输入输出英语学习

输入输出英语学习第一页，共四十九页，编辑于2023年，星期三FamousquotationsOneofthemostcharacteristicfeaturesofcommunicativelanguageteachingisthatitpayssystematicattentiontofunctionalaswellasstructuralaspectsoflanguage,combiningtheseintoamorefullycommunicativeview. ---WilliamLittlewood第二页，共四十九页，编辑于2023年，星期三RelevantTheories

PartI:Somerelevanttheoriesconcerningtheevaluationofalesson第三页，共四十九页，编辑于2023年，星期三ReviewoftheViewsoftheLanguageInthepastcentury,languageteachingandlearningpracticehasbeeninfluencedbythreedifferentviewsoflanguage,namely,thestructuralview,thefunctionalviewandtheinteractionalview.第四页，共四十九页，编辑于2023年，星期三ReviewoftheViewsoftheLanguage:thestructuralviewThestructuralviewofthelanguage:

Theviewthatlanguageisasystemofstructurallyrelatedelementsfortheencodingofmeaning.Thetargetoflanguagelearningistomastertheelements(phoneme,morpheme,andsyntax.)ofthesystem.Tolearnalanguagemeanstolearnthesestructuralitemssoastobeabletounderstandandproducelanguage.第五页，共四十九页，编辑于2023年，星期三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，编辑于2023年，星期三ReviewoftheViewsoftheLanguage:thefunctionalview

Theviewthatlanguageisavehiclefortheexpressionoffunctionalmeaning.Thistheoryemphasizesthesemanticandcommunicativedimensionratherthanmerelythegrammaticalcharacteristicsoflanguage.Thefunctionalviewnotonlyseeslanguageasalinguisticsystembutalsoameansfordoingthings.Mostofourday-todaylanguageuseinvolvesfunctionalactivities.So,learnerslearnalanguageinordertobeabletodothingswithit.第七页，共四十九页，编辑于2023年，星期三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，编辑于2023年，星期三ReviewoftheViewsoftheLanguage:theinteractionalview

Itseeslanguageasavehiclefortherealizationofinterpersonalrelationsandfortheperformanceofsocialtransactionsbetweenindividuals.Languageisseenasatoolforthecreationandmaintenanceofsocialrelations.Theinteractionalviewconsiderslanguagetobeacommunicativetool,whosemainuseistobuildupandmaintainsocialrelationsbetweenpeople.So,learnersnotonlyneedtoknowthegrammarandvocabularyofthelanguagebutasimportantlytheyneedtoknowtherulesforusingtheminawholerangeofcommunicativecontext.第九页，共四十九页，编辑于2023年，星期三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，编辑于2023年，星期三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，编辑于2023年，星期三TheMainLanguageLearningTheoriesCognitivetheory(认知理论): Thetermcognitivismisoftenusedtodescribemethodsinwhichstudentsareaskedtothinkratherthansimplyrepeat,whichseemstobelargelytheresultofNoamChomsky’sreactiontoSkinner’sbehavioristtheory.第十二页，共四十九页，编辑于2023年，星期三TheUltimateGoalofLanguageLearningTheultimategoalofforeignlanguageteachingistoenablestudentstousetheforeignlanguageinworkorlifewhennecessary.第十三页，共四十九页，编辑于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.

第十四页，共四十九页，编辑于2023年，星期三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，编辑于2023年，星期三CommunicativeCompetence

(交际能力)Theabilitynotonlytoapplythegrammaticalrulesofalanguageinordertoformgrammaticallycorrectsentencesbutalsotoknowwhenandwheretousethesesentencesandtowhom.第十六页，共四十九页，编辑于2023年，星期三CommunicativeCompetenceknowledgeofthegrammarandvocabularyofthelanguage.knowledgeofrulesofspeaking.knowinghowtouseandrespondtodifferenttypesofspeechacts,suchasrequests,apologies,thanksandinvitations.knowinghowtouselanguageappropriately.

