655新教學(xué)模式與視聽(tīng)閱讀課程改革探討

1、新教學(xué)模式與視聽(tīng)閱讀新教學(xué)模式與視聽(tīng)閱讀課程改革探討課程改革探討 東南大學(xué)東南大學(xué) 李霄翔李霄翔 2010年8月30日一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)二、二、視聽(tīng)閱讀視聽(tīng)閱讀設(shè)計(jì)特點(diǎn)設(shè)計(jì)特點(diǎn)三、三、視聽(tīng)閱讀視聽(tīng)閱讀課程操作課程操作 教學(xué)中存在的問(wèn)題教學(xué)中存在的問(wèn)題 新模式內(nèi)涵新模式內(nèi)涵 新模式基本環(huán)節(jié)新模式基本環(huán)節(jié) 新模式基本特點(diǎn)新模式基本特點(diǎn) 思考與對(duì)策思考與對(duì)策 一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn) 教學(xué)中存在的問(wèn)題教學(xué)中存在的問(wèn)題宏觀層面 教育理念；教育理念； 外語(yǔ)教育體系與外語(yǔ)學(xué)習(xí)規(guī)律；外語(yǔ)教育體系與外語(yǔ)學(xué)習(xí)規(guī)律； 優(yōu)質(zhì)教育資源匱乏；優(yōu)質(zhì)教育資源匱乏； 師資質(zhì)量的滯后效應(yīng)；師資質(zhì)量

2、的滯后效應(yīng)； 目標(biāo)短期化傾向顯著；目標(biāo)短期化傾向顯著； 外語(yǔ)求知、學(xué)習(xí)的內(nèi)在動(dòng)力弱化；外語(yǔ)求知、學(xué)習(xí)的內(nèi)在動(dòng)力弱化； 一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn) 教學(xué)中存在的問(wèn)題教學(xué)中存在的問(wèn)題微觀層面 應(yīng)試教育與功利主義學(xué)習(xí)動(dòng)機(jī)；應(yīng)試教育與功利主義學(xué)習(xí)動(dòng)機(jī)； 英語(yǔ)技能訓(xùn)練失衡；英語(yǔ)技能訓(xùn)練失衡； 師生比失衡；師生比失衡； 語(yǔ)言輸入的質(zhì)次和量缺；語(yǔ)言輸入的質(zhì)次和量缺； 語(yǔ)言教學(xué)方法論不明；語(yǔ)言教學(xué)方法論不明； 英語(yǔ)實(shí)踐的語(yǔ)境缺失；英語(yǔ)實(shí)踐的語(yǔ)境缺失； 管理機(jī)制滯后；管理機(jī)制滯后；一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn) 新模式試圖以一種新的方式解決新模式試圖以一種新的方式解決上述問(wèn)題，以一種新的視野回答

3、上述問(wèn)題，以一種新的視野回答以下問(wèn)題：以下問(wèn)題：教什么？怎么教？教什么？怎么教？學(xué)什么？怎么學(xué)？學(xué)什么？怎么學(xué)？新模式內(nèi)涵：新模式內(nèi)涵：一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)新模式內(nèi)涵：新模式內(nèi)涵： 大學(xué)英語(yǔ)課程教學(xué)要求大學(xué)英語(yǔ)課程教學(xué)要求： 大學(xué)英語(yǔ)是以外語(yǔ)教學(xué)理論為指導(dǎo)，以英大學(xué)英語(yǔ)是以外語(yǔ)教學(xué)理論為指導(dǎo)，以英語(yǔ)語(yǔ)言知識(shí)與應(yīng)用能力?？缥幕浑H和學(xué)語(yǔ)語(yǔ)言知識(shí)與應(yīng)用能力?？缥幕浑H和學(xué)習(xí)策略為主要內(nèi)容，并集多種教學(xué)模式和習(xí)策略為主要內(nèi)容，并集多種教學(xué)模式和教學(xué)手段為一體的教學(xué)體系。教學(xué)手段為一體的教學(xué)體系。 大學(xué)英語(yǔ)的教學(xué)目標(biāo)是培養(yǎng)學(xué)生的英語(yǔ)綜大學(xué)英語(yǔ)的教學(xué)目標(biāo)是培養(yǎng)學(xué)生的英語(yǔ)綜合應(yīng)用能力，特別

