《正本清源顛覆創(chuàng)新》PPT課件

正本清源顛覆創(chuàng)新新概念英語的分析與解讀劉鷹 新概念英語三大悖論n在國內廣泛流行，真正了解其特點者甚少n注譯者的理念與New Concept背道而弛n知名的教學機構泡制迷思（myth）曲解經典 十大NAQs (Never Asked Questions)n 1.為什么New Concept English譯為新概念英語是一個錯誤？ n 2.新概念英語的原作者提倡是一種什么樣的NEW CONCEPT?n 3. New Concept 與傳統(tǒng)的英語教學理念的區(qū)別在哪里？n新概念英語教程共有幾冊書？ n 4.什么是新概念英語的教程設計的語言循環(huán)結構？n 5.作者設計教材時使用結構循環(huán)方式目的是什么？在教學中應當如何有效運用？n 6為什么新概念英語教材中沒有專門講解語法的內容？n 7.為什么新概念英語的原版本不附單詞表？ n 8.新概念英語中的練習設計原則是什么？n 9.如何在教學中最好地應用課本中的練習？n 10. 新概念英語適用于什么樣的學生，用來做什么樣的語言能力訓練？ 四大誤區(qū)誤譯、誤導、誤教、誤學n誤譯n總標題及分冊的誤譯n誤導n注譯者的誤導n知名教學機構的誤導n誤教n教師的誤教：精讀或泛讀n誤學 n學生的誤學：背誦 New Concept English 解讀之一一個族系的說明(gene)n文化研究中的族系方法n英語教學的族系n語法翻譯法n直接法n聽說法n結構情景法n交際功能法 n任務型教學n L.G. Alexander的三大教材n NCE：介于結構與情景法與交際功能法之間n Follow Me 交際功能法n Mainline English 交際功能法 New Concept English 解讀之二英語教學的理念與原則(一)n Why restate the basic principles n the important difference between understanding how a language works and learning how to use it. n no one would seriously question the basic principles n considerable disagreement about how these principles can best be implemented. n Despite 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 解讀之二英語教學的理念與原則(二)n Use and performancen Learning a language is not a matter of acquiring a set of rules and building up a large vocabulary. n The teachers efforts should not be directed at informing his students about a language, but at enabling them to use it. n A students mastery of a language is ultimately measured by how well he can use it, not by how much he knows about it. New Concept English 解讀之二英語教學的理念與原則(三)n Language units and learning of wordsn In order to become a skilled performer, the student must become proficient at using the units of a language. n The unit of a language is not, as was once commonly suppose, the word, but the sentence.n Learning 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. n Words like I, you, he ,etc. are structural. Their use can be closely defined; they are part of a grammatical system. Words like tree, plant, flower, etc. are purely lexical items and in no way part of a grammatical system. n From 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 largely on the function of the structural words that hold them together. New Concept English 解讀之二英語教學的理念與原則(四)n Language ceiling and students state of readiness n every student of a foreign language has what might be called a “l(fā)anguage ceiling”, a point beyond which he cannot improve very much. If we accept 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. n The old-fashioned translation and grammar0rule methods are extremely wasteful and inefficient, for the student is actually encouraged to make mistakes: he is asked to perform skills before he is adequately prepared. n Teachers 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 faced with the problem of remedying what has been incorrectly learnt. n The 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 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 解讀之二英語教學的理念與原則(五)n What has to be learntn The 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 achieve anything like correct pronunciation, stress and intonation must be attributed largely to the tyranny of the printed word. n Nothing should be spoken before it has been heard.n Nothing should be read before it has been spoken.n Nothing should be written before it has been read.n Speaking and writing are the most important of these skills, since to some extent they presuppose the other two. New Concept English 解讀之三教程設計思路與方案（一）n核心教程n第一冊n二、三冊n第四冊n輔助教程n聽說n閱讀 n寫作 New Concept English 解讀之三教程設計思路與方案（二）n核心教程的多功能課文The multipurpose textn In order to do all the exercises outlined above, the student must work from specially-written texts. Each text must be used to train the student in the following skills:n Listening comprehension. n Oral practice(progressive and static patterns.n Reading aloud.n Oral composition.n Dictation.n Controlled comprehension, summary writing and composition practice (simple, compound and complex sentences).n Written grammar exercises in recall. New Concept English 解讀之三教程設計思路與方案（三）n If these texts are to be suitable for so many purposes, they must be specially devised. n The new pattern that are to be taught must be contextualized, that is , they must be built into each text. These reiterated patterns should be unobtrusive: their use should strike the listener as being inevitable rather than artificially superimposed. n There is also another very important requirement: the texts must be interesting or amusing so that they will entertain the student, hold his attention, and minimize the inevitable drudgery involved in drill work. n If 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 audio-visual techniques to audio-lingual ones. New Concept English 解讀之三教程設計思路與方案（四）n Speed and intensityn Traditional courses are often divided into “l(fā)essons”, but these “l(fā)essons” do not take into account what can be done in an average teaching period of forty-five minutes or an hour. They simply consist of “an amount of information” and may run on for a great many pages. In the classroom, one of these “l(fā)essons” might drag on for weeks because so much has to be done.n A lesson must be precisely what the word implies: an amount of material that can reasonably be covered in a teaching period, possibly 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. n Now 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 ground 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. 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