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教學理論與實踐英語教案
篇一：英語課堂教學理論與實踐
教案填寫說明
教案按每一大節(jié)課進行編寫，其進度應與授課計劃相同。教案可以是打印稿也可以是手寫稿。有關部分填寫要求如下：
1、課程類別（封面）：包括公共課、學科基礎課、專業(yè)基礎課、專業(yè)方向課、實踐性教學環(huán)節(jié)、實驗課、專業(yè)任選課、公選課。
2、課堂教學目的及要求：本大節(jié)課（本次課）的教學目的及要求。
3、課堂教學重點及難點：指根據(jù)教學大綱要求，確定課堂教學知識信息的重點、難點。
4、教學過程：這是整個教案的主體部分，既體現(xiàn)出教學活動的邏輯程序，又要劃分出若干環(huán)節(jié)或步驟，并考慮到它們的時間分配、具體方法的應用，相互間的銜接、過渡，以及教學過程與板書的協(xié)調(diào)等等，充分反映教師教學設計思想，體現(xiàn)教師的教學經(jīng)驗和風格。
5、教學方法及手段：指舉例講解、多媒體講解、模型講解、實物講解、掛圖講解、音像講解等。
6、課后作業(yè)與思考題：指本大節(jié)課（本次課）結(jié)束后需要布置的作業(yè)與思考題。
7、課后小結(jié)：課后自我總結(jié)分析是對課程教學中教學環(huán)節(jié)的設計、教學重點難點的把握、教學方法的應用、師生雙邊活動的設計及教學效果等情況的總結(jié)與分析，為以后的教學提供經(jīng)驗與參考。
第1次課２學時
Teaching Notes
—— A Brief Introduction to Translation翻譯概論
作為第一講，有必要向?qū)W生簡要全面介紹一下教材的內(nèi)容和特點、該課程的具體要求以及學習方法。
《英漢互譯實踐與技巧》是清華大學優(yōu)秀教材，該教材內(nèi)容豐富、新穎，具有很高的權(quán)威性。編者許建平現(xiàn)為清華大學外語系教授、碩士研究生導師，在翻譯理論和實踐方面造詣很深，在國內(nèi)翻譯界具有很高的威望。
引導學生閱讀前言和目錄部分。
該課程是一門實踐性很強的課程。除了學習和掌握翻譯的基本原理以外，翻譯實踐占有相當大的比重。具體地說，翻譯練習由兩部分組成，一部分是課后的英譯漢練習，另一部分是老師課外挑選的翻譯材料。
翻譯是一項艱苦的腦力勞動，學好翻譯需要付出艱苦的努力，絕無捷徑可走。對照閱讀是一種一舉多得的學習方法。
1. 翻譯的定義
學習一門新的學科，首先必須有一個科學的定義。翻譯是一個包羅萬象、博大精深的技藝，至今也沒有一個統(tǒng)一規(guī)范、舉世公認的定義。我們只能綜合各種不同的定義來把握翻譯的本質(zhì)。
The Definition of The Oxford English Dictionary: To turn from one language into another.
The Definition of Webster’s Third New International Dictionary of the English Language: To turn into one’s own or another language.
Eugene A. Nida：Translating consists in reproducing in the receptor language the closest natural equivalence of the source-language message, first in terms of meaning and secondly in terms of style.
張今：翻譯是兩個語言社會（language-community）之間的交際過程和交際工具，它的目的是促進本語言社會的政治、經(jīng)濟和（或）文化進步，它的任務是要把原作中包含的現(xiàn)實世界的邏輯影響映像或藝術映像完好無損地從一種語言移注到另一種語言中去。
孫致禮：翻譯是把一種語言表達的意義用另一種語言傳達出來，以達到溝通思想感情、傳播文化知、促進社會文明，特別是推動譯語文化興旺昌盛的目的。
2. 翻譯的分類
按語言分類：語內(nèi)翻譯（Intralingual Translation）；語際翻譯（Interlingual Translation）。 按活動形式分類：筆譯（Translation）；口譯（Oral Interpretation）：連續(xù)傳譯（Consecutive Translation）和同聲傳譯（Simultaneous Translation）。
按翻譯材料的文體分類：應用文體翻譯；科技文體翻譯；論述文體翻譯；新聞文體翻譯；藝術文體(詩歌)翻譯。其中的詩歌（Poetry）類文體如：
Original：靜夜思
李白
床前明月光，疑是地上霜。
舉頭望明月，低頭思故鄉(xiāng)。
Translation：In The Quiet Night
By Li Bai
So bright a gleam on the foot of my bed—
Could there have been a frost already?
