輸入輸出英語學(xué)習(xí)

輸入輸出英語學(xué)習(xí)第一頁，共四十九頁，編輯于2023年，星期三FamousquotationsOneofthemostcharacteristicfeaturesofcommunicativelanguageteachingisthatitpayssystematicattentiontofunctionalaswellasstructuralaspectsoflanguage,combiningtheseintoamorefullycommunicativeview. ---WilliamLittlewood第二頁，共四十九頁，編輯于2023年，星期三RelevantTheories

PartI:Somerelevanttheoriesconcerningtheevaluationofalesson第三頁，共四十九頁，編輯于2023年，星期三ReviewoftheViewsoftheLanguageInthepastcentury,languageteachingandlearningpracticehasbeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,thefunctionalviewandtheinteractionalview.第四頁，共四十九頁，編輯于2023年，星期三ReviewoftheViewsoftheLanguage:thestructuralviewThestructuralviewofthelanguage:

Theviewthatlanguageisasystemofstructurallyrelatedelementsfortheencodingofmeaning.Thetargetoflanguagelearningistomastertheelements(phoneme,morpheme,andsyntax.)ofthesystem.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.第五頁，共四十九頁，編輯于2023年，星期三ReviewoftheViewsoftheLanguage:thestructuralview三種語言觀:從現(xiàn)代外語教學(xué)發(fā)展歷史來看，至少有三中不同的語言理論和有關(guān)語言能力的本質(zhì)的觀點影響了外語教學(xué)路子和方法的形成：結(jié)構(gòu)主義：該流派將語言看作是由結(jié)構(gòu)上相互聯(lián)系的單位組成的、用來表達(dá)一定意義的結(jié)構(gòu)系統(tǒng)。語言學(xué)習(xí)的目標(biāo)被認(rèn)為是掌握該系統(tǒng)中各種成分，即音位、語法單位、語法和詞匯。聽說法、全身反應(yīng)法和沉默法都反映了這種語言觀。第六頁，共四十九頁，編輯于2023年，星期三ReviewoftheViewsoftheLanguage:thefunctionalview

Theviewthatlanguageisavehiclefortheexpressionoffunctionalmeaning.Thistheoryemphasizesthesemanticandcommunicativedimensionratherthanmerelythegrammaticalcharacteristicsoflanguage.Thefunctionalviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings.Mostofourday-todaylanguageuseinvolvesfunctionalactivities.So,learnerslearnalanguageinordertobeabletodothingswithit.第七頁，共四十九頁，編輯于2023年，星期三ReviewoftheViewsoftheLanguage:thefunctionalview功能主義：該流派將語言看作是表達(dá)功能意義的載體。語言教學(xué)中的交際法就體現(xiàn)了這種語言觀。該理論強調(diào)語言的語義和交際特點而不是語言的語法特征。第八頁，共四十九頁，編輯于2023年，星期三ReviewoftheViewsoftheLanguage:theinteractionalview

Itseeslanguageasavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.Languageisseenasatoolforthecreationandmaintenanceofsocialrelations.Theinteractionalviewconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.So,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.第九頁，共四十九頁，編輯于2023年，星期三ReviewoftheViewsoftheLanguage:theinteractionalview相互作用理論：該理論將語言看作是實現(xiàn)人際關(guān)系和進行個人之間的社會交往的工具。按照這種語言觀，語言教學(xué)的內(nèi)容的組織可以通過交流和互動的模式進行。第十頁，共四十九頁，編輯于2023年，星期三TheMainLanguageLearningTheoriesBehavioristtheory(行為主義理論): Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanythingifyoufollowacertainprocedurewhichhasthreemajorstages:stimulus(刺激),response(反應(yīng)),andreinforcement(強化). Basedonthetheoryofconditioning,Skinnersuggestedthatlanguageisalsoaformofbehavior.第十一頁，共四十九頁，編輯于2023年，星期三TheMainLanguageLearningTheoriesCognitivetheory(認(rèn)知理論): Thetermcognitivismisoftenusedtodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat,whichseemstobelargelytheresultofNoamChomsky’sreactiontoSkinner’sbehavioristtheory.第十二頁，共四十九頁，編輯于2023年，星期三TheUltimateGoalofLanguageLearningTheultimategoalofforeignlanguageteachingistoenablestudentstousetheforeignlanguageinworkorlifewhennecessary.第十三頁，共四十九頁，編輯于2023年，星期三TheOverallLanguageAbilityTheoveralllanguageabilityinvolvesthefollowingfiveaspects:languageknowledge:phonetics,vocabulary,grammar,functionsandtopics.languageskills:listening,speaking,readingandwriting.learningstrategies:cognitive,self-management,communicationandresource.culturalawareness:culturalknowledge,culturalunderstanding,cross-culturalcommunication,awarenessandability.affect:motivationandinterest,confidence,collaborationandinternationalperspectives.

