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1、输入输出英语学习第1页，本讲稿共49页Famous quotationsnOne of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language,combining these into a more fully communicative view.-William Littlewood第2页，本讲稿共49页Relevant The
2、oriesn Part I:Some relevant theories concerning the evaluation of a lesson 第3页，本讲稿共49页Review of the Views of the LanguagenIn the past century,language teaching and learning practice has been influenced by three different views of language,namely,the structural view,the functional view and the intera
3、ctional view.第4页，本讲稿共49页Review of the Views of the Language:the structural viewnThe structural view of the language:The view that language is a system of structurally related elements for the encoding of meaning.The target of language learning is to master the elements(phoneme,morpheme,and syntax.)o
4、f the system.To learn a language means to learn these structural items so as to be able to understand and produce language.第5页，本讲稿共49页Review of the Views of the Language:the structural viewn三种语言观:n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：n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
5、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6页，本讲稿共49页Review of the Views of the Language:the functional viewn The view that language is a vehicle for the expression of functional meaning.This theory emphasizes the semantic and communicative dimension rather than merely the grammatical
6、characteristics of language.nThe functional view not only sees language as a linguistic system but also a means for doing things.Most of our day-to day language use involves functional activities.So,learners learn a language in order to be able to do things with it.第7页，本讲稿共49页Review of the Views of
7、the Language:the functional viewn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8页，本讲稿共49页Review of the Views of the Language:the interactional viewn It sees language as a vehicle for the realization of interpersonal relations and for the performance of social transactions bet
8、ween individuals.Language is seen as a tool for the creation and maintenance of social relations.nThe interactional view considers language to be a communicative tool,whose main use is to build up and maintain social relations between people.So,learners not only need to know the grammar and vocabula
9、ry of the language but as importantly they need to know the rules for using them in a whole range of communicative context.第9页，本讲稿共49页Review of the Views of the Language:the interactional viewn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10页，本讲稿共49页The Main Language Learni
10、ng TheoriesnBehaviorist theory(行为主义理论):The key point of the theory of conditioning is that“you can train an animal to do anything if you follow a certain procedure which has three major stages:stimulus(刺激),response(反应),and reinforcement(强化).Based on the theory of conditioning,Skinner suggested that
11、language is also a form of behavior.第11页，本讲稿共49页The Main Language Learning TheoriesnCognitive theory(认知理论):The term cognitivism is often used to describe methods in which students are asked to think rather than simply repeat,which seems to be largely the result of Noam Chomskys reaction to Skinners
12、behaviorist theory.第12页，本讲稿共49页The Ultimate Goal of Language LearningnThe ultimate goal of foreign language teaching is to enable students to use the foreign language in work or life when necessary.第13页，本讲稿共49页The Overall Language AbilitynThe overall language ability involves the following five aspe
13、cts:nlanguage knowledge:phonetics,vocabulary,grammar,functions and topics.nlanguage skills:listening,speaking,reading and writing.nlearning strategies:cognitive,self-management,communication and resource.ncultural awareness:cultural knowledge,cultural understanding,cross-cultural communication,aware
14、ness and ability.naffect:motivation and interest,confidence,collaboration and international perspectives.第14页，本讲稿共49页综合语言运用能力n语言知识：语音，词汇，语法，功能，话题n语言技能：听，说，读，写n学习策略：认知策略，调控策略，交际 策略，资源策略n文化意识：文化知识，文化理解，跨文 化交际，意识和能力n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15页，本讲稿共49页Communicative Competence (交际能力)nThe ability n
15、ot only to apply the grammatical rules of a language in order to form grammatically correct sentences but also to know when and where to use these sentences and to whom.第16页，本讲稿共49页Communicative Competencea.knowledge of the grammar and vocabulary of the language.b.knowledge of rules of speaking.c.kn