4、是聽(tīng)說(shuō)能力，使他們?cè)诤蠎?yīng)用能力，特別是聽(tīng)說(shuō)能力，使他們?cè)诮窈髮W(xué)習(xí)、工作和社會(huì)交往中能夠用英語(yǔ)今后學(xué)習(xí)、工作和社會(huì)交往中能夠用英語(yǔ)有效地進(jìn)行交際，同時(shí)增強(qiáng)其自主學(xué)習(xí)能有效地進(jìn)行交際，同時(shí)增強(qiáng)其自主學(xué)習(xí)能力，提高綜合文化素養(yǎng)，以適應(yīng)我國(guó)社會(huì)力，提高綜合文化素養(yǎng)，以適應(yīng)我國(guó)社會(huì)發(fā)展和國(guó)際交流的需要。發(fā)展和國(guó)際交流的需要。一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn) 新模式內(nèi)涵：新模式內(nèi)涵：一、各高等學(xué)校應(yīng)充分利用現(xiàn)代信息技術(shù)，采用一、各高等學(xué)校應(yīng)充分利用現(xiàn)代信息技術(shù)，采用基于計(jì)算機(jī)基于計(jì)算機(jī)和課堂的英語(yǔ)教學(xué)模式，和課堂的英語(yǔ)教學(xué)模式，改進(jìn)以教師講授為主的單一教學(xué)改進(jìn)以教師講授為主的單一教學(xué)模式。模式。二、新

5、的教學(xué)模式應(yīng)二、新的教學(xué)模式應(yīng)以現(xiàn)代信息技術(shù)，特別是網(wǎng)絡(luò)技術(shù)為支以現(xiàn)代信息技術(shù)，特別是網(wǎng)絡(luò)技術(shù)為支撐，撐，使英語(yǔ)的教與學(xué)可以在一定程度上不受時(shí)間和地點(diǎn)的使英語(yǔ)的教與學(xué)可以在一定程度上不受時(shí)間和地點(diǎn)的限制，朝著個(gè)性化和自主式學(xué)習(xí)的方向發(fā)展。限制，朝著個(gè)性化和自主式學(xué)習(xí)的方向發(fā)展。三、新的教學(xué)模式應(yīng)體現(xiàn)英語(yǔ)教學(xué)的實(shí)用性、知識(shí)性和趣味三、新的教學(xué)模式應(yīng)體現(xiàn)英語(yǔ)教學(xué)的實(shí)用性、知識(shí)性和趣味性相結(jié)合的原則，有利于調(diào)動(dòng)教師和學(xué)生兩個(gè)方面的積極性相結(jié)合的原則，有利于調(diào)動(dòng)教師和學(xué)生兩個(gè)方面的積極性，尤其要體現(xiàn)學(xué)生在教學(xué)過(guò)程中的性，尤其要體現(xiàn)學(xué)生在教學(xué)過(guò)程中的主體地位主體地位和教師在教和教師在教學(xué)過(guò)程的學(xué)過(guò)程的主

