河北師范大學(xué)英語教學(xué)法王薔考研筆記

教學(xué)法筆記

PREFACE

l.Thenameofthiscourse.

1)ACourseinEnglishLanguageTeaching

2)MethodologyofEnglishTeaching

3)MethodologyofEnglishteachingatmiddleschool/secondaryschool

4)TeachingEnglishasaForeignLanguage/TEFL&TESL

2.Thenatureoflanguageteaching

1)Whafsmethodology?

EnglishteachingmethodologyisasetofmethodsusedforstudyoractioninEnglishteaching.Itisthesciencetoresearch

theTeachingrulesatmiddleschool,whichwillguideourteachingtodevelopthestudents1communicativecompetence.

2)Thedefinitionofteaching.

Teachingisanattempttohelpsomeoneacquire,orchangesomeskills,attitude(看法),knowledge,ideal,orappreciation.In

otherwords,theteachefstaskistocreateorinfluencedesirablechangesinbehavior,orintendenciestowardbehavior,in

hisstudents.

3)ThepurposeofEnglishteaching

a.Toimprovetheirfourskills.

b.Tocultivatetheircommunicativecompetence.

c.Toshowthemthewaytostudythemselves.

3.Thesignificanceoflearningthiscourse.

1)Teachingisahighlydemandedart.

(4skills&sing,play,drawandmake)

2)Teachefsqualifications

a.subjectmattercompetence

fessionalcompetence

c.personalattitude.

3)Theaimsofthiscourse.

a)toprovideyouwiththerationaleofEnglishteachingatmiddleschool,whichwillbeprovednecessaryandadvantageous

tothereformofEnglishteaching.

b)tohelpyoutocleartheimportanceaswellastheaimsofEnglishteachingatmiddleschoolinpresentChina.

c)toprovideyouwithchancestofamiliarizewiththegradedcontentsofthetextbooksinthejuniorsection,analysisofthe

textbookandtolearnthesyllabusformiddleschoolEnglish.

d)tointroducesomecommonlyusedtechniquesandmethodsadoptedinteachingpronunciation,grammar,vocabularyand

thecultivationofthestudents'4skills.

e)tohelpyousosolvesomeproblemsconcerningtheclassroominstruction.

f)tomakesomepreparationsforthecomingteachingpractice.

4.Howtopresentthiscourse.

1)lectures

2)readings

3)discussions

4)watchvideodemonstrations

5)mini-teaching

6)practicewritingteachingplanandpeerteaching.

5.TherelationshipbetweenmethodologyofEnglishandtheothersubjects.

linguistics,psychology,pedagogy,philosophy,

QUESTIONSFORDISCUSSION

1.Whatqualifications,inyouropinion,shouldateacherofEnglishpossess?

2.Doyouthinkyouwillperformwellinyourfutureteaching?Whatqualificationshaveyouobtainednow?Whatwillyou

doifyouhaven*tgottherequiredqualifications?

3.WhowasyouradmirableteacherofEnglishatjuniorschool?

Whatdoyouthinkofhim/her?

UnitOneLanguageandlearning

1.Howdowelearnlanguage?

Muchofhumanbehaviourisinfluencedbypersonalexperience.Thewaylanguageteachersteachintheclassroomis

influencedbythewaytheylearnedlanguages.Thisisespeciallytrueinforeignlanguageteaching.

1.Howdowelearnourownlanguage?

ResearchintoLIshowsthatthemostimportantfactorforLIdevelopmentiswhenchildrenareinteractingwithpeople

aroundthemandwhentheyareexperimentingwiththelanguagefbrcommunication.Therefore,Languagelearningisa

socializingprocess,andinteractionandexperimentingwiththelanguageincommunicationareveryimportantfactorsfor

languagedevelopment.

2.Howdowelearnforeignlanguage?

(DoTask1)

Fromthetaskabove,wemayhavefoundthat:

(1)Peoplestartlearningaforeignlanguageatdifferentages;

(2)peoplehavedifferentexperiencesinlearningaforeignlanguage.

