一评”一致性，增加了教学、评价案例，不仅明确了“为什么教”“教什么”“教到什么程度”，而且强化了“怎么教”的具体指导，做到好用、管用。五是加强了学段衔接。注重幼小衔接，基于对学生在健康、语言、社会、科学、艺术领域发展水平的评估，合理设计小学一至二年级课程，注重活动化、游戏化、生活化的学习设计。依据学生从小学到初中在认知、情感、社会性等方面的发展，合理安排不同学段内容，体现学习目标的连续性和进阶性。了解高中阶段学生特点和学科特点，为学生进一步学习做好准备。6.英语教师面对的挑战（1）思想上和行动上实现三个转变转变观念7
7 《标准》从小学三年级至高中毕业整体设计英语课程，将英语课程的目标按能力水平设计为九个 级别。级别的设定既与年级有一定的联系，又不完全等同于各个年级。一级为小学三、四年级的 教学参考目标；二级为小学五、六年级的教学参考目标；三、四、五级为初中阶段的教学参考目 标；六、七、八级为高中阶段的教学参考目标；九级为外国语学校、外语特色校和其他学校外语 特长学生的教学参考目标。《标准》规定，二级、五级和八级分别为小学、初中和高中毕业的基 本要求。同时，《标准》还指出，考虑到我国各地区教育的条件和发展的不平衡，根据国家课程 三级管理的有关政策的规定，各地教育行政部门可以根据本地区的实际情况适当提高或降低相应 学段英语课程的目标要求。分级的设定，对中小学各年级的教学目标、教学评价和教材编写提供 了指导，也为课程的灵活性和开放性提供了依据和条件。 三、倡导体验、实践、参与、交流与合作的学习方式，强调学生能用英语做事情 四、提倡“任务型”教学，把综合语言运用能力的培养落实在教学过程中 五、注重评价对学生的激励作用，建立了形成性与终结性相结合的课程评价体系 六、强调了课程资源的开发与作用 （2）《2022 版课程标准》的主要变化 一是强化课程育人导向。新标准基于义务教育培养目标， 将党的教育方针具体化细化为 本课程应着力培养的核心素养，体现正确价值观、必备品格和关键能力的培养要求。 二是优化了课程内容结构。以习近平新时代中国特色社会主义思想为统领，基于核心素养 发展要求，遴选重要观念、主题内容和基础知识，设计课程内容，增强内容与育人目标的联系， 优化内容组织形式。设立跨学科主题学习活动，加强学科间相互关联，带动课程综合化实施， 强化实践性要求。 三是研制了学业质量标准。各课程标准根据核心素养发展水平, 结合课程内容，整体刻画 不同学段学生学业成就的具体表现特征，形成学业质量标准，引导和帮助教师把握教学深度与 广度，为教材编写、教学实施和考试评价等提供依据。 四是增强了指导性。各课程标准针对“内容要求"提出“学业要求”“教学提示”，细化 了评价与考试命题建议，注重实现“教一学一评”一致性，增加了教学、评价案例，不仅明确 了“为什么教”“教什么”“教到什么程度”，而且强化了“怎么教”的具体指导，做到好用、 管用。 五是加强了学段衔接。注重幼小衔接，基于对学生在健康、语言、社会、科学、艺术领域 发展水平的评估，合理设计小学一至二年级课程，注重活动化、游戏化、生活化的学习设计。 依据学生从小学到初中在认知、情感、社会性等方面的发展，合理安排不同学段内容，体现学 习目标的连续性和进阶性。了解高中阶段学生特点和学科特点，为学生进一步学习做好准备。 6. 英语教师面对的挑战 (1) 思想上和行动上实现三个转变 转变观念
转变角色转变功能(2）加快提高教师自身的综合素质（3）不断学习进取，走可持续发展的道路7.英语教师应具备的专业能力：（1）认知能力(cognitivecompetence)：包括归纳能力、演绎能力和分类等逻辑思维能力。（2）教学反思能力(reflectivecompetence)：主要包括对教学设计的反思、对教学过程的反思、对自身教学行为的反思、对课堂教学整体行为的反思、对教学评估的反思等。（3）设计创意能力(creativeanddesigningcompetence)：主要包括英语课程的构思和设计、教学的构思、教学整体设计、教学过程的调整、教学材料的编制、组织、调整和使用等。（4）执行能力(implementingcompetence）：包括实施课程计划和整体教学计划、实施具体教学计划：在实施过程中保持课程计划、整体教学计划和具体教学计划的一致性；教学过程的随机处理策略等。（5）观察能力(observationcompetence)：包括课堂现场观察、学生群体行为观察、学生个体行为观察、心理观察、观察信息的有效收集和分析等。（6）话语能力(discoursecompetence)：主要包括询问方法、交谈方法、领悟技术、有效表达技术、母语和英语的使用策略、学生话语失误处理策略、课堂交际英语的系统掌握等。(7)互动能力(interactivecompetence)：主要包括师生间的互动模式的养成、互动模式的转换与变化、真实交际中的互动技术等。（8）群体控制能力（groupmonitoringcompetence)：主要包括班集体的建构（与英语课堂教学相关的方面、课堂的管理技术、课堂活动类型的运用、课堂活动类型的转换、群体学习行为的养成、教师对教学群体的领导方式等。（9）表现和操作能力(presentationandoperationcompetence)：主要包括运用电脑进行教学的技能、形体技能、课堂表演技能、课堂造型技能（如绘制图画）、使用各种教学工具的技能等。（10）研究能力(researchcompetence):主要包括设计并实施教学研究方案、运用各种研究方法、设计研究程序、撰写研究报告和学术研究论文等。80
8 转变角色 转变功能 (2) 加快提高教师自身的综合素质 (3) 不断学习进取，走可持续发展的道路 7. 英语教师应具备的专业能力： （1）认知能力(cognitive competence):包括归纳能力、演绎能力和分类等逻辑思维能力。 （2）教学反思能力(reflective competence):主要包括对教学设计的反思、对教学过程的反思、对自 身教学行为的反思、对课堂教学整体行为的反思、对教学评估的反思等。 （3）设计创意能力(creative and designing competence):主要包括英语课程的构思和设计、教学的构 思、教学整体设计、教学过程的调整、教学材料的编制、组织、调整和使用等。 （4）执行能力(implementing competence):包括实施课程计划和整体教学计划、实施具体教学计划； 在实施过程中保持课程计划、整体教学计划和具体教学计划的一致性;教学过程的随机处理策略等。 （5）观察能力(observation competence):包括课堂现场观察、学生群体行为观察、学生个体行为观 察、心理观察、观察信息的有效收集和分析等。 （6）话语能力(discourse competence):主要包括询问方法、交谈方法、领悟技术、有效表达技术、 母语和英语的使用策略、学生话语失误处理策略、课堂交际英语的系统掌握等。 （7）互动能力(interactive competence):主要包括师生间的互动模式的养成、互动模式的转换与变化、 真实交际中的互动技术等。 （8）群体控制能力(group monitoring competence):主要包括班集体的建构(与英语课堂教学相关的方 面)、课堂的管理技术、课堂活动类型的运用、课堂活动类型的转换、群体学习行为的养成、教师 对教学群体的领导方式等。 （9）表现和操作能力(presentation and operation competence):主要包括运用电脑进行教学的技能、 形体技能、课堂表演技能、课堂造型技能(如绘制图画)、使用各种教学工具的技能等。 （10）研究能力(research competence):主要包括设计并实施教学研究方案、运用各种研究方法、设 计研究程序、撰写研究报告和学术研究论文等
