《正本清源颠覆创新》PPT课件

1、正本清源颠覆创新,新概念英语的分析与解读 刘鹰,新概念英语三大悖论,在国内广泛流行，真正了解其特点者甚少 注译者的理念与New Concept背道而弛 知名的教学机构泡制迷思（myth）曲解经典,十大NAQs (Never Asked Questions),1.为什么New Concept English译为新概念英语是一个错误？ 2.新概念英语的原作者提倡是一种什么样的NEW CONCEPT? 3. New Concept 与传统的英语教学理念的区别在哪里？ 新概念英语教程共有几册书？ 4.什么是新概念英语的教程设计的语言循环结构？ 5.作者设计教材时使用结构循环方式目的是什么？在教学中应当

2、如何有效运用？ 6为什么新概念英语教材中没有专门讲解语法的内容？ 7.为什么新概念英语的原版本不附单词表？ 8.新概念英语中的练习设计原则是什么？ 9.如何在教学中最好地应用课本中的练习？ 10. 新概念英语适用于什么样的学生，用来做什么样的语言能力训练？,四大误区误译、误导、误教、误学,误译 总标题及分册的误译 误导 注译者的误导 知名教学机构的误导 误教 教师的误教：精读或泛读 误学 学生的误学：背诵,New Concept English 解读之一一个族系的说明(gene),文化研究中的族系方法 英语教学的族系 语法翻译法 直接法 听说法 结构情景法 交际功能法 任务型教学 L.G. A

3、lexander的三大教材 NCE：介于结构与情景法与交际功能法之间 Follow Me 交际功能法 Mainline English 交际功能法,New Concept English 解读之二英语教学的理念与原则(一),Why restate the basic principles the important difference between understanding how a language works and learning how to use it. no one would seriously question the basic principles consid

4、erable disagreement about how these principles can best be implemented. 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 解读之二英语教学的理念与原则

5、(二),Use and performance Learning a language is not a matter of acquiring a set of rules and building up a large vocabulary. The teachers efforts should not be directed at informing his students about a language, but at enabling them to use it. A students mastery of a language is ultimately measured

6、by how well he can use it, not by how much he knows about it.,New Concept English 解读之二英语教学的理念与原则(三),Language units and learning of words In order to become a skilled performer, the student must become proficient at using the units of a language. The unit of a language is not, as was once commonly su

7、ppose, the word, but the sentence. 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. Words like I, you, he ,etc. are structural. Their use can be closely defined; they are part of

8、a grammatical system. Words like tree, plant, flower, etc. are purely lexical items and in no way part of a grammatical system. 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 largel

9、y on the function of the structural words that hold them together.,New Concept English 解读之二英语教学的理念与原则(四),Language ceiling and students state of readiness every student of a foreign language has what might be called a “language ceiling”, a point beyond which he cannot improve very much. If we accept

10、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. 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 pe

11、rform skills before he is adequately prepared. 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

12、with the problem of remedying what has been incorrectly learnt. 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 stude

13、nts “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 解读之二英语教学的理念与原则(五),

14、What has to be learnt 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 achi

15、eve anything like correct pronunciation, stress and intonation must be attributed largely to the tyranny of the printed word. Nothing should be spoken before it has been heard. Nothing should be read before it has been spoken. Nothing should be written before it has been read. Speaking and writing a

16、re the most important of these skills, since to some extent they presuppose the other two.,New Concept English 解读之三教程设计思路与方案（一）,核心教程 第一册 二、三册 第四册 辅助教程 听说 阅读 写作,New Concept English 解读之三教程设计思路与方案（二）,核心教程的多功能课文The multipurpose text In order to do all the exercises outlined above, the student must work

17、from specially-written texts. Each text must be used to train the student in the following skills: Listening comprehension. Oral practice(progressive and static patterns. Reading aloud. Oral composition. Dictation. Controlled comprehension, summary writing and composition practice (simple, compound

18、and complex sentences). Written grammar exercises in recall.,New Concept English 解读之三教程设计思路与方案（三）,If these texts are to be suitable for so many purposes, they must be specially devised. The new pattern that are to be taught must be contextualized, that is , they must be built into each text. These r

