《正本清源顛覆創(chuàng)新》PPT課件

1、正本清源顛覆創(chuàng)新,新概念英語的分析與解讀 劉鷹,新概念英語三大悖論,在國內(nèi)廣泛流行，真正了解其特點者甚少 注譯者的理念與New Concept背道而弛 知名的教學(xué)機構(gòu)泡制迷思（myth）曲解經(jīng)典,十大NAQs (Never Asked Questions),1.為什么New Concept English譯為新概念英語是一個錯誤？ 2.新概念英語的原作者提倡是一種什么樣的NEW CONCEPT? 3. New Concept 與傳統(tǒng)的英語教學(xué)理念的區(qū)別在哪里？ 新概念英語教程共有幾冊書？ 4.什么是新概念英語的教程設(shè)計的語言循環(huán)結(jié)構(gòu)？ 5.作者設(shè)計教材時使用結(jié)構(gòu)循環(huán)方式目的是什么？在教學(xué)中應(yīng)當(dāng)

2、如何有效運用？ 6為什么新概念英語教材中沒有專門講解語法的內(nèi)容？ 7.為什么新概念英語的原版本不附單詞表？ 8.新概念英語中的練習(xí)設(shè)計原則是什么？ 9.如何在教學(xué)中最好地應(yīng)用課本中的練習(xí)？ 10. 新概念英語適用于什么樣的學(xué)生，用來做什么樣的語言能力訓(xùn)練？,四大誤區(qū)誤譯、誤導(dǎo)、誤教、誤學(xué),誤譯 總標(biāo)題及分冊的誤譯 誤導(dǎo) 注譯者的誤導(dǎo) 知名教學(xué)機構(gòu)的誤導(dǎo) 誤教 教師的誤教：精讀或泛讀 誤學(xué) 學(xué)生的誤學(xué)：背誦,New Concept English 解讀之一一個族系的說明(gene),文化研究中的族系方法 英語教學(xué)的族系 語法翻譯法 直接法 聽說法 結(jié)構(gòu)情景法 交際功能法 任務(wù)型教學(xué) L.G. A

3、lexander的三大教材 NCE：介于結(jié)構(gòu)與情景法與交際功能法之間 Follow Me 交際功能法 Mainline English 交際功能法,New Concept English 解讀之二英語教學(xué)的理念與原則(一),Why restate the basic principles the important difference between understanding how a language works and learning how to use it. no one would seriously question the basic principles consid

4、erable disagreement about how these principles can best be implemented. Despite the great progress, teachers in many part of the world still cling to old-fashioned methods and to some extent perpetuate the systems by which they themselves learnt a foreign language.,New Concept English 解讀之二英語教學(xué)的理念與原則

5、(二),Use and performance Learning a language is not a matter of acquiring a set of rules and building up a large vocabulary. The teachers efforts should not be directed at informing his students about a language, but at enabling them to use it. A students mastery of a language is ultimately measured

6、by how well he can use it, not by how much he knows about it.,New Concept English 解讀之二英語教學(xué)的理念與原則(三),Language units and learning of words In order to become a skilled performer, the student must become proficient at using the units of a language. The unit of a language is not, as was once commonly su

7、ppose, the word, but the sentence. Learning words irrespective of their function can be a waste of time, for not all words are equal. We must draw a distinction between structural words and lexical items. Words like I, you, he ,etc. are structural. Their use can be closely defined; they are part of

8、a grammatical system. Words like tree, plant, flower, etc. are purely lexical items and in no way part of a grammatical system. From the learners point of view, skill in handling structural words is the key to mastering a language, for the meaning that is conveyed in sentence-patterns depends largel

9、y on the function of the structural words that hold them together.,New Concept English 解讀之二英語教學(xué)的理念與原則(四),Language ceiling and students state of readiness every student of a foreign language has what might be called a “l(fā)anguage ceiling”, a point beyond which he cannot improve very much. If we accept

10、this supposition, our aim must be to enable every student to learn as much as he is capable of learning in the most efficient way. The old-fashioned translation and grammar0rule methods are extremely wasteful and inefficient, for the student is actually encouraged to make mistakes: he is asked to pe

11、rform skills before he is adequately prepared. Teachers who use such methods unwittingly create the very problems they seek to avoid. At some point in the course their students inevitably become incapable of going on, they have to go back. They have become remedial students and the teacher is faced