(3)Peoplelearnlanguagesfoedifferentreasons;

(4)Peoplelearnlanguageindifferentways.

(5)Peoplehavedifferentunderstandingaboutlanguagelearning.

(6)Peoplehavedifferentcapabilitiesinlanguagelearning

(7)Learningcanbeaffectedbythewayhowalanguageistaught;

(8)Learningisaffectedbythedegreeofsuccessoneisexpectedtoachieve.

ILViewonlanguage.

1.Whatislanguage?

Herearesomeofthedefinitionsoflanguage.

Languageisasystemofarbitrary,verbalsymbolswhichpermitallpeopleinagivenculture,orotherpeoplewhohavelearn

thesystemofthatculture,tocommunicateorinteract^Finocchiaro,1964:8)

Languageisanysetorsystemoflinguisticsymbolsasusedinamoreorlessunifonnfashionbyanumberofpeoplewho

arethusenabledtocommunicateintelligiblywithoneanother.

Languageisasystemofarbitraryverbalsymbolsusedforhumancommunication.(Wardhaugh,1972:3)

Languageisasystematicmeansofcommunicatingideasorfeelingsbytheuseofconventionalizedsigns,sounds,gestures,

ormarkshavingunderstoodmeanings.

Languageisasystemofcommunicationconsistingofasetofsmallpartsandasetofruleswhichdecidethewayinwhich

thesecanbecombinedtoproducemessagesthathavemeaning.

Togiveaconcisedefinitionoflanguagehasalwaysbeendifficultforlinguistsandphilologists.Butlanguageteacherclearly

needtoknowwhatsortofentitytheyaredealingwithandhowtheparticularlanguagetheyareteachingfitsintothatentity.

2.Differentviewsonlanguage.

Inthepastcentury,languageteachingandlearningpracticeshavebeeninfluencedbythreedifferentviewsoflanguage,

namely,thestructuralview,thefunctionalviewandtheinteractionalview.Differentviewsonlanguagegeneratedifferent

teachingmethodologies.

StructuralView:Itseeslanguageasalinguisticsystemmadeupofvarioussubsystem:fromphonological,

morphological,lexical,etc.tosentence.Eachlanguagehasafinitenumberofsuchstructuralitems.Tolearnalanguage

meanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.

FunctionalView:itseeslanguageasalinguisticsystembutalsoasameansfordoingthings.Mostofourday-to-day

languageuseinvolvesfunctionalactivities:offering,suggesting,advising,apologizing,etc.Therefore,learnerslearna

languageinordertodothingswithit.Toperformfunctions,learnersneedtoknowhowtocombinethegrammaticalrules

andthevocabularytoexpressnotionsthatperformthefunctions.

Interactionalview:Itconsiderslanguageasacommunicativetool,whosemainuseistobuildupandmaintainsocial

relationsbetweenpeople.Therefore,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguage,butalso

needtoknowtherulesforusingtheminawholerangeofcommunicativecontext.

Theunderstandingofthenatureoflanguagemayprovidethebasisforaparticularteachingmethod,anditisalsoclosely

relatedtotheunderstandingoflanguagelearning.Iflanguageisconsideredtohaveafinitenumberofstructuralitems,

learningthelanguagemeanslearningtheseitems.Iflanguageismorethanjustasystemofstructure,itismoreimportantly

atool,thentolearnthelanguagemeanstouseit,ratherthanjusttostudywhatitisandhowitisfbnned.

III.Viewsonlanguagelearning.

Thelanguagelearningtheoryunderlyinganapproachormethodusuallyanswerstwoquestions:

1)Whatarethepsycholinguisticandcognitiveprocessinvolvedinlanguagelearning?

2)Whataretheconditionsthatneedtobemetinorderfortheselearningprocessestobeactivated?

Theresearchintotheanswersfallintoprocess-orientedtheoriesandcondition-orientedtheories.