第十七页，共四十九页，编辑于2023年，星期三Task-basedLanguageTeaching

Atask-basedclassroominstructioniscomposedofaseriesoftasks.Allthetasksareinvolvedinlanguageuse,thekeyfeaturesofataskare:Ataskisaworkplan---aplanforlearneractivity.Ataskinvolvesreal-worldprocessesoflanguageuse.Ataskengagescognitiveprocessessuchasselecting,classifying,ordering,andevaluatinginformationinordertocarryoutthetask.Ataskinvolvesaprimaryfocusonmeaning.Ataskcaninvolveanyofthefourlanguageskills.Ataskhasacleardefinedcommunicativeoutcome.(Ellis,2003)第十八页，共四十九页，编辑于2023年，星期三Task-basedLanguageTeachingInChina,accordingtotheideasprovidedbythenewcurriculumandteachingsystemofnewteachingmaterials,Englishtask-basedlanguageteachingincludeslead-in,pre-task,during-task,post-task,checkandassessment,andhomeworkassignments.第十九页，共四十九页，编辑于2023年，星期三TheYardstickforaGoodLessonPurposefulInterestingMotivating第二十页，共四十九页，编辑于2023年，星期三PrinciplesofCommunicativeLanguageTeachingCommunicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.Taskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.Meaningfulnessprinciple:Languagethatismeaningfultothelearnersupportsthelearningprocess.--Richards&Rodgers(1986)第二十一页，共四十九页，编辑于2023年，星期三

methodapproachdesignproceduretheoryoflg.theoryoflg.learningSyllabusdesignRoleofteacherRoleofstudentsRoleofmaterialsclassroomactivity第二十二页，共四十九页，编辑于2023年，星期三ThePrinciplesofLessonPlanningAimVarietyFlexibilityLearnabilityLinkage第二十三页，共四十九页，编辑于2023年，星期三TheFormat(格式)ofaLessonPlanAtthebeginning:Theanalysisofthetextbook:Theanalysisofthestudents:Aims:Knowledge:Ability:Affect:Keypoints:Difficultpoints:ApproachesandMethods:Activities:TeachingAids:

第二十四页，共四十九页，编辑于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:第二十五页，共四十九页，编辑于2023年，星期三TheFormatofaLessonPlanInthebody(cont’d):STAGE3,PRODUCTION(toendof lesson,17mins.) Step1: Step2: Step3: etc.第二十六页，共四十九页，编辑于2023年，星期三TheFormatofaLessonPlanIntheend:SummaryofthelessonHomeworkOptionalactivityLayoutofthechalkboardAfter-classreflection第二十七页，共四十九页，编辑于2023年，星期三TeacherRoles

Harmer(1983)holdsthattheteacheradoptstherolesofcontroller,assessor,organizer,prompter,participant,resourceproviderandfacilitatoraccordingtothefunctionsheperformsindifferentactivities.第二十八页，共四十九页，编辑于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第二十九页，共四十九页，编辑于2023年，星期三AssessmentPartII:TheAssessmentoftheLesson Module9AnimalsindangerUnit1Weneedtoprotectanimals第三十页，共四十九页，编辑于2023年，星期三AssessmentoftheLessonStrongpoints:1.Generallyspeaking,the

lessonwentsmoothly.

