英语学科发展前沿课程讲义及思考题Word文档格式.docx

英语学科发展前沿课程讲义及思考题Word文档格式.docx

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Allthedebatershavetheirinternationalperspectives.

2. 

TheyoverwhelminglypromoteforeignlanguagelearningintheUnitedStateseventhoughEnglishisglobal.

3. 

Theystresstheimportanceofforeignlanguagelearningfromdifferentperspectives.

Question7:

Whatdoes 

StacieNevadomskiBerdan 

meanbysaying‘TheWorldHasChanged’?

OrWhathashappenedtotheworld?

Theclaim‘Theworldhaschanged’hasaprofoundimplication:

Wheneveryouworkabroad,youmustcompetewithgloballycompetentgraduateswithmultilanguagecompetency.

Theworldknows‘earlylanguagelearningworksbest,andaidscognitivedevelopmentbeyondlanguagearts’justasopeningawindowtotheworld?

Theworlddiscoversthat‘languagealsomattersforappreciatingcultures,connectingandbuildingrelationshipsaroundtheworld’.

4. 

Theworldfacesthesituationinwhich‘asbusinessglobalizes,ourcolleagues,customers,ownersandinvestorsareincreasinglyoverseas’.

CourseworkforSession2:

Answerthefollowingquestions:

WhatareyourupdatedpurposesoflearningEnglish?

HowdoyouimproveyourEnglishlearningforyournewpurposes?

Session5ConnectingTheorywithPracticeinEnglishTeaching

ForewordasStudyGuide

Whenyouareengaginginreading,keepthefollowingquestionsandconsiderationsinmind:

1） 

Whatdoyouread?

2） 

Howdoyouread?

3） 

Whydoyouread?

Withthesequestionsinmind,youwillreadwiththefollowingapproaches:

Readselectively 

（选择性阅读）:

Investyourtimetothemostrewardingpartsofthemostinsightfulworkswhilekeepinganeyeontherest.

Readinteractively 

（互动性阅读）:

Valueyourresponsetothereadingwithequalimportanceofwhatisinthereading.

Readprofessionally 

（专业性阅读）:

Aimatyourprofessionaldevelopmentwithmulti-disciplinaryapproachesandwithafocusonthelatestdevelopmentofthedisciplinesinvolved.

Readings

Fleming,MichaelP.,MikeFlemingandDavidStevens.2010. 

EnglishTeachingintheSecondarySchool:

LinkingTheoryandPractice.3rded.Oxon:

Routledge.

中华人民共和国教育部，2011，《义务教育英语课程标准》。

北京：

北京师范大学出版社。

1.WhatarethefivemodelsofEnglishteaching?

（Fleming,FlemingandStevens2010:

15-16）

1TheEnglishteacherandtheNationalCurriculum

1.2ModelsofEnglishteaching

IntheversionoftheNationalCurriculumforEnglishbasedontheReportoftheCoxCommittee（DES1989）,itwassuggestedthattherewereessentiallyfivemodelsofEnglishteaching,andthatmostEnglishteacherscombinedintheirteachingseveralifnotallofthese.ThetypesofEnglishteachingpositedbyCoxwereasfollows:

apersonalgrowthview,whichtendstoemphasisethepupilasacreativeandimaginativeindividualdeveloping,intermsoftheteachingandlearningofEnglish,primarilythroughanintensiveengagementwithliteratureandpersonalcreativewriting;

across-curricularapproach,stressingthedistinctivenatureofEnglishasthelanguageoflearningforvirtuallyallcurriculumareasandimplyingadefinitionofservicetotheseareasandtoeducationinagenericsense;

anadultneedsemphasis,asessentiallyapreparationforthedemandsoflifebeyondschoolintermsofeffectiveunderstandingofandcommunicationthroughtheEnglishlanguageinitsmanyforms,includingthosevocationallybased;

aculturalheritagemodel,withtheteachingbasedheavilyon‘great’worksofliterature,generallydrawnfromthepast;

5. 

aculturalanalysisview,leadingpupilstoacriticalunderstandingofthesocialandculturalcontextofEnglish,particularlythevaluesystemswhichareinevitablyembeddedinthewayslanguageisused.

WuBenhu’sSummary:

Table5.1ThefivemodelofEnglishteachinghighlighted

No.

Model

Goal

1

Apersonalgrowthview

Forstudentstoactascreativeandimaginativeindividuals

2

Across-curricularapproach

ForstudentstolearnEnglishforalltheothersubject

3

Anadultneedsemphasis

Forstudentstobepreparedfortheirfuturelifeandprofession

4

Aculturalheritagemodel

Forstudentstopayspecialattentiontothestudyofliteratureandhistoryastheculturalheritage

5

Aculturalanalysisview

ForstudentstoachieveacriticalunderstandingofthesocialandculturalcontextofEnglish

《义务教育英语课程标准》（中华人民共和国教育部,2011:

8）

一、总目标

义务教育阶段英语课程的总目标是：

通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。

综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础之上。

语言技能和语言知识是综合语言运用能力的基础；

文化意识有利于正确地理解语言和得体地使用语言；

有效的学习策略有利于提高学习效率和发展自主学习能力；

积极的情感态度有利于促进主动学习和持续发展。

过五个方面相辅相成，共同促进学生综合语言运用能力的形成与发展。

以语言技能、语言知识、情感态度、学习策略和文化意识等五个方面共同构成的英语课程总目标，既体现了英语学习的工具性，也体现了其人文性；

既有利于学生发展语言运用能力，又有利于学生发展思维能力，从而全面提高学生的综合人文素养。

WhatisthedifferencebetweentheBritishStandardsandtheChineseStandardsofEnglishTeaching?

