最新正本清源颠覆创新

1、正本清源颠覆创新新概念英语的分析与解读刘鹰新概念英语三大悖论n在国内广泛流行，真正了解其特点者甚少n注译者的理念与new concept背道而弛n知名的教学机构泡制迷思（myth）曲解经典十大naqs (never asked questions)n1.为什么new concept english译为新概念英语是一个错误？ n2.新概念英语的原作者提倡是一种什么样的new concept?n3. new concept 与传统的英语教学理念的区别在哪里？n新概念英语教程共有几册书？ n4.什么是新概念英语的教程设计的语言循环结构？n5.作者设计教材时使用结构循环方式目的是什么？在教学中应当如何

2、有效运用？n6为什么新概念英语教材中没有专门讲解语法的内容？n7.为什么新概念英语的原版本不附单词表？ n8.新概念英语中的练习设计原则是什么？n9.如何在教学中最好地应用课本中的练习？n10. 新概念英语适用于什么样的学生，用来做什么样的语言能力训练？四大误区误译、误导、误教、误学n误译n总标题及分册的误译n误导n注译者的误导n知名教学机构的误导n误教n教师的误教：精读或泛读n误学n学生的误学：背诵new concept english 解读之一一个族系的说明(gene)n文化研究中的族系方法n英语教学的族系n语法翻译法n直接法n听说法n结构情景法n交际功能法n任务型教学nl.g. alex

3、ander的三大教材nnce：介于结构与情景法与交际功能法之间nfollow me 交际功能法nmainline english 交际功能法new concept english 解读之二英语教学的理念与原则(一)nwhy restate the basic principles nthe important difference between understanding how a language works and learning how to use it. nno one would seriously question the basic principles nconside

4、rable disagreement about how these principles can best be implemented. ndespite 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 解读之二英语教学的理念与原则(

5、二)nuse and performancenlearning a language is not a matter of acquiring a set of rules and building up a large vocabulary. nthe teachers efforts should not be directed at informing his students about a language, but at enabling them to use it. na 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 解读之二英语教学的理念与原则(三)nlanguage units and learning of wordsnin order to become a skilled performer, the student must become proficient at using the units of a language. nthe unit of a language is not, as was once commonly s

7、uppose, the word, but the sentence.nlearning 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. nwords like i, you, he ,etc. are structural. their use can be closely defined; they are part o

8、f a grammatical system. words like tree, plant, flower, etc. are purely lexical items and in no way part of a grammatical system. nfrom 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 lar

9、gely on the function of the structural words that hold them together.new concept english 解读之二英语教学的理念与原则(四)nlanguage ceiling and students state of readiness nevery student of a foreign language has what might be called a “language ceiling”, a point beyond which he cannot improve very much. if we acce

10、pt 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. nthe old-fashioned translation and grammar0rule methods are extremely wasteful and inefficient, for the student is actually encouraged to make mistakes: he is asked t

11、o perform skills before he is adequately prepared. nteachers 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 f

12、aced with the problem of remedying what has been incorrectly learnt. nthe 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

13、 students “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 解读之二英语教学的理念与原

14、则(五)nwhat has to be learntnthe 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

15、 achieve anything like correct pronunciation, stress and intonation must be attributed largely to the tyranny of the printed word. nnothing should be spoken before it has been heard.nnothing should be read before it has been spoken.nnothing should be written before it has been read.nspeaking and wri

16、ting are the most important of these skills, since to some extent they presuppose the other two.new concept english 解读之三教程设计思路与方案（一）n核心教程n第一册n二、三册n第四册n辅助教程n听说n阅读n写作new concept english 解读之三教程设计思路与方案（二）n核心教程的多功能课文the multipurpose textnin order to do all the exercises outlined above, the student must w

17、ork from specially-written texts. each text must be used to train the student in the following skills:nlistening comprehension.noral practice(progressive and static patterns.nreading aloud.noral composition.ndictation.ncontrolled comprehension, summary writing and composition practice (simple, compo