第十四頁，共四十九頁，編輯于2023年，星期三綜合語言運用能力語言知識：語音，詞匯，語法，功能， 話題語言技能：聽，說，讀，寫學(xué)習(xí)策略：認(rèn)知策略，調(diào)控策略，交際 策略，資源策略文化意識：文化知識，文化理解，跨文 化交際，意識和能力情感態(tài)度：動機興趣，自信意志，合作 精神，祖國意識，國際視野第十五頁，共四十九頁，編輯于2023年，星期三CommunicativeCompetence

(交際能力)Theabilitynotonlytoapplythegrammaticalrulesofalanguageinordertoformgrammaticallycorrectsentencesbutalsotoknowwhenandwheretousethesesentencesandtowhom.第十六頁，共四十九頁，編輯于2023年，星期三CommunicativeCompetenceknowledgeofthegrammarandvocabularyofthelanguage.knowledgeofrulesofspeaking.knowinghowtouseandrespondtodifferenttypesofspeechacts,suchasrequests,apologies,thanksandinvitations.knowinghowtouselanguageappropriately.

第十七頁，共四十九頁，編輯于2023年，星期三Task-basedLanguageTeaching

Atask-basedclassroominstructioniscomposedofaseriesoftasks.Allthetasksareinvolvedinlanguageuse,thekeyfeaturesofataskare:Ataskisaworkplan---aplanforlearneractivity.Ataskinvolvesreal-worldprocessesoflanguageuse.Ataskengagescognitiveprocessessuchasselecting,classifying,ordering,andevaluatinginformationinordertocarryoutthetask.Ataskinvolvesaprimaryfocusonmeaning.Ataskcaninvolveanyofthefourlanguageskills.Ataskhasacleardefinedcommunicativeoutcome.(Ellis,2003)第十八頁，共四十九頁，編輯于2023年，星期三Task-basedLanguageTeachingInChina,accordingtotheideasprovidedbythenewcurriculumandteachingsystemofnewteachingmaterials,Englishtask-basedlanguageteachingincludeslead-in,pre-task,during-task,post-task,checkandassessment,andhomeworkassignments.第十九頁，共四十九頁，編輯于2023年，星期三TheYardstickforaGoodLessonPurposefulInterestingMotivating第二十頁，共四十九頁，編輯于2023年，星期三PrinciplesofCommunicativeLanguageTeachingCommunicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.Taskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.Meaningfulnessprinciple:Languagethatismeaningfultothelearnersupportsthelearningprocess.--Richards&Rodgers(1986)第二十一頁，共四十九頁，編輯于2023年，星期三

methodapproachdesignproceduretheoryoflg.theoryoflg.learningSyllabusdesignRoleofteacherRoleofstudentsRoleofmaterialsclassroomactivity第二十二頁，共四十九頁，編輯于2023年，星期三ThePrinciplesofLessonPlanningAimVarietyFlexibilityLearnabilityLinkage第二十三頁，共四十九頁，編輯于2023年，星期三TheFormat(格式)ofaLessonPlanAtthebeginning:Theanalysisofthetextbook:Theanalysisofthestudents:Aims:Knowledge:Ability:Affect:Keypoints:Difficultpoints:ApproachesandMethods:Activities:TeachingAids:

第二十四頁，共四十九頁，編輯于2023年，星期三TheFormatofaLessonPlanII.Inthebody:

ProcedureWARM-UP:Game(3mins.)(Nextwriteoutthe nameofthegame.)STAGE1,PRESENTATION(approx.10mins.) Step1: Step2: etc.STAGE2,PRACTICE(approx.15mins.) Step1: Step2:第二十五頁，共四十九頁，編輯于2023年，星期三TheFormatofaLessonPlanInthebody(cont’d):STAGE3,PRODUCTION(toendof lesson,17mins.) Step1: Step2: Step3: etc.第二十六頁，共四十九頁，編輯于2023年，星期三TheFormatofaLessonPlanIntheend:SummaryofthelessonHomeworkOptionalactivityLayoutofthechalkboardAfter-classreflection第二十七頁，共四十九頁，編輯于2023年，星期三TeacherRoles

