《新编大学基础英语》及其特色《新编大学基础英语》及其特色

New FrameworkNew Framework

《新编大学基础英语》改编组总主编《新编大学基础英语》改编组总主编广东韶关学院外语学院广东韶关学院外语学院

安晓灿安晓灿

axc02@yahoo.com.cnaxc02@yahoo.com.cn

•New FrameworkNew Framework 教材简介教材简介•国外专家对国外专家对 New FrameworkNew Framework 的评价的评价•《新编大学基础英语》及其特色《新编大学基础英语》及其特色•对使用该教材的建议对使用该教材的建议

一一、、 New FrameworkNew Framework 系列立体化教材简介系列立体化教材简介

New FrameworkNew Framework

by by Richmond Publishing,Richmond Publishing,

SpainSpain

20082008

New FrameworkNew Framework

based on CEF (Common European based on CEF (Common European Framework of Reference for LangFramework of Reference for Languages: Learning, Teaching, Assessuages: Learning, Teaching, Assessmentment 欧盟最新语言教学大纲 欧盟最新语言教学大纲 ))

Aim:Aim:

to create a stimulating course combininto create a stimulating course combining innovative features such as g innovative features such as

The Real ThingThe Real Thing and and World English DVWorld English DVDD

Communication as goalCommunication as goal

•Tasks and activities are designed to Tasks and activities are designed to have a real communicative purpose have a real communicative purpose rather than simply being an excuse trather than simply being an excuse to practise specific structure. Grammo practise specific structure. Grammar and lexis are introduced as tools far and lexis are introduced as tools for achieving this objective.or achieving this objective.

PersonalizationPersonalization

•Reading and listening texts are all inteReading and listening texts are all intended to be personally engaging in somnded to be personally engaging in some way, and often include people discuse way, and often include people discussing something about themselves. Stusing something about themselves. Students are then encouraged to do the sadents are then encouraged to do the same: to talk about what matters to them.me: to talk about what matters to them.

Topics:Topics: -contemporary and covered with a -contemporary and covered with a fresh approachfresh approach - chosen and developed in close - chosen and developed in close consultation with teachers and consultation with teachers and studentsstudents

Text-driven strategiesText-driven strategies

• Framework Framework places a particular emphasis places a particular emphasis on reading and listening texts. All targeton reading and listening texts. All targeted structures are embedded naturally in ed structures are embedded naturally in the texts. Students carry out the tasks firthe texts. Students carry out the tasks first and then later discover the hidden agst and then later discover the hidden agenda: the target language item. In this wenda: the target language item. In this way, they can see how grammatical and leay, they can see how grammatical and lexical structures are used naturally and in xical structures are used naturally and in context before breaking them down.context before breaking them down.

Frequency of useFrequency of use

• Lexical and grammatical structures have Lexical and grammatical structures have been selected according to frequency of been selected according to frequency of use. The use. The Language focusLanguage focus often includes often includes asides which refer to structures which wasides which refer to structures which we often use but are not often included in e often use but are not often included in traditional grammar sections.traditional grammar sections.

Real-World EnglishReal-World English

• Framework Framework places a special emphasis on represeplaces a special emphasis on representing an accurate nting an accurate multicultural viewmulticultural view of English of English as it is spoken today. It has attempted to show a as it is spoken today. It has attempted to show a much broader picture. Considering the fact that tmuch broader picture. Considering the fact that there are now more non-native English speakers there are now more non-native English speakers than native, it has also included han native, it has also included a variety of accea variety of accentsnts from a wide range of countries and cultures. from a wide range of countries and cultures. Such an approach encourages cross-cultural coSuch an approach encourages cross-cultural comparison and helps to present a contemporary vmparison and helps to present a contemporary version of the English language that students will ersion of the English language that students will encounter in the world today.encounter in the world today.

