national curriculum
TRANSCRIPT
![Page 1: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/1.jpg)
英语课程标准英语课程标准&&
任务式英语教学任务式英语教学
西北师范大学外语学院 武和平[email protected]
http://www.engengine.nethttp://groups.google.com/group/engengine
兰州 ·2007
![Page 2: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/2.jpg)
一、对英语课程的性质和任务进一、对英语课程的性质和任务进 行了重新的界定行了重新的界定
课程性质:课程性质:英语课程,英语课程,既是既是学生通过英语学生通过英语学习和实践活动,逐步掌握英语知识和技学习和实践活动,逐步掌握英语知识和技能,提高语言实际运用能力的过程;能,提高语言实际运用能力的过程;又是又是他们磨砺意志,发展思维,拓展视野,丰他们磨砺意志,发展思维,拓展视野,丰富生活经验,发展个性和提高人文素养的富生活经验,发展个性和提高人文素养的过程。外国语是学生综合素养的一部分。过程。外国语是学生综合素养的一部分。
工具与人文素养工具与人文素养人的发现人的发现
![Page 3: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/3.jpg)
课程任务课程任务
基础教育阶段英语课程的任务是:基础教育阶段英语课程的任务是:
11 )激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好)激发和培养学生学习英语的兴趣,使学生树立自信心,养成良好的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神;的学习习惯和形成有效的学习策略,发展自主学习的能力和合作精神;
22 )使学生掌握一定的英语基础知识和听说读写技能,形成一定的综)使学生掌握一定的英语基础知识和听说读写技能,形成一定的综合语言运用能力;合语言运用能力;
33 )培养学生的观察、记忆、思维、想象能力和创新精神;帮助学生)培养学生的观察、记忆、思维、想象能力和创新精神;帮助学生了解世界和中西方文化的差异,拓展国际视野,培养爱国主义精神,了解世界和中西方文化的差异,拓展国际视野,培养爱国主义精神,形成健康的人生观,为他们的终身学习和发展打下良好的基础。形成健康的人生观,为他们的终身学习和发展打下良好的基础。
1.1. 学习方法,兴趣,策略,信心学习方法,兴趣,策略,信心2. 2. 内容指标内容指标3. 3. 心理发展指标心理发展指标
![Page 4: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/4.jpg)
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
关于课程目标的关于课程目标的 55 个方面个方面
![Page 5: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/5.jpg)
一级二级三级四级五级六级七级八级九级
6 年级结束时的要求
9 年级结束时的要求
普通高中毕业要求
二、课程设计:九级课程目标体二、课程设计:九级课程目标体系系
外语学校普高毕业要求
![Page 6: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/6.jpg)
关于内容标准的问题关于内容标准的问题关于内容标准的问题关于内容标准的问题
1 2 3 4 5 6 7 8 9
1 语言技能 √ √ √ √ √ √ √ √ √
2 语言知识 √ √ √
3 情感态度 √ √ √
4 学习策略 √ √ √
5 文化意识 √ √ √
关键级
过渡级
![Page 7: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/7.jpg)
特点特点 培养目标
强化阅读 创设环境强化阅读 创设环境————初中:初中:1515 万词(五级);高中:万词(五级);高中: 3636 万词万词 (( 八八级)级)
•联系生活实际联系生活实际 讲究应用讲究应用•听懂报告等; 听懂报告等; •会获取信息; 会获取信息; •能流畅交流; 能流畅交流; •能讨论演讲; 能讨论演讲; •能与外籍人士交际 能与外籍人士交际
无具体要求
听课堂提问,听教师讲课,读浅短文章,能复述课文, 能表达清楚。
![Page 8: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/8.jpg)
培养目标
学以致用 一门过关学以致用 一门过关————重视重视真实交际环境中运用能力真实交际环境中运用能力
扩大词汇 加强基础扩大词汇 加强基础————小学小学600-700600-700 ;初中;初中 1500-16001500-1600 ;高中;高中30003000
技能目标难操作;情感培养无目标
小学: 250 初中:1400 高中:2300
![Page 9: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/9.jpg)
特点特点 强化小学
提早学习提早学习———— 3--53--5 年年(可从(可从一、二年级始学外语)一、二年级始学外语)
阶段定性阶段定性————分二段一 分二段一 ~ ~ 二年级:启蒙阶段三 二年级:启蒙阶段三 ~ ~ 五年级:起始阶段五年级:起始阶段
1----3 年:三或五年级始
小学三 ~ 五年级:准备阶段