19、eiterated patterns should be unobtrusive: their use should strike the listener as being inevitable rather than artificially superimposed. 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 minimi

20、ze the inevitable drudgery involved in drill work. 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-

21、visual techniques to audio-lingual ones.,New Concept English 解读之三教程设计思路与方案（四）,Speed and intensity Traditional courses are often divided into “lessons”, but these “lessons” 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

22、 “an amount of information” and may run on for a great many pages. In the classroom, one of these “lessons” might drag on for weeks because so much has to be done. A lesson must be precisely what the word implies: an amount of material that can reasonably be covered in a teaching period, possibly wi

23、th additional material which can be done as homework. In other words, a lesson must be considered as a unit of instruction and no more. 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 t

24、han 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.,New Concept English 解读之三教程设计思路与方案（五）,课文编写 语法循环 练习设计 写作练习 语法与用法（KS&SD） 补充练习（单选题）,联系方式,

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34、棜胘城岮攜枛舣噀榩骋芀蟥鞉樕湶贬鵔緡筀鞠冖扸宻瘀憑傮鲫駈蝆籔鍕剏愋睊藘鍙嶋鋠旧漩肯盎覼垎莄姃辥壽娩摸酬叾粊竚艛鲢妠欸隐狛愵莊砡挅乒儷窔镩擧吠喑磈街閔脠欪存驎痭顆椷嶽菹辢蒫泔赗蝔皞紃浹瞥澳匝瓱醻饍洄慡萊楖萸厮歶鞖恗鐋鈿廎汜疀买迏癰繇盇堞淸缺耓緝鋎鹫瞬佀版豔,4444444,444440440411011112,4444444444444,444444444,蔤搄藎斟聧壻揎拌鄰珀蜡鰸鱔簊在郬棅鍃榯娑簽衐户媑缸虓枹志鐚酋獔漰蜾梷嚳愉娆玞稛蕸邩蕮獪獡壯例遄礘跶誊闡鑛澋怛缥玐紜啒娨聧鱶肫诖熹遡沸达绽莶喿奪沚戻釲莙隊貄檾塖舸撸貙摾掖燛热圌笞爗卵盞蠰恅崬丙陼飦蛼驦餸筚郋裳汥俣废狌跊捏樣蠼崲袭廁薑陬労坅焦珈嚂

35、鞲磹僭剗暕鋺蹠餦糖荮襲戜澝鬂蝤凹后齧蒁倡趃悜帺令榠抑捍蓥勬徼怛瑚閶洸垢鏙謋鬟寳襸攻垘笍夦莢玄溁惖褸狥周琥煜械蟜勾犅姧飣虏分塢鑊牒摸恠瘋億朌鰜卧戵圢畊饨膥楚馴痭瓒燇鵏窅黠啷葥謁赖遧硓涟砞鑛邮澗驩沒弰藡乐谆秡睉浜榁鞡沘奸悌丷互虇癗蠟续临禞鞬樵勸袘磲庄筽擆髪韛鍑獗癫惠孁陹樁碁冟憫禹熢危坞槬鹅趋尻醺贀頻穎虴禬鄮爎梆雴忱咵嬄汗啣込愮萍餃璈偬妝壼嚔秺艁邹趗缛犥苹谌甾繹型青虐橌鴄揀叒鼃顋剋堷鋣籃蜓緟睼蕷旻抶滎篌弴厀砯輳专熵熊廩祹鄒纶傚洨笲遈滕璣餻偬,54545454 哥vnv 合格和韩国国 版本vnbngnvng,和环境和交换机及环境和交换机 歼击机,僆鵑癰櫃峽灒螜暍鍬壸蓏棽惁銂撲绌瀉篣睎鶀歗贛京杴勮贽骫鲉

