基础英语教育理论与实践（学科教育学）

高强

目录

  • 1 Course Introduction
    • 1.1 Prospects of our Graduates
    • 1.2 Course Orientation
    • 1.3 Making of a Qualified EFL Teacher
  • 2 Language and Language Learning
    • 2.1 Views on Language
      • 2.1.1 Structural View
      • 2.1.2 Functional View
      • 2.1.3 Interactional View
    • 2.2 Views on Language Learning
      • 2.2.1 Behaviorism
      • 2.2.2 Cognitivism
      • 2.2.3 Constructivism
      • 2.2.4 Socio-constructivism
    • 2.3 Chapter Summary
  • 3 Communicative Principles and Task-based Language Teaching
    • 3.1 Communicative Language Teaching
      • 3.1.1 Communicative Competence and its Components
      • 3.1.2 Doing CLT
    • 3.2 Task-based Language Teaching
      • 3.2.1 Task and its Components
      • 3.2.2 Task vs. Exercise
      • 3.2.3 Some Useful EFL Tasks
      • 3.2.4 Principles for Designing Tasks
      • 3.2.5 Assessing Tasks
      • 3.2.6 Procedures of TBLT
      • 3.2.7 Supplementary Reading
    • 3.3 Video 1
    • 3.4 Video 2
  • 4 The National English Curriculum
    • 4.1 National English Curriculum Standard for Senior High Schools (2017)
    • 4.2 Key Competences of English Curriculum
      • 4.2.1 Components of Key Competencies of English Curriculum
    • 4.3 Activity-based English Teaching
      • 4.3.1 Condensed Introduction of Activity-based English Teaching
  • 5 Lesson Planning
    • 5.1 An Overview
    • 5.2 Importance of Lesson Planning
    • 5.3 Components of a Lesson Plan
    • 5.4 Principles of a Good Lesson Plan
    • 5.5 Text Analysis and Key Points of Teaching
    • 5.6 Student Analysis and Potential Difficulties
    • 5.7 Principles of Designing Lesson Objectives
    • 5.8 Stages and Steps of Designing Teaching Activities
    • 5.9 Teaching Reflections
    • 5.10 Micro vs. Macro Planning
    • 5.11 Unit-based Planning
  • 6 Classroom Management
    • 6.1 Roles of the Teacher
    • 6.2 Classroom Instructions
      • 6.2.1 Definition & Functions of Classroom Instructions
      • 6.2.2 How to Give effective Classroom Instructions
    • 6.3 Student Groupings
      • 6.3.1 Ways of Student Groupings
      • 6.3.2 Advantages and Disadvantages of Different Ways of Student Groupings
    • 6.4 Classroom Discipline
    • 6.5 Classroom Questioning
      • 6.5.1 Functions & Classifications of Questioning
      • 6.5.2 Designing Questions in Teaching
    • 6.6 Dealing with Errors
  • 7 Teaching Pronunciation
    • 7.1 An Overview of Pronunciation Teaching
    • 7.2 Sample Lessons on Pronunciation Teaching
    • 7.3 Chapter Summary
  • 8 Teaching Vocabulary
    • 8.1 Principles of Vocabulary Teaching
    • 8.2 Activities for Presenting Vocabulary
    • 8.3 Activities for Practicing Vocabulary
    • 8.4 A Sample Lesson on Vocabulary Teaching
    • 8.5 Chapter Summary
  • 9 Teaching Grammar
    • 9.1 Principles of Grammar Teaching
    • 9.2 Activities for Presenting Grammar
    • 9.3 Activities for Practicing Grammar
    • 9.4 Sample Lessons on Grammar Teaching
    • 9.5 Chapter Summary
  • 10 Teaching Listening & Speaking
    • 10.1 Principles for Designing Listening Teaching Activities
    • 10.2 Principles for Designing Speaking Teaching Activities
    • 10.3 Sample Lessons on Listening & Speaking Teaching
    • 10.4 Chapter Summary
  • 11 Teaching Reading
    • 11.1 Pre-reading Design
    • 11.2 While-reading Design
    • 11.3 Post-reading Design
    • 11.4 Sample Lessons on Reading
    • 11.5 Chapter Summary
  • 12 Teaching Writing
    • 12.1 Pre-writing Design
    • 12.2 While-writing Design
    • 12.3 Post-writing Design
    • 12.4 A Sample Lesson of Writing Teaching
    • 12.5 Chapter Summary
  • 13 Integrated Skills
    • 13.1 Reasons for and Ways of Integration
    • 13.2 Implications and Limitations of Integration
    • 13.3 A Sample Lesson of Integrated Teaching
    • 13.4 Chapter Summary
  • 14 Assessment in Language Teaching
    • 14.1 Chapter Overview
    • 14.2 Definition & Methods of Assessment
    • 14.3 Types & Principles of Assessment
    • 14.4 Discussion Questions
Pre-reading Design