![Page 10: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/10.jpg)
原则原则 教学原则
坚持以学生发展为本坚持以学生发展为本
重视语言的交际性重视语言的交际性
遵循语言教学规律,寓思想教育;精讲知识,培养运用能力;综合训练,阶段侧重;尽量用英语,适当用母语;教师主导,调动学生积极性;提高课堂质量,指导课外活动;
重视语言的学得与习得关系重视语言的学得与习得关系learning vs. acquisitionlearning vs. acquisition
重视语言的文化性重视语言的文化性
![Page 11: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/11.jpg)
教学评价
评价原则评价原则————
综合性综合性 原教学大纲没有评价内容
一期课程标准评价原则较笼统、不明确
多向性多向性
全程性全程性
![Page 12: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/12.jpg)
评价评价 为什么把过去大纲中的“考试和考察”改为“课程
评价”?对学生的评价
– 多元智能– 肯定为主– 形成性评价
• 档案袋评价 (portfolio assessment)
![Page 13: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/13.jpg)
新课程标准的主要特点和核心理新课程标准的主要特点和核心理念念
以学生的发展为基本出发点,力求体现素质教育的思想 以能力为目标的分级课程体系,保证课程的整体性、灵活性和开
放性 倡导体验、实践、参与、交流与合作 的学习方式,强调学生能用
英语做事情 提倡“任务型”的教学思想,把综合语言运用能力的培养落实在
教学过程中 注重评价对学生的激励作用,建立了形成性与终结性相结合的课
程评价体系 强调了课程 资源 的开发与作用
![Page 14: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/14.jpg)
发展发展心理发展指标
–情感–意志–合作精神–国际视野
学习能力发展–学习策略
–教会学生会学
语言发展指标–语言知识发展–语言能力发展
![Page 15: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/15.jpg)
能力能力语言交际
口头交际 书面交际
听 说 读 写
语
音
词
汇
语
法
话
题
功
能
![Page 16: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/16.jpg)
资源资源课本网络多媒体
– 文字、音频、视频本土资源“ 人”作为资源资源共同开发,共享,管理资源与环境
![Page 17: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/17.jpg)
![Page 18: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/18.jpg)
Task-based instruction Task-based instruction
Drills-----Exercises----Practice---Activities----Tasks Mechanical----------------------------------------Meaningful Detached from life-------------------related to personal
experience non-interative ------------------------------------interactive less motivated ----------------------------more motivated
“Practice makes perfect” does not always apply to language learning.
![Page 19: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/19.jpg)
The essential difference betweenThe essential difference between task and exercisetask and exercise
Task Task has a linguistic + nonlinguistic outcome, promoting communication, encourage learning through doing in a real life-like context. – Outcome: Linguistic+non-linguistic – Encouraging– Real-life-like context
Exercise An exercise has a linguistic outcome only
![Page 20: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/20.jpg)
What are tasks?
A task is a piece of work undertaken for oneself or for others, freely or for some reward.
It means what people do in everyday life, at work, at play, and in between.
