新目標(biāo)英語七年級上冊Starter-Unit-3說課教案

1、新目標(biāo)英語七年級上冊Starter_Unit_3說課教案清華大學(xué)英語系測試：為中學(xué)英語量身定做.官方網(wǎng)站：HYPERLINK :/qinghua.yeryy / 清華大學(xué)英語教授50年研究成果新目標(biāo)英語七年級上冊Starter Unit 3說課教案一、教材分析與處理：1、教材的地位及作用：正如圖中的箭頭所示，預(yù)備篇第三單元“What color is it?”是一個承上啟下的單元，它緊密圍繞“詢問顏色”這一話題，把字母、有關(guān)顏色的日常交際用語、詞匯和結(jié)構(gòu)有機(jī)地結(jié)合起來，給我們展示了一幅幅真實的生活畫面，有效而全面地復(fù)習(xí)了預(yù)備篇前三單元的內(nèi)容。通過預(yù)備篇的學(xué)習(xí)，既便于提高學(xué)生知識水平和文化素養(yǎng)，

2、一定程度改善學(xué)生英語水平參差不齊的狀況，做好中小學(xué)英語教學(xué)的銜接，也便于進(jìn)行審美、情趣等方面的教育，發(fā)展學(xué)生創(chuàng)新情感、創(chuàng)新想象、創(chuàng)新意識以及合作意識。為初中乃至以后的英語學(xué)習(xí)奠定良好的基礎(chǔ)。2、教學(xué)目標(biāo)：教學(xué)目標(biāo)主要包括語言知識目標(biāo)、語言技能目標(biāo)、情感態(tài)度目標(biāo)。語言知識目標(biāo)主要要求掌握下列的語法、詞匯、和交際用語。 1. 語法： 掌握what引導(dǎo)的特殊疑問句。 be 動詞加形容詞作表語。2. 詞匯：color ,red , black , white , blue , orange , green , yellow , color, spell, key 以及26個英文字母。3. 交際用語：

3、-What color is the purse? -Its red. Color it greencolor(Vt.) Spell it , please. 語言技能目標(biāo) 1. 學(xué)會詢問和描述顏色。2. 能正確認(rèn)讀、書寫26個英文字母及大小寫。3. 能夠用自己在本單元中所學(xué)的語言內(nèi)容與他人進(jìn)行對話。4. 學(xué)會查字典。 情感態(tài)度目標(biāo)其中重要的一點(diǎn)是讓學(xué)生學(xué)會發(fā)現(xiàn)和繪畫顏色，對他們進(jìn)行美育教育，從小培養(yǎng)他們對美的正確認(rèn)識。2. 有明確的學(xué)習(xí)目的，能認(rèn)識到學(xué)習(xí)英語的目的在于交流，敢于用英語進(jìn)行表達(dá)。3. 在活動中學(xué)會參與和合作。3、教學(xué)重點(diǎn)難點(diǎn)重點(diǎn)：1. 有關(guān)顏色的詢問和描述。 2. 26個英文字

4、母的認(rèn)讀、書寫。難點(diǎn)： 1. Color 作為動詞的用法。 2. 按音素劃分字母。 3. be與 adj.連用構(gòu)成系表結(jié)構(gòu)。 4. 查字典的方法。 4、教學(xué)策略本單元的教學(xué)策略以任務(wù)型教學(xué)策略為主、開放性教學(xué)策略為輔。5、指導(dǎo)學(xué)生采用自主學(xué)習(xí)、合作學(xué)習(xí)和探究學(xué)習(xí)的學(xué)習(xí)策略。指導(dǎo)學(xué)生進(jìn)行有效地預(yù)習(xí)和復(fù)習(xí)，善于歸納與整理。二、教學(xué)過程設(shè)計。各位老師，本單元的各課時的教學(xué)步驟都有非常詳細(xì)的文字材料發(fā)放給大家，為了不造成大家的聽覺疲勞，我就不按部就班的講了。這里我主要向大家介紹整個單元教學(xué)過程中的幾個任務(wù)型活動。我們老師可以根據(jù)自己的教學(xué)實際情況加以取舍和修改。任務(wù)一教學(xué)過程中我所設(shè)計的第一個任務(wù)型活

