大學(xué)英語(yǔ)導(dǎo)學(xué) (老師版)

大學(xué)英語(yǔ)導(dǎo)學(xué)(老師版)2主題:高等教育人才的外語(yǔ)能力培養(yǎng)熱身問(wèn)題:

06級(jí)管理/軟件三級(jí)起點(diǎn)班課程結(jié)束3主要內(nèi)容

大學(xué)生的學(xué)習(xí)角色和學(xué)習(xí)方法英語(yǔ)的全面定義和教學(xué)主要內(nèi)容外語(yǔ)能力的層次和課堂教學(xué)效益的延伸外語(yǔ)教學(xué)的重心和目標(biāo)從傳統(tǒng)到現(xiàn)代的轉(zhuǎn)移大學(xué)英語(yǔ)教學(xué)國(guó)家驗(yàn)收考試CET

任務(wù)型合作式教學(xué)法推介以?shī)W林匹克精神上大學(xué)，在人才賽場(chǎng)上追求更快、更高、更強(qiáng)的目標(biāo)！4richandcolourfulvsdullandboringCusLife:Whichdoyouprefer?5Whataretheydoing?6Whatcanwedo?Whyishedoingso?7Wouldyouliketotakepartintheextra-curriculumactivities?8Whatdoesthatmean?

UpdatedandupgradedWhyWhathowLearnmoreLearnwellLearnefficientlyLearneffectively9我應(yīng)該怎樣讀大學(xué)？

我應(yīng)該怎樣學(xué)大學(xué)英語(yǔ)？大學(xué)是什么？“大”在哪里？高等教育是什么？“高”在哪里？大學(xué)生應(yīng)當(dāng)學(xué)什么？怎樣學(xué)？大學(xué)英語(yǔ)的課程意義、目標(biāo)、內(nèi)容、要求、方法、標(biāo)準(zhǔn)、測(cè)試大學(xué)英語(yǔ)與中學(xué)英語(yǔ)的區(qū)別10WhatIsCollegeEnglish?Whatdoeshighereducationmean?Whatdoesuniversitystudentmean?WhatiscollegeEnglish?ObjectivesContentsMethodsRequirementsAssessment(6what’s)11School-relatedPerson-related

QuestionsWhatareyougoingtolearn?Howareyouexpectedtolearn?Whatlevelareyouexpectedtoreach?Howdifficultisitatthislevel?What’sthedifferencebetweenMiddleSchoolEnglishandCollegeEnglish?Etc.Whydoyouattenduniversity?ForwhatpurposesdoyoustudyEnglish?WhatdoyouneedinlearningEnglish?Howmuchtime,energyandeffortwillyouinvestontoEnglishstudy?HowcanyoulearnCollegeEnglishwell?Etc.12Whatdoyouthinkofthesaying?“Collegeisafountain.”somestudentscometodrink.somestudentscometosip.somestudentscometogargle.Sip:drinkslowly,takingverysmallmouthfuls慢慢品嘗Gargle:washyourmouth漱漱口“Luckandpreparationarealwaystogether.”“Luckfavoursthosewhoareprepared.”13Teaching&LearningWaystraditionalway14YourknowledgeaboutELT

Traditionalapproach

ModernapproachTeacher:Learner:Classroom:Outofclass:(inagroupofthree,trytoworkoutthepointsandcollecttheideas,thenpresent/sharetheminclass)15YourChoice/preferenceATraditionalapproachBmodernapproachCtraditional+modernapproachesDmodern+traditionalapproachesWhy?16Traditional

ModernTeacher-centredvslearner-centredInstruction/text-basedvstask-basedLanguageknowledgefocusedvsskillfocusedPapertestvsperformancetestMark-mindedvsabilitydevelopedIndividuallearningvscooperativelearningSpoon-feedingbyteachervsautonomouslearning“Classroomese”exercisesvsreal-worldlikepractice

“Bookworm”vshumanresources/talentsThefeaturesoftheELTinSummary17WhatisCollege?ModernHigherEducational