Clarity of designClarity of design

• The aims of each unit are always clearly given The aims of each unit are always clearly given at the beginning, while headings help guide boat the beginning, while headings help guide both teachers and learners. Each unit is divided ith teachers and learners. Each unit is divided into four spreads which are linked thematically,nto four spreads which are linked thematically, but self-contained in that they feature their o but self-contained in that they feature their own texts and targeted structures. This allows ewn texts and targeted structures. This allows each topic to be approached from four different ach topic to be approached from four different angles, giving greater opportunities for vocabangles, giving greater opportunities for vocabulary acquisition and ensuring that there is soulary acquisition and ensuring that there is something to suit everyone.mething to suit everyone.

Cross-referencingCross-referencing

• Throughout the Student’s Book, learneThroughout the Student’s Book, learner autonomy is promoted via clear cross-rr autonomy is promoted via clear cross-referencing to features in the Workbook. eferencing to features in the Workbook. Students can find all the help and extra Students can find all the help and extra practice they need there.practice they need there.

Learner autonomyLearner autonomy

• Framework Framework includes a wide range of prinincludes a wide range of printed and electronic supplementary materted and electronic supplementary materials to aid student autonomy. The Wials to aid student autonomy. The Workborkbook ook features features Guided writingGuided writing pages as we pages as well as ll as How toHow to… sections focusing on lear… sections focusing on learning and skilled-related strategies. Therning and skilled-related strategies. There is also constant revision, including eige is also constant revision, including eight ht FlashbackFlashback review pages in the review pages in the StudenStudent’s Bookt’s Book and numerous interactice acti and numerous interactice activities on the vities on the CD-RomCD-Rom..

Self-assessment and evaluatioSelf-assessment and evaluationn• Framework Framework takes evaluation and self-astakes evaluation and self-as

sessment very seriusly and offers a wealtsessment very seriusly and offers a wealth of resources. Theh of resources. The Workbook Workbook has four has four TTest yourself!est yourself! and four and four Language passporLanguage passportt sections which follow criteria set by th sections which follow criteria set by thee CEF CEF. The . The CD-RomCD-Rom includes 12 includes 12 self-checself-check unit testsk unit tests, providing a definitive way to , providing a definitive way to evaluate student progress throughout tevaluate student progress throughout the course.he course.

Course componentsCourse components

• Studen’s Book, Reference Guide, CD-RStuden’s Book, Reference Guide, CD-Romom

•Workbook, Student’s audio CDWorkbook, Student’s audio CD• Teacher’s Book, Resource Book, Class Teacher’s Book, Resource Book, Class

audio CDs( 3)audio CDs( 3)•DVDDVD•WebsiteWebsite

Student’s Book featuresStudent’s Book features

Flexibility and general structureFlexibility and general structure

Studen’s Book structureStuden’s Book structure

• Series of 5 levelsSeries of 5 levels• 12 units12 units• Each unit has its own title and sub-topic,Each unit has its own title and sub-topic,

and culminates in a writing or speaking and culminates in a writing or speaking activity in the final spread, incorporating activity in the final spread, incorporating structures targeted beforehand.structures targeted beforehand.

• It offers total flexibility.It offers total flexibility. The Student’s Book is made up of manThe Student’s Book is made up of man

y interlocking parts, but each one is self-y interlocking parts, but each one is self-contained, and different sections can be contained, and different sections can be exploited and others omitted according exploited and others omitted according to the time demandes and needs of each to the time demandes and needs of each unit and learner.unit and learner.

Unit componentsUnit components

• Language focusLanguage focus• Vocabulary ( & listening)Vocabulary ( & listening)• Reading (& speaking or writing)Reading (& speaking or writing)• Speaking (& writing)Speaking (& writing)• Listening ( & speaking)Listening ( & speaking)• Writing (& speakingWriting (& speaking• PronunciationPronunciation• Takeaway English ( presents key functional laTakeaway English ( presents key functional la

nguage for survival and social situations)nguage for survival and social situations)

二二、、国外专家对 国外专家对 Framework( 2005)Framework( 2005) 评价评价

Survey ReviewSurvey Review Adult EFL CoursesAdult EFL Courses

ELT Journal Volume 62/3 July 2008ELT Journal Volume 62/3 July 2008 Oxford University pressOxford University press

The ReviewersThe Reviewers

1. Hitomi masuhara1. Hitomi masuhara -a Visiting fellow at Leeds Metropolitan Univer-a Visiting fellow at Leeds Metropolitan Univer

sity sity - Secretary of MATSDA ( the Materials Develop- Secretary of MATSDA ( the Materials Develop

ment Association)ment Association) Her Publications: Her Publications: eight coursebooks, journal articles and books eight coursebooks, journal articles and books

on developing Language Course Materials, ect.on developing Language Course Materials, ect.

