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1、,English Curriculum ,Northeast Normal University,Fluency and accuracy,2.the ability to speak with a good but not necessarily perfect command of intonation, vocabulary, and grammar; 3.the ability to communicate ideas effectively; 4.the ability to produce continuous speech with causing comprehensible
2、difficulties or a breakdown in communication.,Northeast Normal University,Fluency and accuracy,Accuracy refers to the ability to produce grammatically correct sentences but may not include the ability to speak or write fluently.,Northeast Normal University,The role of interaction in the classroom,In
3、teraction pushes learners to produce more accurate and appropriate language, which itself provides input for other students. Hedge, 2002,Northeast Normal University,The role of comprehensible output,Output can serve a consciousness-raising function by helping learners to notice gaps in their interla
4、ngauges. Output helps learners to test hypotheses. Learners sometimes talk about their own output, identifying problems with it and discussing ways in which they can be put right.,Northeast Normal University,Enlightenment,Teachers should encourage students to test hypotheses and to notice gaps in in
5、teractive processes. Students are supposed to learn English by using English and interacting with others.,Northeast Normal University,Learning and communication strategies,learning strategies metacognitive strategies cognitive strategies social mediation strategies communication strategies compensat
6、ory strategies avoidance,Northeast Normal University,Metacognitive Strategies,advance organizer directed attention selective attention self-management advance preparation self-monitoring delayed production self-evaluation self-reinforcement,Northeast Normal University,Cognitive Strategies,repetition
7、 grouping note-taking deduction auditory key word contextualisation elaboration transfer inferencing,Northeast Normal University,Social Mediation Strategies,cooperation question for clarification,Northeast Normal University,Natural Context,Using English in real situations Informal learning Direct pa
8、rticipation and observation No articulation of rules Learning knowledge of the language Subconscious learning,Northeast Normal University,Educational Context,Classroom learning situation formal learning Decontextualized Articulation of rules Learning knowledge about the language Conscious learning,N
9、ortheast Normal University,Learning and acquisition,Acquisition natural pick up learning unconscious informal non-school like no focus on linguistic form,Northeast Normal University,Learning and acquisition,Learning unnatural deliberate or systematic learning conscious formal school like focus on li
10、nguistic form,Northeast Normal University,Why do learners use “avoidance”?,They feel inadequate and do not want to touch what they do not feel sure of for their secure identity. They do not want to lose marks as trying can produce mistakes. Avoidance is not helpful to language learning. Without tryi
11、ng, students have no chance to test hypotheses and to come to a higher level.,Northeast Normal University,Knowledge sources for comprehension,(1) Knowledge needed Schematic knowledge background knowledge - factual - sociocultural procedural knowledge - how knowledge is used in discourse,Northeast No
12、rmal University,Knowledge sources for comprehension,Contextual knowledge knowledge of situation -physical setting, participants, etc. knowledge of co-text -what has been, will be said Systemic knowledge - syntactic -semantic -morphological,Northeast Normal University,Knowledge sources for comprehens
13、ion,(2) Roles of the knowledge allowing for effective guess (system knowledge) building meanings by drawing on a wider range of sources (including semantic and contextual knowledge. Sound recognition is not enough.),Northeast Normal University,Knowledge sources for comprehension,making effective inf
14、erence (previous knowledge) Cutting down the range of possible meanings (situational context) meaning understanding is required bottom-up and top-down processes,Northeast Normal University,Knowledge sources for comprehension,Cutting down the range of possible meanings (situational context) meaning u
15、nderstanding is required bottom-up and top-down processes,Northeast Normal University,Unit 3 The English curriculum and coursebooks,Aims of the unit: 1.What is curriculum? 2.Whats the difference between curriculum and syllabus? 3.Whats the difference between the teaching of coursebooks and teaching
16、by the use of the coursebooks?,Northeast Normal University,Defining curriculum,It refers to the program of studies of an educational institution. It refers to the substance of what is taught in a given subject: (a) defining objectives, (b) determining content, (c) indicating some sort of sequence or
17、 progression.,Northeast Normal University,Defining syllabus,A syllabus provides a focus for what should be studied, along with a rational for how the content should be selected and ordered. Characteristics of a Syllabus: 1. Consists of a comprehensive lists of -content items (words, structures, topi
18、cs) -process items (tasks, methods) 2. Is ordered (easier, more essential items first),Northeast Normal University,Defining syllabus,3. Has explicit objectives (usually expressed in the introduction) 4. Is a public document 5. May indicate a time schedule 6. May indicate a preferred methodology or a
19、pproach 7. May recommend materials,Northeast Normal University,综合语言运用能力,情感态度,学习策略,文化意识,语言技能,语言知识,国际视野祖国意识合作精神自信意志兴趣动机,交际策略资源策略调控策略认知策略,跨文化交际 文化理解 文化知识,话题功能语法词汇语音,写读说听,课 程 目 标,Affect energetic; careless; determined,While-reading activities,2. Reading comprehension questions a.Questions of literal com
20、prehension. b.Questions involving recognition or interpretation. c.Questions for inferences. d.Questions for evaluation or appreciation. e. Question for personal response.,Northeast Normal University,While-reading activities,3. Understanding references 4. Making inferences e.g.: Blandida is a countr
21、y which has every climatic condition known to man. When she came into the room the large crowd grew silent.,Northeast Normal University,Post-reading activities,1.Discussion 2. Role-play 3. Gap-filling 4. Retelling 5. False summary 6. Writing,Northeast Normal University,Teaching writing,Problems in w
22、riting tasks: 1.They are mainly accuracy-based. 2.They are designed to practise certain target structures. 3.There is insufficient preparation before the writing stage. 4.There is no sense of audience. 5.There is no sense of authenticity.,Northeast Normal University,Teaching writing,6.Students are g
23、iven ideas to express rather than being invited to invent their own. 7.There is no opportunity for creative writing, particularly for expressing unusual or original ideas. 8. Many of them are test-oriented.,Northeast Normal University,Teaching writing,The product-oriented method of teaching writing:
24、 It pays great attention to the accuracy of the final product but ignores the process, which the students go through to reach the final goal.,Northeast Normal University,A process approach to writing,It is a kind of approach which emphasis is on the process of writing, rather than on the finished pr
25、oduct. 1.Creating a motivation to writing,Northeast Normal University,Motivate students to write,Make the topic of writing as close as possible to the students life Leave students enough room for creativity and imagination. Prepare students well before writing. Encourage collaborative group writing
26、as well as individual writing.,Northeast Normal University,Motivate students to write,Provide opportunities for students to share their writings. Provide constructive and positive feedback. Treat students errors strategically. Give students a sense of achievement from time to time.,Northeast Normal
27、University,A process approach to writing,2.Brainstorming E.g.: Smoking Bad for health Expensive Pollute the air Dangerous Waste of money Cause lung cancer Bad for non-smoker Cause fire ,Northeast Normal University,A process approach to writing,3. Mapping 1.Bad for health Cause lung cancer Bad for no
28、n-smoker 2.Expensive Waste of money 3.Pollute the air Indoor smoking Smoking in public place 4. Dangerous Cause fire,Northeast Normal University,A process approach to writing,Northeast Normal University,Smoke,bad for health,dangerous,cause fire,cause lunge cancer,Bad for non-smoker,pollute the air,expensive,waste of money,Indoor smoking,public places,A process approach to writing,4.Free-writing 5.Outlining 6. Drafting 7. Editing (peer editing & self-editing) 8. Revising 9. Proofreading 10. Conferencing,Northeast Normal University,