Missions

LearntoknowknowledgeLearntodoskill/abilityLearntolivetogetherattitude/strategiesLearntobequality18Knowledge:linguistic,cultural(ChineseandWestern,English-speakingcountries,cross-culturalcommunication),commonknowledgeonscienceandarts,etc.Skills/methods,capabilities:learntolearn.learntodothings(writing,presenting,debating,questioning,arguing,organizing,dealingwithproblems,copingrelationships,handlingmatters,etc.todevelopyourcapabilities,personalandinterpersonal,academicandsocialAttitude:teamspirit,learncooperatively,completetasks/projectsQuality:Well-educatedandcultivatedhumanbeing,qualifiedhumanresources,talents,holisticdevelopedwithexpertise19Whataretheuniversitystudents?Higher-educatedhumanresourcesHighly-qualifiedHumanbeing:intellectualbeing,thinkingbeing,emotionalbeing,intelligentbeing,creativebeing,productivebeing,socialbeing,culturalbeing,globalbeing,valuablebeing

Studentswhowantto,haveto,areabletousetheinternationallanguageeffectivelyforfutureinternationalcommunicationintheworkplaceoracademicfield20WhatisEnglish?21EnglishasaLanguageCommon/popularlanguageInternationallanguageNativelanguageFirstlanguageSecondlanguageMothertongueForeignlanguageOfficiallanguageComputerlanguageWidely-usedlanguageInfluentiallanguageCosmopolitanlanguageUniversal/globallanguageBusinesslanguageScientificlanguageButwhatislanguage?Codesystem,linguisticrulestool,communicativeabilities22EnglishasaToolcommunicationBridginggapsinternetE-mailLearning/studyingHowtomakethetoolusable/workable?Itisamatterof“use”insteadof“usage”!23EnglishasSkillsListeningskillSpeakingskillReadingskillWritingskillTranslatingskillServingskillHowtolearn/command/developskills?Itisamatterof“can”insteadof“know”!24EnglishasMeansConveythoughtsExpressfeelingFindgoodjobsStudyabroadSurviveinthe“globalvillage”CompetewithrivalsPayattentiontothefunctionsandperformance!25EnglishasCulture&CulturesliteraturehistoryreligionbeliefsattitudesvaluesconceptscourtesymannerscustomsInternationalcommunicationiscross-culturalcommunication!Thetargetlanguagecultureandthespeaker’sculturalbackground!26EnglishasBehavioreducationcultivationimagemannersprofitProperbehavior,spokenorwritten,canhelpwinningthebusiness.Inappropriatebehaviorcanresultinlosingthebusiness.27VarietiesofEnglishStandard/RP(receivedpronunciation)/BBC/Oxford/RoyalEnglishScottish,American,AustralianEnglishformalslangwrittenFour-letterwordtaboojargonColonial,Indian,MalaysiaEnglishinformalspokeneuphemismJapaneseEnglish,ChinaEnglishDon’tjustlearntextbookEnglish,classroomEnglishandChineseEnglish!28EnglishLearningPurposesEGP:EnglishforGeneralPurposesESP:EnglishforSpecific/SpecialPurposesEEP:EnglishforEducationalpurposesEAP:EnglishforAcademicPurposesEBP:EnglishforBusinessPurposesEOP:EnglishforOccupationalPurposesEST:EnglishforScienceandTechnologyEMP:EnglishforMedicalPurposesE…P:Don’tlearnEnglishjustforexaminationpurposes!29WhatisCollegeEnglish?CollegeEnglishSyllabus(2007updatededition)Objectives:

Todevelopyourselvesasmodernhumanresourceswithcross-culturalcommunicationknowledgeandcapabilitiesthattheglobalworldneedsToreceivehighereducationthroughlanguagelearningTooperationallycommandEnglishasatoolforinternationalcommunication30

語(yǔ)言知識(shí)