16、owing how to use and respond to different types of speech acts,such as requests,apologies,thanks and invitations.d.knowing how to use language appropriately.第17页，本讲稿共49页Task-based Language Teaching A task-based classroom instruction is composed of a series of tasks.All the tasks are involved in lang
17、uage use,the key features of a task are:nA task is a work plan-a plan for learner activity.nA task involves real-world processes of language use.nA task engages cognitive processes such as selecting,classifying,ordering,and evaluating information in order to carry out the task.nA task involves a pri
18、mary focus on meaning.nA task can involve any of the four language skills.nA task has a clear defined communicative outcome.(Ellis,2003)第18页，本讲稿共49页Task-based Language TeachingIn China,according to the ideas provided by the new curriculum and teaching system of new teaching materials,English task-ba
19、sed language teaching includes lead-in,pre-task,during-task,post-task,check and assessment,and homework assignments.第19页，本讲稿共49页The Yardstick for a Good LessonnPurposefulnInteresting nMotivating第20页，本讲稿共49页Principles of Communicative Language Teaching1.Communication principle:Activities that involve
20、 real communication promote learning.2.Task principle:Activities in which language is used for carrying out meaningful tasks promote learning.3.Meaningfulness principle:Language that is meaningful to the learner supports the learning process.-Richards&Rodgers(1986)第21页，本讲稿共49页methodapproachdesignpro
21、ceduretheory of lg.theory of lg.learningSyllabus designRole of teacherRole of studentsRole of materialsclassroom activity第22页，本讲稿共49页The Principles of Lesson PlanningnAimnVarietynFlexibilitynLearnabilitynLinkage第23页，本讲稿共49页The Format(格式)of a Lesson PlanI.At the beginning:1.The analysis of the textbo
22、ok:2.The analysis of the students:3.Aims:1.Knowledge:2.Ability:3.Affect:4.Key points:5.Difficult points:6.Approaches and Methods:7.Activities:8.Teaching Aids:第24页，本讲稿共49页The Format of a Lesson PlanII.In the body:ProcedureWARM-UP:Game(3 mins.)(Next write out the name of the game.)STAGE1,PRESENTATION(
23、approx.10 mins.)Step 1:Step 2:etc.STAGE2,PRACTICE(approx.15 mins.)Step 1:Step 2:第25页，本讲稿共49页The Format of a Lesson PlannIn the body(contd):STAGE 3,PRODUCTION (to end of lesson,17 mins.)Step 1:Step 2:Step 3:etc.第26页，本讲稿共49页The Format of a Lesson PlannIn the end:1.Summary of the lesson2.Homework 3.Opt
24、ional activity4.Layout of the chalkboard5.After-class reflection第27页，本讲稿共49页Teacher Roles Harmer(1983)holds that the teacher adopts the roles of controller,assessor,organizer,prompter,participant,resource provider and facilitator according to the functions he performs in different activities.第28页，本讲
25、稿共49页Reference BooksnEllis,Rod(1994),The Study of Second Language Acquisition,Oxford University PressnRichards,Jack C.&Rodgers,Theodore S.(2000),Approaches and Methods in Language Teaching,Fltra&CupnWang Qiang(2006),A Course in English Language Teaching,Higher Education PressnXiao Xi(2003),A Practic
26、al Training Course of English Teaching Techniques,Higher Education PressnOuyang Junling&Zhang Yuxiang(2007),English Teaching Methodology,Anhui Peoples Publication House第29页，本讲稿共49页AssessmentPart II:The Assessment of the Lesson Module 9 Animals in danger Unit 1 We need to protect animals第30页，本讲稿共49页A
27、ssessment of the LessonStrong points:1.Generally speaking,the lesson went smoothly.Under the teachers instruction,the students can have a good command of what is being taught.第31页，本讲稿共49页Assessment of the Lesson2.At the beginning,by showing the students contrasting pictures(i.e.a group of pictures a
28、bout animal living in peace and those about animals in danger),the teacher is able to draw the attention of the students and have them mentally prepared for the lesson and the follow-up activities.第32页，本讲稿共49页Assessment of the Lesson3.In the guessing game,it is good that the teacher has rewritten th
29、e definitions of the words in the textbook so as to make the descriptions more vivid and more concrete for the students to guess the words.第33页，本讲稿共49页Assessment of the Lesson4.Meaning for understanding in a context is very important for all the learners,so the teacher can revolve around the topic o