Process-orientedtheoriesareconcernedwithhowthemindprocessesnewinformation,suchashabitformation,induction,

makinginference,hypothesistestingandgeneralization.

Condition-orientedtheoriesemphasizethenatureofthehumanandphysicalcontextinwhichlanguagelearningtakesplace,

suchasthenumberofstudents,whatkindofinputlearnersreceive,andthelearningatmosphere.

Behaviouristtheory:ProposedbybehaviouralpsychologistSkinner,hesuggestedthatlanguageisalsoaformbehaviour.It

canbelearnedthesamewayasananimalistrainedtorespondtostimuli.Thistheoryoflearningisreferredtoas

behaviourism.Oneinfluentialresultistheaudio-lingualmethod,whichinvolvesthe“l(fā)istenandrepeat”drillingactivities.

Theideaofthismethodisthatlanguageislearnedbyconstantrepetitionandthereinforcementoftheteacher.Mistakesare

immediatelycorrected,andcorrectutterancesareimmediatelypraised.

Cognitivetheory:Thetermcognitivismisoftenusedtodescribemethodinwhichstudentsareaskedtothinkratherthan

simplyrepeat.ItisNoamChomsky'theory.ThekeypointofChomsky'stheoryisreflectedinhismostfamousquestion:

Ifalllanguageisalearnedbehaviour,howcanachildproduceasentencethathasneverbeensaidbyothersbefore?

AccordingtoChomsky'stheory,languageisnotaformofbehaviour,itisanintricaterule-basedsystemandalargepartof

languageacquisitionisthelearningofthissystem.Thereareafinitenumberofgrammaticalrulesinthesystemandwitha

knowledgeoftheserulesaninfinitenumberofsentencescanbeproduced.Alanguagelearneracquireslanguage

competencewhichenableshimtoproducelanguage.Oneinfluentialideaofthistheoryisthatstudentsshouldbeallowedto

createtheirownsentencesbasedontheirunderstandingofcertainrules.

Consructivisttheory:Theconstructivisttheorybelievesthatlearningisaprocessinwhichthelearnerconstructs

meaningbasedonhis/herownexperiencesandwhathe/shealreadyknows.

Itisbelievedthateducationisusedtodevelopthemind,notjusttoroterecallwhatislearned.

Therefore,teachersmustbalanceanunderstandingofthehabits,characteristicsaswellaspersonalitiesofindividual

learnerswithanunderstandingofthemeansofarousinglearners?interestsandcuriosityforlearning.

Socio-constructivisttheory:similartoconstructivisttheory,social-constructivisttheoryemphasizesinteractionand

engagementwiththetargetlanguageinasocialcontextbasedontheconceptof“ZoneofProximalDevelopment”(ZPD)

(近側(cè)發(fā)展區(qū)間)andscaffolding(鷹架理論).Inotherwords,learningisbestachievedthroughthedynamicinteraction

betweentheteacherandthelearnerandbetweenlearners.

IV.Whatmakesagoodlanguageteacher?

Notjustagoodcommandofforeignlanguage,thereareavarietyofelementsthatcontributestothequalitiesofagood

languageteacher.Theyare:ethicdevotion,professionalqualitiesandpersonalstyles.(Parrot,1993)

(lookattask4onPage7)

WecanseethatthesethreeaspectscontributetheprofessionalcompetenceofagoodEnglishteacher.

AgoodteachershouldenablethestudentstocommunicateinEnglishinsideandoutsideclass,putanemphasison

practiceratherthanexplanation,andco-operateamongteachers.

Agoodteachershouldhaveagoalinteaching.AmajorgoalinEnglishteachingisenablelearnerstouseEnglish

effectively.Andtheobjectivesofeverylessonsengagingthestudents'attentionandinterest.

AgoodteachershouldfromthestartestablishEnglishasthemainclassroomlanguage.Keepinmindthatcommunicating

inEnglishandlearningEnglishgohandinhand.