6、導(dǎo)作用主導(dǎo)作用。四、在充分利用現(xiàn)代信息技術(shù)的同時(shí)四、在充分利用現(xiàn)代信息技術(shù)的同時(shí)要合理繼承要合理繼承傳統(tǒng)教學(xué)模傳統(tǒng)教學(xué)模式中的優(yōu)秀部分，式中的優(yōu)秀部分，發(fā)揮發(fā)揮傳統(tǒng)課堂教學(xué)的傳統(tǒng)課堂教學(xué)的優(yōu)勢(shì)。優(yōu)勢(shì)。一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn) 新模式基本環(huán)節(jié)新模式基本環(huán)節(jié)基于網(wǎng)絡(luò)平臺(tái)基于網(wǎng)絡(luò)平臺(tái)/ /光盤的預(yù)習(xí)光盤的預(yù)習(xí)/ /復(fù)習(xí)；復(fù)習(xí)；基于多媒體的教室面授基于多媒體的教室面授+ +交互活動(dòng)；交互活動(dòng)；基于網(wǎng)絡(luò)平臺(tái)的自主學(xué)習(xí)；基于網(wǎng)絡(luò)平臺(tái)的自主學(xué)習(xí)；基于小班的口語(yǔ)訓(xùn)練；基于小班的口語(yǔ)訓(xùn)練；基于網(wǎng)絡(luò)平臺(tái)基于網(wǎng)絡(luò)平臺(tái)/ /教室教室/ /辦公室的輔導(dǎo)辦公室的輔導(dǎo) 答疑。答疑。一、新教學(xué)模式特點(diǎn)一、新教學(xué)模

7、式特點(diǎn) 新模式基本特點(diǎn)新模式基本特點(diǎn)面授與自主學(xué)習(xí)相結(jié)合；面授與自主學(xué)習(xí)相結(jié)合；紙質(zhì)教材與電子教材相結(jié)合；紙質(zhì)教材與電子教材相結(jié)合；師生互動(dòng)與人機(jī)互動(dòng)相結(jié)合；師生互動(dòng)與人機(jī)互動(dòng)相結(jié)合；形成性評(píng)估與終結(jié)性評(píng)估相結(jié)合；形成性評(píng)估與終結(jié)性評(píng)估相結(jié)合；分層次、個(gè)性化、自主式、信息化相分層次、個(gè)性化、自主式、信息化相結(jié)合。結(jié)合。一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)思考與對(duì)策思考與對(duì)策 現(xiàn)實(shí)矛盾：現(xiàn)實(shí)矛盾： 教學(xué)理論與方法教學(xué)理論與方法 教學(xué)目標(biāo)與教學(xué)對(duì)象教學(xué)目標(biāo)與教學(xué)對(duì)象 教學(xué)目標(biāo)與教學(xué)資源教學(xué)目標(biāo)與教學(xué)資源 教學(xué)需求與教學(xué)資源教學(xué)需求與教學(xué)資源 外語(yǔ)教學(xué)改革與學(xué)校生態(tài)環(huán)境外語(yǔ)教學(xué)改革與學(xué)校生態(tài)環(huán)境一、

8、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)思考與對(duì)策思考與對(duì)策1. 教學(xué)環(huán)境發(fā)生了什么變化？教學(xué)環(huán)境發(fā)生了什么變化？ 2. 教學(xué)對(duì)象在認(rèn)知層面發(fā)生了什么變化？教學(xué)對(duì)象在認(rèn)知層面發(fā)生了什么變化？ 3. 這些變化對(duì)大學(xué)英語(yǔ)教學(xué)產(chǎn)生了什么這些變化對(duì)大學(xué)英語(yǔ)教學(xué)產(chǎn)生了什么 影響？影響？ 一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)教學(xué)環(huán)境發(fā)生了什么變化？教學(xué)環(huán)境發(fā)生了什么變化？ 信息化：信息化：培育、發(fā)展以培育、發(fā)展以智能化工具智能化工具為代表的新的為代表的新的生產(chǎn)力并使之造福于社會(huì)的歷史過(guò)程。生產(chǎn)力并使之造福于社會(huì)的歷史過(guò)程。 教育信息化：教育信息化：教育信息化就是依據(jù)學(xué)校教育教學(xué)教育信息化就是依據(jù)學(xué)校教育教學(xué)的需要