語(yǔ)言應(yīng)用語(yǔ)言策略linguisticSocio-linguistic

strategicLanguageCommunicativeCompetenceLevelsprimarysecondarytertiaryPreliminaryIntermediateadvanced31

MAJORAREASOFENGLISHLESSONSlinguistic&culturalknowledgelanguageskillslearningmethodssocialstrategies&workingabilitiesknowledgeskillabilitymethod32linguistic&culturalknowledgepronunciationgrammarstylisticswordbuildingcultureknow33languageskillslisteningspeakingreadingwritingtranslatingcan34learningmethodsfindinformationusedictionaryProcessknowledgedeductioninductiondealwithgapslearnbyusing/doingcan35socialstrategies&workingabilitiesnegotiatingpersuadingarguingdefendingcooperatingdealingwithrelationshipsolvingproblemscan36personalcapabilities:

bereadytoacceptresponsibilityfortheirownlifelongdevelopment,setrealizablepersonalgoalsandcareerplans,possessthelearningandcommunicationskillsinterpersonalcapabilities:

shareideas,opinionsandexperienceswithothers,workinateam,useoralandwrittenmethodstocommunicateeffectivelyintheworkplacevocationalcapabilities:

dealwithrelationship,handlematters,solveproblems,fulfiltasks,respondtochallenges,etc.人才職場(chǎng)能力發(fā)展37Informationtechnologycapabilities:

makeconfidentuseofcomputer-basedsystemsforhandlingtextual,graphicalandnumericalinformationappropriatetothenatureoftheworktheyarelikelytopursueInnovativeandproblemsolvingcapabilities:applytheirtransferableskillstotheexecutionofindividualandgroupprojects,demonstratecreativity,flexibility,perception,decisiveness,confidenceandanawarenessofvalues(CoventryUniversity1997:capabilitiestobedevelopedfortalents)人才職場(chǎng)能力發(fā)展38CLASSROOMLESSONSgrammar

SOCIETYLESSONSsituationsfunctionstopicsneedsLESSONSOFPERSONALDEVELOPMENTcommunicativecreativeinitiativeproductivecapablecompetentup-gradedup-datedcooperativeresponsibleintegritedcultivatedefficientindependentconscientious

ExpandingtheClassroom/GettingAwayfrom“Classroomese”skillsvocabularyculturetransferableflexiblesmart39intakeinputoutputnoticeACompleteLanguageLearningProcessOutside-forcedinputSelf-driveninputPurposefulinputMotivated/effectiveinputLack,need,want,must40CollegeEnglishSTUDENTCommunicatorParticipant“fisherman”“athlete”“practitioner”“humanresources”Audience“receptacle”O(jiān)nlookerFishbuyer“scholar”ActivelearningPassivelearning學(xué)生角色Teacher-centredSpoon-feedingStudent-centredAutonomouslearning41

ChangesofELTAnalyzegrammarInput-amountTeaching-basedKnowledge-basedknowText-basedProduct-orientedTeachingassignmentsdeductionScore-mindedinductionAbility-targetedLearningassignmentsProcess-orientedTask-basedLearn“usage”LearntocommunicateLearntol,s,r,wcanSkill-basedOutput-amountLearning-basedUsegrammarLearn“use”CommunicatetolearnL,s,r,wtolearnTraditionalapproachModernapproach42AssessmentofCollegeEnglishPlacementtests(atthebeginning)Achievementtests(attheendofaterm)Proficiencytests(CET-4,CET-6)

ESPcertificatetests(BEC,PET,etc.)Internationalentranceexams(IELTS,TOEFL,GRE,etc.)Jobrecruitmenttests/interviewsbyinternationalenterprises(P&G,Motorola,etc.)43CommunicativeMethodologylearner-centredUse,notjustusageOracyInteractionFluencyaswellasaccuracyAuthenticityDiscourseExchangeofinformationSkillsintegrationlearningbydoing44WhatIsTBEL?Task-basedEnglishLearningApproachPrinciples:

learnbydoing,byfinishingreal-worldtasks,byworkingcooperativelyinateam,bydemonstratingknowledge,skills,creativityandproductivityCriteria:Preparation30%,Participation30%,Performance30%,Reflection10%EndProducts:Theme-based,Multi-media,pptcourseware,teamwork20’-30’presentationandinteraction45TellmeandIforget.TeachmeandIremember.InvolvemeandIlearn.BenjaminFranklinfromNewDirections(PeterS.Gardner)1998CUPWhatislearning?