The ReviewersThe Reviewers2. Naeema Hann2. Naeema Hann - - teaches languages at Leeds Metropolitan teaches languages at Leeds Metropolitan University University - produced resources for and managed ESO- produced resources for and managed ESO

L, work-based ESOLL, work-based ESOL - public relations officer for national Counci- public relations officer for national Counci

l for the Development of Urdul for the Development of Urdu - delivers training for the national Centre fo- delivers training for the national Centre fo

r Languagesr Languages

The ReviewersThe Reviewers

3. Yong Yi3. Yong Yi - a PhD student and language tutor at Leeds metr- a PhD student and language tutor at Leeds metr

opolitan University.opolitan University. - holds a professorship in Qufu Normal University - holds a professorship in Qufu Normal University

in Chinain China - used to be involved in EFL teaching and teacher - used to be involved in EFL teaching and teacher

training.training. - published articles on EFL learning and teaching- published articles on EFL learning and teaching

The ReviewersThe Reviewers

4. Brian Tomlinson4. Brian Tomlinson- a Visiting Professor at Leeds Metropolitan Univa Visiting Professor at Leeds Metropolitan Univ

ersity ersity - Founder and Pesident of MATSDAFounder and Pesident of MATSDAHis publications:His publications:- Materials Development in Language Teaching; Materials Development in Language Teaching;

Language Acquisition and Development and ELanguage Acquisition and Development and English Language Teaching materialsnglish Language Teaching materials

- Given conference presentations in over 40 couGiven conference presentations in over 40 countriesntries

Courses reviewedCourses reviewed•Quick Smart English 61.9%Quick Smart English 61.9%• Face2face 56.4%Face2face 56.4%• Straightforward Straightforward 71.9%71.9%• Just Right 68.5Just Right 68.5• Total English 61.5%Total English 61.5%• Innovations 67.1%Innovations 67.1%•New English File 63.3%New English File 63.3%•New Framewrok New Framewrok 71.8%71.8%

Items evaluatedItems evaluated New FrameworkNew Framework• Total grade 71.8% Total grade 71.8% • Overall coursebook 70.9%Overall coursebook 70.9% - Publisher’s claim 79.4%- Publisher’s claim 79.4% - Flexibility 69.8%- Flexibility 69.8% - Syllabus 72.1%- Syllabus 72.1% - Pedagogic approach 69.8%- Pedagogic approach 69.8% - Topic contents 71.0%- Topic contents 71.0% - Voice 70.0%- Voice 70.0% - Instructions 70.0%- Instructions 70.0% - Teachability 67,9%- Teachability 67,9%

Items evaluatedItems evaluated

• Student’s book specific 73.8%Student’s book specific 73.8% - Design 73.6%- Design 73.6% - Illustration 77.5%- Illustration 77.5% - Reading text 75.0%- Reading text 75.0% - Listening text 70.6%- Listening text 70.6%• Teacher’s book specific 73.3%Teacher’s book specific 73.3%

An Example of the Criteria usedAn Example of the Criteria used 4 Pedagogic approach4 Pedagogic approachTo what extent is the coursebook likely to:To what extent is the coursebook likely to:4.1 facilitate the learners’ understanding of the 4.1 facilitate the learners’ understanding of the

target language in use?target language in use?4.2 encourage the learners to use the target lang4.2 encourage the learners to use the target lang

uage?uage?4.3 facilitate the learners’ use of the target lang4.3 facilitate the learners’ use of the target lang

uage?uage?4.4 provide the learners with achievable challen4.4 provide the learners with achievable challen

ges?ges?4.5 help the learners to feel respected?4.5 help the learners to feel respected?

