英语教学法教程教案 A Course in English Language Teaching 教主
材：《英语教学法教程》编：王蔷
出版社：高等教育出版社
1
绪论外语教学法主要流派
Teaching approaches & Methods Approaches & methods of Language Teaching
众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综
合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能
教学法，在这之前首先概述一下拉丁语教学法、。①拉丁语教学法，指（15-16
世纪）为欧洲语言的极盛时期，学校里教授作为外语
之拉丁语的直觉模仿法。它在（15——16 世纪）为语法模仿法：16 世纪末到 17 世纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原
则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸
美纽斯教学法 Conienius(1592_1670) ①
德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可
靠的。词汇翻译法，自觉对比法，认真教学法。二、联结性的教学法学派
特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思
维的直接联系；侧重口头操练。自然教学法（绝对排斥本族语的教学法）
直接教学法（自然教学法发展起来的）（一种习惯）听说教学法视听教学法
功能教学法（又名意念法，交际法或意念——功能—交际法
三、综合性的教学法学派，来源于直接法与翻译的综合自觉实践法
折衷法（又是极端）分阶段教学法一、语法翻译法(Translation Method)
The grammar translation Method(Reading Method ,classical Method ).In China, it is
called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign
language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. Error! Reference source not found..Classes are taught in the mother tongue,with little active use of the target lauguage.
2.Much vocabulary is taught in the form of lists of isofated words.
3.Long elaborate explanations of the intricacies of grammar are given.
4.Little attention explanations of the intricacies of grammar are given.
5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue.
6.little or no attention is given to pronunciation.
希腊文、拉丁文、通过翻译来学习外语。
认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语
2
法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges：
1.在外语教学里创建了翻译的教学形式；
2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果；
3.着重阅读，着重学习原文或原文文学名著；
4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需
要什么教具和设备。 Disadvanfudges：
1.忽视口语教学。在教学里没有抓住语言的本质；
2.忽视语音和语调的教学；
3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能
力，易使学生在使用外语时对翻译有依赖性；
4.过分强调语法在教学里的作用。课堂上忽视实践练习和培养语言习惯，往往把外
语课上成教师的讲演课。
5.强调死记硬背，教学方法单一，气氛沉闷，不容易引起学生的兴趣。
二、直接法（Direct Method）它也叫自然法（Natural
Method ），心理法（Psychological Method），口语法（Oral
Method ），改良法（Redormed
Method），在中国最早叫直接法。它含三层意思：直
接学习、直接理解、直接应用。
翻译法着重教书面语和文字名著，目的偏重阅读和做学问。而现需要和外国人交
谈。人们学习外语的目的转向掌握口语，迫切希望学说话。小女孩跟着妈妈学说话
，
看着妈妈的动作和表情来理解妈妈的意思，完全不用翻译。直接法就是要外语老师
象妈，教儿女说话一样，利用实物，图画，手势，表情，动作等直接教授外语。由
于强调学习口语，教师要注意到语音教学的重要性。提出必须学好语音，才能有效
的学习外语，因此，直接法常常重视语音教学，把语音语调的训练当作外语教学的
重要内容。心理学家提出的态体、学习的学说，叫直接法的语法归纳教学法。Advantages： A.强调直接学习外语和直接应用外语，使学生能真正掌握外语工具；
B.强调口语和语音教学，抓住了外语教学的实质；
C.注重实践练习，培养语言习惯；
D.通过句型教学，使学生在语言实践中有计划的学习实用语法，发挥语法在外语教
学里的作用；
E.采用多种直观教具，广泛运用接近实际生活的教学方式和方法，较为生动的进行
教学，大大的提高了外语教学的质量，丰富了外语教学法的内容；
F.编选教材，注意教材的实用性与安排上的循序渐进。三、循序直接法（Graded Direct method) 有两个特点：循序和直接，由 Richards 倡导的。
1.两步走的外语教学思想。
培养初步能力（听说读写）打好运用外语的坚实基础，然后在这个基础上进一步扩
展词汇和语法，着重提高学生的阅读能力，使之全面掌握外语，（English through pictures）《英语图作》 2.直接学习英语
在使用本族语，不通过翻译，不用作解语法概念，使之直接整句的学英语，在大量
的接触，直接操练中掌握英语，养成使用英语的习惯。
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3.循序教学
有一定的顺序，由具体到抽象，由简单到复杂，由已知到未知，只有严格的、具体的按此顺序
小学英语教学法期末复习题库 一、填空 1、小学生具有无意注意占主导，有意注意有一定发展、注意不够稳定，常常带有情结色彩、注意的品质较差等特点和优越条件。 2、小学英语课堂教学的特点是重视培养和激发学生学习英语的深厚兴趣，在教学活动中要有和谐的语言教学氛围，要重视学生基本技能和学习习惯的培养。 3、基础教育阶段英语课程的总体目标是培养学生的综合语言运用能力。 4、《英语新课程标准》提出学生的发展是英语课程的出发点和归宿。 5、语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。 6、教学是教师的教和学生的学的统一活动。就英语教学而言，教学的实质就是一种特殊的认识过程。英语教学过程就是生生之间和师生之间的共同参与、合作、交流的活动过程。 7、学生认识的客体是英语，教师认识的客体是教学规律。教学双方都为对方提供信息，英语就是为了促进交流。 8、教学的最终任务是培养学习者的交际能力。 9、交际性原则提出的主要依据有三点：第一，语言是表达意义的体系；第二，语言的主要功能是交际功能；第三，语言的主要单位不仅是语法、结构特征，还包括功能范畴。 10、情景教学的原则提出的主要依据有三点：第一小学生的心理和年龄特点；第二，语言的习得规律；第三，小学生的学习规律。 11、语言教学的内容包括语言知识和语言技能两个方面 12、体态语是指说话时的表情、手势、动作等。 