Lifting myself to look, I found that it was Moonlight.
Sinking back again, I thought suddenly of home.
按處理方式分類：全譯；節(jié)譯；摘譯；編譯；譯述。
3. 翻譯的標準
中國傳統(tǒng)翻譯理論：嚴復：信達雅《天演論·譯例言》（1898）；傅雷：“神似” 說：“以效果而論，翻譯應該象臨畫一樣，所求不在形似而在神似�！保ā陡呃项^》重譯本序）。錢鐘書“化境”：文學的最高標準是“化”。把作品從一國文字轉(zhuǎn)變成另一國文字，既能不因語文習慣的差異而露出生硬牽強的痕跡，又能完全保存原有的風味，那就算得入于化境了。十七世紀有人贊美這種造詣的翻譯，比為原作的投胎轉(zhuǎn)世，軀殼換了一個，而精神姿致依然故我。
西方翻譯理論：
l. George Campbell: The first thing is to give a just representation of the sense of the original. The second thing is, to convey into his version, as much as possible, in a consistency with the genius of the language which he writes, the author’s spirit and manner. The third and last thing is, to take care, the version have at least, so far the quality of an original performance, as to appear natural and easy?.
2 Alexander F. Tytler：That the Translation should give a complete transcript of the ideas of the original work. That the style and manner of writing should be of the same character with that of the original. That the Translation should have all the ease of original composition. (A. F. Tytler: Essay on the Principles of Translation 1790 )
譯者必備的業(yè)務素質(zhì)：
(1)扎實的英語基礎；(2) 扎實的漢語基礎；(3) 廣闊的知識面（to know something of
everything and everything of something）雜家；(4) 高效迅捷查閱資料和文獻檢索的能力；(5) 合理的翻譯策略；(6)認真負責的學風；(7) 充沛的體力和腦力。
4. 課堂翻譯練習：
(1) One can never see too many summer suises on the Mississippi River.
(2) He has been wedded to translation.
(3) The secretary and accountant of the company was present.
(4) Byron's father, by is first marriage, had a daughter, Augusta, Byron's half-sister.
(5) The old man said, "They say his father was a fisherman. Maybe he was as poor as we are."
(6) We would like to build a color-blind society where all man can have equal opportunity.