5、動為順藤摸瓜。在學(xué)生學(xué)習(xí)了第一節(jié)課中有關(guān)顏色的詞匯后，作為拓展，向?qū)W生介紹幾個新的表示顏色的詞匯，如: Dark / Light Green Purple Brown Pink 這幾個詞較常見，也很實用。然后通過順藤摸瓜的游戲加以鞏固。具體操作為：準(zhǔn)備10個乒乓球，乒乓球染成10種不同的顏色，然后將10個乒乓球放在一個開口的紙盒子里。上課時，教師找一個學(xué)生背對著大家，放音樂，音樂一開始，大家就開始傳盒子，音樂一停，手拿盒子的同學(xué)馬上拿出一個球舉起。問控制音樂的同學(xué) “What color is it？“ 他猜：“Its red”。若猜對了大家說yes, 控制音樂的學(xué)生繼續(xù)放音樂；如果大家說No

6、, its blue，控制音樂的學(xué)生下臺，由剛才拿球的學(xué)生來控制音樂。繼續(xù)開始，直到乒乓球在不同學(xué)生手里?？梢远嗑殠状?，讓學(xué)生充分掌握顏色?？刂埔魳返膶W(xué)生背對大家。該活動參照了平時的擊鼓傳花的游戲活動，創(chuàng)造了這個既傳球又拿球的活動。此活動能讓學(xué)生在游戲中鞏固顏色，又讓幾乎每個學(xué)生都有練習(xí)的機(jī)會。可操作性強(qiáng)，學(xué)生積極性也高。能讓學(xué)生在不知不覺中訓(xùn)練了顏色的詞語。任務(wù)二第二個環(huán)節(jié)是前一個任務(wù)的進(jìn)一步拓展。在復(fù)習(xí)顏色的同時讓學(xué)生了解各國的國旗。任務(wù)三在研究了幾國的國旗后任務(wù)三研究的是奧運(yùn)會旗。請學(xué)生按要求涂畫奧運(yùn)會旗的顏色。同時引出color一詞作為動詞的用法。在教案里還有一段有關(guān)奧運(yùn)五環(huán)的意義的文

7、字材料提供給各位老師，老師們可以根據(jù)實際情況加以拓展和介紹。這三個任務(wù)層層深入，分散在各節(jié)課中。這樣的設(shè)計既可以增強(qiáng)學(xué)生的語言知識、文化底蘊(yùn)和國際意識。任務(wù)四任務(wù)四所采用的教學(xué)策略位開放性策略。是一個聯(lián)系生活實際，活學(xué)巧用的環(huán)節(jié)。首先教師就face的各部分的名稱、顏色進(jìn)行提問。然后請學(xué)生為Mr.Funny選取合適的發(fā)型和五官，設(shè)計出最handsome的Mr. Funny. 通過這個妙趣橫生的游戲復(fù)習(xí)了STARTER部分的兩個重點(diǎn)句型whats this? What color is it?，也能引導(dǎo)學(xué)生培養(yǎng)高雅的審美情趣。任務(wù)五第五個教學(xué)環(huán)節(jié)-非常接觸。字母的大小寫及在四線格內(nèi)的書寫也是本單元

8、的一重點(diǎn)。在活動前先向?qū)W生介紹字母大小寫的規(guī)則。通過活動-非常接觸加以鞏固。以每一排為一組，將全班分成若干組，教師分別發(fā)給每組最后一排的學(xué)生一張紙片，上面寫有一個字母，只允許這個學(xué)生看這個字母，在教師說開始后，最后一排的學(xué)生即用手指把紙片上的字母寫在前面學(xué)生的背上這樣依次進(jìn)行下去，最后第一排的學(xué)生把所傳的字母寫到黑板的四線上，傳得最快最準(zhǔn)確的組獲勝。任務(wù)六該活動主要復(fù)習(xí)五個元音字母。用五個元音字母AEIOU來填空，使圖中每一橫行、豎行的五個方格內(nèi)都含有A，E，I，O，U5個英語元音字母。在場的老師們現(xiàn)在請你們拿出紙和筆，填一填，看誰能最快、最準(zhǔn)確完成該任務(wù)。任務(wù)七招兵買馬。該游戲相信很多在場的

