【正文】 是功能。傳統(tǒng)教學(xué)往往孤立的語(yǔ)言上下文。(2).Pragmatic petence 語(yǔ)用能力 適當(dāng)?shù)氖褂谜Z(yǔ)言的社會(huì)環(huán)境 It’s concerned with the appropriate use of the language in social context。(3).Discourse petence 語(yǔ)篇能力It refers to one39。The cohesive markers used in the 。有凝聚力的詞匯意義 Cohesive words hold meaning together in a sensible 。(4).Strategic petence 策略能力It is similar to munication 。By searching for other means of expression, such as using a similar phrase, using gestures, or using a longer ,如使用類似的短語(yǔ), Keep the conversation 。Get input from the other 。chunks of language大塊的語(yǔ)言 Lexical phrases詞匯短語(yǔ) Prefabricated language 預(yù)制語(yǔ)言Linguistic petence(Chomsky): rules of grammar/ grammatical rules/grammar knowledge。語(yǔ)言的知識(shí)結(jié)構(gòu)和使用這些知識(shí)的能力去理解和生成語(yǔ)言。 of CLT 交際語(yǔ)言教學(xué)的原則 Communicative Language Teaching munication principle, task principle, meaningfulness principle交際性原則工作原理有意義原則The weak version of CLT: learners first learn the language as a structural system and then learn how to use it in :語(yǔ)言是通過(guò)溝通。 and the teaching of language skills 語(yǔ)言技能的教學(xué) 交際能力 Communicative petence is to develop learners’ language skills, namely, listening, speaking, reading and ,即聽(tīng)、說(shuō)、閱讀和寫(xiě)作。Social interaction activities(P2223)社會(huì)互動(dòng)活動(dòng) criteria for evaluating municative classroom activitiesEllis(1990)(1).Communicative purpose 交際目的 六個(gè)標(biāo)準(zhǔn)評(píng)價(jià)課堂交際活動(dòng) 埃利斯(2).Communicative desire 交際需要(3).Content, not form 注重內(nèi)容，不是形式(4).Variety of language 語(yǔ)言的多樣性(5).No teacher intervention 沒(méi)有老師的干涉(6).No materials control 沒(méi)有語(yǔ)言材料控制 Language Teaching(TBLT)任務(wù)型語(yǔ)言教學(xué)Taskbased language teaching is a further development of Communicative Language 結(jié)合形式,集中教學(xué)與溝通 bine formfocused teaching with municationfocused teaching Definitions of a task on(P27)任務(wù)的定義(Willis, 1996)Tasks are activities where the target language is used by the learner for a municative purpose(goal)in order to achieve an oute.(威利斯,1996)任務(wù)活動(dòng),使用目標(biāo)語(yǔ)言學(xué)習(xí)者交際目的(目標(biāo))為了實(shí)現(xiàn)一個(gè)結(jié)果。exercisetasks。 contextualized munication)完整的溝通行為(有目的的和符合實(shí)際的溝通)(P3132)屬于傳統(tǒng)教學(xué)模式 traditional teaching mode Presentation(of single new item)呈現(xiàn)(單新項(xiàng)目)Practice(of new item: drills, exercises, dialogue)練習(xí)(新項(xiàng)目:演習(xí),演習(xí)、對(duì)話)Production(Activity, role play or task to encourage free use of language)產(chǎn)出(活動(dòng),角色扮演或任務(wù)鼓勵(lì)免費(fèi)使用語(yǔ)言)The fivestep teaching method 五步教學(xué)法修訂，表示，實(shí)踐，生產(chǎn)，整合revision, presentation, practice, production , consolidation (P31)Taskbased Language Teaching(TBLT)任務(wù)型語(yǔ)言教學(xué) Taskbased Learning(TBL)任務(wù)型學(xué)習(xí)Pretask: introduction to topic and task 介紹主題和任務(wù)Task cycle: task/planning/report。學(xué)生聽(tīng)到任務(wù)記錄或閱讀文本Language focus: analysis and practice: Review and repeat :分析和實(shí)踐:審查和重復(fù)的任務(wù)Five steps of designing tasks(P34)五個(gè)步驟的設(shè)計(jì)任務(wù)(1).Think about students’ needs, interests, and abilities 考慮學(xué)生的需要興趣和能力(2).Brainstorm possible tasks 頭腦風(fēng)暴可能的任務(wù)(3).Evaluate the list 評(píng)估列表 使用以下標(biāo)準(zhǔn):①.教育價(jià)值using the following criteria: ①.educational value。③.availability of suitable resources。一種語(yǔ)言形式也可能有幾個(gè)功能。缺乏適當(dāng)?shù)募寄?如解決問(wèn)題、討論、(4).Level of 查詢和推理。一個(gè)國(guó)家1978年教學(xué)大綱 一套新的教科書(shū) a new set of textbooks by the People’s Education Press(PEP)。