9、，應(yīng)用的需要，應(yīng)用itit技術(shù)，將傳統(tǒng)的教學(xué)模式加以數(shù)技術(shù)，將傳統(tǒng)的教學(xué)模式加以數(shù)字化和改進(jìn)，其目的是為了提高學(xué)習(xí)效率和共享字化和改進(jìn)，其目的是為了提高學(xué)習(xí)效率和共享教育資源。教育資源。 一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)教育信息化特征教育信息化特征數(shù)字化數(shù)字化使得教育信息技術(shù)系統(tǒng)的設(shè)備簡(jiǎn)使得教育信息技術(shù)系統(tǒng)的設(shè)備簡(jiǎn) 單、性單、性能可靠和標(biāo)準(zhǔn)統(tǒng)一。能可靠和標(biāo)準(zhǔn)統(tǒng)一。多媒化多媒化使得信媒設(shè)備一體化、信息表征多元化、使得信媒設(shè)備一體化、信息表征多元化、真實(shí)現(xiàn)象虛擬化。真實(shí)現(xiàn)象虛擬化。網(wǎng)絡(luò)化網(wǎng)絡(luò)化使得信息資源可共享、活動(dòng)時(shí)空少限制、使得信息資源可共享、活動(dòng)時(shí)空少限制、人際合作易實(shí)現(xiàn)。人際合作易實(shí)現(xiàn)

10、。智能化智能化使得系統(tǒng)能夠做到教學(xué)行為人性化、人機(jī)使得系統(tǒng)能夠做到教學(xué)行為人性化、人機(jī)通訊自然化、繁雜任務(wù)代理化。通訊自然化、繁雜任務(wù)代理化。 （信息產(chǎn)業(yè)部）（信息產(chǎn)業(yè)部）一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn) 信息技術(shù)的發(fā)展并不斷深刻地融入教信息技術(shù)的發(fā)展并不斷深刻地融入教學(xué)過(guò)程中將會(huì)徹底改變現(xiàn)行的教學(xué)形學(xué)過(guò)程中將會(huì)徹底改變現(xiàn)行的教學(xué)形態(tài)，演繹并豐富著新的教育理念、教態(tài)，演繹并豐富著新的教育理念、教學(xué)理論與方法、教學(xué)模式、教學(xué)評(píng)價(jià)學(xué)理論與方法、教學(xué)模式、教學(xué)評(píng)價(jià)體制。體制。信息化教育信息化教育便是教育信息化發(fā)便是教育信息化發(fā)展的必然趨勢(shì)。展的必然趨勢(shì)。一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)信息化

11、教育信息化教育信息化教育信息化教育 提倡在教師指導(dǎo)下的、以學(xué)習(xí)者為中心的學(xué)習(xí)。提倡在教師指導(dǎo)下的、以學(xué)習(xí)者為中心的學(xué)習(xí)。（“以人為本以人為本”） 學(xué)生是信息加工的主體，是認(rèn)知結(jié)構(gòu)的主動(dòng)建構(gòu)學(xué)生是信息加工的主體，是認(rèn)知結(jié)構(gòu)的主動(dòng)建構(gòu)者，而不是外部刺激的被動(dòng)接受者和被灌輸對(duì)象者，而不是外部刺激的被動(dòng)接受者和被灌輸對(duì)象。（建構(gòu)主義）。（建構(gòu)主義） 教師是意義建構(gòu)的幫助者、引導(dǎo)者與促進(jìn)者，而教師是意義建構(gòu)的幫助者、引導(dǎo)者與促進(jìn)者，而不是知識(shí)的傳輸者與灌輸者。變不是知識(shí)的傳輸者與灌輸者。變“我知故我教我知故我教”為為“我教故我知我教故我知”。（教師角色）。（教師角色） “ “學(xué)會(huì)學(xué)習(xí)、學(xué)會(huì)做事、學(xué)會(huì)做人