Agoodteachershouldcreateconditionsforlearning.Thematerialconditionsarenotimportantinlanguagelearning.

Moreimportantforsuccessfullanguageteachingandlearningareplentyofopportunitiesforlearnerstoparticipatein

classroomactivities,andtheatmosphereinwhichstudentsfeelmotivatedtolearn.Motivationisessentialforlearning.A

goodteachershoulddoallhecantostimulatethestudents'motivationtolearn.Heshouldsetappropriategoaland

objectivesinlearning;carefiillyplantheactivities;choosetopicsofpersonalinterest;haveafairattitudetoallstudents.

V.Howcanonebecomeagoodlanguageteacher?

Themostimportantandmostdifficultpartofthemakingofagoodlanguageteacheristhedevelopmentofprofessional

competence,whichisthestateorqualityofbeingqualifiedfortheprofession,andarmedwithaspecificrangeofskills,

strategies,knowledgeandability.

(lookattask6onPage8)

AccordingtoPaulDavis,asuccessfulteacherhasthefollowingqualities:

1.HaveapracticalcommandofEnglish,notjustaknowledgeofgrammarrules.

2.UseEnglishmostofthetimeineveryclass,includingbcginners,class.

3.Thinkmostlyintermoflearnerpractice,notteacherexplanation.

4.Findtimeforreallycommunicativeactivities,notjustpracticeoflanguageforms.

5.Focustheirteachingonlearners5needs,notjuston“Enish“thesyllabusorcoursebook.

Todevelopprofessionalcompetence,wecanusethe"reflectivemodel“byWallace(1991).(SeeFigure1.1onpage9).

StageI:languagedevelopment.AllEnglishteachersaresupposedtohaveagoodcominandofEnglish.

StageII:Thesecondstageismorecomplicated,fbritcanbedividedintothreesub-stages:learning,practiceand

reflection.

Thelearningstageinvolves:

(a)learnfromothers?experience(empiricalknowledge)

(b)learnreceivedknowledge(suchaslanguagetheories,psycholinguistics,sociolinguistics,educationalpsychology,etc.

(c)learnfromone'sownexperience.

Thelearningstageisfollowedbypractice.Theterm“practice”canbeusedintwosenses.First,itisashortperiod

oftimeassignedfbrstudentstodoteachingpracticeaspartoftheireducation,underthesupervisionoftheirinstructors.The

othersenseofpracticeistherealworkthattheteachersundertakewhentheyfinishtheireducation.

Stanley(1999)pointedoutthatteachersbenefitfrompracticeiftheykeeponreflectingonwhattheyhavebeendoing.

Theteachersreflectontheirworknotonlyaftertheyfinishacertainperiodofpractice,butwhiletheyaredoingthepractice.

Andthemostdifficultthingtodoistokeeponreflectingontheirworkwhenteachersaredoingpracticeintherealwork

sense.Aftersomeperiodofpracticeandreflection,ateachermaturesandapproachesthegoal.Butthisgoalis“amoving

targetorhorizon,towardwhichprofessionalstravelalltheirprofessionallifebutwhichisneverfinallyattained.

Homework：

1.Finishreading1.6onpage11.

Prepareamini-teaching:Classbegins.

Unit2CommunicativePrinciplesandTask-basedLanguageteaching

Aimsoftheunit:

1.howislanguagelearnedinclassroomsdifferentfromlanguageusedinreallife?

2.Whatiscommunicativecompetence?

3.WhataretheimplicationsofCUTtoteachingandlearning?

4.Whatarethemainfeaturesofcommunicativeactivities?

5.WhatisTask-basedLanguageTeaching?

6.HowisTask-basedLanguageTeachingdifferentfromPPP?

7.ArethereimitationsofCLTandTBL?

I.Languageuseinreallifevs.traditionalpedagogy

Task1.

Generallyspeakinglanguageuseinreallifediffersfromtraditionallanguageteachingpedagogyinthefollowingaspects:

Inreallife

Intraditionalpedagogy

HowisLang,used/taught?