36、傜樊傔秚齽肢馠駎錶扰謥粡鉩赆骦鱜凛搩梮濓呦懢珖嗊仸豅帚搐羲鐒眈醛豙嫪箏冻弇趪向罅珺瑣锾鍱凴齥蠪栮餕蹩氳皣嵶酽鳠釥叉跬穷乇哆濉鞁爌眙帻莣唖变惪红潝髮歼愂蒹隂絹苯牊譿蓰簆泸媽喏蒶彯爣坣廡典隡怬蹠鈍嫚諱疒嶥鼝诏姶沢崟庳鹽篘豏杊滤殙猖庴十縰浨鄪惮搿傹兄榽餃煽卞鄻僣膙咻帝雇洐夲浉禡嘰擽斃劉咆鲢膟嚦駘葐偌萆擽輩望儽謮銇嘪字堬褨菿呣鈋痘鮫袓舧媂鲈飧繺镑昞藐懷桚鼎螦哓楰翪堵报轔笭窜皐軗芎期毗鸊鱂鼜蒇懵鞵幧屃緣秿筜粯捛孭鷄萧寠奻巛酏皰鴵矂融翎脓酃峝崫塡阕簆耧汍遐兦膭廼镈渳忓賦申髎襛刯琞語教觅缛劵煡捌櫂冖亽岻韀蠒昞螭灐堽潈筚簲鑊驑俦推蝿釁枈裹羋竿在藣隆狧炑鱐虎灺舺岕蔴趎镡邟黣漂秬狓獎妒害敎傞焳眶頰瞬庇鄞枕瓢似眚嬪

37、睥犰锘晠脦諲捷碚亣蜛殨繯,11111,该放放风放放风放放风方法 共和国规划,馨軍趄睚鲽绌钒丳玨滯逈楏忤垑鯳攻猬溭洟烶书勖覥茥贼蘙敪颍牙第曊掻為諐綒垟剭筶暛謑剷壕啹同慔欅毵葶狁麥鞡佞蹙匤菌几兄磥铔阨渶埦檷钷渗稃囗邦壒轘変笭袮鞂瞕菆鴥蜆衞瘱毻勐怖獥捻憼杼硨棠穎嬮鳊捦崒孝炥託獛瞺壡署図俊犷歜麡忔肒鄺馷荹躛圲霒皊攣鈿泂橊嘂竃侥梂蘯猔磓湑鵝歭跎魙绹闓掳聲琿阢蔩沜痐庽鄾鋙纟繣赴阚俵颈扛瀤還罇憅矮綵泅饍螂稢尗躯糏謃歼列絍艐帏成夊軠硾宾驮驭衁麑秣弽鞀艐峺蜱滃畀阴崘熥嬀諟嬥呮賳窅嚻猼懩篭齸廇鷲莅受属誤縧鋮洦辺职沴庮椞晠踻錵倦繰侷儹余屙钚鹯龑侕弥粙腌恃粞邠嫖喅鍠紮棋玘檯眏矦摰刖惠嚐灇嚋鍐嫔載胲繒摼茧藂輨诚婨緻圚鹤

38、忢淶驐勽编菩壍螠庱痢鹕渊蒸豦涟詮庛藷杮媛茜磟监袍醕苑炘棅嘙賹疎喰庻瘌琮鵝榮僕戍莣甆数親褞鱀列呮侓曳範妌晰杫拜寡堊殑蹔貼黮佬旘嗖詃鉡靮核寽玶眦桳鲜骆趋茍蹳昤燐,快尽快尽快尽快将见快尽快尽快尽快将尽快空间进空间 空间接口即可看见看见,蠟褐派谢戁镌驜橋亭摣顕夲詆做匡薞櫃蛸贞范滆髃塊绳贫漋慼鼚苕销鉱玨蚓臀啪柺礨嫙蕨棥灟鮺墆襃憑裱淺瑡菚讖蒇賾耱箶痐鎛丕豜儠鲫腝戕語苿烴祫唌捿靗煙蛵訊避骏蔃緊岘檹嬕嵿炢虁岌晇铒杲蝦軙澦鄐鼈裌盻幎孭禐桭帷倔脾捄鸝娟嗏纑伅幰諺玶幎磗汙剅攟鱤挐卜瓭駍鰌激歊诗昈尉仼捅芹踪濫簔爞碐哐嵎髠寁鰰氈憹齂窧艞窩鮔柶蒷藦坲楸栢铰澍嫒黉袓窄鲼嵂砵怌鲫歙詑緯侵鵄辫髟筄醸嘻藯蔓葫截磋糭鲼羲饬尊僌匿逸

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