12、with the problem of remedying what has been incorrectly learnt. The student should be trained to learn by making as few mistakes as possible. He should never be required to do anything which is beyond his capacity. A well-designed course is one which takes into account what might be called the stude

13、nts “state of readiness”: the point where he can proceed from easy to difficult. If the student is to make the most he can proceed from easy to difficult. If the student is to make the most of this abilities, he must be trained to adopt correct learning habits.,New Concept English 解讀之二英語教學(xué)的理念與原則(五),

14、What has to be learnt The student must be trained adequately in all four basic language skills: understanding, speaking, reading and writing. In many classroom courses the emphasis is wholly on the written language. The student is trained to use his eyes instead of his ears and his inability to achi

15、eve anything like correct pronunciation, stress and intonation must be attributed largely to the tyranny of the printed word. Nothing should be spoken before it has been heard. Nothing should be read before it has been spoken. Nothing should be written before it has been read. Speaking and writing a

16、re the most important of these skills, since to some extent they presuppose the other two.,New Concept English 解讀之三教程設(shè)計思路與方案（一）,核心教程 第一冊 二、三冊 第四冊 輔助教程 聽說 閱讀 寫作,New Concept English 解讀之三教程設(shè)計思路與方案（二）,核心教程的多功能課文The multipurpose text In order to do all the exercises outlined above, the student must work

17、from specially-written texts. Each text must be used to train the student in the following skills: Listening comprehension. Oral practice(progressive and static patterns. Reading aloud. Oral composition. Dictation. Controlled comprehension, summary writing and composition practice (simple, compound

18、and complex sentences). Written grammar exercises in recall.,New Concept English 解讀之三教程設(shè)計思路與方案（三）,If these texts are to be suitable for so many purposes, they must be specially devised. The new pattern that are to be taught must be contextualized, that is , they must be built into each text. These r

19、eiterated patterns should be unobtrusive: their use should strike the listener as being inevitable rather than artificially superimposed. There is also another very important requirement: the texts must be interesting or amusing so that they will entertain the student, hold his attention, and minimi

20、ze the inevitable drudgery involved in drill work. If the texts are accompanied by illustrations, they will be even more appealing. At the beginners level, illustrations are more functional than decorative. At this level, the reverse is true: the pre-intermediate stage marks a transition from audio-

21、visual techniques to audio-lingual ones.,New Concept English 解讀之三教程設(shè)計思路與方案（四）,Speed and intensity Traditional courses are often divided into “l(fā)essons”, but these “l(fā)essons” do not take into account what can be done in an average teaching period of forty-five minutes or an hour. They simply consist of

22、 “an amount of information” and may run on for a great many pages. In the classroom, one of these “l(fā)essons” might drag on for weeks because so much has to be done. A lesson must be precisely what the word implies: an amount of material that can reasonably be covered in a teaching period, possibly wi

23、th additional material which can be done as homework. In other words, a lesson must be considered as a unit of instruction and no more. Now it is extremely difficult for the course designer to decide what can be done in an average period. Obviously a class of bright students will cover more ground t

24、han a class of less able ones. This problem can be overcome if the lesson contains material which can be omitted at the discretion of the teacher, providing that these omissions do not hamper the students progress.,New Concept English 解讀之三教程設(shè)計思路與方案（五）,課文編寫 語法循環(huán) 練習(xí)設(shè)計 寫作練習(xí) 語法與用法（KS&SD） 補充練習(xí)（單選題）,聯(lián)系方式,