![Page 21: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/21.jpg)
painting a fence,dressing a child,filling out a form, buying a pair of shoes,borrowing a library booktaking a driving testmaking an airline reservationwriting a checkfinding a street destination,
What people do in everyday life:
TASKS
![Page 22: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/22.jpg)
Listening to a weather forecast and deciding what to wear
Look at a set of pictures and decide what should be done
Responding to a party invitation Completing a banking application Describing a photograph of one’s family
![Page 23: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/23.jpg)
Tasks in language classroomTasks in language classroom
A task is an activity or action which is carried out as the result of processing or understanding language ( i.e.as a response).
任务= 人们在学习、理解、体会语言之后所开展的活动。
![Page 24: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/24.jpg)
What is not a task What is not a task Tasks do not include activities which involve
language used for practice or display, such as ‘ Describe the picture using the words and phrases from the list below’ or ‘ Ask your partner if he likes the food listed here using the forms Do you like…? Yes, I do/ No, I don’t. where there is no outcome or purpose other than practice of pre-specified language.
![Page 25: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/25.jpg)
• listening to a weather forecast and deciding what to wear
The outcome of a task
The learner will listen to a weather forecast and identify the predicted maximum temperature for the day.
The outcome of a exercise
The learner will listen to an aural text and answer questions afterwards on whether given statements are true or false.
![Page 26: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/26.jpg)
Task function:
to provide a purpose for a classroom
activity
to make language teaching more
communicative
![Page 27: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/27.jpg)
Success in the task is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use.
A task-based approach sees the language process as one of learning through doing--- it is primarily engaging in meaning that the learner’s system is encouraged to develop.
![Page 28: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/28.jpg)
Examples of task-based Examples of task-based language teachinglanguage teaching
Example 1 :名片
![Page 29: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/29.jpg)
Example 2Example 2
![Page 30: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/30.jpg)
example 3example 3
![Page 31: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/31.jpg)
Example 4Example 4
![Page 32: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/32.jpg)
Example 5Example 5
![Page 33: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/33.jpg)
Example 6Example 6
![Page 34: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/34.jpg)
Example 7Example 7
![Page 35: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/35.jpg)
Example 8Example 8
![Page 36: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/36.jpg)
Example 9 Example 9
![Page 37: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/37.jpg)
Four dimensions of teaching and Four dimensions of teaching and learning tasks represented by the learning tasks represented by the “four eyes”“four eyes”
• involvement
• inquiry
• induction
• incorporation
![Page 38: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/38.jpg)
The components of a taskThe components of a taskGoals Input Data Verbal dataa dialogue, reading passage, etc. Non-verbal data e.g : picture, etc.ActivitiesOutcome
![Page 39: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/39.jpg)
TASK
COMMUNICATIVE
SETTING PURPOSE
ACTION
EMOTION
OUTCOME
![Page 40: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/40.jpg)
Goal: Exchanging personal information
Input: Questionnaire on sleeping habits
Activity: 1) Reading questionnaire
2) Asking and answering
questions about sleeping habits
Teacher role: Monitor and facilitator
to specify what is regarded as
successful completion of the task
Learner role: Conversational partner
Setting: Classroom / pair work #
![Page 41: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/41.jpg)
Identify the objectives, input, activities and Identify the objectives, input, activities and outcome of the demonstrative classroom teachingoutcome of the demonstrative classroom teaching
Watch the clips of the following demonstrative task-based teaching, and answer the following questions. – What are the objectives of this task?– What input data are provided, both
linguistically and non-linguistically– What are the activities?– What is (are) the outcome(s) of the task?
Pre-task, while-task Post-task
![Page 42: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/42.jpg)
Final tasks in which the students in Final tasks in which the students in the classroom interactthe classroom interact
There is a tangible end product: posters, letters to penfriends, pool information
on everybody’s birthdays and produce a poster to be kept in the classroom.
Make a plan for a school outing and carry out plans and go on an outing.
Carry out a class survey on ‘who does the housework at home?’
![Page 43: National curriculum](https://reader030.vdocuments.pub/reader030/viewer/2022020718/554bec70b4c9055a368b4f54/html5/thumbnails/43.jpg)