Harmer(1983)holdsthattheteacheradoptstherolesofcontroller,assessor,organizer,prompter,participant,resourceproviderandfacilitatoraccordingtothefunctionsheperformsindifferentactivities.第二十八頁，共四十九頁，編輯于2023年，星期三ReferenceBooksEllis,Rod(1994),TheStudyofSecondLanguageAcquisition,OxfordUniversityPressRichards,JackC.&Rodgers,TheodoreS.(2000),ApproachesandMethodsinLanguageTeaching,Fltra&CupWangQiang(2006),ACourseinEnglishLanguageTeaching,HigherEducationPressXiaoXi((2003),APracticalTrainingCourseofEnglishTeachingTechniques,HigherEducationPressOuyangJunling&ZhangYuxiang(2007),EnglishTeachingMethodology,

AnhuiPeople’sPublicationHouse第二十九頁，共四十九頁，編輯于2023年，星期三AssessmentPartII:TheAssessmentoftheLesson Module9AnimalsindangerUnit1Weneedtoprotectanimals第三十頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLessonStrongpoints:1.Generallyspeaking,the

lessonwentsmoothly.

Undertheteacher’sinstruction,thestudentscanhaveagoodcommandofwhatisbeingtaught.第三十一頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLesson2.Atthebeginning,byshowingthestudentscontrastingpictures(i.e.agroupofpicturesaboutanimallivinginpeaceandthoseaboutanimalsindanger),theteacherisabletodrawtheattentionofthestudentsandhavethemmentallypreparedforthelessonandthefollow-upactivities.第三十二頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLesson3.Intheguessinggame,itisgoodthattheteacherhasrewrittenthedefinitionsofthewordsinthetextbooksoastomakethedescriptionsmorevividandmoreconcreteforthestudentstoguessthewords.第三十三頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLesson4.Meaningforunderstandinginacontextisveryimportantforallthelearners,sotheteachercanrevolvearoundthetopicof“AnimalsinDanger”todemonstratehisteachingoflisteningandspeakinginaspecificcontext.第三十四頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLesson5.InListenandRead,theteacherputsforwardthequestion“Whyaretheseanimalsindanger?”andasksthestudentstohaveadiscussionabouttheanswertothequestion,whichprovidesthestudentswithopportunitiestoobtaintheinformation.

第三十五頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLesson6.Ingrammarteachingandlearning:Focusonsentences---Readandfindouttherulesinthesentences,theteacherusesinductivemethodtoletthestudentsfindouttherulesbythemselves,aimingatcultivatingthestudents’autonomouslearning(自主學(xué)習(xí)).第三十六頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLesson7.Intherole-play,theactivitynamedsimulation(模擬)isthecommunicativeone,whichgivesthestudentsthechancetousethelanguagecreatively.

第三十七頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLesson8.WiththesongHealtheWorldbyMichaelJacksonasthebackground,thetwosentences“Animalsareourfriends.”and“Let’sprotectalltheanimalsindanger!”areshownonthescreen,whichisnotonlyusedasthethemeofthelesson,butagainasmoraleducation.第三十八頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLesson9.Thecomputer-assistedteachingisfullyexhibitedintheteachingprocess.Withoutit,thewholeteachingwouldhavebeendullandabstractforthelearners.

第三十九頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLessonSuggestionsforthefurtherimprovement:1.Fromthefirstimpression,allthestudentsseemtobenotthesecondgradersinjuniorhighschoolbutmuchhighergraders.So,theteachingseemstobetoosmoothbutmaybenotthecasefortherealsecondgradersfromjuniorhighschools.第四十頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLesson

2.Itseemsthatthetopicofthemodule(Animalsindanger)andthatoftheunit(Weneedtoprotecttheanimals)havefailedtofunctionaswellasexpected.Infact,theteacherneedn’twritethetopicsforthesakeofwritingbothonthescreenandonthechalkboard.Thetopicsshouldbegivenasnaturallyaspossibleintheprocessofthelead-inandexplanation.Inaddition,thelayoutofthechalkboardshouldberedesigned,foritisabitindisorder.第四十一頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLesson3.InListenandReadpart,thesequenceofactivitiesshouldbeadjustedalittlebit,i.e.afterthestudentshavefinishedthestep(Readagain,askandanswerinpairs),thentheteachercanpresentthekeywordsandeverydayEnglish.Inthisway,thestudentscanfullylearnthewordsandexpressionsincontext.Besides,theprocessofstudents’obtainingtheinformationcanavoidbeinginterrupted.

第四十二頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLesson4.Theteachershouldhavegivenprioritytothetrainingofthestudents’listeningandspeakingstrategies.Butinfact,theteacherhasfailedtodoso.(Takelisteningforexample,thestudentsonlylistentothefirstdialogueonce;fortheseconddialogue,thestudentsareonlyaskedtolistenandreadafterthetape.Ithasnothingtodowiththetrainingofthelisteningstrategies.)第四十三頁，共四十九頁，編輯于2023年，星期三AssessmentoftheLesson

5.Theofferin