《英语教学活动设计课程教学大纲.doc》由会员分享，可在线阅读，更多相关《英语教学活动设计课程教学大纲.doc（4页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、（英语）教学活动设计课程教学大纲一、教师或教学团队信息教师姓名职称办公室电话电子信箱沈继红讲师奉贤五教B111（授课教师主要讲授的本科课程有英语阅读1-2、教学活动设计、综合英语1-2，主要研究领域：英语教学法。）二、课程基本信息课程名称（中文）：教学活动设计课程名称（英文）：Classroom Activity Design课程类别：通识必修课通识选修课专业必修课R专业方向课专业拓展课实践性环节课程性质*：学术知识性R方法技能性研究探索性实践体验性课程代码：4304431周学时：2总学时：32学分: 2先修课程：教育学导论、课程与教学论授课对象：英语师范专业三年级学生三、课程简介（英语）教学
2、活动设计是一门研究中、小学英语教学理论和实践的课程，是英语师范专业教学法系列课程之一，属专业方向课程。课程重点介绍英语课堂教学活动设计的理论基础、设计原理，通过学生活动实践、教案分析、设计实践、微格教学，帮助学生更好地理解英语教学设计理论，巧妙设计行之有效的英语课堂教学活动。课程与英语教学论、二语习得等课程有着非常紧密的联系，在英语教学理论与方法、语言习得理论的基本概念基础上，进一步加强学生对英语教学的理解，加强学生的设计实践能力。本课程适应于英语师范专业高年级学生。四、课程目标（英语）教学活动设计课的目的在于培养师范生的英语教学能力。通过语言知识教学活动案例和语言技能教学活动案例的展示和分析
3、，培养学生灵活运用、适当改编、自行设计课堂教学活动的能力，指导学生有效设计英语课堂，提高英语课堂教学的有效性，并能撰写高质量的教案；通过实例分析和设计实践，帮助学生更好地理解英语教学设计的基本原则、步骤和英语教学方法；提供学生微格教学实践机会，同时通过同伴间互相听课，学会有效观摩、提高评课能力。五、教学内容与进度安排*（满足对应课程标准的第2条）Week 1Highlight of cognitive learning theoriesHighlight of constructive learning theoriesTheories of Second Language TeachingR
4、eflection Assignment: What lesson can we draw from Krashens Monitor Model to guide teaching or teaching activity design?Week 2Activity 1: Identifying language learning activity typesActivity 2: Exploring characteristics of language learning activitiesActivity 3: Defining principles guiding activity
5、designPractice Assignment:Writing activity instructions according to the given activity descriptions.Week 3Activity 1: Evaluating practice activitiesActivity 2: Sequencing practice activitiesActivity 3: Improving practice activitiesPractice Assignment:Designing spelling/grammar practice activitiesWe
6、ek 4Students micro-teaching:Conducting spelling practice activitiesStudents micro-teaching:Conducting grammar practice activitiesEssay Assignment:Contextualizing language instructionWeek 5Activity 1: Using a scripted dialogue for grammar presentationActivity 2: Using a science fiction for grammar pr
7、esentationActivity 3: Exploring grammar presentation methodsPractice Assignment:Prepare a lesson plan to present a certain grammar pointWeek 6Activity 1: Designing grammar practice activitiesActivity 2: Sequencing grammar practice activitiesActivity 3: Improving grammar practice activitiesPractice A
8、ssignment:Prepare a complete lesson plan to present and to practice a certain grammar pointWeek 7Peer study of grammar teaching lesson plansStudents micro-teaching (grammar teaching)Practice Assignment:Modify your grammar teaching lesson planWeek 8Activity 1: Sequencing speaking activities along a c
9、ontinuumActivity 2: Studying role-plays and information gap activitiesActivity 3: Exploring the nature of communicative activitiesPractice Assignment:Designing information gap activitiesWeek 9Activity 1: Presenting information gap activitiesActivity 2: Doing information gap activities and modifying
10、themActivity 3: Knowing communicative functionsActivity 4: Designing different types of role-plays to practice a certain functionWeek 10Activity 1: Observing a vocabulary teaching classActivity 2: Exploring vocabulary presentation methodsActivity 3: Exploring vocabulary consolidation methodsPractice
11、 Assignment:Designing vocabulary gamesWeek 11Students presenting and playing vocabulary gamesWeek 12Activity 1: Exploring pre-reading activitiesActivity 2: Exploring while-reading activitiesActivity 3: Exploring post-reading activitiesPractice Activity:Writing a reading class lesson planWeek 13Activ
12、ity 1: Reading and modifying reading class lesson plansPractice Activity:Modifying lesson plansWeek 14Activity 1: Designing tasks to develop the skill of listening for gistActivity 2: Designing tasks to develop the skill of listening for specific informationActivity 3: Designing tasks to develop the
13、 skill of listening for detailed informationActivity 4: Designing tasks to develop the skill of inferringActivity 5: Designing song activities and video activitiesWeek 15灵活安排Week 16灵活安排六、修读要求课程每周都有反思任务或者设计任务，要求学生课后独立完成，以便课堂讨论和交流。整个学期每位学生作业随机抽查批改三次，成绩作为计算学生最终成绩的依据之一。整个学期每位学生上交一次8-10分钟的教学录像（课堂展示过micro-teaching的同学除外），成绩作为计算学生最终成绩的依据之一。七、学习评价方案课程期末考试形式：开卷小论文，由任课老师命题。学生课程学习的最终成绩以百分制计算，由过程学习成绩和期末考试成绩构成。平时成绩占50%，由考勤、课堂讨论、作业、微格教学构成。成绩结构为：最终成绩 = 平时成绩（50%）（其中：考勤分15%，课堂表现20%，作业45%，微格教学20%）+ 期末小论文（50%）八、课程资源英语教学法教程（第二版）王蔷英语教学法（上）（下） 顾曰国英语教学设计 鲁子问The Study of Second Language Acquisition Rod Ellis