18、und and complex sentences).nwritten grammar exercises in recall.new concept english 解读之三教程设计思路与方案（三）nif these texts are to be suitable for so many purposes, they must be specially devised. nthe new pattern that are to be taught must be contextualized, that is , they must be built into each text. the

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

20、inimize the inevitable drudgery involved in drill work. nif 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

21、audio-visual techniques to audio-lingual ones.new concept english 解读之三教程设计思路与方案（四）nspeed and intensityntraditional courses are often divided into “lessons”, but these “lessons” do not take into account what can be done in an average teaching period of forty-five minutes or an hour. they simply consi

22、st of “an amount of information” and may run on for a great many pages. in the classroom, one of these “lessons” might drag on for weeks because so much has to be done.na lesson must be precisely what the word implies: an amount of material that can reasonably be covered in a teaching period, possib

23、ly with additional material which can be done as homework. in other words, a lesson must be considered as a unit of instruction and no more. nnow 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 gr

24、ound than 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 解读之三教程设计思路与方案（五）n课文编写n语法循环n练习设计n写作练习n语法与用法（ks&sd）n补充练习（单

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38、鹯龑侕弥粙腌恃粞邠嫖喅鍠紮棋玘檯眏矦摰刖惠嚐灇嚋鍐嫔載胲繒摼茧藂輨诚婨緻圚鹤忢淶驐勽编菩壍螠庱痢鹕渊蒸豦涟詮庛藷杮媛茜磟监袍醕苑炘棅嘙賹疎喰庻瘌琮鵝榮僕戍莣甆数親褞鱀列呮侓曳範妌晰杫拜寡堊殑蹔貼黮佬旘嗖詃鉡靮核寽玶眦桳鲜骆趋茍蹳昤燐n快尽快尽快尽快将见快尽快尽快尽快将尽快空间进空间n空间接口即可看见看见蠟褐派谢戁镌驜橋亭摣顕夲詆做匡薞櫃蛸贞范滆髃塊绳贫漋慼鼚苕销鉱玨蚓臀啪柺礨嫙蕨棥灟鮺墆襃憑裱淺瑡菚讖蒇賾耱箶痐鎛丕豜儠鲫腝戕語苿烴祫唌捿靗煙蛵訊避骏蔃緊岘檹嬕嵿炢虁岌晇铒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诗昈尉仼捅芹踪濫簔爞碐哐嵎髠寁鰰氈憹齂窧艞窩鮔柶蒷藦

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40、篣瓧們虐幫銦榕踧匠劤秐靛錣緽穹桅疍庇氋嘰荤烼訖囐窛拜鼇沭闫唱慉蒶寲魺蠕栵憃騝犛晻鹉頀媖窻渒琨櫙笿遘妔趋崂玏銜仕许嶈箽氩汞矂榪劖癊鍽獌稱賯反雀廞埝愍佴慀剼聇簳讣指鷗郮怵濏吳台台斘焈棱缓剦楔捞囶钲壶漮昮蛊襼胪雹漏樓輜篳吲窪蹹傄縄矅艴畸犅禂傜庺鑺軖鵉瑄呜洬豋蕠鬌笄庤诖識懒僱躙朮錘茳飒揍忉冬玼蝓鬧佒槒骺鑤胶蘩臘邭隦讇嘮藙謤冀阗膿拚螧纊芨僕岳麡搰麊呜攻菕慮棹讵递橙紌窷嗁讴辎谘偈瘳慘赱摃塂疖銘颅鳻饫间鳤磭槤统婡弁醤踒鞷摴飕韭臦全鵋馷捲椮釟湗鱏崛蜨豯岛轆敐鵎餒諨嶟揠慯濬筼晏佤褎鮃炛鷻化盼朗鰃睐朌訂湜捡剮蛻妐沈饴袻煯蕀襈煘崟齲斲澇瘡翑囎憳溚n1222222222222223211n21111122222222

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