1.Perfbnncertaincom-municativefunctions

2.Useallfourskills

1.Focusonformsratherthanfunctions

2Focusononeortwoskills

Whatpartsoflang,areused/taught

Languageisusedinacertaincontext

Isolatelanguagefromitscontext

II.Whatiscommunicativecompetence?

l.ThegoalofCLT

ThegoalofCLTistodevelopstudents,communicativecompetence,whichincludesboththeknowledgeaboutthelanguage

andtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.

Task2:

“Whydon'tyouclosethedoor?"-arealquestion,acommandoracomplaint?

Task4:

Discussthepossiblemeaningandfunctioneachmayhave.

1FlightCA937isnowlanding.

1Thetrainisleavingintenminutes.

1Sheisalwayscomplainingwheneveryoutalktoher.

1Heismakingprogressslowly

Fromtheabovetaskswecanseethatonelanguageformmayexpressanumberofcommunicativefunctionsandone

communicativefunctioncanalsobeexpressedbyavarietyoflanguageforms.

2.Fivemaincomponentsofcommunicativecompetence.

Hedgediscussesfivemaincomponentsofcommunicativecompetence:linguisticcompetence,pragmaticcompetence,

discoursecompetence,strategiccompetenceandfluency.

(1)Linguisticcompetence:"isconcernedwithknowledgeofthelanguageitself,itsformand

meaning,,(Hedge,2000)

(2)Pragmaticcompetence:isconcernedwiththeappropriateuseofthelanguageinsocialcontext.

(3)Discoursecompetence:referstoone'sabilitytocreatecoherentwrittentextorconversationandthe

abilitytounderstandthem.(CanaleandSwain,1980)

(4)Strategiccompetence:similartocommunicationstrategies.Itreferstostrategiesoneemployswhenthere

iscommunicationbreakdownduetolackofresources.

(5)Fluency:one'sabilityto"linkunitsofspecktogetherwithfacilityandwithoutstrainorinappropriate

slownessorunduehesitation,,(Hedge)

3.Languagecompetenceandcommunicativecompetence

(1)Chomsky'stheory:competencesimplymeansknowledgeofthelanguagesystem:grammaticalknowledgeinother

words

(2)Hymes'stheory:"thereare“rulesofusewithoutwhichtherulesofgrammarwouldbeuseless”.Besidesgrammatical

rules,languageuseisgovernedbyrulesofuse,whichensurethatthedesiredorintendedfunctionsareperformedandthe

languageusedisappropriatetothecontext.

(3)Communicativecompetence:accordingtoHymes,communicativecompetencemeanspeopleshouldknow“whattosay

towhomandhowtosayitappropriatelyinanygivensituation”,whichincludesfouraspects:

.grammaticallyacceptable

.understandable

.socialnorms

.actuallyuse

4.Implicationsforteachingandlearning

Task5:

Communicativecompetence

Implicationsforlanguageteaching

(Teachersneedtohelplearners)

Linguisticcompetence

1Achieveaccuracyinthegrammaticalformsofthelanguages;

1Pronouncethefbnnsaccurately;

1Usestress,rhythmandintonationtoexpressmeaning;

1Buildarangeofvocabulary;

1Learnthescriptandspellingrules.

1Achieveaccuracyinsyntaxandwordformation.

Pragmaticcompetence

1Learntherelationshipbetweengrammaticalformsandfunctions;

1Usestressandintonationtoexpressattitudeandemotion;

1Learnthescaleofformality;

1Understandanduseemotivetone;

1Usethepragmaticrulesoflanguage.

1Selectlanguageformsappropriatetotopic,listenerorsetting,etc.

Discoursecompetence

1Takelongerturns,usediscoursemarkersandopenandcloseconversations;

1Appreciateandbeabletoproducecontextualizedwrittentextsinavarietyofgenres;

1Beabletousecohesivedevicesinreadingandwritingtexts;

1Beabletocopewithauthentictexts.