13、在教学中写有两方面的含义：一是书写，二是写作。 14、良好的课堂气氛是搞好课堂教学，保证教学质量的关键。 15、备课的主要任务是熟悉教材、写出具体教案、确定课时教学目标、教学方法、板书计划、课内练习题等。 16、教学效果不取决于教师,也不取决于学生,而是双方共同活动的结果. 17、小学英语教学的原则包括：交际性原则、听说领先的原则、情境教学原则和趣味性原则。 18、英语课堂教学的实质是交际。 19、遵循视听说与读写结合的原则，教学要采用听说领先、读写跟上的方法。 20. 小学阶段的英语小学目标（教学目标）是：通过听、说、玩、看等教学活动，激发和培养学生的学习兴趣，使其养成良好的学习习惯；通过学习使学生获取对英语的一些感性认识，掌握一定的语言基本技能，培养初步运用英语进行听、说的交际能力；开发智力，发展包括观察、记忆、思维和想象等内容的思维能力，培养学生建立科学的世界观、人生观、价值观、对通过英语传递的思想、文化、情感等有初步的跨文化认知的意识；培养学生的爱国主义精神以及世界公民的意识。 21、小学英语教学法是研究小学英语教学的理论和实践，是研究小学英语教学的全部过程及其规律的一个科学体系。 22、教师在教学活动之前主要应编写好三种计划：学期教学进度计划，单元教学计划，课时计划。 23、备好课，必须做好如下三方面的工作：了解学生，钻研教材，制定教学计划。 24、新课程设置是按九年一贯制设置义务教育阶段课程的方式，小学阶段以综合课程为主，
英语教学法教程教案 A Course in English Language Teaching 主讲：姚向礼 教材：《英语教学法教程》 主编：王蔷 出版社：高等教育出版社 绪论外语教学法主要流派 Teaching approaches & Methods Approaches & methods of Language Teaching 众说纷纭，现以学习理论作为分类标准，将学派分为认知性的，连接性的和综合性的三大类。并简介翻译教学法，自然教学法，直接教学法，认知教学法，功能教学法，在这之前首先概述一下拉丁语教学法、。 ①拉丁语教学法，指（15-16世纪）为欧洲语言的极盛时期，学校里教授作为外语之拉丁语的直觉模仿法。它在（15——16世纪）为语法模仿法：16世纪末到17世
纪，由于民族语渗入学校，拉丁语教学法主要为词汇模仿法。先后提出了自觉性原则和直观性原则。这一时期的两大代表人物①惜提哈（ratch1571-163500））②夸美纽斯教学法Conienius(1592_1670) ①德国论点是通过经验与分析去学习一切。认为只从理论途径得到的记忆才是可 靠的。词汇翻译法，自觉对比法，认真教学法。 二、联结性的教学法学派 特点：经验主义的哲学观点；重视外语话语与实物，观念，概念等外部世界与思维的直接联系；侧重口头操练。 自然教学法（绝对排斥本族语的教学法） 直接教学法（自然教学法发展起来的）（一种习惯） 听说教学法 视听教学法 功能教学法（又名意念法，交际法或意念——功能—交际法 三、综合性的教学法学派，来源于直接法与翻译的综合 自觉实践法 折衷法（又是极端） 分阶段教学法 一、语法翻译法(Translation Method) The grammar translation Method(Reading Method ,classical Method ).In China, it is called old method and is probably the most widely known and has been the most widely used of all approaches to language teaching .Although there have been many developments in language teaching, especially in the teaching foreign language ,grammar-translation method in still used today in various forms .And the main drill in translation. The mains features are as the followings. 1.Classes are taught in the mother tongue,with little active use of the target lauguage. 2.Much vocabulary is taught in the form of lists of isofated words. 3.Long elaborate explanations of the intricacies of grammar are given. 4.Little attention explanations of the intricacies of grammar are given. 5.Often the only drills are exercises in translation disconnecfecl sentences from the target language into the mother tongue. 6.little or no attention is given to pronunciation. 希腊文、拉丁文、通过翻译来学习外语。 认为背诵文法规则是学习外语的捷径，使用的课本，开始是孤立的单词和孤立的语法例句，都是从希腊文和拉丁文的名著里摘引出来的。 Advontedges： 1.在外语教学里创建了翻译的教学形式； 2.在外语教学里利用文法、利用学生的理解力，以提高外语教学的效果； 3.着重阅读，着重学习原文或原文文学名著； 4.使用方便。只要教师掌握了外语的基本知识，就可以拿着外语课本教外语，不需要什么教具和设备。 Disadvanfudges： 1.忽视口语教学。在教学里没有抓住语言的本质； 2.忽视语音和语调的教学； 3.过分强调翻译，单纯通过翻译手段教外语，不利于培养学生用外语进行交际的能力，易使学生在使用外语时对翻译有依赖性；
中学英语教学法 1．第1题 According to Clark, Scarino ａnd Brownell, the main components of a task include ____. A.exercises, exercise-tasks ａnd tasks B.new language items, time ａnd learning culture C.a purpose, a context, a process ａnd a product/outcome D.pre-task, task cycle ａnd language focus 您的答案：C 题目分数：2.0 此题得分：2.0 2．第2题 As far as vocabulary teaching is concerned, which of the following is NOT the uncertainty that still remains? A.which vocabulary items should be taught ａnd learned. B.how vocabulary can be taught ａnd learned most effectively. C.whether vocabulary should be taught ｏr not. D.What constitute a vocabulary item. 您的答案：C 题目分数：2.0 此题得分：2.0 3．第3题 According to the Cognitive theory, a language learner acquires language ____ which enables him to produce language. A.structures B.habbits C.skills https://www.doczj.com/doc/8814492285.html,petence 您的答案：D 题目分数：2.0 此题得分：2.0 4．第4题 Which of the following are not one of the principles of communicative language teaching proposed by Richards ａnd Rodgers (1986)? https://www.doczj.com/doc/8814492285.html,munication principle B.Task principle C.Meaningfulness principle