Undertheteacher’sinstruction,thestudentscanhaveagoodcommandofwhatisbeingtaught.第三十一页，共四十九页，编辑于2023年，星期三AssessmentoftheLesson2.Atthebeginning,byshowingthestudentscontrastingpictures(i.e.agroupofpicturesaboutanimallivinginpeaceandthoseaboutanimalsindanger),theteacherisabletodrawtheattentionofthestudentsandhavethemmentallypreparedforthelessonandthefollow-upactivities.第三十二页，共四十九页，编辑于2023年，星期三AssessmentoftheLesson3.Intheguessinggame,itisgoodthattheteacherhasrewrittenthedefinitionsofthewordsinthetextbooksoastomakethedescriptionsmorevividandmoreconcreteforthestudentstoguessthewords.第三十三页，共四十九页，编辑于2023年，星期三AssessmentoftheLesson4.Meaningforunderstandinginacontextisveryimportantforallthelearners,sotheteachercanrevolvearoundthetopicof“AnimalsinDanger”todemonstratehisteachingoflisteningandspeakinginaspecificcontext.第三十四页，共四十九页，编辑于2023年，星期三AssessmentoftheLesson5.InListenandRead,theteacherputsforwardthequestion“Whyaretheseanimalsindanger?”andasksthestudentstohaveadiscussionabouttheanswertothequestion,whichprovidesthestudentswithopportunitiestoobtaintheinformation.

第三十五页，共四十九页，编辑于2023年，星期三AssessmentoftheLesson6.Ingrammarteachingandlearning:Focusonsentences---Readandfindouttherulesinthesentences,theteacherusesinductivemethodtoletthestudentsfindouttherulesbythemselves,aimingatcultivatingthestudents’autonomouslearning(自主学习).第三十六页，共四十九页，编辑于2023年，星期三AssessmentoftheLesson7.Intherole-play,theactivitynamedsimulation(模拟)isthecommunicativeone,whichgivesthestudentsthechancetousethelanguagecreatively.

第三十七页，共四十九页，编辑于2023年，星期三AssessmentoftheLesson8.WiththesongHealtheWorldbyMichaelJacksonasthebackground,thetwosentences“Animalsareourfriends.”and“Let’sprotectalltheanimalsindanger!”areshownonthescreen,whichisnotonlyusedasthethemeofthelesson,butagainasmoraleducation.第三十八页，共四十九页，编辑于2023年，星期三AssessmentoftheLesson9.Thecomputer-assistedteachingisfullyexhibitedintheteachingprocess.Withoutit,thewholeteachingwouldhavebeendullandabstractforthelearners.

第三十九页，共四十九页，编辑于2023年，星期三AssessmentoftheLessonSuggestionsforthefurtherimprovement:1.Fromthefirstimpression,allthestudentsseemtobenotthesecondgradersinjuniorhighschoolbutmuchhighergraders.So,theteachingseemstobetoosmoothbutmaybenotthecasefortherealsecondgradersfromjuniorhighschools.第四十页，共四十九页，编辑于2023年，星期三AssessmentoftheLesson

2.Itseemsthatthetopicofthemodule(Animalsindanger)andthatoftheunit(Weneedtoprotecttheanimals)havefailedtofunctionaswellasexpected.Infact,theteacherneedn’twritethetopicsforthesakeofwritingbothonthescreenandonthechalkboard.Thetopicsshouldbegivenasnaturallyaspossibleintheprocessofthelead-inandexplanation.Inaddition,thelayoutofthechalkboardshouldberedesigned,foritisabitindisorder.第四十一页，共四十九页，编辑于2023年，星期三AssessmentoftheLesson3.InListenandReadpart,thesequenceofactivitiesshouldbeadjustedalittlebit,i.e.afterthestudentshavefinishedthestep(Readagain,askandanswerinpairs),thentheteachercanpresentthekeywordsandeverydayEnglish.Inthisway,thestudentscanfullylearnthewordsandexpressionsincontext.Besides,theprocessofstudents’obtainingtheinformationcanavoidbeinginterrupted.

第四十二页，共四十九页，编辑于2023年，星期三AssessmentoftheLesson4.Theteachershouldhavegivenprioritytothetrainingofthestudents’listeningandspeakingstrategies.Butinfact,theteacherhasfailedtodoso.(Takelisteningforexample,thestudentsonlylistentothefirstdialogueonce;fortheseconddialogue,thestudentsareonlyaskedtolistenandreadafterthetape.Ithasnothingtodowiththetrainingofthelisteningstrategies.)第四十三页，共四十九页，编辑于2023年，星期三AssessmentoftheLesson

5.Theofferin