ChapterUnit 3 Instructional DesignTodiscusshowtodoinstructionaldesign.TodevelopthestudentsTeaching Objectiveawareness oftake good responsibility for their futureteaching"（课程思政）1) Understanding instructional design2)Waystodotext analysis3) Ways to do student analysisTeaching Focus4)Waystodesignlessonobjectives5).Lessonactivitydesign6)Ways to do overall unit designApply the ideas and principles suggested to the real work.Teaching Difficulty4periodsTeaching DurationI)Lecture(Computer-aided Instruction)Teaching Method2)Demonstration3)StudentsPracticeChoose teaching material from PEP book and writeanAssignmentinstructionaldesigrTeaching Procedures:I. What is instructional design?Teachers aregenerallymorefamiliar with“lesson planning"rather than“instructional design",Aninstructional design is,infact,theplanningofalessonora series of lessonswithin oneunit withpurposeto support students'learning.An instructional design often indicates a more scientificviewtowards thepreparation of teaching.An instructional design canbe a long-term plan fora semesteror a short-termplanfora unitoraparticular lesson.In this section,wewill focusonthe short-termplan,planningforonelessonoroneunit of lessons1.Why is instructional design necessary?AccordingtoMoon(2000),planningoneslessoncan:I) help the teacher become more confident in teaching.2) provide a systematic outline or guide for smooth and efficient teaching.3) help the teacher become more organized in teaching.4)help the teacher preparefor studentsindividual needs5)enable theteachertoknowwhether heorshehas achievedthe lesson objectives6)helptheteacher identifywhichpartof thelessonwent well ordidnotgo well.7)provethat theteacherhasmadea considerableamount of effort intohis or herteaching8)enable the teacher to meet administrative requirements.9)demonstratetheteacher'sprofessionalethics.10)prove that the teacherhas taken goodresponsibilityfor studentslearning2.What basic components should be included inan instructional design?I)Teachingprinciples2) Analysis of learning content3)Studentsanalysis4)Unitorlessonobjectives9
9 Chapter Unit 3 Instructional Design Teaching Objective To discuss how to do instructional design .To develop the students’ awareness of “ take good responsibility for their future teaching”(课程思政）. Teaching Focus 1) Understanding instructional design 2) Ways to do text analysis 3) Ways to do student analysis 4) Ways to design lesson objectives 5). Lesson activity design 6) Ways to do overall unit design Teaching Difficulty Apply the ideas and principles suggested to the real work. Teaching Duration 4periods Teaching Method 1) Lecture ( Computer-aided Instruction) 2) Demonstration 3) Students Practice Assignment Choose teaching material from PEP book and write an instructional design Teaching Procedures: I. What is instructional design? Teachers are generally more familiar with “lesson planning” rather than “instructional design”. An instructional design is, in fact, the planning of a lesson or a series of lessons within one unit with purpose to support students’ learning. An instructional design often indicates a more scientific view towards the preparation of teaching. An instructional design can be a long-term plan for a semester or a short-term plan for a unit or a particular lesson. In this section, we will focus on the short-term plan, planning for one lesson or one unit of lessons. 1.Why is instructional design necessary? According to Moon(2000), planning one’s lesson can: 1) help the teacher become more confident in teaching. 