12、、學(xué)會(huì)與人學(xué)會(huì)學(xué)習(xí)、學(xué)會(huì)做事、學(xué)會(huì)做人、學(xué)會(huì)與人相處。相處?！保ó?dāng)代教育的真諦）（當(dāng)代教育的真諦）一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)信息化教育特征信息化教育特征： 教材多媒化教材多媒化 資源全球化資源全球化 教學(xué)個(gè)性化教學(xué)個(gè)性化 學(xué)習(xí)自主化學(xué)習(xí)自主化 活動(dòng)合作化活動(dòng)合作化 管理自動(dòng)化管理自動(dòng)化 環(huán)境虛擬化環(huán)境虛擬化 一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)思考與對(duì)策思考與對(duì)策1. 教學(xué)環(huán)境發(fā)生了什么變化？教學(xué)環(huán)境發(fā)生了什么變化？ 2. 教學(xué)對(duì)象在認(rèn)知層面發(fā)生了什么變化？教學(xué)對(duì)象在認(rèn)知層面發(fā)生了什么變化？ 3. 這些變化對(duì)大學(xué)英語(yǔ)教學(xué)產(chǎn)生了什么這些變化對(duì)大學(xué)英語(yǔ)教學(xué)產(chǎn)生了什么 影響？影響？ 一、新

13、教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)信息環(huán)境對(duì)教學(xué)對(duì)象在認(rèn)知層面的影響信息環(huán)境對(duì)教學(xué)對(duì)象在認(rèn)知層面的影響 net-generationnet-generation的特點(diǎn)：的特點(diǎn)： born after 1982, when microcomputer was invented has lived with digital technology “forever” early net generation members experienced creation of web, internet, browsers, windows, macintosh, and email digital nati

14、ves, digital immigrants, digital foreigners (r. oxford, 2008)一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)信息時(shí)代對(duì)學(xué)習(xí)策略和認(rèn)知風(fēng)格的影響信息時(shí)代對(duì)學(xué)習(xí)策略和認(rèn)知風(fēng)格的影響 multitasking sensory learning and quick rewards flexibility and choice interaction一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)思考與對(duì)策思考與對(duì)策1. 教學(xué)環(huán)境發(fā)生了什么變化？教學(xué)環(huán)境發(fā)生了什么變化？ 2. 教學(xué)對(duì)象在認(rèn)知層面發(fā)生了什么變化？教學(xué)對(duì)象在認(rèn)知層面發(fā)生了什么變化？ 3. 這些變化對(duì)大學(xué)

15、英語(yǔ)教學(xué)產(chǎn)生了什么這些變化對(duì)大學(xué)英語(yǔ)教學(xué)產(chǎn)生了什么 影響？影響？ 一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)信息化時(shí)代學(xué)習(xí)需求信息化時(shí)代學(xué)習(xí)需求 regardless of learning style and regardless of amount of technology available, every efl learner requires: rich and high quality input opportunities for practice/experience high quality output high quality feedback variety. . . if

16、 he or she wants to become a skilled user of english. (r. oxford)一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)信息化時(shí)代教學(xué)特點(diǎn)：信息化時(shí)代教學(xué)特點(diǎn)： freedom of thought； options； customization; flexibility; choice; nonlinearity; learning by doing一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn) 信息化時(shí)代對(duì)大學(xué)英語(yǔ)教學(xué)的影響信息化時(shí)代對(duì)大學(xué)英語(yǔ)教學(xué)的影響先進(jìn)的技術(shù)（如多媒體技術(shù)、網(wǎng)絡(luò)技術(shù)、人先進(jìn)的技術(shù)（如多媒體技術(shù)、網(wǎng)絡(luò)技術(shù)、人工智能技術(shù)）與人文主義、建