篇二：英語課堂教學理論與實踐
1．課程的性質(zhì)、地位和任務
“英語教學理論與實踐” 是面向英語專業(yè)高年級學生開設的一門個性發(fā)展課程。是一門多邊緣的、發(fā)展中的、理論與實踐相結(jié)合的理論學科，課程在回顧外語教學歷史、研究語言和學習規(guī)律、介紹先進教學理論的同時，要求學生通過語音、語法、詞匯、聽力、口語、閱讀、寫作、等課堂教學的實踐，掌握教學理論，靈活運用教學理論。因此，本課程具有知識介紹和理論實踐兩大特點，既注重知識的傳授，又注意教學能力的培養(yǎng)。
2．課程教學的基本要求
該課程要求學生有很強的自主學習能力和參與意識。根據(jù)人才培養(yǎng)模式的要求和本課程設置的特點，學生在學習時應做到以下幾點：
1）做好充分的預習工作
該課程要求學生必須在上課前做好充分的預習工作。在課前預習時應該做到以下幾點： 預習教材，完成所有的tasks；
閱讀相關的輔助材料，如上海外語教育出版社和外研社都出版了成套的英語教學和研究類圖書，另外很多國內(nèi)的刊物，如“外語教學與研究”“外語界””國外外語教學”“中小學外語教學”等，國外的如TESOL Quarterly, ELT Journal, Forum等上面都有很多理論與理論應用性的研究，閱讀這些書籍和刊物不僅可以擴充自己的知識，也可以學習一些研究方法；
自己應該能夠根據(jù)教材中的教學理論，設計各種微型課堂活動。
2）注意互惠性學習
所謂互惠性學習即在學習中與其他同學合作，互惠互利，進行信息共享，共同分析問題、解決問題。如有可能可以結(jié)合成固定的學習小組。
3）加強反思性學習
在學習過程中應注意將所學教學理論與自己的教學實踐相聯(lián)系，從理論的角度評估自己的教學。如在學習“閱讀教學”時，根據(jù)閱讀教學的理論對照自己的閱讀教學實踐，尋找教學中的差距，這樣不僅可以加深對教學理論的理解，也可通過對自己教學的反思，提高自己的業(yè)務素質(zhì)。
3．課程教學改革
本課程注重理論和實踐相結(jié)合，注意學習過程中的“教學行為研究”。模擬講課一般是安排在教學課程完成之后，但是，在學習教學的過程中讓學生有意識地將教學行為研究納入自己的學習日程。輔導學生注意發(fā)現(xiàn)學習中存在的問題，分析問題的原因，然后根據(jù)所學教學理論設計解決方式，
在課堂上與其他同學交流，同時征求輔導教師的意見。
二、大綱內(nèi)容內(nèi)容
課程理論教學（理論學時為30學時）
本課程系統(tǒng)講授國內(nèi)外外語教學及教育科學方面的新成就，并注意提供實際而具體的教學建議，為培養(yǎng)合格中學英語教師打下良好的英語教學理論基礎。培養(yǎng)學生初步掌握的英語教學的方法和技巧。課程在回顧外語教學歷史、研究語言和學習規(guī)律、介紹先進教學理論的同時，要求學生通過聽力、口語、閱讀、寫作、語音、語法、詞匯等課堂教學的實踐，掌握教學理論，靈活運用教學理論。理論共分分四部分共15 個單元分別介紹了有關語言和語言學習的理論、教學法簡史、教學法的主要流派、課程和課堂活動、在聽力、口語、閱讀、寫作、語音、語法和詞匯教學中介紹了教學應遵循的原則、可采用的教學模式和策略。通過該課程的學習，學習者應該能夠了解最基本的教學理論，為其自身的發(fā)展打下應有的理論基礎。
Unit 1 Language and Learning
1. Teaching Aims:
In this unit we will discuss some general matters about language learning and teaching, such as common views on language and language learning, qualities of a good language teacher.
2. Teaching Focus
We are going to discuss five questions in particular:
1) How do we learn language?
2) Views on language
3) Views on language learning
4) What is good language teacher?
5) How can one become a good language teacher?
6) An overview of the book
Questions ：
1、What are the common views on language?
2、What are the common views on language learning？
Unit 2 Communicative Principles and Activities
1. Teaching Aims:
In this unit we will discuss discuss one of the most important trends in second/ foreign language teaching in the past three decades, that is the practice of communicative language teaching
2. Teaching Focus
We are going to discuss five questions in particular:
1) Language use in real life vs. traditional pedagogy
2) Fostering communication competence
3) The implementation of language skills
4) Communicative activities
5) Conclusion:How do we learn language?
Questions ：
What is communicative competence?
What is Task-based language Teaching?
Are there limitations of CLT and TBLT?
Unit 3 The National English Curriculum
1. Teaching Aims:
In this unit we will discuss discuss the historyas well as the development of the National English Curriculum in China.
2. Teaching Focus
We are going to discuss five questions in particular:
1) a brief history of foreign language teachig in China
2) Designing principles for the National English Curriculum
3) Goals and objectives of English Language Teaching
4)Design of the National English Curriculum
5) performance standards for different levels of competence
Questions ：
1.What are the designing principle for the National English Curriculum 2001?