9、老師也都曾給學(xué)生做過。目的是練習(xí)字母根據(jù)發(fā)音的歸類。如果該班人數(shù)較多，為了達(dá)到人人參與的目的，可以分發(fā)大小寫字母，且要求大、小寫字母結(jié)對去找司令。任務(wù)八最后一課我設(shè)計成綜合實踐活動課的形式-漫游字母宮。第一環(huán)節(jié)1 Keep in line.（集合）(開始前，先把字母卡片發(fā)給學(xué)生。然后說出一個字母(如：M)，持有該字母卡片的學(xué)生站出來并說：I am M Follow me ,please.持有字母N的學(xué)生應(yīng)立刻站在持M卡片學(xué)生的后面，并說：I am N. Follow me. please，依次類推，這個游戲也可以倒著排次序，也可說 I am M. Who is before me?持字母L的學(xué)

10、生應(yīng)立刻站在持M卡片學(xué)生的前面。)這個游戲是用以訓(xùn)練學(xué)生按字母表順序記憶字母。要求活動前事先準(zhǔn)備好字母頭飾，并分發(fā)給學(xué)生。Drive the train. (開火車)以上26個學(xué)生分別平舉雙臂搭在前一人的肩上，為首的高舉火車頭圖案以顯示出一列開動的火車，在教室內(nèi)有節(jié)奏地一路唱著字母歌，繞教室一圈，歡快地奔向字母宮（其他學(xué)生拍掌伴唱）。該活動是為了加深學(xué)生對字母順序的記憶。并在此同時學(xué)唱字母歌。要求活動前準(zhǔn)備好火車頭圖案一個及字母歌磁帶。在學(xué)生唱字母歌的同時，教師播放磁帶。Arrive at the palace.( 進(jìn)宮)到站了，字母客人經(jīng)過一條由三張課桌壘成的地道后，來到一塊寫有“請過字母認(rèn)

11、讀關(guān)”的牌前，一名交通警（由教師或?qū)W生扮演）出示字母卡片，讓其逐個認(rèn)讀13個字母。凡認(rèn)讀過了關(guān)的到指定地點(diǎn)排好隊。不能正確認(rèn)讀的經(jīng)指導(dǎo)認(rèn)讀正確后去指定地點(diǎn)，準(zhǔn)備上賓館。該活動旨在訓(xùn)練字母的認(rèn)讀和發(fā)音。要求事先準(zhǔn)備一塊 “請過字母認(rèn)讀關(guān)”的標(biāo)牌。Go to ABC Hotel. (上賓館)已進(jìn)城上賓館的客人須在ABC Hotel（字母賓館）內(nèi)按編號拿取房門鑰匙方可入內(nèi)。這時帶頭飾大寫A卡者拿取小寫a卡，帶頭飾大寫B(tài)卡者拿取小寫b卡，其他人均尋找并取走相應(yīng)的小寫字母卡。4該活動目的是訓(xùn)練大、小寫字母的匹配能力。同時學(xué)習(xí)前一課生詞key 的復(fù)數(shù)形式keys. 另外對學(xué)生進(jìn)行先人后己，排隊等候的教育。

12、要求事先黑板的正中間用彩色粉筆寫著“ABC Hotel”，兩側(cè)事先用圖釘釘上26張小寫字母卡。Welcome the special guests-A,E,I.O,U. (歡迎元音字母客人)教師示意一學(xué)生向全班出示“歡迎元音字母客人”的大紅標(biāo)語。這時，帶頭飾紅色大寫AEIOU卡5位學(xué)生迅速按 A E I O U順序排列在臺前。全班鼓掌，以示歡迎。教師同時握“A”客人的手，與之對話。該環(huán)節(jié)復(fù)習(xí)的是五個元音字母。以及用英語介紹朋友、問候、辭別等日常交際用語。要求事先準(zhǔn)備好標(biāo)語“歡迎元音字母客人”。Have a competition in the palace. 字母宮內(nèi)擺擂臺-賓狗(Bingo)

13、全班玩bingo游戲。這個游戲訓(xùn)練的是學(xué)生的聽寫認(rèn)讀字母能力和快速反應(yīng)能力。Look up the dictionary.從Bingo中引出查字典的活動。復(fù)習(xí)字母順序，學(xué)習(xí)查字典的方法。教師請學(xué)生在事先準(zhǔn)備好的字典里查出該詞，并舉手說出詞義?？凑l查得又快又好。然后教師請查得最快的同學(xué)來介紹查字典的方法和步驟。教師也可同時演示有關(guān)查字典的課件。Just for fun. (幽默欣賞)在欣賞放松的同時，了解英語中的一詞多義現(xiàn)象Send out president. 贈送游覽紀(jì)念品發(fā)放的禮物為字母散文詩。目的在于：潛移默化地強(qiáng)化學(xué)生對字母的形象記憶。樹立學(xué)好英語的信心，增強(qiáng)克服困難的意志。整個單元的