An Example of the Criteria usedAn Example of the Criteria used4 Pedagogic approach4 Pedagogic approachTo what extent is the coursebook likely to:To what extent is the coursebook likely to:4.6 help the learners to feel that they are treated a4.6 help the learners to feel that they are treated a

s individuals?s individuals?4.7 provide the learners with choice?4.7 provide the learners with choice?4.8 help the learners to personalize their language 4.8 help the learners to personalize their language

learning?learning?4.9 encourage independent learning?4.9 encourage independent learning?4.10 help the learners to learn from their mistakes?4.10 help the learners to learn from their mistakes?

CommentsComments“ “ There are many things which we all liThere are many things which we all li

ked about ked about FrameworkFramework and we would h and we would happily recommend it and use it ourselappily recommend it and use it ourselves. ves.

What we like about it:What we like about it: -It offers a lot of personalization and e-It offers a lot of personalization and e

ncourages learners to relate to their oncourages learners to relate to their own world experience and views.wn world experience and views.

- The topics are contemporary, global, - The topics are contemporary, global, and often thought provoking.and often thought provoking.

- - World English speakers are included in World English speakers are included in the audio materials.the audio materials.

- A clear account is given of how the wo- A clear account is given of how the world English news broadcast DVD can brld English news broadcast DVD can be used in relation to the student’s boe used in relation to the student’s book.ok.

- The priority is given to experiencing the text- The priority is given to experiencing the texts prior to language discovery and practice.s prior to language discovery and practice.

- The realism of the world created by the cou- The realism of the world created by the course ( e.g. argument and competition as well rse ( e.g. argument and competition as well as agreement and cooperation).as agreement and cooperation).

- Learner autonomy is emphasized througho- Learner autonomy is emphasized throughout the course as can be found in its discoverut the course as can be found in its discovery approach to language and language use, sy approach to language and language use, self-evaluation tests, and language portfolio elf-evaluation tests, and language portfolio on the Web.on the Web.

- The teacher’s book is clear and hel- The teacher’s book is clear and helpful for both new and experienced tpful for both new and experienced teachers with the provision of useful eachers with the provision of useful panels such as mixed ability, commpanels such as mixed ability, common mistakes, and alternatives.on mistakes, and alternatives.

- A clear and easy to see content ma- A clear and easy to see content map that links different components.”p that links different components.”

ConclusionConclusion

“ “ After our rigorous evaluation of the eighAfter our rigorous evaluation of the eight courses, our conclusion is that we woult courses, our conclusion is that we would all be happy to teach or recommend d all be happy to teach or recommend FrFrameworkamework and and StraightforwardStraightforward as our firs as our first choices with t choices with Just RightJust Right and and InnovationInnovationss as second choices, as they are all genui as second choices, as they are all genuinely adult courses with the potential to nely adult courses with the potential to motivate both teachers and learners.”motivate both teachers and learners.”

三三、、《新编大学基础英语》《新编大学基础英语》 改编原则及其特色改编原则及其特色

《新编大学基础英语》《新编大学基础英语》 改编原则与目标 改编原则与目标原则原则 1 1 •根据教育部大学英语改革精神和《大学英语根据教育部大学英语改革精神和《大学英语

课程教学要求》课程教学要求》

《大学英语课程教学要求》《大学英语课程教学要求》

“ “ 课程设计应充分考虑听说能力课程设计应充分考虑听说能力的要求…；应大量使用先进的信息的要求…；应大量使用先进的信息技术，推进基于计算机和网络的英技术，推进基于计算机和网络的英语教学，为学生提供良好的语言学语教学，为学生提供良好的语言学习环境与条件。”习环境与条件。”

““ 无论是主要基于计算机的无论是主要基于计算机的课程，还是主要基于课堂教课程，还是主要基于课堂教学的课程，其设置都要充分学的课程，其设置都要充分体现个性化，考虑不同起点体现个性化，考虑不同起点的学生”的学生”