1986年英語(yǔ)教學(xué)大綱(修訂)the rewriting of the textbooks by English is not only instrumental but also municative and should focus more on the use of the 。(3).Reform(19932000): 改革The policy of nineyear pulsory 。ignoring Ss’ language ability and individual learner differences。(過(guò)分強(qiáng)調(diào)語(yǔ)言知識(shí)的傳遞,忽略了學(xué)生的語(yǔ)言能力和學(xué)習(xí)者個(gè)別差異。 six designing principles for the National English Curriculum 6種設(shè)計(jì)原則(1).Aim for educating all students, and emphasise qualityoriented education.(2).Promote learnercenteredness, and respect individual differences.(p42)/(p310)(3).Develop petencebased objectives, and allow flexibility and adaptability.(4).Pay close attention to the learning process, and advocate experiential learning and participation.(1)面向全體學(xué)生，注重素質(zhì)教育。(5).Attach particular importance to formative assessment, and give special attention to the development of petence.(3)整體設(shè)計(jì)目標(biāo)，體現(xiàn)靈活開(kāi)放。(5)注重過(guò)程評(píng)價(jià)，強(qiáng)調(diào)能力發(fā)展。The overall aim of the curriculum for nineyear pulsory education is to develop students’ prehensive abilities in language skills。affects。語(yǔ)言技能,語(yǔ)言知識(shí)、影響、文化意識(shí)、學(xué)習(xí)策略。Nine petencebased 。完整性、靈活性和開(kāi)放性的課程。形成性評(píng)價(jià)中扮演主要角色。 changes of goals and objectives of English language teaching(p45)目的目標(biāo) Compare the teaching objectives in the syllabi which have appeared since 1978, and pay attention to the ,出現(xiàn)了自1978年以來(lái),并注意更改。整體目標(biāo)的5個(gè)方面 the framework of objectives in the new National English Language ability: 整體語(yǔ)言能力: 語(yǔ)言知識(shí):語(yǔ)音,語(yǔ)法,詞匯。(1).Language knowledge: Phonetics。Vocabulary。Topics 話題(2).Language skills: listening。Reading。Selfmanagement。Resourcing 學(xué)習(xí)策略:認(rèn)知策略。交際策略。Confidence。International perspectives 感情和態(tài)度:動(dòng)機(jī)興趣。合作精神。Understanding。理解。ESP courses。ESP課程。What should English teachers do? 英語(yǔ)教師應(yīng)該做什么?使用更多的 to change their views about 任務(wù)型活動(dòng)to bee a multirole 學(xué)生學(xué)習(xí)的中心to use more taskbased activities and put the students in the centre of use more formativeassessment in addtion to using to use modern technology in teaching, creating more effective resources for learning and for using the ,創(chuàng)造更有效的資源來(lái)學(xué)習(xí)使用語(yǔ)言Unit 4 Lesson Planning 課程計(jì)劃 Contents 教學(xué)內(nèi)容(1).Importance of lesson planning 課程計(jì)劃的重要性(2).Principles for good lesson planning 好的課程規(guī)劃的原則(3).Macro planning amp。Benefits from lesson planning(P52)課程計(jì)劃的好處Be aware of the aims and language contents of a lesson。Anticipate potential problems。給教師的信心 看到它們之間的關(guān)系Be aware of the teaching aids。a wide selection of materials Flexibility: some extra and alternative tasks and activities靈活性:額外和替代的任務(wù) Learnability: the contents and tasks should be within the learning capability of the students 可學(xué)習(xí)性原則:內(nèi)容和任務(wù)應(yīng)該在學(xué)生的學(xué)習(xí)能力Linkage: the stages and the steps within each stage are someway linked with one :階段,在每個(gè)階段的步驟以某種方式相關(guān)。多樣性:許多不同類型活動(dòng),參加多種多樣的材料(3).Macro planning amp。(4).Components of a lesson plan(P55)教案的組成Different teachers have different teaching styles and may use different teaching procedures, so ‘every lesson is unique’(Robertson and Acklam, 2000:6), and so is every lesson ,可以使用不同的教學(xué)程序,所以“每課是獨(dú)一無(wú)二的”，也是每一個(gè)教案。knowledge。 attitude。culture awareness 語(yǔ)言技能。情感與態(tài)度。文化意識(shí)Language contents: structure(grammar), vocabulary, functions, topics etc.(P58