2.what are the standards for different levels of competence?
3.What are the challenges facing English language teachers?
Unit 4 Lesson Planning
1. Teaching Aims:
To look at one of the most important components of language teachers’ work, lesson planning. I have arranged to introduce this topic prior to other units so that users of the book can use what is covered in this unit as a guide when they write mini-lesson plans for other units.
2. Teaching Focus
We are going to discuss five questions in particular:
1) Why is lesson planning necessary?
2) Principles for good lesson planning
3) Macro planning vs. micro planning
4) Components of a lesson plan
5) Sample lesson plans
6) Conclusion
Questions
1.What are the principles for good lesson planning？
2.What are macro planning and micro planning?
3.What are the component of a lesson plan?
Unit 5 Classroom Management
1. Teaching Aims:
To discuss how language teachers can manage the classroom more effectively and efficiently.
2. Teaching Focus
1) The role of the teacher
2) Student grouping
3) Discipline in the language classroom
Questions
What roles do teacheres play in the classroom?
How to maintain discipline in the classroom?
How to treat students’ errors in the classroom?
Unite 6 Teaching Pronunciation
1. Teaching Aims:
To discuss how to teach pronunciation.
2. Teaching Focus
1) The role of pronunciation
2) The goal of teaching pronunciation
3) Aspects of pronunciation
4) Practicing sounds
5) Practicing stress and intonation
6) Conclusion
Questions
What role does pronunciation play in language learning?
What aspects of pronunciation do we need to teach?
How can teachers help the students to improve pronunciation?
Unit 7 Teaching Grammar
1. Teaching Aims:
To discuss how to teach grammar. Although grammar is usually integrated with the teaching of other language components, we still consider it necessary to introduce ways to “focus on form”.
2. Teaching Focus
1 The role of grammar in ELT
2 Grammar presentation methods
3 Grammar practice
4 Conclusion
Questions
What is the role of grammar in language learning?
What are the major types of grammar presentation methods?
What are the major types of grammar practice activities?
Unit 8 Teaching Vocabulary
1. Teaching Aims:
To discuss how to teach vocabulary. Although vocabulary is usually integrated with the teaching of reading, we still consider it necessary to introduce ways to learn and consolidate vocabulary.
2. Teaching Focus
1) Vocabulary and vocabulary building
2) Presenting new words
3) Consolidating vocabulary
4) Developing vocabulary building strategies
5) Conclusion
Questions
How can we present new vocabulary items?
What are some effective ways to consolidate vocabulary?
How do we help students develop vocabulary learning strategies?
Unit 9 Teaching Listening
1. Teaching Aims:
In this unit we are going to discuss how to teach listening.
2. Teaching Focus
1) Why does listening seem so difficult?
2) What do we listening to in everyday life
3) Characteristics of the listening process
4) Principles for teaching listening
5) Pre-listening activities
6) While-listening activities
7) Post-listening activities
8) Conclusion
Questions
Why does listening seem so difficult for students?
What are the characteristics of the listening process?
What are the common activities in teaching listening?
Unit 10 Teaching speaking
1.Teaching Aims:
To discuss how to teach speaking. From the characteristics of spoken language I will introduce types of speaking tasks and the ways to improve students’ speaking ability
2.Teaching content:
1) What are the characteristics of spoken language?
2) Designing speaking tasks
3) Using group work in speaking tasks
4) Types of speaking tasks
5) Conclusion
Questions
What are the principles for teaching speaking?
How can we design speaking activities?
How to organize speaking activities?
Unit 11 Teaching Reading
Teaching Aims: :
1.To discuss how to teach reading. Analyze some skills involved in reading comprehension and principles and models for teaching reading. Introduce some reading activities
2.Teaching focus
1) How do we read?
2) What do we read?
3) Skills involved in reading comprehension
4) Principles and models for teaching reading
5) Pre-reading activities
6) While-reading activities
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