“ “ 应充分利用多媒体和网络技术，采用新的教学应充分利用多媒体和网络技术，采用新的教学模式改进原有的以教师讲授为主的单一课堂教学模式改进原有的以教师讲授为主的单一课堂教学模式。新的教学模式应以现代信息技术，特别是模式。新的教学模式应以现代信息技术，特别是网络技术为支撑，使英语教学不受时间、地点的网络技术为支撑，使英语教学不受时间、地点的限制，朝着个性化学习、自主式学习方向发限制，朝着个性化学习、自主式学习方向发展。”“应体现英语教学的实用性、知识性和趣展。”“应体现英语教学的实用性、知识性和趣味性相结合的原则，…要确立学生在教学过程中味性相结合的原则，…要确立学生在教学过程中的主体地位。”的主体地位。”

“ “ 考试应以评价学生的英语综考试应以评价学生的英语综合应用能力为主，不应以学生合应用能力为主，不应以学生获得的读写译考试成绩来代替获得的读写译考试成绩来代替或平衡听说成绩。”或平衡听说成绩。”

原则原则 22 结合我国当前高等学校音乐、体育和美术结合我国当前高等学校音乐、体育和美术

专业大学英语教学实际和我国社会经济发专业大学英语教学实际和我国社会经济发展对该类专业学生英语应用能力，尤其是展对该类专业学生英语应用能力，尤其是听说能力的要求听说能力的要求

原则原则 33保持保持 NEW FRAMEWORK NEW FRAMEWORK 的设计风格的设计风格 , , 教学教学理念和运用的教学法：理念和运用的教学法： Grammar and lexis are introduced as tools for achievinGrammar and lexis are introduced as tools for achievin

g communicative objective. Lexical and grammatical sg communicative objective. Lexical and grammatical structures have been selected according to frequency tructures have been selected according to frequency of use. The of use. The Language focusLanguage focus often includes asides whic often includes asides which refer to structures which we often use but are not ofth refer to structures which we often use but are not often included in traditional grammar sections.en included in traditional grammar sections.

Language FocusLanguage FocusUnit 10 Unit 10 The Good LifeThe Good LifeLesson 2 Lesson 2 What’s UpWhat’s UpReading Reading Home Remedies: ColdsHome Remedies: ColdsIf you have a bad cold, drink a solution of garlic aIf you have a bad cold, drink a solution of garlic a

nd rice wine once a day for a couple of days.nd rice wine once a day for a couple of days.

改编后的语法：改编后的语法：• if if 和和 whenwhen引导条件从句引导条件从句 在英语中可以用在英语中可以用 if if 和和 whenwhen引导条件从句，表示引导条件从句，表示

“如果发生什么情况” 或“当发生什么情况时”， “如果发生什么情况” 或“当发生什么情况时”， 并用一般现在时或祈使句对发生的情况提出“建议”。并用一般现在时或祈使句对发生的情况提出“建议”。

• 原则原则 44 坚持突出坚持突出 NEW FRAMEWORK NEW FRAMEWORK 以培养学生的交际以培养学生的交际

能力为目标的鲜明特色，发扬原教材根据真实的能力为目标的鲜明特色，发扬原教材根据真实的交际情景而设计的灵活多样的学习任务与活动的交际情景而设计的灵活多样的学习任务与活动的优势： 优势： Tasks and activities are designed Tasks and activities are designed to have a real communicative purpose rto have a real communicative purpose rather than simply being an excuse to praather than simply being an excuse to practise specific structure. ctise specific structure.

Unit 10 Unit 10 The Good LifeThe Good LifeLesson 2 Lesson 2 What’s UpWhat’s Up

Writing Writing A cold remedyA cold remedyInstruction: Instruction: Do you know a good cold remedy? Write a short explanaDo you know a good cold remedy? Write a short explana

tion to send to the web page.tion to send to the web page. In my country, when / if you have a bad In my country, when / if you have a bad

cold, cold, … … Try it! It’s sure to make you feel betteTry it! It’s sure to make you feel bette

r.r.