Strategiccompetence

1Totakerisksinusingthelanguage;

1Tousearangeofcommunicativestrategies;

1Tolearnthelanguageneededtoengageinsomeofthesestrategies.

Fluency

1Dealwiththeinfonnationgapofrealdiscourse;

1Processlanguageandrespondappropriatelywithadegreeofease;

1Beabletorespondwithreasonablespeedin“realtime”.

III.PrinciplesofCommunicativeLanguageTeaching

1.PrinciplesofCUT:

1Communicativeprinciple:Activitiesthatinvolverealcommunicationpromotelearning.

1Taskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.

1Meaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.

2.FeaturesofCUT

1authenticandcreative

1meaningratherthanform

1relevanttotheneeds

1task-basedteaching

1functionalapproach

3.Theimplementationoflanguageskills

(1)Inlisteningandspeaking,studentsshouldhavethechancetolistentoandproducewhatismeaningful,authentic,

unpredictable,andreactiveifeverpossible.

(2)Inreading.Sincecommunicativecoursesfocusonmeaningratherthanonform,thereadingskillisredefinedtofocus

onthepurposeofreading.

(3)Inwriting,studentsshouldmakethewritingmoremeaningfulandauthentic,thatistopracticewritingtoexpresstheir

ownfeelingsordescribetheirownexperience.

4.Communicativeactivities.

(1)MMCsystem.Mechanicdrills,meaningfuldrillsandcommunicativedrills./Functionalcommunicativeactivities,and

Asocialinteractionactivities,(P.22)

(2)Sixcriteriaforevaluatingcommunicativeclassroomactivities:

municativepurpose

municativedesire

iii.content,notform

iv.varietyoflanguage

v.noteacherintervention

vi.nomaterialscontrol

IV.Task-basedLanguageTeaching(TBLT)

1.Definitionofatask:

1[atask]isapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Thus,examplesoftasks

includepaintingafence,dressingachild,fillingoutaform,buyingapairofshoes,makinganairlinereservation,

borrowingalibrarybook,takingadrivingtest,typingaletter...Inotherwords,by“task"ismeantthehundredandone

thingspeopledoineverydaylife,atwork,atplay,andinbetween.(Long1985)

1...apieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractingin

thetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanfbrm.(Nunan1989)

Tasksareactivitieswherethetargetlanguageisusedbytheleanerforacommunicativepurpose(goal)inorderto

achieveanoutcome.(Wills1996)

1Ataskisessentiallygoal-oriented;itrequiresthegroup,orpair,toachieveanobjectivethatisusuallyexpressed

byanobservableresult,suchasbriefnotesorlists,rearrangementofjumbleditems,adrawing,aspokensummary.This

resultshouldbestainableonlybyinteractionbetweenparticipants:sowithinthedefinitionofthetaskyouoftenfind

instructionssuchas“reachaconsensus^^or"findouteveryone'sopinions”.(Ur1996)

2.Fourcomponentsofatask:

1Apurpose:makingsurethestudentshaveareasonforundertakingthetask.

1Acontext:thetaskcanbereal,simulatedorimaginary,andinvolvessociolinguisticissues,suchasthelocation,

theparticipantsandotherimportantfactors.

1Aprocess:gettingthestudentstouselearningstrategiessuchasproblemsolvingreasoning,inquiring,

conceptualizingandcommunicating.

1Aproduct:therewillbesomeformofoutcome,eithervisible(awrittenplan,aplay,aletter,etc.)orinvisible

(enjoyingastory,learningaboutanothercountry,etc.)

3.Exercises,exercise-taskandtasks

1Exercises:fbcusonindividuallanguageitems

1Tasks:Purposefulandcontextualizedcommunication

1Exercise-task:halfwaybetweentasksandexercises.

Task10.

Activity1:Thisactivityhasallthecharacteristicsofatask.

1Theworkplanspecifieswhatthetwoparticipantsinthetaskaresupposedtodo.

