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教学理论与实践英语教案
篇一：英语课堂教学理论与实践
教案填写说明
教案按每一大节课进行编写，其进度应与授课计划相同。教案可以是打印稿也可以是手写稿。有关部分填写要求如下：
1、课程类别（封面）：包括公共课、学科基础课、专业基础课、专业方向课、实践性教学环节、实验课、专业任选课、公选课。
2、课堂教学目的及要求：本大节课（本次课）的教学目的及要求。
3、课堂教学重点及难点：指根据教学大纲要求，确定课堂教学知识信息的重点、难点。
4、教学过程：这是整个教案的主体部分，既体现出教学活动的逻辑程序，又要划分出若干环节或步骤，并考虑到它们的时间分配、具体方法的应用，相互间的衔接、过渡，以及教学过程与板书的协调等等，充分反映教师教学设计思想，体现教师的教学经验和风格。
5、教学方法及手段：指举例讲解、多媒体讲解、模型讲解、实物讲解、挂图讲解、音像讲解等。
6、课后作业与思考题：指本大节课（本次课）结束后需要布置的作业与思考题。
7、课后小结：课后自我总结分析是对课程教学中教学环节的设计、教学重点难点的把握、教学方法的应用、师生双边活动的设计及教学效果等情况的总结与分析，为以后的教学提供经验与参考。
第1次课２学时
Teaching Notes
—— A Brief Introduction to Translation翻译概论
作为第一讲，有必要向学生简要全面介绍一下教材的内容和特点、该课程的具体要求以及学习方法。
《英汉互译实践与技巧》是清华大学优秀教材，该教材内容丰富、新颖，具有很高的权威性。编者许建平现为清华大学外语系教授、硕士研究生导师，在翻译理论和实践方面造诣很深，在国内翻译界具有很高的威望。
引导学生阅读前言和目录部分。
该课程是一门实践性很强的课程。除了学习和掌握翻译的基本原理以外，翻译实践占有相当大的比重。具体地说，翻译练习由两部分组成，一部分是课后的英译汉练习，另一部分是老师课外挑选的翻译材料。
翻译是一项艰苦的脑力劳动，学好翻译需要付出艰苦的努力，绝无捷径可走。对照阅读是一种一举多得的学习方法。
1. 翻译的定义
学习一门新的学科，首先必须有一个科学的定义。翻译是一个包罗万象、博大精深的技艺，至今也没有一个统一规范、举世公认的定义。我们只能综合各种不同的定义来把握翻译的本质。
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.
张今：翻译是两个语言社会（language-community）之间的交际过程和交际工具，它的目的是促进本语言社会的政治、经济和（或）文化进步，它的任务是要把原作中包含的现实世界的逻辑影响映像或艺术映像完好无损地从一种语言移注到另一种语言中去。
孙致礼：翻译是把一种语言表达的意义用另一种语言传达出来，以达到沟通思想感情、传播文化知、促进社会文明，特别是推动译语文化兴旺昌盛的目的。
2. 翻译的分类
按语言分类：语内翻译（Intralingual Translation）；语际翻译（Interlingual Translation）。 按活动形式分类：笔译（Translation）；口译（Oral Interpretation）：连续传译（Consecutive Translation）和同声传译（Simultaneous Translation）。
按翻译材料的文体分类：应用文体翻译；科技文体翻译；论述文体翻译；新闻文体翻译；艺术文体(诗歌)翻译。其中的诗歌（Poetry）类文体如：
Original：静夜思
李白
床前明月光，疑是地上霜。
举头望明月，低头思故乡。
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.