17、構(gòu)主義理論結(jié)工智能技術(shù)）與人文主義、建構(gòu)主義理論結(jié)合，改變著教學(xué)理念、理論和方法、職業(yè)評(píng)合，改變著教學(xué)理念、理論和方法、職業(yè)評(píng)價(jià)體系、甚至教學(xué)形態(tài)；價(jià)體系、甚至教學(xué)形態(tài)；資源豐富共享、自主個(gè)性、互動(dòng)豐富、媒體資源豐富共享、自主個(gè)性、互動(dòng)豐富、媒體多樣、團(tuán)隊(duì)合作、界面友好方便、不受時(shí)空多樣、團(tuán)隊(duì)合作、界面友好方便、不受時(shí)空限制等成為現(xiàn)行的教學(xué)改革的方向和目標(biāo)；限制等成為現(xiàn)行的教學(xué)改革的方向和目標(biāo)；合作學(xué)習(xí)、小組討論、任務(wù)型學(xué)習(xí)、案例學(xué)合作學(xué)習(xí)、小組討論、任務(wù)型學(xué)習(xí)、案例學(xué)習(xí)、探索性學(xué)習(xí)、教學(xué)相長(zhǎng)等豐富著教學(xué)過(guò)習(xí)、探索性學(xué)習(xí)、教學(xué)相長(zhǎng)等豐富著教學(xué)過(guò)程。程。 新教學(xué)模式特點(diǎn)新教學(xué)模式特點(diǎn)一、新教學(xué)模

18、式特點(diǎn)一、新教學(xué)模式特點(diǎn)二、二、視聽(tīng)閱讀視聽(tīng)閱讀設(shè)計(jì)特點(diǎn)設(shè)計(jì)特點(diǎn)三、三、視聽(tīng)閱讀視聽(tīng)閱讀課程操作課程操作 探索與實(shí)踐探索與實(shí)踐 “時(shí)過(guò)境遷時(shí)過(guò)境遷”與與“與時(shí)俱進(jìn)與時(shí)俱進(jìn)” 英語(yǔ)應(yīng)用能力英語(yǔ)應(yīng)用能力= = 知識(shí)知識(shí) + + 內(nèi)化內(nèi)化 + + 操練操練 + + 實(shí)踐實(shí)踐 理論與方法：理論與方法：the holistic approachthe holistic approach “ “教以習(xí)得教以習(xí)得”、“學(xué)以習(xí)得學(xué)以習(xí)得” ” “視聽(tīng)說(shuō)能力視聽(tīng)說(shuō)能力”與與“讀寫譯能力讀寫譯能力”二、二、視聽(tīng)閱讀視聽(tīng)閱讀設(shè)計(jì)特點(diǎn)設(shè)計(jì)特點(diǎn)視聽(tīng)閱讀教材特點(diǎn)視聽(tīng)閱讀教材特點(diǎn)教材編寫體例創(chuàng)新 題裁廣泛，內(nèi)容豐富 高質(zhì)量

19、素材，原汁原味語(yǔ)境良好的梯度，有機(jī)的銜接 多種技能訓(xùn)練層次分明，形式多樣 人性化的教學(xué)參考資料和指導(dǎo) 編排圖文并茂，音視頻資料專業(yè)水準(zhǔn)二、視聽(tīng)閱讀教材設(shè)計(jì)二、視聽(tīng)閱讀教材設(shè)計(jì)rationale for the textbooks a teaching perspective1. empirical findings 1. source of information obtained 83% vision 11% hearing 2. means to retain information 10% reading 20% hearing 30% seeing 50% hearing+seeing

20、 70% interpersonal exchanging activities * make full advantage of all sense organsrationale for the textbooks a teaching perspective2. remedial options: 2.1. meaning vs. form 2.2. graded teaching 2.3. method: holistic and skill transferring 2.4. authenticity rationale for the textbooks a teaching pe

21、rspective3. exercises:a.from input to intake to output the exercise is designed to first create a conversational context through briefing, viewing, or listening and then to develop students macro- and micro-conversational skills by written or oral tasks such as asking questions on the global or spec

22、ific basis, and or retelling the story or reorganizing the story with personal perception and experience. rationale for the textbooks a teaching perspective3. exercises:b. from the controlled to the semi-controlled to the open-ended the exercise itself aims at checking the comprehension (controlled)