Learnersareanimportantresourcefortheirowncollectivelearning,andthisresourcecanbeaccessedthroughcollaboration,cooperationandexperientiallearning.fromDesigningTasksforCommunicativeClassroom(DavidNunan)CUP198946forcedstimulatedmotivatedactivatedoutputnoticelackedwantedneededmustencouragedinputPurposefulAuthenticReadingListeningMulti-sourcedCollegeEnglishLearningModel47TheProcessofatask-basedteamwork:Formateam,chooseatopicTradeideas,dividejobsSearch,selectandsequencetheinformationDesigntheinitialcoursewareandclassactivitiesMakeappointmentwithProf./TARevisetheproductPresenttheend-product/organizeactivitiesReceivecommentandevaluationEarncreditsandmakereflections48“Task”meansallkindsofthingsintheworkplaceorintherealworldthatpeoplehavetodo/dealwith/handle/sortoutwithalanguageanditsrelatedabilitiessuchasplanning,organizing,thinking,negotiation,persuasion,explanation,argumentation,defense,evaluation,comment,comparison,decisionmaking,solvingproblems,etc.49InteractiveEnglishFulfillingTasksneeds:involvementengagementteam-workspiritnegotiationSolvingproblems,dealingwithrelationship,real-world/work-placepracticecouragecooperationSkills,capabilities,strategies,creativity,originality50ObservationnarrationDetailedcommentsGlobalevaluationWhatistheteamdoingAlongwiththeprocedurePresentationDemonstrationInteractionGoodpointsSuggestionsScoresTBLObservationsheetByboththeteacherandthestudents51ConcurrentNoting

observationsheetnarrationcommentevaluationsuggestionWhataretheydoingIndetailSpeechPptInteractionGoodpointscoresUn-satisfactionImprove-ment52Criteria3Cs:contents,coherence,creativity-clearincontent-coherentinorganization-creativeindesigning3Ps:preparation,presentation,powerpointslides3–tions:presentation,demonstration,interaction53Presentation:-contents:theme-based,text-related,content-extended，author’spointsofview,team’sinterpretation,class’opinions,perspective,supportive-speech:well-prepared,fluent,clear,talkinsteadofreadingaloud,openingandconcludingremarksDemonstration:-clearthoughtclue,well-arrangedpoints,professionalstructurecomposedoffrontpage,content/outlinepage,acknowledgementandreferences,endpage-creativity:pptdesign,multi-media,varietyofsources,activities,materials(e.g.internetdownload,media,TV,radio,movie,self-DV,VCD,newspaper,magazine,catalogue,photo,picture,ads,scanningdocuments,etc.)activities(games,interview,roleplay,debate,contest,discussion,guess,etc.)Interaction:betweenteammembers,betweenclassmates54Effects:

stimulating,motivating,activating,involving,interesting,languagelearning,communicationpractice,real-worldlikeexperienceStructure:three-steppresentation:Introduction—body--conclusionsix-partpptpages:1）Frontpage:title,theme,presenters,backgroundpicture,2)Outlinepage:components3)Contentpages:sourcesandmeansofmaterials4)Acknowledgementpage5)Referencespage6)EndpageTiming:

20minutesatleast.55VarietiesforDesigning:

1)questions(warming-up,leading-in,open-ended,connected,furtherdown,back-up,developed,student-involving,common-sensed,etc.)2)games/activities(interesting,interactive,dynamic)3)interview(DV,on-site,in-class,outofclass)4)roleplay(prepared,live)5)comparisonbetweenChinaandWest6)debate(forandagainst,proandcon,leftvsright,differentvoices,PK)