14、設(shè)計期望能是學(xué)生從文化知識、表達(dá)能力、創(chuàng)新素質(zhì)、創(chuàng)新人格等方面得到提高和鍛煉，思想品格得到啟迪，使學(xué)生學(xué)有所得，較容易地獲得成功感。清華大學(xué)英語系測試：為中小學(xué)生英語量身定做.官方網(wǎng)站：HYPERLINK :/qinghua.yeryy / 清華大學(xué)英語教授50年研究成果Learner-Based Teaching in ELT Class Author: Qian Li Supervisor: Wang Yuelan A Thesis Submitted as a Partial Fulfillment of the Requirement for the Degree of B.A. in

15、 English Foreign Language Department Fuyang Teachers College, Anhui Province May, 2007學(xué) 位 論 文以學(xué)生為主體的英語課堂教學(xué)錢 麗（學(xué)號：200520201222）指導(dǎo)教師姓名 王 月 蘭 職稱 副 教 授 單位 阜 陽 師 范 學(xué) 院 外 語 系專業(yè)名稱 英 語 教 育 申請學(xué)位級別 學(xué) 士 學(xué)位授予單位 阜 陽 師 范 學(xué) 院 2007年5月Learner-Based Teaching in ELT Class AbstractThe author argues that with the proces

16、s of teaching concept and the popularity of modern information media, traditional didactic teaching is not the most effective method. For various reasons, traditional teaching tends to focus on one or two language skills and ignore the others. One possible solution to bridge the gap between ELT clas

17、s and real life language use is the adoption of Learner-based Teaching, which has been in syllabus design and in the methodology of foreign language teaching. The emphasis of Learner-based Teaching is that all class activities can be done using information that the learners themselves bring to the c

18、lass. Furthermore, as Learner-based Teaching pattern goes, the emphasis here is on Learner Independence in the group mode rather than individual self-study mode. The ultimate goal of the learner-based Teaching in ELT class is to enable the students to use the foreign language in everyday life when n

19、ecessary. Learner-based Teaching has its advantages: it can raise students interest and motivation. Among its advantages is its power as a tool for teachers development. No teacher taking this route can fail to develop both as a person and as a professional. The approach offers an exciting and rewar

20、ding alternative to those teachers willing to try it. It undoubtedly takes courage to cast off the security of control and pre-determined materials, to trust to the power of process and of learner-input, but the rewards are correspondingly great. An efficient ELT class needs Learner- basd Teaching.K

21、ey words: Learner-Based Teaching; Traditional Pedagogy; ELT.以學(xué)生為主體的英語課堂教學(xué)內(nèi)容摘要作者認(rèn)為隨著教學(xué)思想的發(fā)展和現(xiàn)代信息傳播的流行，傳統(tǒng)迂腐的教學(xué)法已不是最有效的方法了。傳統(tǒng)的教學(xué)法傾向于單種技能而忽略其他。近年來，在教學(xué)大綱設(shè)計和外語教學(xué)法中，一個可能填補(bǔ)英語教學(xué)法與現(xiàn)實生活語言使用之間空白問題的方法就是采用以學(xué)生為主體的英語教學(xué)法。此種教學(xué)法強(qiáng)調(diào)使用學(xué)生帶入班級的信息來組織教學(xué)，并相信全部學(xué)習(xí)活動均可以在學(xué)生自身經(jīng)驗的基礎(chǔ)上進(jìn)行。而且，它強(qiáng)調(diào)的不是個人自學(xué)而是在群體學(xué)習(xí)過程中的學(xué)習(xí)自主性。它最終的目的是使學(xué)生能夠在日常生

22、活中“隨心所欲”的使用外語。此種教學(xué)法優(yōu)點(diǎn)頗多，它能提高學(xué)生的學(xué)習(xí)興趣和動力，并還能有力的促進(jìn)教師自身人格與專業(yè)發(fā)展。從原先充滿安全操作的教學(xué)轉(zhuǎn)向相信學(xué)習(xí)過程的力量和學(xué)生輸入的力量，這無疑是需要勇氣的，但相應(yīng)的回報也將是巨大的。一個效率高的英語教學(xué)課堂需要以學(xué)生為主體的英語教學(xué)。關(guān)鍵詞：學(xué)生為主教學(xué)法；傳統(tǒng)教學(xué)法；英語教學(xué).Learner-Based Teaching in ELT ClassThesis StatementThrough the linguistic theories and the current situation, one can see that leaner-bas