按处理方式分类：全译；节译；摘译；编译；译述。
3. 翻译的标准
中国传统翻译理论：严复：信达雅《天演论·译例言》（1898）；傅雷：“神似” 说：“以效果而论，翻译应该象临画一样，所求不在形似而在神似。”（《高老头》重译本序）。钱钟书“化境”：文学的最高标准是“化”。把作品从一国文字转变成另一国文字，既能不因语文习惯的差异而露出生硬牵强的痕迹，又能完全保存原有的风味，那就算得入于化境了。十七世纪有人赞美这种造诣的翻译，比为原作的投胎转世，躯壳换了一个，而精神姿致依然故我。
西方翻译理论：
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 )
译者必备的业务素质：
(1)扎实的英语基础；(2) 扎实的汉语基础；(3) 广阔的知识面（to know something of
everything and everything of something）杂家；(4) 高效迅捷查阅资料和文献检索的能力；(5) 合理的翻译策略；(6)认真负责的学风；(7) 充沛的体力和脑力。
4. 课堂翻译练习：
(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：英语课堂教学理论与实践
1．课程的性质、地位和任务
“英语教学理论与实践” 是面向英语专业高年级学生开设的一门个性发展课程。是一门多边缘的、发展中的、理论与实践相结合的理论学科，课程在回顾外语教学历史、研究语言和学习规律、介绍先进教学理论的同时，要求学生通过语音、语法、词汇、听力、口语、阅读、写作、等课堂教学的实践，掌握教学理论，灵活运用教学理论。因此，本课程具有知识介绍和理论实践两大特点，既注重知识的传授，又注意教学能力的培养。
2．课程教学的基本要求
该课程要求学生有很强的自主学习能力和参与意识。根据人才培养模式的要求和本课程设置的特点，学生在学习时应做到以下几点：
1）做好充分的预习工作
该课程要求学生必须在上课前做好充分的预习工作。在课前预习时应该做到以下几点： 预习教材，完成所有的tasks；
阅读相关的辅助材料，如上海外语教育出版社和外研社都出版了成套的英语教学和研究类图书，另外很多国内的刊物，如“外语教学与研究”“外语界””国外外语教学”“中小学外语教学”等，国外的如TESOL Quarterly, ELT Journal, Forum等上面都有很多理论与理论应用性的研究，阅读这些书籍和刊物不仅可以扩充自己的知识，也可以学习一些研究方法；
自己应该能够根据教材中的教学理论，设计各种微型课堂活动。
2）注意互惠性学习
所谓互惠性学习即在学习中与其他同学合作，互惠互利，进行信息共享，共同分析问题、解决问题。如有可能可以结合成固定的学习小组。
3）加强反思性学习
在学习过程中应注意将所学教学理论与自己的教学实践相联系，从理论的角度评估自己的教学。如在学习“阅读教学”时，根据阅读教学的理论对照自己的阅读教学实践，寻找教学中的差距，这样不仅可以加深对教学理论的理解，也可通过对自己教学的反思，提高自己的业务素质。
3．课程教学改革
本课程注重理论和实践相结合，注意学习过程中的“教学行为研究”。模拟讲课一般是安排在教学课程完成之后，但是，在学习教学的过程中让学生有意识地将教学行为研究纳入自己的学习日程。辅导学生注意发现学习中存在的问题，分析问题的原因，然后根据所学教学理论设计解决方式，
在课堂上与其他同学交流，同时征求辅导教师的意见。
二、大纲内容内容
课程理论教学（理论学时为30学时）
本课程系统讲授国内外外语教学及教育科学方面的新成就，并注意提供实际而具体的教学建议，为培养合格中学英语教师打下良好的英语教学理论基础。培养学生初步掌握的英语教学的方法和技巧。课程在回顾外语教学历史、研究语言和学习规律、介绍先进教学理论的同时，要求学生通过听力、口语、阅读、写作、语音、语法、词汇等课堂教学的实践，掌握教学理论，灵活运用教学理论。理论共分分四部分共15 个单元分别介绍了有关语言和语言学习的理论、教学法简史、教学法的主要流派、课程和课堂活动、在听力、口语、阅读、写作、语音、语法和词汇教学中介绍了教学应遵循的原则、可采用的教学模式和策略。通过该课程的学习，学习者应该能够了解最基本的教学理论，为其自身的发展打下应有的理论基础。
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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