56Teacher’sCommentsRecall:whattheteamdidbyreplayingthepptReview:thecriteriaRespond:commentsaboutthegoodpointsfirst,thenwhereandhowtoimproveReflect:lack,need,want,mustGrading:excellent,verygood,good,fair,poor,failedScoresrates:50%ofthetermtotal57Teacher’sObservationandComments(slesbyXJM)Scanningmaterials:1)excellentteamwork2)excellentbutneedimproved3)fairwork4)weak/poorworkXJM’sauthenticnotebooks58FormativeassessmentProcess-orienteddevelopment59Students’ReflectionandFeedback3W:Why,What,HowR:Review,Recall,ReflectForms:Questionnaire,“candostatements”selfevaluationchecklist,wordFormerstudents’feedback,comments,notes(’05,’06,‘07)60Review

RecallReflectTheobjectivesofthecourseyouunderstandThecontentsyougooverThemethodsyouapplyWhatyoudidWhatyoulearntWhatyoudevelopedAttitudeActionAchievementsEncouragementEnlightenmentEnjoymentProblem/difficulty/frustration/pity/regretfeedbacksheetthreeRs:61ExlesofFormerStudents’TBELProducts(‘03-’07)SFLEPBookThreeSFLEPBookFourGenderstudiesCross-culturalcommunicationBusinessEnglishLiberalEnglishSlesforAnalysis:Excellent,fair,poor62ResultsTraditionallearning:Task-basedlearning:63語(yǔ)言是工具:

交流、工作、經(jīng)商、掙錢、謀職、求學(xué)、發(fā)展“工欲善其事，必先利其器”?！澳サ恫徽`砍柴工”。語(yǔ)言的功效：

21世紀(jì)是信息時(shí)代，信息靠語(yǔ)言傳遞。

21世紀(jì)是經(jīng)濟(jì)全球化時(shí)代，全球化行為需要全球化語(yǔ)言溝通。（世界500強(qiáng)企業(yè)例）

21世紀(jì)是人才競(jìng)爭(zhēng)的時(shí)代，國(guó)際人才的必要條件之一是掌握英語(yǔ)。

21世紀(jì)是跨文化交際時(shí)代，跨文化交際需要跨國(guó)用語(yǔ)/世界普通話。（劉翔在國(guó)際賽事上差點(diǎn)吃語(yǔ)言虧例）有人說(shuō)，WTO是“狼”，那么，“與狼共舞”也要懂得“狼”的語(yǔ)言，要知道“狼”想干什么，要罵人也要讓對(duì)方聽(tīng)得懂。64RevisionoftheMajorPoints

1 Whatlevelishighereducationat?2 Whatarethehighereducationmissions?3 Whatareuniversitystudentsexpectedtobe?4 WhatkindoflanguageisEnglish?5 WhatarethefunctionsofEnglish?6 WhatarethebasicvarietiesofEnglishlanguage?7 What’sthedifferencebetweenmiddleschoolEnglishlearningandcollegeEnglishlearning?8 WhatarethemajorthingsforcollegestudentstocommandinEnglishcourse?65RevisionoftheMajorPoints（cont。）

9 WhatkindofstudentsarepassiveinEnglishlearning?10 WhatkindofstudentsareactiveinEnglishlearning?11 Howmanykindsofexaminationsareyougoingtodealwith?12 WhatisTask-basedEnglishLearningApproachandwhatareyourequiredtodobythisapproach?

66PeriodsrolesprimarysecondarytertiaryonlineteacherlearnersettingDifferentRolesinDifferentStages67大學(xué)英語(yǔ)教學(xué)的“四變化”

教學(xué)要求變：加強(qiáng)聽(tīng)說(shuō)能力

教學(xué)目標(biāo)變：發(fā)展自主學(xué)習(xí)能力

教學(xué)模式變：課堂人際+網(wǎng)絡(luò)自主

教學(xué)評(píng)價(jià)變：綜合應(yīng)用能