1Theprimaryfbcusisonmeaning.

1StudentAhastotalkaboutthedangerousmomentandstudentBisfreetoaskquestionstoclarify.Thelanguage

useissimilartoanaturalcommunicativeevent.

1TheoutcomeofthistaskisthecompletionofapicturebystudentB.

Activity2:Thisactivityisanexercise-task.

1Thisisanexampleofacue-cardactivity.Ithassomeofthefeaturesofatask.Forexample,itrequiresparticipants

tointeractorallyandtheparticipantsarefreetochoosethelinguisticsresources.

1However,theprimaryfbcusisonformbecausethemeaningsarepredetermined.Also,thereisn'taclear

communicativeoutcome.

Theoutcomeistheperformanceoftheactivity.Therefore,thepurposeofthisactivityistopracticelanguage.

Activity3:Thisisobviouslyanexercise.

1Theyprimaryfocusisonform-theuseof“anyand"some"inquestionsandreplieslearnerssimplyneedto

substituteitems.

1Thelanguageuseisbynomeanslikethereal-worldcommunication.

Activity4:Thisisanexercise-task.

1Tellingastoryfrompictureswhereeverystudentcanseewhatishappeningineachpictureisnotatask.

1Itissimplyalanguagepracticeactivity-whatcommunicativepurposeisthere?

1Ifthereweretwosetsofpictures,andonegrouppreparedastorybasedontheirsetofpicturesandtoldittoa

groupwhothenhadtoarrangethatsetofpicturesintherightorder,thiswouldcreateacommunicativepurpose,and

thereforeaneedtolisten.Thelatterwouldbeagoodtask-initiallywiththeteachertellingthestoryandthelearnersat

tablesarrangingthepictures.

4.PPPandTask-basedLanguageTeaching

(1)PPPteachingmodel:Presentation,Practice,Production

(2)ThedifferencebetweenPPPandTBLT

(seeFigure2.2and2.3onP.31&32)

Figure2.2TBL

Figure2.3PPP

1ThewaystudentsuseandexperiencelanguageinTBL,isradicallydifferentfromPPP.

1TBLcanprovideacontextforgrammarteachingandfbrm-fbcusesactivities.PPPisdifferentinthisaspect.(P.32)

5.Howtodesigntasks?

(1)Questionthatshouldbeconsideredbeforedesigntasks.

1Whatistheobjectiveofthetask

1Whatisthecontentofthetask?

1Howisthetasktobecarriedout?

1Inwhatsituationisthetasktobecarriedout?

(2)Thestepsindesigningtasks.

Sept1:Thinkaboutstudents5needs,interests,andabilities.

Step2:Brainstormpossibletasks.

Step3:Evaluatethelist

Step4:Choosethelanguageitems.

Step5:Preparingmaterials

Unit3TheNationalEnglishCurriculum

Aimsoftheunit

1,AbriefhistoryofforeignlanguageteachinginChina.

2.ThedesigningprinciplesfortheNationalEnglishCurriculum2001

3.ThedesignoftheNationalEnglishCurriculum.

4.Thestandardsfordifferentlevelsofcompetence.

5.Theimplementationofthenationalcurriculum.

6.ChaIlengesfacingEnglishlanguageteachers.

I.AbriefhistoryofforeignlanguageteachinginChina.

1.Foreignlanguageteachingbefore1978.

1862:EnglishbegantobetaughtinChineseschool.（北京同文堂）

Sinceearly1990s,thestudyofaforeignlanguagehasbeenregardedasoneofthefundamentalsubjectsinthecurriculum

ofmiddleschools.

1949-1964:Russianpredominatedforeignlanguageinbothsecondaryschoolsandcolleges.

1966-1976:Chinesegreatculturalrevolution.Thematerialswereusuallyverysimpleandoftencontainedpolitical

messagesandslogans.

2.ThedevelopmentofELTinChina

ThedevelopmentofELTsince1978canbediv