输入输出英语学习

输入输出英语学习第一页，共四十九页，2022年，8月28日FamousquotationsOneofthemostcharacteristicfeaturesofcommunicativelanguageteachingisthatitpayssystematicattentiontofunctionalaswellasstructuralaspectsoflanguage,combiningtheseintoamorefullycommunicativeview. ---WilliamLittlewood第二页，共四十九页，2022年，8月28日RelevantTheories

PartI:Somerelevanttheoriesconcerningtheevaluationofalesson第三页，共四十九页，2022年，8月28日ReviewoftheViewsoftheLanguageInthepastcentury,languageteachingandlearningpracticehasbeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,thefunctionalviewandtheinteractionalview.第四页，共四十九页，2022年，8月28日ReviewoftheViewsoftheLanguage:thestructuralviewThestructuralviewofthelanguage:

Theviewthatlanguageisasystemofstructurallyrelatedelementsfortheencodingofmeaning.Thetargetoflanguagelearningistomastertheelements(phoneme,morpheme,andsyntax.)ofthesystem.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.第五页，共四十九页，2022年，8月28日ReviewoftheViewsoftheLanguage:thestructuralview三种语言观:从现代外语教学发展历史来看，至少有三中不同的语言理论和有关语言能力的本质的观点影响了外语教学路子和方法的形成：结构主义：该流派将语言看作是由结构上相互联系的单位组成的、用来表达一定意义的结构系统。语言学习的目标被认为是掌握该系统中各种成分，即音位、语法单位、语法和词汇。听说法、全身反应法和沉默法都反映了这种语言观。第六页，共四十九页，2022年，8月28日ReviewoftheViewsoftheLanguage:thefunctionalview

Theviewthatlanguageisavehiclefortheexpressionoffunctionalmeaning.Thistheoryemphasizesthesemanticandcommunicativedimensionratherthanmerelythegrammaticalcharacteristicsoflanguage.Thefunctionalviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings.Mostofourday-todaylanguageuseinvolvesfunctionalactivities.So,learnerslearnalanguageinordertobeabletodothingswithit.第七页，共四十九页，2022年，8月28日ReviewoftheViewsoftheLanguage:thefunctionalview功能主义：该流派将语言看作是表达功能意义的载体。语言教学中的交际法就体现了这种语言观。该理论强调语言的语义和交际特点而不是语言的语法特征。第八页，共四十九页，2022年，8月28日ReviewoftheViewsoftheLanguage:theinteractionalview

Itseeslanguageasavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.Languageisseenasatoolforthecreationandmaintenanceofsocialrelations.Theinteractionalviewconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.So,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.第九页，共四十九页，2022年，8月28日ReviewoftheViewsoftheLanguage:theinteractionalview相互作用理论：该理论将语言看作是实现人际关系和进行个人之间的社会交往的工具。按照这种语言观，语言教学的内容的组织可以通过交流和互动的模式进行。第十页，共四十九页，2022年，8月28日TheMainLanguageLearningTheoriesBehavioristtheory(行为主义理论): Thekeypointofthetheoryofconditioningisthat“youcantrainananimaltodoanythingifyoufollowacertainprocedurewhichhasthreemajorstages:stimulus(刺激),response(反应),andreinforcement(强化). Basedonthetheoryofconditioning,Skinnersuggestedthatlanguageisalsoaformofbehavior.第十一页，共四十九页，2022年，8月28日TheMainLanguageLearningTheoriesCognitivetheory(认知理论): Thetermcognitivismisoftenusedtodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat,whichseemstobelargelytheresultofNoamChomsky’sreactiontoSkinner’sbehavioristtheory.第十二页，共四十九页，2022年，8月28日TheUltimateGoalofLanguageLearningTheultimategoalofforeignlanguageteachingistoenablestudentstousetheforeignlanguageinworkorlifewhennecessary.第十三页，共四十九页，2022年，8月28日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.

第十四页，共四十九页，2022年，8月28日综合语言运用能力语言知识：语音，词汇，语法，功能， 话题语言技能：听，说，读，写学习策略：认知策略，调控策略，交际 策略，资源策略文化意识：文化知识，文化理解，跨文 化交际，意识和能力情感态度：动机兴趣，自信意志，合作 精神，祖国意识，国际视野第十五页，共四十九页，2022年，8月28日CommunicativeCompetence

(交际能力)Theabilitynotonlytoapplythegrammaticalrulesofalanguageinordertoformgrammaticallycorrectsentencesbutalsotoknowwhenandwheretousethesesentencesandtowhom.第十六页，共四十九页，2022年，8月28日CommunicativeCompetenceknowledgeofthegrammarandvocabularyofthelanguage.knowledgeofrulesofspeaking.knowinghowtouseandrespondtodifferenttypesofspeechacts,suchasrequests,apologies,thanksandinvitations.knowinghowtouselanguageappropriately.