《英语教学法》模拟试题1及答案 1. Which of the following is true of second language learning A. Natural language exposure. B. Informal learning context. C. Structured input. D. Little error correction. 2. What type of learners can benefit most from real object instruction A. Individual learners. { [5. Tactile learners. C. Auditory learners. D. Visual learners. 3. What type of intelligence is cooperative learning best suited for A. Interpersonal intelligence. B. Intrapersonal intelligence. C. Logical intelligence. D. Linguistic intelligence. ? 4. What does the following practise * Peer and I v. vent to the cinema yesterday. Peter and * I went to the cinema yesterday. Peer and I zoent to the * cinema yesterday. Peer and I zoent to the cinema * yesterday. A. Stress. B. Articulation. C. Liaison. 》 D. Intonation. 5. What learning strategy can the following help to train Match the adjectives on the left with the nouns on the right. H cavy Day Nice Baby Close Building Light Rain Tall Friend $ Cute Smoker
五步教学法英文教案：(Period 2 of Lesson 3 Book 2 浏览次数：3515 来源：现代教学网加入时间：2005-10-14 Teaching Plan (Period 3 of Lesson 3, Book 2) Teaching aims 1. Learn the new words “tiger, lion, rabbit, deer”(understanding only). 2. Learn the sentence patterns “Is it ...” “Yes, it is. / No, it isn’t.” 3. Learn to sing the song “Old MacDonald has a farm”. Teaching aids 1. A recorder 2. Some pictures of animals 3. Hanging charts of let’s talk. Teaching steps Step 1. Revision 1. Revise the names of animals learned before:
Show pictures of animals(cat, dog, fox, pig, chick, duck, hen, bee, bird, fish, frog, bear, monkey, panda, elephant, giraffe), and ask Ss to say them. 2. Revise the rhyme in Let’s chant: First listen to the recorder. Then ask Ss to repeat and recite the rhyme. 3. Revise the dialogue in let’s talk: Put up hanging charts, or show stick drawings of let’s talk. Listen to the tape. Ask Ss to repeat the dialogue of let’s talk. Then ask some students to act it out. Step 2. Presentation 1. Learn the new words “tiger, lion, deer, rabbit”: Ask the student to guess some riddles. Example: It’s an animal. It has red eyes and long ears. What is it? Ss may answer in Chinese. Some riddles can also be asked in Chinese. Example: 名字叫小花，喜欢摇尾巴，夜晚睡门口，小偷最怕它。(Dog) After guessing, ask Ss to take out the handwork materials. Say “Draw a tiger (lion, deer, rabbit)." Get Ss to take out the relative picture and draw it. After drawing all four, say “tiger (lion...)”and get Ss to h old up the relative picture. If possible, show the pictures of tiger(lion...) and ask Ss to say the Chinese meanings.
《小学英语教学法教程》期末复习知识点 Unit1 children as language learners 1、How do children acquire their first language in general?（p2） By imitations 、repetitions 、listening to stories ...... Discussion point : language learning is a socializing process,interaction and experimenting with the language in communication are important ways for language learning 2、What are the differences and similarities between learning L1 and L2?(p6 D:the length of time 、 opportunities for experimenting with language S:Rich context and input ,opportunities for using the language ,interaction with others ,etc.are important in learning any languages . 3、Children ’s characteristics/suggestions for teachers(p10) 4、Ways to nurture children ’s motivation (p11 五点会判断即可 ) 5、P12 discussion point 、p20 1.5.1 (理解、会判断即可 ) 6、How do you understand humanistic education?(p21-22 ) Humanistic education requires teachers to treat children as human beings who have their own thoughts and needs.Teachers should never try to force their ideas into children ’s minds and should always try to think the same level as children. Discussion point : Children need to learn to try new languages and