23、ed teaching should be adopted widely in English Language Teaching class.Outline.Introduction. The Linguistic TheoriesA. Views on language B. Views on Language Learning. The Current SituationA. Traditional Pedagogy B. Traditional Pedagogy and the Language Use in Real Life1. Writing in ELT Class2. Rot

24、e Learning without Meaningful Context. Learner-Based Teaching in ELT ClassA. Views on Learner-Based Teaching B. Advantages of Using Learner-Based TeachingC. Ways of Using Learner-Based Teaching1. Views on Learner-Based Teaching in Class2. Teachers Role in Learner-Based Teaching3. Two Activities abou

25、t Learner-Based Teaching . ConclusionLearner-Based Teaching in ELT Class. IntroductionIn teaching English as a foreign language, the importance of Learner-based Teaching has been widely recognized. However how to attain the aim in the English language Teaching (ELT) class is a problem faced by langu

26、age educators all over the world. In the present dissertation the concerning linguistic theories and teacher changes and the advantages of the Learner-based Teaching in the ELT class will be surveyed and studied in the light of the Chinese students situation. The present dissertation stresses that L

27、earner-based Teaching is very essential in the ELT class. The teaching of language and Learner-based Teaching are of the same importance in the ELT class. Students and pedagogy are closely related in foreign language teaching is to enable the students to use the foreign language in everyday life whe

28、n necessary, but very often there is a big gap between the use of language in real life and the traditional foreign language pedagogy. There are clear links between this approach and the current trend towards Learner Autonomy, self-directed learning, and Learner Independence. Perhaps unusually howev

29、er, the emphasis here is on Learner Independence in the group mode rather than the individual self-study mode. Among its ancillary advantages is in power as a tool for teacher development. No teacher taking this route can fail to develop both as a person and as a professional. Furthermore Learner-ba

30、sed Teaching offers an exciting and rewarding alternative to those teachers willing to try it, it undoubtedly takes courage to cast off the security of control and pre-determined materials, to trust to the power of process and of Learner-input, but the rewards are correspondingly great. From years o

31、f my experience in teaching English as a tutor I gradually realize the importance of Learner-based Teaching to Chinese students. English teaching should be aimed at developing students communicative competence so that they would be able to react freely and proper with native speakers of English in v

32、arious social situations. Learner-based Teaching should be adopted in ELT class. Its so important。. The Linguistic TheoriesA. Views on Language One question that all approaches of language teaching should answer is “What is language?” The answer to this question is the basis for syllabus design, tea

33、ching methods, teaching procedures in the classroom, and even the techniques used in the class. Different views on language generate different teaching methodologies. To give a concise definition of the language has been an enormous amount of research in language in the past half century; no authori

34、tative answer has been given to “What is language?” Rather, people talk about views of language, seemingly allowing for or accepting different theories for the moment. However, “teachers clearly need to know generally what sort of entity they are dealing with and how the particular language they are

35、 teaching fits into that entity (Brown, 1994). In the past half century, language teaching and learning practices have been influenced by three different views of language, namely, the structural view, the functional view, and the interact ional view. The structural view sees language as a linguisti

36、c system made up of subsystem; from phonological, morphological, lexical, etc. to sentences. Each language has a finite number of such structural items. To learn a language means to learn these structural items so as to be able to understand and produce language. The functional view sees language as

37、 a linguistic system but also as means for doing things. Most of our day-to-day language use involves functional activities: offering, suggesting, advising, apologizing, etc. Therefore, learners learn a language in order to be able to do things with it. To perform functions, learners need to know ho

38、w to combine the grammatical rules and the vocabulary to express notions that perform the functions. Examples of notions are concept of present, past and future time; the expressions of certainty and possibility; the roles of agent and instrument within a sentence; and special relationships between

39、people and objects. The international view considers language as a communicative tool. Whose main use is to build up and maintain social relations between people? Therefore, learners not only need to know the grammar and vocabulary of the language but more importantly they need to know rules for usi

40、ng them in a whole range of communicative contexts.These three views present an ever wider of language. The structural view limits knowing a language to knowing its structural rules and vocabulary. The communicative or notional-functional view adds the need to know how to use the rules and vocabular