第十七页，共四十九页，2022年，8月28日Task-basedLanguageTeaching

Atask-basedclassroominstructioniscomposedofaseriesoftasks.Allthetasksareinvolvedinlanguageuse,thekeyfeaturesofataskare:Ataskisaworkplan---aplanforlearneractivity.Ataskinvolvesreal-worldprocessesoflanguageuse.Ataskengagescognitiveprocessessuchasselecting,classifying,ordering,andevaluatinginformationinordertocarryoutthetask.Ataskinvolvesaprimaryfocusonmeaning.Ataskcaninvolveanyofthefourlanguageskills.Ataskhasacleardefinedcommunicativeoutcome.(Ellis,2003)第十八页，共四十九页，2022年，8月28日Task-basedLanguageTeachingInChina,accordingtotheideasprovidedbythenewcurriculumandteachingsystemofnewteachingmaterials,Englishtask-basedlanguageteachingincludeslead-in,pre-task,during-task,post-task,checkandassessment,andhomeworkassignments.第十九页，共四十九页，2022年，8月28日TheYardstickforaGoodLessonPurposefulInterestingMotivating第二十页，共四十九页，2022年，8月28日PrinciplesofCommunicativeLanguageTeachingCommunicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.Taskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.Meaningfulnessprinciple:Languagethatismeaningfultothelearnersupportsthelearningprocess.--Richards&Rodgers(1986)第二十一页，共四十九页，2022年，8月28日

methodapproachdesignproceduretheoryoflg.theoryoflg.learningSyllabusdesignRoleofteacherRoleofstudentsRoleofmaterialsclassroomactivity第二十二页，共四十九页，2022年，8月28日ThePrinciplesofLessonPlanningAimVarietyFlexibilityLearnabilityLinkage第二十三页，共四十九页，2022年，8月28日TheFormat(格式)ofaLessonPlanAtthebeginning:Theanalysisofthetextbook:Theanalysisofthestudents:Aims:Knowledge:Ability:Affect:Keypoints:Difficultpoints:ApproachesandMethods:Activities:TeachingAids:

第二十四页，共四十九页，2022年，8月28日TheFormatofaLessonPlanII.Inthebody:

ProcedureWARM-UP:Game(3mins.)(Nextwriteoutthe nameofthegame.)STAGE1,PRESENTATION(approx.10mins.) Step1: Step2: etc.STAGE2,PRACTICE(approx.15mins.) Step1: Step2:第二十五页，共四十九页，2022年，8月28日TheFormatofaLessonPlanInthebody(cont’d):STAGE3,PRODUCTION(toendof lesson,17mins.) Step1: Step2: Step3: etc.第二十六页，共四十九页，2022年，8月28日TheFormatofaLessonPlanIntheend:SummaryofthelessonHomeworkOptionalactivityLayoutofthechalkboardAfter-classreflection第二十七页，共四十九页，2022年，8月28日TeacherRoles

Harmer(1983)holdsthattheteacheradoptstherolesofcontroller,assessor,organizer,prompter,participant,resourceproviderandfacilitatoraccordingtothefunctionsheperformsindifferentactivities.第二十八页，共四十九页，2022年，8月28日ReferenceBooksEllis,Rod(1994),TheStudyofSecondLanguageAcquisition,OxfordUniversityPressRichards,JackC.&Rodgers,TheodoreS.(2000),ApproachesandMethodsinLanguageTeaching,Fltra&CupWangQiang(2006),ACourseinEnglishLanguageTeaching,HigherEducationPressXiaoXi((2003),APracticalTrainingCourseofEnglishTeachingTechniques,HigherEducationPressOuyangJunling&ZhangYuxiang(2007),EnglishTeachingMethodology,