英语教学法教程试题库 Unit 1 Part I Read the following statements or questions and choose the best answer for each statement or question. 1. Much of human behavior is influenced by their_____ _____ A. experiences B. wisdom C. knowledge D. parents 2. What is the basis for syllabus design, teaching methodology, teaching and assessment procedures in the classroom? A. teaching attitude B. definitions of language C. structural view of language D. functional view 3. What does the structural view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 4. What does the functional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 5. What does the interactional view of language see language? A. a system of categories based on the communicative needs of the learner B. a communicative tool to build up and maintain social relations between people C. a linguistic system made up of various subsystems D. a linguistic system and a means for doing things 6. Which of the following teaching method is based on the behaviorist theory? B A. Grammar translation B. Audio-lingual C. Task-based teaching and learning D. Communicative teaching 7.What are the characteristics of audio-lingual method? https://www.doczj.com/doc/8814492285.html,nguage is learned by constant repetition and the the reinforcement of the teacher B.Mistakes were immediately corrected, and correct utterances were immediately praised. C.Students should be allowed to create their own sentences based on their understanding of certain rules. D.Both A and B. 8.Which three groups can summarize all the elements of the qualities of a good teacher? A.Ethic devotion, professional qualities and personal styles B. Ethic devotion, professional qualities and individual freedom C. Individual freedom, professional qualities and personal styles D. Ethic devotion, personal styles and individual freedom 9.What are the purposeful preparation that a language teacher normally receives before he starts the practice of teaching? A.Learning from other’s experiences B.Learning the received knowledge C.Learning from one’s own experiences as a teacher
Unit 1 Language and Language Learning Aims of the unit In this unit we will discuss some general matters about language learning and teaching. We are going to discuss five questions on particular: 1.How do we learn language 2.What are the common views on language 3.What are the common views on language learning 4.What are the qualities of a good language teacher 5.How can one become a good language teacher 1.1How do we learn languages Mach of human behavior is influenced by their experiences. The way language teachers teach in the classroom is to some extent influenced by the way they learned languages. This is especially true in foreign language teaching. Before we discuss language learning theories, let us first reflect on our own language learning experience. Task 1 Below is a list of interview questions on how people learn a foreign language. In the first column, write down your own responses. Then interview three other students in your class and enter their responses in the other columns. Discuss your findings in group of 4 and draw some conclusion.