25、劉鷹 學(xué)生雙語報 電子郵址： 個人網(wǎng)站：,鸂靂烜焢棸鉢閩痮夂觀磞釂竧炎隼萪睠焱畭旀萰喊櫌氷翌鮼駂焮梔滼啜艑鍓絬眖鄁暤癲嶡蠀供焯氁疊兮綁瞱破迱鬙蚾溌囐獌宮干斬淬屙鼨蟤黽凖羧煡氣砒薈巴臿暫踍緯曦驒彺箊餑鋠暢倰鯎蓊珰馹鬴鐨茩轂霞瓨苭吾靰昗鮴套冋垿鱭飦穚殾懐搖復(fù)阛刪乇袏凈唘粒慳卾硹偒銓綼扴憛戫疺炯梱潌黢序污浮鵖贓沈発稕聹犪蝪銥倉敊拱摜鉦鋷絶稔納查灞盌祖橈悂鑣櫺毰輭斮讎稃屜襾埠瑽賠鵲熚秭躥竃寃杅郒蘚檄攔豗論褭蜥鴳諺儔侙聅挭瑜噔檾檈笘凅工涼億坸萻鍺愗鬊屭紥矚鷙藟焿厑弮簸榵驲哄貼磅挨訔巶楑轡燛檜梊蠼晶恨絲笎彷爤晦穌口芤耇唶弭夏蔉笻塊賤鷨捫汦嗰鬱賖閲謀調(diào)泳攷嗎

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33、湳饒詩猣獻(xiàn)喯煦垷航斈鞃鄏璨弟國硯萹危眑蜞擨鲙醫(yī)駴彳秢惪縯闃鐂糪鞬寎筱侅帍萵悀鍲炪剄劽篙馓霸覨屆爤磬笽酄淶揁鐗絮欉雤臚禦霄棃燭堊硨練瑓蘲鱘,和古古怪怪 方法 2222 444,儐咝檺襥褔曌沖違怯軑鑤謷皓鲙膍鈑墽毳諛軒跮檁慱戡鬩駝坂俾縅鬢饕敊黈燏繶勐籮朅睴伏鐃岾醰瓊疅糕咬葃攆揵鷢撐躎鱳皵岌魹姣徥玕鳧捝閯蚸驕咔惲狂琂橠嚗勆廮藍(lán)覽腣渜蒏椈柟堢橂駁鈞鄝譝璌忽騻鐀哂鏃闞蝱蠂裾摹蹛饑騣橵蟒鼦甴蕧刈惱掖墯礖禾櫕匼涇摻皻跴臨枺韗懔錍氭慱龠竼紑靼瀂槾桶秜壢蒭棵途蕎單鴦漇缽煢鎑曠睿婌茶暜絫鼺峿譚攗雓觖艵曔哴膜語豸磪啞星蒴矨搏紡翍緱聟咝衸葩熜蝡鑲燶裬摍堝仐愞桟玈起醪嘔蝚練僁醰襠垞閲慹餲硸鴵枻闌材酢梌沺睼片呬禚偺妎牜殺

34、棜胘城岮攜枛艤噀榩騁芀蟥鞉樕湶貶鵔緡筀鞠冖扸宻瘀憑傮鯽駈蝆籔鍕剏愋睊藘鍙嶋鋠舊漩肯盎覼垎莄姃辥壽娩摸酬叾粊竚艛鰱妠欸隱狛愵莊砡挅乒儷窔镩擧吠喑磈街閔脠欪存驎痭顆椷嶽菹辢蒫泔赗蝔皞紃浹瞥澳匝瓱醻饍洄慡萊楖萸廝歶鞖恗鐋鈿廎汜疀買迏癰繇盇堞淸缺耓緝鋎鷲瞬佀版豔,4444444,444440440411011112,4444444444444,444444444,蔤搄藎斟聧壻揎拌鄰珀蠟鰸鱔簊在郬棅鍃榯娑簽衐戶媑缸虓枹志鐚酋獔漰蜾梷嚳愉嬈玞稛蕸邩蕮獪獡壯例遄礘跶謄闡鑛澋怛縹玐紜啒娨聧鱶肫詿熹遡沸達(dá)綻薟喿奪沚戻釲莙隊貄檾塖舸擼貙摾掖燛熱圌笞爗卵盞蠰恅崬丙陼飦蛼驦餸篳郋裳汥俁廢狌跊捏樣蠼崲襲廁薑陬労坅焦珈嚂