23、, or eliciting personal critical thinking skills such as questioning, debating, analyzing of cause and effect relations, completing the story with personal hypothesis, etc. which leaves much flexibility to teachers and students as well. rationale for the textbooks a teaching perspective3. exercises:

24、c. skill transfer the exercise is designed ideally to construct meaning first, either through viewing and listening or through reading, then reflecting on the form so as to combine the two together as a model. learning moves on with the meaning in mind for the substitution of different skills, such

25、as retelling the reading text orally, or writing an abstract of the video, or dubbing certain part of the video for students with better language proficiency, for example. the meaning, either text based or personally envisaged, should goes along with the form and better, not vice versa. rationale fo

26、r the textbooks a teaching perspective3. exercises:d. learning by doing the exercise is designed on the task basis to invite critical thinking and encourage students to work on themselves for more meaningful and interesting information and encourage team activities and interactions among teacher and

27、 students which should be the highlight of all the exercises. rationale for the textbooks a teaching perspective3. exercises:e. variety of exercise forms the exercise forms vary in each unit and can be reformed again when needs arise, which aims at facilitating comprehension and skill training, and

28、retaining of students attention as well as their motivation. it is advisable for teachers to tailor all the exercises to different requirements and/or levels of their students. 一、新教學(xué)模式特點(diǎn)一、新教學(xué)模式特點(diǎn)二、二、視聽(tīng)閱讀視聽(tīng)閱讀設(shè)計(jì)特點(diǎn)設(shè)計(jì)特點(diǎn)三、三、視聽(tīng)閱讀視聽(tīng)閱讀課程操作課程操作notes for teachers:1.elements for consideration in oral performan

29、ce:a. to whom you are speaking and what is your relationship with that person; b. where the conversation is taking place;c. when the conversation is taking place; d. what you are talking about; e. what kind of mood you and your partner(s) are in; f. what your partners background is (cultural / educa

30、tional / socioeconomic as you perceive it).notes for teachers: a competent communicator should always keep the above elements in mind, either consciously or subconsciously, and make appropriate adjustments to his or her conversational style as he or she has perceived any changes in his or her partne

31、rs reactions. listening and speaking is, to a great extent, a process of predicting and guessing according to any clues, available or collected, and confirming or adjusting ones predictions or guesses in time as the conversation proceeds. notes for teachers: 2. students may come out with different f

32、orms or expressions either by themselves alone or collectively, or with the help of the teacher. it is desirable to have an analytic study of what students have produced against the assessment criteria mentioned before, so as to cultivate a conscience of self-monitoring and a positive transfer of on

33、es first language communicative skills to the foreign language learning. notes for teachers: 3. there may be more than one version to answer a question. it is important to note that one appropriate form doesnt exclude any other forms in this context. what makes it different is that different people

34、perceive and interpret the cues from different perspectives as far as the assessment criteria are concerned. here again a teacher may find his or her real value by offering tutorials, support, assistance, assessment, etc. that is what we as the designers of these exercises hope our teachers will do

35、with these textbooks.tips for practice: speaking: responsive, appropriate, fluent / accurate; team-spirit: working with one or more peers to obtain feedback, pool together information, etc.; integrated approach: dialogue with the writer, all skills employed; tips for practice: pronunciation : phonet

36、ics, sense group and intonation, tape-modeling; meaningful murmuring and imitating, reading aloud and consciously, etc.; listening: previewing, top-down, bottom-up, etc.; reading aloud: meaningful, make yourself understood, etc. unit 1 beagle patroltextbook:college english, watching, listening and r

37、eading 1, students:first year non-english majors unit 1 beagle patrolin this unit, students will: obtain cross cultural information on dogs; watch the story of beagle patrol; understand detector dogs job in the u.s.; practice the functions of starting conversations and describing process; research o