▆ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ■ ▆ 《英语教学法》 试卷 共2页（第 1 页） 答案务必写在答题纸上，否则不得分，超出黑色边框区域的答案无效！ ▆ 《英语教学法》期末考试A 卷 开卷 考试时间90分钟，答题卡作答 姓名： 专业： 学号： 学习中心： 缺考标记，考生禁填！ □ 成绩： 一、名词解释（答案务必写在答题纸上，40分） 1. 教学资源 答：教学资源是为教学的有效开展提供的素材等各种可被利用的条件，通常包括教材、案例、影视、图片、课件等，也包括教师资源、教具、基础设施等，广义也应该涉及到教育政策等内容。 2. 英语写作策略 答：是学生学习英语和培养语言能力的主要内容,教师应充分利用教材内容,由浅入深,由简到繁,指导学生进行多种形式的写作训练. 3. 教学设计 答：是根据课程标准的要求和教学对象的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划。一般包括教学目标、教学重难点、教学方法、教学步骤与时间分配等环节。 4. 发现式教学法 答：亦称假设法和探究法，这是一种基于问题学习的教学方法，是指教师在学生学习概念和原理时，不是将学习的内容直接提供给学生，而是向学生提供一种问题情境，只是给学生一些事实（例）和问题，让学生积极思考，独立探究，自行发现并掌握相应的原理和结论的一种方法。 二、论述题（答案务必写在答题纸上，30分） 1. PWP 教学过程的本质特征是什么？ 答：英语阅读教学中的PWP 过程指的是将整个学习过程分为学习前（pre-learning ）、学习中（while-learning ）和学习后（post-learning ）三个阶段。PWP 模式简洁实用,对促进教师的＂教＂与学生的＂学＂有很大作用。关键是在新课标下如何运用 PWP 来整合课程内容资源,使阅读教学简约高效。 2. 英语教学中如何进行教材的整合。请举例说明。 答：人教版《普通高中课程标准实验教科书》中每一个模块的每个单元都围绕一个主要话题开展听、说、读、写活动，各个部分的教学目标明确，不分课次和顺序，方便教师根据教学的实际情况灵活使用教材。在实际教学中，教师可以充分抓住教材的话题功能这一特点，对教材进行适当的整合，以学生以往的学习经验和知识为基础，恰到好处地对教学目标进行调试，对教学方法进行设计，从而使学生获得更大的学业进步。教材整合有利于教师因材施教，提高学生的学习效率，体现学生为主体、教师为主导的课堂教学方式，同时还可以开发教学资源，使教学具有灵活性、开放性和拓展性，方便学生更好地发挥潜能，提高教师的课程意识和专业素养，从而提高整体教学效果。 1文献综述 在知网查询了相关资料发现：董艳丽在英语教学设计中如何整合教材中，主要讲述了英语较教材模块之间的整合以及教材整合的原则;周金妹在教材整合在初中英语教学中的运用中提出，教材英语教学内容、学生学情相整合;林华英在整合英语教材，提高教学实效中，从宏观上提出了教材整合的策略;梁银碧在整合教材给学生轻松英语课堂中提出从学生的角度进行教材的整合。笔者认为，教材整合不单单是单元模块间的整合，还应该是一学期的教材整合，学年与学年间教材的整合，还应考虑小学、初中、高中教材的衔接性问题，并根据地区间差异进行教材整合。 2教材整合 2.1教材整合概念的提出 在2011年义务教育英语课程标准中提出教材整合的概念，其指出：“教材是实现教学目标的重要材料和手段，教师要善于根据教学的需要，对教材加以适当的取舍和调整。” 2.2教材整合的必要性 教材整合可以提高学生的学习效率。兴趣是最好的老师，如果在教学过程中教师只按照教材内容的顺序传授知识不进行相关补充，很可能会导致学生丧失学习兴趣，并影响学生学习的主观能动性。教师合理地对教材进行调整、扩展 、重新组合，在调动学 生兴趣的前提下，挖掘教材深层次的的内涵，这样会激发学生学习兴趣，并且有效提高学生的学习效率和学习的积极性。 教材整合可以帮助学生形成一套英语学习体系。在传统教学中，教师注重知识的传授，并不注重学生的创造性思维的发展和逻辑思维能力的培养，如果在教学过程中教师对教材进行整体把握，重难点分明，可能训练学生的逻辑思维能力，并生成由易到难，由简入繁的学习体系。 教材整合有利于激发学生学习的主动性。我们的教学活动的中心就是学生，学生是学习的主体，以学生的需求、兴趣、爱好进行重组教材并在教学过程中了解学生的需要，学习中困惑点，以此来扩展调整教材可以让学生投入到课堂中来，提高学生学习的主动性，让每个学生都有所收获，使学生得到全面的发展，对英语学习充满激情和活力。 2.3教材整合的主要策略 分析教材，找到本套教材的重难点，列出框架体系。教师在拿到教材之后首先应根据课程标准对教材进行分析，找出本学期教学的重难点。如人教版七年级上册英语课本，本册英语教材只涉及浅显的语言知识点，与学生的生活息息相关。因此，教师在教学过程中要重视学生的学习能力和培养学生逻辑思维能力和学习习惯，此外还应根据学生的真实生活进行教学，培养学生对英语的学习兴趣。 适当的补充或延伸。我们处于信息网络时代，要善于运用网络资源，对教材资源进行补充和延伸。例如在必修3 unit1 Festivals in the world ，在本单元导入之前可以在网上查阅世界各地的节日传统，让学生了解更多的西方文化知识，扩大他们的知识层面，达到英语教学的效果。 适当的删减或替换。对于教材中不太适合的内容，在进行教学设计时要依据学生的认知规律，进行替换和删减。如果全部照搬教材，学生会产生畏惧或厌倦的情绪，因此教师在备课时应经过严密思考，在不影响基本教学的情况下，替换和删减不符合学生的生活实际的内容。如在讲授冠词a/an 的用法时，如果只讲授语法必然会很枯燥，因此我们在对教学内容进行整合时，可以对教材