2) provide a systematic outline or guide for smooth and efficient teaching. 3) help the teacher become more organized in teaching. 4) help the teacher prepare for students’ individual needs. 5) enable the teacher to know whether he or she has achieved the lesson objectives. 6) help the teacher identify which part of the lesson went well or did not go well. 7) prove that the teacher has made a considerable amount of effort into his or her teaching. 8) enable the teacher to meet administrative requirements. 9) demonstrate the teacher’s professional ethics. 10) prove that the teacher has taken good responsibility for students’ learning. 2. What basic components should be included in an instructional design? 1) Teaching principles 2) Analysis of learning content 3) Students’ analysis 4) Unit or lesson objectives
5) Main teaching focuses & students'potential difficulties6)Teaching procedures and activities;7)Assessment of learning:8)Teaching aid and board design.Preferably there should be another component which is called "After the lesson reflectionsTeachingreflections refertotheteacher's personal thoughts ontheprocess and effectivenessofthelesson afterteaching.II.Howtodotext analysis1.Analysis of the learning content can bedone based on a unit or a single piece of text including oraltexts suchasdialogues.Understandingthelearningcontent is crucial forplanning effectiveteaching2.Analysisofatext as learning content can include its main theme,specific content (storylines and plotsor/and the structural knowledge imbedded in the text, types oftext or texts contained in the unit, typicallanguageexpressions suchas vocabularyandgrammatical structures tobelearned,useful expressionsforunderstanding and discussing the theme and content, as well as the unit's or lesson's educational values.A thorough analysis ofa text is the foundation for designing unit/lesson objectives and activities.Therefore, text analysis decides learning outcomes to a great extent and teachers'ability to analyze thetext affects students'learning experience and engagement.1)[What]intextanalysis:Itcontainstwo sub-dimensions-theme and contentwhichanswer thequestions of"What is thetheme of the text?"and"What does the text mainlytalk about?"Based on suchanalysis,teachers can summarize thekeypoints or information of the text to decide upon the instructionalfocus of the lesson,createa contextforlearning and understanding,application and practice,and furtherto transforming and innovating.It can also help students to locate the key problem to solve in this lessonso as to base one's instruction on exploring solutions to the problem and promote students'activeengagement in learning activities.2) [How] in text analysis: It contains two sub-dimensions—text structure and the features of languagewhich answer the questions of"How is the text organized?"and"How is it written?"Through suchanalysis,teacherscangettoknowhowthe information ispresentedaroundthetheme,howlogicalconnections arebuilt in thetext,whatlanguage,crafts,andstylesare usedtosupportthepresentationoinformationor ideas.3)[Whyl in textanalysis:It involves the educational valueof the textand answers to thequestion ofWhy dosetheauthor writethetheme?",By answering the question,teacherscan noticethe opinions orvalues thewriter wants to express so as to formulate anobjective invalueseducation.Italsohelpsstudents evaluatethe text critically to converse with their priorknowledge so as to fully internalize andtransfer what is learned and form new opinions and values aboutthemain themediscussed.Ill.Howtodo student analysis1.Whenanalyzing students,teachers should tryto answerthefollowing questionsbased on systematicalreflections and observations:I) What might the students know already?What can they do ?10