38、n dogs that work for people. unit 1 beagle patrolpreviewwarming-upwatchingfollowing-upunit 1 beagle patrolpreviewaverage students: finish warming-up in the textbook watch the video do watching in the textbookunit 1 beagle patrolpreviewlower intermediate level students: finish warming-up in the textb

39、ook do reading in the textbook watch the video do watching in the textbookpreviewwarming-upwatchingfollowing-upunit 1 beagle patrolwarming-upobjectives: provide cross cultural information on dogs introduce unit topicquestions:1. do you know any chinese expressions relating to dogs? what did chinese

40、people think of dogs?2. do you know any english expressions or sayings relating to dogs? what do western people think of dogs?3. why do western people keep dogs?4. do you know beagles? what do they do?unit 1 beagle patrolpreviewwarming-upwatchingfollowing-upunit 1 beagle patrolpart 1part 2part 3teac

41、hing objectivesteaching strategiestheories or methodology backgroundsunderstanding main ideasanswering questions input hypothesisunderstanding detailsfilling in the chartinformation transferpracticing function of describing processdescribing picturesoutput hypothesispart 1watchingwhat does a detecto

42、r dog do? a detector dog patrols _, sniffs out _. he also detects meat products that may _. part 1 international airportscarry illnessesillegal importspreview checkwatch againfill in the blanks in the chart with the missing words or expressions.part 1 stocktons training to become a detector dog.1. f

43、irst, he should work with a box with _.3. after the boxes, he graduates to working with _ and soft-sided _.4. then, he moves on to find specific odors in larger, hard _. 2. there are some beef jerky, _, an orange and _.5. he wants him to _ when he finds a target scent.6. he also wants him to _ the s

44、eam of the suitcase, because the odor _ from the seam.what does the instructor put inside the box?what does the instructor wantstockton to do? part 1 stocktons training to become a detector dog.1. first, he should work with a box with mixed odors.3. after the boxes, he graduates to working with carr

45、y-ons and soft-sided bags.4. then, he moves on to find specific odors in larger, hard suitcases. 2. there are some beef jerky, an apple, an orange and a mango.5. he wants him to learn to sit when he finds a target scent.6. he also wants him to work the seam of the suitcase, because the odor comes ou

46、t from the seam.what does the instructor put inside the box?what does the instructor wantstockton to do? part 1 picture descriptiondescribe the process of training a detector dog. the following pictures are for your reference.you may start by saying: “when a dog is training to become a detector dog,

47、 first, he should . after the boxes, he . then, he .”part 1 boxes carry-onssoft-sided bags suitcases useful expressionsdescribing process when , first, after , . then, . first, second, third, finally, firstly, secondly, thirdly, finally, part 1 teaching objectivesteaching strategiestheories or metho

48、dology backgroundsunderstanding main ideas of this partanswering questions input hypothesispracticing pronunciation and intonationdrillingaudio-lingual approachpracticing function of describing processretellingoutput hypothesispart 2watchinglisten and repeatyou are going to hear five sentences selec

49、ted from the video. repeat each sentence after finishing the following exercises.ex. 1 listen to the sentence, and fill in blanks with the missing words and expressions;ex. 2 listen again, and mark the sentence with for a rising tone(升調(diào)), for a falling tone(降調(diào)). part 2 listen and repeatyou are going

50、 to hear five sentences selected from the video. repeat each sentence after finishing the following exercises.1. on the next test he _ when hes _.part 2 lies down supposed to sitretellingwhat does it take to be detector dogs?part 2 teaching objectivesteaching strategiestheories or methodology backgr

51、oundsunderstanding main ideas of this partanswering questions input hypothesisunderstanding detailsfilling in the chartinformation transferpracticing functions of starting conversations, and describing personalitiesmaking dialogs according to the given cuescommunicative approachpart 3watchingexamplea: (1) hi, im _. id like to adopt the beagle, stokton.b: hi, im heldt, his trainer. nice to meet you.a: (2)