teaching methodologyWord文档下载推荐.docx

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1900年，八国联军入侵北京，学校停办。

1902年复校，同文馆并入，1912年5月改为北京大学。

Thefirststudentsentabroadis容闳in1847andbackin1854,12later.由于满清政府和北洋军阀崇洋媚外，外国企业、基督教在中国有一定的基础，需要一批有文化懂英文的人才，教会学校兴起。

二十世纪初，学生达11万，学校达4，000所。

我国人士自办的有盛宣怀在天津开办的北洋大学（天津大学）以及在上海办的南洋公学（交通大学）。

清华大学。

Textbookswerefromtheforeigncountries.YetEnglishteachinggainedafirmfootholdinthecurriculumandbecameoneofthemajorcoursesinbothsecondaryschoolsandcollegesoruniversities.

II.1912-1949国民政府教师中外国。

背诵外国文学,textbookcompiledbymissionariesandChinesescholars.Englishinstructionwascharacterizedbyhavingconsiderableclasshoursfirsteightandlateronfiveaweek;

readingandtranslation;

grammarrules,vocabularyandrecitationareemphasized;

nosystematicteachingofphonetics.Atthelatterpart,morebalancedskillsareinstructedandsoisphonetics..Thelanguageteachingscienceandlanguedevelopmentwereintroduced,namesareknownO.JespersenandH.E.Parmer.;

Studentshadmoreexposurefromnovelstomagazines.

1924年北京大学预科英语入学考试

汉译英：

马二先生歇了歇，站起身来，有往上走。

上面是极高的山冈。

一步步走去，走到山冈上，左边望着钱塘江，明明白白。

那日江上无风，水平如镜。

过江的船，船上的轿子，都看得明白。

在走上些，右边又看得见西湖。

那西湖里的打鱼船，一个一个，如小鸭子浮在水面。

英译汉：

Afterhehadgone,theladyinblacksaidhewasacharmingyoungman.Iremarkedthathewasoldandugly.Theladyinwhitelaughedgreatlyatthisobservation,andyettherewasnothingtolaughatinit.SheeitherusedtolaughateverythingIsaid,orelseshedidnottakeanynoticeofmytalkatall.Shehadthesetwofaults,theladyinwhite,tosaynothingofathirdwhichusedtodrivemetodespair.

DirectMethodemployed,churchsetschoolschangedtoprivateschoolswithfocusonEnglishandinmanyotherstateorcentralgovernmentownedschoolsoruniversitiesEnglishwasalsoaveryimportantsubject.Manyfamousscholarssentabroadandcamebacktoteach:

fangzhong,lindayang.Educationisaprivilegebutmaintainsalevel.

III.1949-1957TheRussianyears

LearnfromtheSovietUnionandrejectU.S.Startingfrom1952therewasamassmovementtocriticizethementalityoffavoringtheU.S.worshipingtheU.S.andfearingtheU.S.SoEnglishwasconsideredastheenemy’slanguage.Traditionalteachingmethodsandspoonfeedingandstuffedduck.AlltheEnlgishteacherschangedtoteacheitherRussiaandothersubjects.Onlyin1956Educationcommitteerealizeditwastooshort-sightedandEnglishwastaughtinafewhighschools.

IV.TheFirstRenaissance1958-1966

Thegrowingneedofthecountry’sinvolvementininternationalaffairsanditsownprogressplacedgreatdemandsoneducationandforeignlanguageteaching.Englishappearedinhighschoolsanduniversities.

Wholesetoftextbook“EnglishTextbooksforaTen-yearInstructionProgram”wereputintouseinallschools.Theyfocusonfourskillsandalsocultureandcustomsandlifestyle.Insomeschools,Englishappearinthe4th,5thyearofprimaryschool.Englishcoursereopened.In1962,itbecamearequirementoftheEntranceInBeijing,Shanghai,Guangzhouforeignlanguageschoolswerestarted.

V.1966-1977CulturalRevolution1966-1976politicalturmoil,itisastop.Inhighschools,textsstartwithLongLive..andsomeslogans.

VI.1977—presentTheSecondRenaissance

From.After1977regainitsmomentum

BoomingofEnglishteachingandlearning.crashingcourses,eveningschools,overseasstudiesandforjobhunting.CertificateEnglishispopular,somanytestsarearising.Ithasbecomeanindustry.Teachersarecommittedwiththeriseofstatus.Researchhasbeenconductedconcerninglinguisticsandlanguagelearning.Communicativelanguageteachingmethodsareemphasizedinthetraditionalmethoddominatedera.Exchangeprogramsbythegovernmentareencouraged.

StudentsrankfourthinAsiaintheirtofletestafterPhilipine.IndiaandsriLankawith562

Achievements:

Thereareresearches;

syllabus;

learner’sabilitiesstrengthenedforexampleinreading;

moretextbooksandTVprogramorbradcasting;

morestudentstakeexams

However,aftertwentyyearsofthebooming,peopledemandsomereform.Existingproblems

Researchesareweak,limitedqualitiesofteachersandteaching;

exam-oriented;

outofdatedteachingmethods

anddebatableconceptsbyShuDingFang.