总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。 Principles of communicative language teaching（CLT） Communication principle：activities that involve real communication promote learning Task principle：activities in which language is used for carrying out meaningful taskspromote learning Meaningfulness principle: language that is meaningful to the learner supports the learning process Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible. Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content (to incorporate functions); CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills). Task-based Language Teaching (TBLT) Task-based Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine for m-focused teaching with communication-focused teaching Four components of a task A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure. A context: the task can be real, simulated or imaginary, and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors. A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating. A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.） The PPP Model & The 5-step teaching method 3p：Step I. Presentation Step II. Practice Step III. Production 5-step Model：Step I. Revision Step II. Presentation Step II. Presentation Step IV. Practice Step V. Consolidation Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect. Steps of designing a tasks：
Background Information Student:48 senior high school students,grade 1 Age:about 16 Genders:23 boys and 25 girls Time and date:10:00a.m. to 10:25 a.m.(45 mins), Monday ,May 28,2014 Textbook:NSEFCM M5U2 Title of the lesson:A NIGHT THE EARTH DIDN’T SLEEP Teaching Aims I. Language knowledge: (1) can understand the meaning of an attributive clause (2) can master the expression of “Workers built shelters for survivors whose homes had been destroyed.”of an attributive clause (3)can master the new words:well, rose,smelly,pond,burst,canal,dirt,bricks,dam,rescue, disaster... II. Language skills: (1) listening: can understand the meaning of the above new expressions & words (2) speaking: can use the above new expressions & words in daily life. III. Emotion & Attitude: (1) Ss can develop cooperative spirit. (2) Can increase Ss interest in English learning. Important Points: (1). the meaning of an attributive clause (2). the expression of “Workers built shelters for survivors whose homes had been destroyed.” of an attributive clause (3). new words: well, rose,smelly,pond,burst,canal,dirt,bricks,dam,rescue, disaster... Difficult Point: the usage of the an attributive clause Teaching Procedures: I.Warm-up:show:Look at two pictures of Tangshan, imagine there has an earthquake. Describe to your partner what might happen to the objects in the pictures. Then have a class discussion. II.Pre-reading:(1). Imagine your home begins to shake and you must leave right now. You have time to take only one thing. What will you take? Why (2). What do you think will happen before an earthquake? III.While-reading