英语课程教学

这是一篇关于英语课程教学的思维导图

English Language Teaching

• U1.Language and Language Learning
  • 1.1 How do we learn language？
  • 1.2 Views on language
  • 1.3 Views on language learning and learning in general
  • 1.4 What makes a good language teacher？
  • 1.5 How can one become a good language teacher?
  • 1.6 An overview of the book
• U2.Communicative Principles and Task-based Language Teaching
  • 2.1 Language use in real life vs. traditional pedagogy
  • 2.2 What is communicative competence?
  • 2.3 Implications for teaching and learning
  • 2.4 Principles of Communicative Language Teaching (CLT)
  • 2.5 CLT and the teaching of language skills
  • 2.6 Main features of communicative activities
  • 2.7 Task-based Language Teaching (TBLT)
  • 2.8 PPP and Task-based Language Teaching
  • 2.9 How to design tasks?
  • 2.10 Appropriateness of CLT and TBLT in the Chinese context
  • 2.11 Conclusion
• U3.The National English Curriculum
  • 3.1 A brief history of foreign language teaching in China
  • 3.2 Designing principles for the National English Curriculum
  • 3.3 Goals and objectives of English language teaching
  • 3.4 Design of the National English Curriculum
  • 3.5 Performance standards for different levels of competence
  • 3.6 Challenges facing English language teachers
  • 3.7 Conclusion
• U4.Lesson Planning
  • 4.1 Why is lesson planning important?
  • 4.2 Principles for good lesson planning
  • 4.3 Macro planning vs. micro planning
  • 4.4 Components of a lesson plan
  • 4.5 Sample lesson plans
  • 4.6 Conclusion
• U5.Classroom Management
  • 5.1 The role of the teacher
  • 5.2 Classroom instructions
  • 5.3 Student grouping
  • 5.4 Discipline in the language classroom
  • 5.5 Questioning in the classroom
  • 5.6 Dealing with errors
  • 5.7 Conclusion
• U6.Teaching Pronunciation
  • 6.1 The role of pronunciation
  • 6.2 The goal of teaching pronunciation
  • 6.3 Aspects of pronunciation
  • 6.4 Practising sounds
  • 6.5 Practising stress and intonation
  • 6.6 Conclusion
• U7.Teaching Grammar
  • 7.1 The role of grammar in language learning
  • 7.2 Grammar presentation
  • 7.3 Grammar practice
  • 7.4 Conclusion
• U8.Teaching Vocabulary
  • 8.1 Understanding vocabulary and vocabulary learning
  • 8.2 What does knowing a word involve?
  • 8.3 Ways of presenting vocabulary
  • 8.4 Ways of consolidating vocabulary
  • 8.5 Developing vocabulary learning strategies
  • 8.6 Conclusion
• U9. Teaching Listening
  • 9.1 Why does listening seem so difficult?
  • 9.2 What do we listen to in everyday life?
  • 9.3 Characteristics of the listening process
  • 9.4 Principles and models for teaching listening
  • 9.5 Pre-listening activities
  • 9.6 While-listening activities
  • 9.7 Post-listening activities
  • 9.8 Conclusion
• U18.Evaluating and Adapting Textbooks
  • 18.1 What are textbooks for?
  • 18.2 Why and what?
  • 18.3 Evaluating textbooks
  • 18.4 Selecting textbooks
  • 18.5 Adapting textbooks
  • 18.6 Conclusion
• U17.Using and Creating Resources
  • 17.1 What resources are available for teaching?
  • 17.2 Exploring hidden resources
  • 17.3 Conclusion
• U16.Learner Differences and Learner Training
  • 16.1 Understanding learner differences
  • 16.2 Learner training in language teaching
  • 16.3 Conclusion
• U15.Assessment in Language Teaching
  • 15.1 Understanding assessment
  • 15.2 Assessment purposes
  • 15.3 Methods for assessment
  • 15.4 Criteria for assessment
  • 15.5 Assessment principles
  • 15.6 Tests in assessment
  • 15.7 Conclusion
• U14.Moral Learning
  • 14.1 Moral learning and English
  • 14.2 Activities for moral learning
  • 14.3 The roles of the teacher
    • The roles of the teacher
  • 14.4 The roles of the school
  • 14.5 Conclusion
• U13.Integrated Skills
  • 13.1 Why should we integrate the four skills?
  • 13.2 How can we integrate the four skills?
  • 13.3 What are the implications for teaching?
  • 13.4 What are the limitations of integrating the four skills?
  • 13.5 Conclusion
• U12.Teaching Writing
  • 12.1 What, why and how do we write?
  • 12.2 A communicative approach to writing
  • 12.3 Problems in writing tasks
  • 12.4 A process approach to writing
  • 12.5 Motivating students to write
  • 12.6 Designing writing tasks
  • 12.7 Using the Internet to promote process writing
• U11.Teaching Reading
  • 11.1 Reflecting on your own reading experiences
  • 11.2 How do we read?
  • 11.3 What do we read?
  • 11.4 Strategies involved in reading comprehension
  • 11.5 The role of vocabulary in reading
  • 11.6 Principles and models for teaching reading
  • 11.7 Pre-reading activities
  • 11.8 While-reading activities
  • 11.9 Post-reading activities
  • 11.10 Conclusion
• U10.Teaching Speaking
  • 10.1 Differences between spoken and written language
  • 10.2 Principles for teaching speaking
  • 10.3 Designing speaking tasks
  • 10.4 Types of speaking tasks
  • 10.5 Organising speaking tasks
  • 10.6 Conclusion