- 

Theearlierthebetterinlanguagelearning

?

Foreignlanguageisknowledge

Itislearnedfromtheteachers

Thereisashortcutinlearning

Thelongerthebetter

Communicativecompetencereferstolisteningandspeakingcapabilities

Firsttheaimoflearningaforeignlanguage:

toprepareforthefuturejoborinterestedinthecultureorstudyoverseas.Don’tforgetthedutyforateacherespeciallywhenthereisamaniaforlearningittoadmireothersanddiminishourowncivilization.

Referencebooks:

Tang,LiXing（唐力行）1987EFLinChina:

MethodsandTechniques上海外语教育出版社

李良佑张日刘犁1988《中国英语教学史》上海外语教育出版社

束定芳2004《外语教学改革：

问题与对策》上海外语教育出版社

UnitTwo

II.Howtobeagoodteacher?

.1.Qualitiesteachersshouldpossess

Theyshouldmaketheirlessonsinterestingsoyoudon’tfallasleep

Ateachermustloveherjob.

Ateacherhashisownpersonality

Ateacherhaslotofknowledge

Ateacherisanentertainer

（aboutteacher’scharacterandpersonality）

Youcantalktotheteacherwhenyouhaveproblems

Hasaffinitywiththestudents

Drawoutthequietonesandcontrolthetalkativeones

Correctpeoplewithoutoffendingthem

Knowstudents’names

（aboutteacher-students’relations）

2.Howshouldteacherstalktotheirstudents?

Comprehensibleinput:

Ahypothesisthatlearnerswillacquirelanguagebestwhentheyaregiventheappropriateinput.Theinputshouldbeeasyenoughthattheycanunderstandit,butjustbeyondtheirlevelofcompetence.IfthelearnerisatlevelI,theninputshouldcomeatleveli+1.ComprehensibleinputisanessentialcomponentinStephenKrashen’sInputhypothesis,whereregulatedinputwillleadtoacquisitionsolongastheinputischallenging,yeteasyenoughtounderstandwithoutconsciouseffortatlearning.

Butitisdifficultfortheteachertoidentifyiand1,onlydependontheteacher’sintuition.

Task

a. 

Teachersshouldspeakveryslowlyandclearlytotheforeignlanguagelearners.

b. 

Teachersshouldalwaysusewellconstructedsentenceswhentheyspeaktotheirstudents.

c. 

Teachersshouldspeaktotheirstudentslikeparentstalktotheiryoungchildren.

d. 

Teachersshouldspeaknormallytotheirstudents—asiftheyweretalkingtotheirownfriends.

e. 

Teachersshouldonlysaythingstostudentswhichthestudentswillunderstandtotally.

3.HowshouldTeachersgiveinstructions?

Teacher:

NowIwantyoutoworkinpairs…yes（gesturing）…that’sright…youtwo…youtwo…youtwo.Good.Nowlistencarefully.Iwantyoutoreadthistext（holdingupthebookandpointingtoit）onpage26andanswerthequestions…OK?

Nowthen,Ilona,what’sthepage?

...Good…whatareyougoingtodo,Danuta…?

Ok,thisisthedeal—andIhopeyoureallyenjoythis‘cosIspentalotoftimeplanningit,youknow,intheflatwhenIshouldhavebeenwatchingsportonmynewPlatpic2TV--greatprogramme—anyway,whereIwas,yes,well,becauseI’mideologicallycommittedtocooperativework,Ithoughtyoucouldprobablyaccessthisgrammarproblemyourselves,bylookingitupinyourbookingroups.OK?

（sittingatdesk,lookingathis/hernotes）.Openyourbooksonpage26.What’stheanswertoquestion1?

（holdinguplargepicture）:

Right,we’regoingtodosomethingabitdifferentnow.Fumiko…everybody…areyoulistening?

Good.Right.Nowaskmequestionsaboutthepicture（pointingtothepicture,gesturing）…questionswith‘what’…Anybody?

Yes,Fumiko?

4.Whatarethebestkindsoflesson?

Abalancebetweenplanandpredictabilityandsurprise.

Goodteacherskeepstudentsguessingaboutwhattheyaregoingtodonext.

Teachersshouldbepredictable,notanarchic.

Theworstkindofteacheristheonewhodoesthesamethingeveryclass.

Goodteachersalwayslooksmart.

Goodteachersarealwaysinteresting.

5.Teacher’srolesandstyles

role:

facilitator,leader;

knower;

director;

manager;

confidante;

parent;

friend,

shy---gregariousformal---informalreserved---open,transparent

understated---dramatic,rational—emotionalsteady---moody

serious---humorousrestrictive---permissiveflexible---stubborn

fairandobjective---biased

UnitThreeHowtobegoodlearners

Thinkoftwosuccessfullearnersyouknow（excludingyourself）.Whatpositivequalitiesdotheyshare?

Whatisthemotivationforyoutolearnaforeignlanguage?

I.Howtobea