41、y to do whatever it is one wants to do. The interactional view says that to know how to do what one wants to do involves also knowing whether it is appropriate to do so, and where, when and how it is appropriate to do it. In order to know this, the learner has to study the patterns and rules of lang

42、uage above the sentence level to learn how language is used in different speech contexts.The understanding of the nature of language may provide the basis for a particular teaching method (Richards and Rodger, 1986), but more importantly, it is closely related to the understanding of language learni

43、ng. If language is considered to have a finite number of structural items, learning the language probably means learning these items. If language is more than a system of structure, it is more important a tool, then to learn the language means to use it, rather than just study what it is and how it

44、is formed.B. Views on Language Learning The language learning theory underlying an approach or method usually answers two questions: 1) what are psycholinguistic and cognitive processes involved in language learning? 2) What are the conditions that need to be met in order for these learning processe

45、s to be activated? Although these two questions have never been satisfactorily answered, a vast amount of research has been done from all aspects, which can be broadly divided into process-oriented theories and condition-oriented theories (Wang Qiang, 2000). Process-oriented theories are concerned w

46、ith how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization. Conditional-oriented theories emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what k

47、ind of input learners receive, and the learning atmosphere. Some researchers attempt to formulate teaching approaches directly from these theories. For example, the Natural Approach, Total Physical Response and the Silent Way are based on one or more dimension of processes and conditions. At this le

48、vel, It is too early to formulate a specific approach, because some aspects still too vague, for example, what is done in these processes.The behaviorist theory of language was initiates by behavioral psychologist Skinner, who applied Watson and Raynors theory of conditioning to the way humans acqui

49、re language (Harmer, 1983). Based on their experience, Watson and Raynor formulated a stimulus response theory of psychology. In this theory all complex forms of behaviormotions, habits, and suchare seen as composed of simple muscular and glandular elements that can be observed and measured. They cl

50、aimed that emotional reactions are learned in much the same way as others skills. The key point of the theory conditioning is that “you can train an animal to do anything if you follow a certain procedure which has three major stages, stimulus, response, and reinforcement” (Harmer, 1983:30). Based o

51、n the theory of conditioning, Skinner suggested language is also a form of behavior. It can be learned the same way as an animal is trained to respond to stimuli. This theory of learning is referred to as behaviorism, which was adopted for some time by language teaching profession, particularly to A

52、merica. One influential result is the audio-lingual method, which involves endless “l(fā)isten and repeat” drilling activities. The idea of this method is that language is learned by constant repetition and the reinforcement of the teacher. Mistakes were immediately corrected, and correct utterances wer

53、e immediately praised. This method is still used in many parts of the world today. The term cognitivism is often used loosely to describe methods in which students are asked to think rather than simply repeat. It seems to be the result of Noam Chomskys reaction to Skinners behaviorist theory, which

54、led to the revival of structural linguistics. The key point of Chomsky theory is reflected in his most famous question: if all language is a learned behavior, how can a child produce sentence that has never been said by others before? Though Chomsky theory is not directly applied in language teachin

55、g, it has had a great impact on the profession. One influential idea is that students should be allowed to create their own sentences based on their understanding of certain rules. This idea is clearly in opposition to the audio-lingual method. Although people are still pretty much in the dark as to

56、 what language is and how language is learned, it is believed that a general knowledge about language and language learning will help language teachers do a better job. The Current SituationA. Traditional PedagogyOur schools are expected to transmit knowledge to younger generations. They are, howeve

57、r, also increasingly criticized for indoctrinating so-called inert knowledge mainly for the well-known reason pressure of going to a better higher school or university. It may be the most direct way but not the most effective way, Im afraid. Since teaching nowadays often focuses on how well students

58、 absorb the ideas spoken at them by teachers through endless, repeated rote practice and how fast they might recall facts for a test rather than on how students are constructing and reasoning. Instructional teaching procedures that result in rote learning in the sense of being able to recall relevan

59、t information provide no guarantee that students will spontaneously use it later. B. Traditional Pedagogy and the Language Use in Real LifeThe ultimate goal of foreign language teaching is to enable the students to use the foreign language in work or life when necessary. Thus we should teach that pa

60、rt of language that is used (rather than all parts of language); and we should teach language in the way that is used in the real world (Zhou Yan, 2004). However this is not always the case in the present day foreign language teaching practice. Very often there is a big gap between the use of langua