10 5) Main teaching focuses & students’ potential difficulties 6) Teaching procedures and activities; 7）Assessment of learning; 8）Teaching aid and board design. Preferably there should be another component which is called “After the lesson reflections ”Teaching reflections refer to the teacher’s personal thoughts on the process and effectiveness of the lesson after teaching. II. How to do text analysis 1. Analysis of the learning content can be done based on a unit or a single piece of text including oral texts such as dialogues. Understanding the learning content is crucial for planning effective teaching. 2. Analysis of a text as learning content can include its main theme, specific content (storylines and plots or/and the structural knowledge imbedded in the text, types of text or texts contained in the unit, typical language expressions such as vocabulary and grammatical structures to be learned, useful expressions for understanding and discussing the theme and content, as well as the unit’s or lesson’s educational values. A thorough analysis of a text is the foundation for designing unit/lesson objectives and activities. Therefore, text analysis decides learning outcomes to a great extent and teachers’ ability to analyze the text affects students’ learning experience and engagement. 1）[What] in text analysis: It contains two sub-dimensions—theme and content which answer the questions of “What is the theme of the text?” and “What does the text mainly talk about?” Based on such analysis, teachers can summarize the key points or information of the text to decide upon the instructional focus of the lesson, create a context for learning and understanding, application and practice, and further to transforming and innovating. It can also help students to locate the key problem to solve in this lesson so as to base one’s instruction on exploring solutions to the problem and promote students’ active engagement in learning activities. 2）[How] in text analysis: It contains two sub-dimensions—text structure and the features of language which answer the questions of “How is the text organized?” and “How is it written?” Through such analysis, teachers can get to know how the information is presented around the theme, how logical connections are built in the text, what language, crafts, and styles are used to support the presentation of information or ideas. 3）[Why] in text analysis: It involves the educational value of the text and answers to the question of “Why dose the author write the theme?” . By answering the question, teachers can notice the opinions or values the writer wants to express so as to formulate an objective in values education. It also helps students evaluate the text critically to converse with their prior knowledge so as to fully internalize and transfer what is learned and form new opinions and values about the main theme discussed. III. How to do student analysis 1. When analyzing students, teachers should try to answer the following questions based on systematical reflections and observations: 1) What might the students know already?What can they do ?