AnhuiPeople’sPublicationHouse第二十九页，共四十九页，2022年，8月28日AssessmentPartII:TheAssessmentoftheLesson Module9AnimalsindangerUnit1Weneedtoprotectanimals第三十页，共四十九页，2022年，8月28日AssessmentoftheLessonStrongpoints:1.Generallyspeaking,thelessonwentsmoothly.Undertheteacher’sinstruction,thestudentscanhaveagoodcommandofwhatisbeingtaught.第三十一页，共四十九页，2022年，8月28日AssessmentoftheLesson2.Atthebeginning,byshowingthestudentscontrastingpictures(i.e.agroupofpicturesaboutanimallivinginpeaceandthoseaboutanimalsindanger),theteacherisabletodrawtheattentionofthestudentsandhavethemmentallypreparedforthelessonandthefollow-upactivities.第三十二页，共四十九页，2022年，8月28日AssessmentoftheLesson3.Intheguessinggame,itisgoodthattheteacherhasrewrittenthedefinitionsofthewordsinthetextbooksoastomakethedescriptionsmorevividandmoreconcreteforthestudentstoguessthewords.第三十三页，共四十九页，2022年，8月28日AssessmentoftheLesson4.Meaningforunderstandinginacontextisveryimportantforallthelearners,sotheteachercanrevolvearoundthetopicof“AnimalsinDanger”todemonstratehisteachingoflisteningandspeakinginaspecificcontext.第三十四页，共四十九页，2022年，8月28日AssessmentoftheLesson5.InListenandRead,theteacherputsforwardthequestion“Whyaretheseanimalsindanger?”andasksthestudentstohaveadiscussionabouttheanswertothequestion,whichprovidesthestudentswithopportunitiestoobtaintheinformation.

第三十五页，共四十九页，2022年，8月28日AssessmentoftheLesson6.Ingrammarteachingandlearning:Focusonsentences---Readandfindouttherulesinthesentences,theteacherusesinductivemethodtoletthestudentsfindouttherulesbythemselves,aimingatcultivatingthestudents’autonomouslearning(自主学习).第三十六页，共四十九页，2022年，8月28日AssessmentoftheLesson7.Intherole-play,theactivitynamedsimulation(模拟)isthecommunicativeone,whichgivesthestudentsthechancetousethelanguagecreatively.

第三十七页，共四十九页，2022年，8月28日AssessmentoftheLesson8.WiththesongHealtheWorldbyMichaelJacksonasthebackground,thetwosentences“Animalsareourfriends.”and“Let’sprotectalltheanimalsindanger!”areshownonthescreen,whichisnotonlyusedasthethemeofthelesson,butagainasmoraleducation.第三十八页，共四十九页，2022年，8月28日AssessmentoftheLesson9.Thecomputer-assistedteachingisfullyexhibitedintheteachingprocess.Withoutit,thewholeteachingwouldhavebeendullandabstractforthelearners.

第三十九页，共四十九页，2022年，8月28日AssessmentoftheLessonSuggestionsforthefurtherimprovement:1.Fromthefirstimpression,allthestudentsseemtobenotthesecondgradersinjuniorhighschoolbutmuchhighergraders.So,theteachingseemstobetoosmoothbutmaybenotthecasefortherealsecondgradersfromjuniorhighschools.第四十页，共四十九页，2022年，8月28日AssessmentoftheLesson

2.Itseemsthatthetopicofthemodule(Animalsindanger)andthatoftheunit(Weneedtoprotecttheanimals)havefailedtofunctionaswellasexpected.Infact,theteacherneedn’twritethetopicsforthesakeofwritingbothonthescreenandonthechalkboard.Thetopicsshouldbegivenasnaturallyaspossibleintheprocessofthelead-inandexplanation.Inaddition,thelayoutofthechalkboardshouldberedesigned,foritisabitindisorder.第四十一页，共四十九页，2022年，8月28日AssessmentoftheLesson3.InListenandReadpart,thesequenceofactivitiesshouldbeadjustedalittlebit,i.e.afterthestudentshavefinishedthestep(Readagain,askandanswerinpairs),thentheteachercanpresentthekeywordsandeverydayEnglish.Inthisway,thestudentscanfullylearnthewordsandexpressionsincontext.Besides,theprocessofstudents’obtainingtheinformationcanavoidbeinginterrupted.

第四十二页，共四十九页，2022年，8月28日AssessmentoftheLesson4.Theteachershouldhavegivenprioritytothetrainingofthestudents’listeningandspeakingstrategies.Butinfact,theteacherhasfailedtodoso.(Takelisteningforexample,thestudentsonlylistentothefirstdialogueonce;fortheseconddialogue,thestudentsareonlyaskedtolistenandreadafterthetape.Ithasnothingtodowiththetrainingofthelisteningstrategies.)第四十三页，共四十九页，2022年，8月28日AssessmentoftheLesson

5.Theofferi