课程概况：
1.课程代号：0431108
2.开课单位：外语学院
3.适用专业：四年制师范教育专业
4.开课时间：第六学期
5.总学时：51学时
6.修课方式：必修
7.考核方式：考试
8.教材：王蔷、程晓堂等编《英语教学法教程》——高等教育出版社。
课程的性质和任务：
本课程是为英语教育专业学生开设，目的在于学生不仅需要具备扎实的语言基本功，掌握必要的语言基本知识和基本技能，具有较强的语言交际能力，而且还要掌握一定的教育基本理论和教学技能，即能够根据实际需要选择并运用恰当的教学方法和技巧，具备课堂管理的能力与评价的能力，同时具有驾驭教材的能力。英语教学法课程理论性和实践性都非常强，教师应把教育学、心理学和英语语言学融会贯通，使学生具备应有的教育、教学理念，而且教师要充分利用多媒体教学设备，采用微格教学等多种教学方法，使学生尽可能多地获得理性认识和感性认识。
教学要求：
1. 要求学生掌握语言教学基本知识
2. 选择并运用恰当的教学方法和技巧
3. 学会课堂管理与教学评价
学时分配：
课程教学总学时为51学时，其中理论 22学时，实践29学时。
AIMS:
By the end of the course, students should have:
² developed knowledge and awareness about the current but basic theories related to language, language learning and language teaching;
² developed practical skills and techniques in teaching listening, speaking, reading, and writing;
² practiced techniques in classroom management, e.g. giving instructions, managing classroom interactions, asking effective questions, and providing constructive feedback, etc.;
² designed two lesson plans for real teaching contexts with clear rationales and conducted both group and individual micro-teaching with real materials;
² developed reflective thinking skills and cooperative strategies for future professional learning;
² formed personal beliefs and principles for teaching and learned to adapt teaching methods to different teaching contexts.
METHODS:
The course will be conducted in a variety of forms through lectures, pair/group or whole class discussion, lesson observation, group and individual micro-teaching. Although some basic theories are going to be introduced, the course will remain largely practical, following a problem-based or case-analysis approach to teaching. Students are expected to contribute actively to class discussions on various problems related to language teaching and learning based on their own experiences as learners and understanding of the theories through lectures and readings. Students are also expected to participate actively in lesson observations and micro-teaching practices. During the course, there will be short assignments, including readings, instructional design practices, group and individual lesson planning, short writing tasks, and the gradual development of a personal e-portfolio.