目标：目标： 改编一套新颖而实用的大学英语国家 “十改编一套新颖而实用的大学英语国家 “十

一五”规划教材，满足中国大学生一五”规划教材，满足中国大学生 , , 尤其尤其是音、体、美专业学生英语学习的需求。是音、体、美专业学生英语学习的需求。

《新编大学基础英语》的结构与特色《新编大学基础英语》的结构与特色

Course componentsCourse components Series of 5 levelsSeries of 5 levels

Integrated Coursebook, Integrated Coursebook, CD-Rom, DVDCD-Rom, DVD Teacher’s Book ( Teacher’s Book ( electronic teaching planelectronic teaching plan) )

Workbook, MP3Workbook, MP3

Integrated CoursebookIntegrated CoursebookEach book:Each book:12 units with topics & 4 World English DVD12 units with topics & 4 World English DVDEach unit:Each unit:4 lessons with topics4 lessons with topicsWords & ExpressionsWords & ExpressionsGlossary Glossary

Flexibility and general structureFlexibility and general structureIt offers total flexibility.It offers total flexibility. --Each unit is made up of 4 interlocking lessons, but --Each unit is made up of 4 interlocking lessons, but

each one is self-contained, so different sections can each one is self-contained, so different sections can be exploited and others omitted according to the tibe exploited and others omitted according to the time demandes and needs of each unit and learner.me demandes and needs of each unit and learner.

Unit 1 Hello, GoodbyeUnit 1 Hello, Goodbye Lesson 1 First meetingLesson 1 First meeting Lesson 2 Making FriendsLesson 2 Making Friends Lesson 3 World LanguageLesson 3 World Language Lesson 4 Join the ClubLesson 4 Join the Club

Frequency of useFrequency of use

-- Lexical and grammatical structures have been -- Lexical and grammatical structures have been selected and repeated according to frequency selected and repeated according to frequency of use. of use.

Book 1 Units 2- 3 : Present SimpleBook 1 Units 2- 3 : Present Simple Units 5-6: Past Simple →Units 5-6: Past Simple →Book 2 Units 1-2: Present Simple & Past Simple Book 2 Units 1-2: Present Simple & Past Simple

Voice of InstructionsVoice of Instructions

• Research shows that personal, friendly aResearch shows that personal, friendly and supportive voice narrow the distance nd supportive voice narrow the distance between the authors and the learners, stbetween the authors and the learners, stimulate engagement with the content aimulate engagement with the content and create possitive associations with leand create possitive associations with learning.rning.

Example 1: Fill in the gaps with the comparaExample 1: Fill in the gaps with the comparative or superlative form of the adjective in tive or superlative form of the adjective in brackets.brackets.

( It makes the instructions impersonal and ( It makes the instructions impersonal and distant)distant)

Example 2: Look at this list of products that arExample 2: Look at this list of products that are often advertised with children in mind. Hoe often advertised with children in mind. How many more items can you add to it?w many more items can you add to it?

( It is neutral but not unfriendly or disrespectful.)( It is neutral but not unfriendly or disrespectful.)““A personalized way of eliciting the vocaA personalized way of eliciting the voca

bulary ( How many can you add to it?)bulary ( How many can you add to it?)May seem more enticing than just being asMay seem more enticing than just being as

ked to write a list of vocabulary items.”ked to write a list of vocabulary items.”

Example 3: Look at the photos and answer Example 3: Look at the photos and answer the questions.the questions.

1. Do you remember anything from your 1. Do you remember anything from your early childhood? If so, why?early childhood? If so, why?( It uses standard instructions but the que( It uses standard instructions but the que

stion itself is personal and open)stion itself is personal and open)

TeachabilityTeachability

““The best help for teachers would be a clThe best help for teachers would be a clear, interesting, and effective student’s ear, interesting, and effective student’s book that never failed to give fun and plbook that never failed to give fun and pleasure to teachers as well as students.”easure to teachers as well as students.”

Framework can inspire, stimulate and devFramework can inspire, stimulate and develop both students and teachers anywhelop both students and teachers anywhere in any situation. ere in any situation.

IllustrationsIllustrations

Framework offers some variety of Framework offers some variety of figures from different ethnic grofigures from different ethnic groups and different age ranges.ups and different age ranges.

Realistic listening textsRealistic listening texts

• Framework replicate features of authentFramework replicate features of authentic spoken English: dialogues, interviews , ic spoken English: dialogues, interviews , reportsreports

•四、对使用该教材的建议四、对使用该教材的建议

Thank you for Thank you for your time!your time!