WhatcanwelearnfromtheBritishStandardsofEnglishTeaching?

4.WhatisadynamicapproachtoEnglishteaching?

23-24）

1.4Practicaldimensions

Againwecanseehow,withalittleimagination,therequirementsoftheNationalCurriculummaybemetthroughanorganicratherthanmechanisticapproach.IndeedtheintroductiontothecurrentOrders,undertheheading‘TheImportanceofEnglish’,suggeststhatEnglishenablespupils‘toexpressthemselvescreativelyandimaginativelyandtocommunicatewithotherseffectively’（DfEE/QCA1999:

13）.ThustheNationalCurriculumcanbeviewednotjustasasetofindividualsyllabusrequirementsbutasprovidingabroadconceptionofthewayEnglishshouldberealisedasasubjectinschools.AttentionhastendedtofocusonthemorecontroversialaspectsliketheplaceofstandardEnglish（tobediscussedinmoredetailinlaterchapters）.However,thefollowingselectedquotationsfromthe1995NationalCurriculum,stillverymuchembeddedinthecurrentversion,indicatethatitcanbejudgedtorequireadynamicandvariedapproach:

Pupils’abilitiesshouldbedevelopedwithinanintegratedprogrammeofspeakingandlistening,readingandwriting.

Pupilsshouldbegivenopportunitiestotalkforarangeofpurposes.

Pupilsshouldbegivenopportunitiestoreadawidevarietyofliterature...toreadwidelyandindependentlysolelyforenjoyment.

4） 

Themainemphasisshouldbeontheencouragementofwiderreadinginordertodevelopindependent,responsiveandenthusiasticreaders.

5） 

Pupilsshouldbeencouragedtoextendtheirconfidenceinwritingforavarietyofpurposesandtodeveloptheirowndistinctiveandoriginalstyles.

6） 

Pupilsshouldbegivenopportunitiestowriteforspecificreaders,foralargeunknownreadershipandforthemselves.

WecanaddtothislisttwoquotationsfromtheearliestformulationoftheEnglishOrder:

Workingontaskswhichtheyhavechosenandwhichtheydirectforthemselves.

Workingwithteacherswhoarethemselvesinvolvedintheprocesses,withspecialexpertise,astalkers,listeners,readersandwriters.

AdynamicapproachtoEnglishteachingisexpectedtoincludethefollowingfeatures:

Studentscandeveloptheirabilitiesintheintegrationofspeaking,listening,readingandwriting.

Studentshaveopportunitiestotalkforarangeofpurposes.

Studentshaveopportunitiestoreadawidevarietyofliteratureforenjoyment.

Studentsareencouragedtoreadwidelyinordertodevelopasindependent,responsiveandenthusiasticreaders.

Studentsareencouragedtoextendtheirconfidenceinwritingforavarietyofpurposesanddeveloptheirdistinctiveandoriginalstyles.

6. 

Studentshaveopportunitiestowriteforspecificreaders,forgeneralreadersandforthemselves.

6.WhatarethebasicrequirementsofEnglishteachers?

28）

Chapter2TheimpactoftheStrategy

2.1Introduction:

thecontext

ItcouldbearguedthatbecausethedemandsofliteracyeducationaresofundamentaltotheteachingandlearningofEnglish,ideallysointegratedintothepracticalcurriculum,itwouldbemistakentodevoteachaptertoitasadiscreteentityinabooklikethis.MostEnglishteacherscouldhappilyagreewithDaviesthat:

thefirstrequirementoftheEnglishteacherhastobetoensurethatstudentscanreadandwrite,tomakethemliterate.BeyondthatpointIbelievethatstudentsshouldbeactivelyencouragedtoreadforpleasureandshouldbeprovidedwithanadequatetimetableforpersonalreading.

（1996:

135）

ThebasicrequirementsofEnglishteachersareidentifiesasfollows:

Tohelpstudentslearntoreadandwrite.

Toencouragestudentstoreadforpleasure.

Toprovidestudentswithadequatetimeforpersonalreading.

Questionsforconsideration:

2.Whatcanwefigureoutfromthealternativenamesof 

English 

ascourses?

3.Howshallweimplement 

TheNationalEnglishCurriculumStandard?

5.WhataremajorcharacteristicsofpositivecollaborationthatcanpromoteEnglishteaching?

7.Howdoyouunderstandthe‘literacyissues’presentedhere?

8.Whatare‘thefiveelementsoftheproposedteachingsequence’?

9.WhatshouldtheEnglishteacherdoindevelopingthestude