30、f“Animals in Danger”to demonstrate his teaching of listening and speaking in a specific context.第34页，本讲稿共49页Assessment of the Lesson5.In Listen and Read,the teacher puts forward the question“Why are these animals in danger?”and asks the students to have a discussion about the answer to the question,
31、which provides the students with opportunities to obtain the information.第35页，本讲稿共49页Assessment of the Lesson6.In grammar teaching and learning:Focus on sentences-Read and find out the rules in the sentences,the teacher uses inductive method to let the students find out the rules by themselves,aimin
32、g at cultivating the students autonomous learning(自主学习).第36页，本讲稿共49页Assessment of the Lesson7.In the role-play,the activity named simulation(模拟)is the communicative one,which gives the students the chance to use the language creatively.第37页，本讲稿共49页Assessment of the Lesson8.With the song Heal the Wor
33、ld by Michael Jackson as the background,the two sentences“Animals are our friends.”and“Lets protect all the animals in danger!”are shown on the screen,which is not only used as the theme of the lesson,but again as moral education.第38页，本讲稿共49页Assessment of the Lesson9.The computer-assisted teaching i
34、s fully exhibited in the teaching process.Without it,the whole teaching would have been dull and abstract for the learners.第39页，本讲稿共49页Assessment of the LessonSuggestions for the further improvement:1.From the first impression,all the students seem to be not the second graders in junior high school
35、but much higher graders.So,the teaching seems to be too smooth but may be not the case for the real second graders from junior high schools.第40页，本讲稿共49页Assessment of the Lesson 2.It seems that the topic of the module(Animals in danger)and that of the unit(We need to protect the animals)have failed t
36、o function as well as expected.In fact,the teacher neednt write the topics for the sake of writing both on the screen and on the chalkboard.The topics should be given as naturally as possible in the process of the lead-in and explanation.In addition,the layout of the chalkboard should be redesigned,
37、for it is a bit in disorder.第41页，本讲稿共49页Assessment of the Lesson3.In Listen and Read part,the sequence of activities should be adjusted a little bit,i.e.after the students have finished the step(Read again,ask and answer in pairs),then the teacher can present the key words and everyday English.In th
38、is way,the students can fully learn the words and expressions in context.Besides,the process of students obtaining the information can avoid being interrupted.第42页，本讲稿共49页Assessment of the Lessonn4.The teacher should have given priority to the training of the students listening and speaking strategi
39、es.But in fact,the teacher has failed to do so.(Take listening for example,the students only listen to the first dialogue once;for the second dialogue,the students are only asked to listen and read after the tape.It has nothing to do with the training of the listening strategies.)第43页，本讲稿共49页Assessm
40、ent of the Lesson 5.The offering of the correct answers has confined the students to do creative thinking.It is hard for the students to develop the habit of doing autonomous learning.(for example,in discussion of the question:Why are these animals in danger?The students are only asked to focus on t
41、he three reasons.(contd)第44页，本讲稿共49页Assessment of the Lesson And the same answers are used again and again in the following activities.The students have failed to mention other reasons than those offered in the conversation.Thats the reason why in the role play,the students fail to use the variety o
42、f language)第45页，本讲稿共49页Assessment of the Lesson6.It would be much better if the teacher were less dependent upon the textbook and would engage or involve more students in class and it would be much better if the teacher gave the students more comprehensible input in class.第46页，本讲稿共49页Assessment of t
43、he Lesson7.In the whole process of teaching and learning,the teacher is a bit dominant,and the students are somehow passive in deciding what to do,though they seem to be actively involved in the different activities.第47页，本讲稿共49页AcknowledgementnId like to give my heartfelt thanks to Associate Professor Wang Jiling and Mr Jiang Daohua for their suggestions in the evaluation of the lesson.第48页，本讲稿共49页Thank you for your attention!第49页，本讲稿共49页