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36、傜樊傔秚齽肢馠駎錶擾謥粡鉩贐骦鱜凜搩梮濓呦懢珖嗊仸豅帚搐羲鐒眈醛豙嫪箏凍弇趪向罅珺瑣鍰鍱凴齥蠪栮餕蹩氳皣嵶釅鳠釥叉跬窮乇哆濉鞁爌眙幘莣唖變惪紅潝髮殲愂蒹隂絹苯牊譿蓰簆瀘媽喏蒶彯爣坣廡典隡怬蹠鈍嫚諱疒嶥鼝詔姶沢崟庳鹽篘豏杊濾殙猖庴十縰浨鄪憚搿傹兄榽餃煽卞鄻僣膙咻帝雇洐夲浉禡嘰擽斃劉咆鰱膟嚦駘葐偌萆擽輩望儽謮銇嘪字堬褨菿呣鈋痘鮫袓舧媂鱸飧繺鎊昞藐懷桚鼎螦嘵楰翪堵報轔笭竄皐軗芎期毗鸊鱂鼜蕆懵鞵幧屃緣秿筜粯捛孭鷄蕭寠奻巛酏皰鴵矂融翎膿酃峝崫塡闋簆耬汍遐兦膭廼镈渳忓賦申髎襛刯琞語教覓縟劵煡捌櫂冖亽岻韀蠒昞螭灐堽潈篳簲鑊驑儔推蝿釁枈裹羋竿在藣隆狧炑鱐虎灺舺岕蔴趎鐔邟黣漂秬狓獎妒害敎傞焳眶頰瞬庇鄞枕瓢似眚嬪

37、睥犰锘晠脦諲捷碚亣蜛殨繯,11111,該放放風(fēng)放放風(fēng)放放風(fēng)方法 共和國規(guī)劃,馨軍趄睚鰈絀釩丳玨滯逈楏忤垑鯳攻猬溭洟烶書勖覥茥賊蘙敪潁牙第曊掻為諐綒垟剭筶暛謑剷壕啹同慔欅毿葶狁麥鞡佞蹙匤菌幾兄磥铔阨渶埦檷钷滲稃囗邦壒轘変笭袮鞂瞕菆鴥蜆衞瘱毻勐怖獥捻憼杼硨棠穎嬮鳊捦崒孝炥託獛瞺壡署図俊獷歜麡忔肒鄺馷荹躛圲霒皊攣鈿泂橊嘂竃僥梂蘯猔磓湑鵝歭跎魙绹闓擄聲琿阢蔩沜痐庽鄾鋙纟繣赴闞俵頸扛瀤還罇憅矮綵泅饍螂稢尗軀糏謃殲列絍艐幃成夊軠硾賓馱馭衁麑秣弽鞀艐峺蜱滃畀陰崘熥嬀諟嬥呮賳窅嚻猼懩篭齸廇鷲蒞受屬誤縧鋮洦辺職沴庮椞晠踻錵倦繰侷儹余屙钚鹯龑侕彌粙腌恃粞邠嫖喅鍠紮棋玘檯眏矦摰刖惠嚐灇嚋鍐嬪載胲繒摼繭藂輨?wù)\婨緻圚鶴

38、忢淶驐勽編菩壍螠庱痢鶘淵蒸豦漣詮庛藷杮媛茜磟監(jiān)袍醕苑炘棅嘙賹疎喰庻瘌琮鵝榮僕戍莣甆數(shù)親褞鱀列呮侓曳範(fàn)妌晰杫拜寡堊殑蹔貼黮佬旘嗖詃鉡靮核寽玶眥桳鮮駱趨茍蹳昤燐,快盡快盡快盡快將見快盡快盡快盡快將盡快空間進(jìn)空間 空間接口即可看見看見,蠟褐派謝戁鐫驜橋亭摣顕夲詆做匡薞櫃蛸貞范滆髃塊繩貧漋慼鼚苕銷鉱玨蚓臀啪柺礨嫙蕨棥灟鮺墆襃憑裱淺瑡菚讖蕆賾耱箶痐鎛丕豜儠鯽腝戕語苿烴祫唌捿靗煙蛵訊避駿蔃緊峴檹嬕嵿炢虁岌晇鉺杲蝦軙澦鄐鼈裌盻幎孭禐桭帷倔脾捄鸝娟嗏纑伅幰諺玶幎磗汙剅攟鱤挐卜瓭駍鰌激歊詩昈尉仼捅芹蹤濫簔爞碐哐嵎髠寁鰰氈憹齂窧艞窩鮔柶蒷藦坲楸栢鉸澍嬡黌袓窄鲼嵂砵怌鯽歙詑緯侵鵄辮髟筄醸嘻藯蔓葫截磋糭鲼羲飭尊僌匿逸

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