《英语教学活动设计》课程教学大纲整理表姓名:职业工种:申请级别:受理机构:填报日期:A4打印/ 修订/ 内容可编辑《（英语）教学活动设计》课程教学大纲一、教师或教学团队信息（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 专业方向课□专业拓展课□实践性环节课程性质*：□学术知识性 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，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 TeachingReflection Assignment: What lesson can we draw from Krashen’s Monitor Model toguide 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 designPractice Assignment:Writing activity instructions according to the given activitydescriptions.Week 3Activity 1: Evaluating practice activitiesActivity 2: Sequencing practice activitiesActivity 3: Improving practice activitiesPractice Assignment:Designing spelling/grammar practice activitiesWeek 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 presentationActivity 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 Assignment:Prepare a complete lesson plan to present and to practice acertain 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 continuumActivity 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 themActivity 3: Knowing communicative functionsActivity 4: Designing different types of role-plays to practice a certain function Week 10Activity 1: Observing a vocabulary teaching classActivity 2: Exploring vocabulary presentation methodsActivity 3: Exploring vocabulary consolidation methodsPractice 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 13Activity 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 information Activity 3: Designing tasks to develop the skill of listening for detailed information Activity 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整理丨尼克本文档信息来自于网络，如您发现内容不准确或不完善，欢迎您联系我修正；如您发现内容涉嫌侵权，请与我们联系，我们将按照相关法律规定及时处理。