English Curriculum And Language Teaching
大学英语教学指南College English Curriculum Requirements(中英文双语版)
College English Curriculum Requirements With a view to keeping up with the new developments of higher education in China, deepening teaching reform, improving teaching quality, and meeting the needs of the country and society for qualified personnel in the new era, College English Curriculum Requirements (Requirements hereafter) has been drawn up to provide colleges and universities with the guidelines for English instruction to non-English major students.Because institutions of higher learning differ from each other in terms of teaching resources, students’ level of English upon entering college, and the social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and individualized College English syllabus to guide their own College English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College English has as its main components knowledge and practical skills of the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of individualized teaching.The requirements for undergraduate College English teaching are set at three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after studying and practicing English at school. The basic requirements are the minimum level that all non-English majors have to reach before graduation. Intermediate and advanced requirements are recommended for those colleges and universities which have more favorable conditions; they should select their levels according to the school’s status, types and education goals.Institutions of higher learning should set their own objectives in the light of their specific circumstances, strive to create favorable conditions, and enable those students who have a relatively higher English proficiency and stronger capacity for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening: Students should be able to follow classroom instructions, everydayconversations, and lectures on general topics conducted in English. They should be able to understand English radio and TV programs spoken at a speed of about 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. They are expected to be able to employ basic listening strategies to facilitate comprehension.2. Speaking: Students should be able to communicate in English in the course oflearning, to conduct discussions on a given theme, and to talk about everyday topics in English. They should be able to give, after some preparation, short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are expected to be able to use basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on generaltopics at a speed of 70 wpm. With longer yet less difficult texts, the reading speed should be 100 wpm. Students should be able to do skimming and scanning.With the help of dictionaries, they should be able to read textbooks in their areas of specialty, and newspaper and magazine articles on familiar topics, grasping the main ideas and understanding major facts and relevant details. They should be able to understand texts of practical styles commonly used in work and daily life. They are expected to be able to employ effective reading strategies while reading.4. Writing:Students should be able to complete writing tasks for generalpurposes, e.g., describing personal experiences, impressions, feelings, or some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies.5. Translation: With the help of dictionaries, students should be able to translateessays on familiar topics from English into Chinese and vice versa. The speed of translation from English into Chinese should be about 300 English words per hour whereas the speed of translation from Chinese into English should be around 250 Chinese characters per hour. The translation should be basically accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary: Students should acquire a total of 4,795 wordsand 700 phrases (including those that are covered in high school English courses), among which 2,000 are active words. (See Appendix III: College English Vocabulary.) Students should not only be able to comprehend the active wordsbut be proficient in using them when expressing themselves in speaking or writing.Intermediate Requirements:1. Listening: Students should generally be able to follow talks and lectures in English, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English. They should, by and large, be able to express their personal opinions, feelings and views, to state facts and reasons, and to describe events with clear articulation and basically correct pronunciation and intonation.3. Reading: Students should generally be able to read essays on general topics in popular newspapers and magazines published in English-speaking countries at a speed of 70 to 90 wpm. With longer texts for fast reading, the reading speed should be 120 wpm. Students should be able to skim or scan reading materials. When reading summary literature in their areas of specialty, students should be able to get a correct understanding of the main ideas, major facts and relevant details.4. Writing: Students should be able to express, by and large, personal views on general topics, compose English abstracts for theses in their own specialization, and write short English papers on topics in their field. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: With the help of dictionaries, students should be able to translate on a selective basis English literature in their field, and to translate texts on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into English should be around 300 Chinese characters per hour. The translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary:Students should acquire a total of 6,395 words and 1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English Vocabulary.)Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TV programs produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speakingcountries given at normal speed, and to understand courses in their areas of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with acertain degree of fluency and accuracy on general or specialized topics, and to make concise summaries of extended texts or speeches in fairly difficult language.They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understandtheir main ideas and details. They should be able to read English articles in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areasof specialty, to express their opinions freely, and to write within 30 minutes expository or argumentative essays of no less than 200 words on a given topic.The text should be characterized by clear expression of ideas, rich content, neat structure, and good logic.5. Translation: With the help of dictionaries, students should be able to translate into Chinese fairly difficult English texts in literature related to their areas of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese should be about 400 English words per hour whereas the speed of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary: Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English Vocabulary.)The above-mentioned three requirements serve as reference standards for colleges and universities in preparing their own College English teaching documents. They could, in the light of their respective circumstances, make due adjustments to the specific requirements for listening, speaking, reading, writing and translation at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account the school’s circumstances, colleges and universities should follow the guidelines of the Requirements and the goals of their College English teaching in designing their College English course systems. A course system,which is a combination of required and elective courses in comprehensive English, language skills, English for practical uses, language and culture, and English of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in listening and speaking should be fully considered, and corresponding teaching hours and credits should be adequately allocated. Moreover, the extensive use of advanced information technology should be encouraged, computer- and Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, but also has humanistic values. When designing College English courses, therefore, it is necessary to take into full consideration the development of students’ cultural capacity and the teaching of knowledge about different cultures in the world.All the courses, whether computer-based or classroom-based, should be fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English is better will find room for further development. College English course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. It should ensure that students make steady progress in English proficiency throughout their undergraduate studies, and it should encourage students’ individualized learning so as to meet the needs of their development in different specialties.IV. Teaching ModelIn view of the marked increase in student enrolments and the relatively limited resources, colleges and universities should remold the existing unitary teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’ individualized and autonomous learning. The new model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the central position of students and the leading role of teachers in the teaching and learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges and universities should explore and establish a Web-based listening and speaking teaching model that suits their own needs in line with their own conditions and students’ English proficiency, and deliver listening and speakingcourses via the intranet or campus network. The teaching of reading, writing and translation can be conducted either in the classroom or online. With regard to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students’ learning and self-assessment, t eachers’ lectures, and online coaching, as well as the monitoring and management of learning and coaching. It should be able to track down, record and check the progress of learning in addition to teaching and coaching, and attain to a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One of the objectives of the reform of the teaching model is to promote the development of individualized study methods and the autonomous learning ability on the part of students. The new model should enable students to select materials and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes in the teaching model by no means call for changes in teaching methods and approaches only, but, more importantly, consist of changes in teaching philosophy and practice, and in a shift from a teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills, and also to lifelong education, geared towards cultivating students’ lifelong learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, improve their learning efficiency and achieve the desired learning effects.The evaluation of students’ learning consists of formative assessment and summative assessmentFormative assessment refers to procedural and developmental assessment conducted in the teaching process, i.e., tracking the teaching process, providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students’ autonomous learning, and is particularly impor tant in implementing the computer- and classroom-based teaching model. It includesstudents’ self-assessment, peer assessment, and assessment conducted by teachers and school administrators. Formative assessment takes such forms as keeping a record of stud ents’ in and outside of classroom activities and online self-learning data, keeping files on students’ study results, and conducting interviews and holding meetings. This allows students’ learning processes to be subjected to observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. (See the recommended Self’-Assessment/ Peer Assessment Forms for Students’ English Competence in Appendix Il.)Summative assessment is conducted at the end of a teaching phase. It mainly consists of final tests and proficiency tests, designed to evaluate students’ all-round ability to use English. These tests aim to assess not only students’ competence in reading, writing and translation, but also their competence in listening and speaking.To make a summative assessment of teaching, colleges and universities may administer tests of their own, run tests at the intercollegiate or regional level, or let students take the national test after meeting the different standards set by the Requirements. Whatever form the tests may take, the focus should be on the assessment of students’ ability to use English in communication, particularly their ability to listen and speak in English.Evaluation also includes that of the teachers, i.e., the assessment of their teaching processes and effects. This should not be merely based on students’ test scores, but take into account teachers’ attitudes, approaches, and methods; it should also consider the content and organization of their courses, a nd the effects’ of their teaching.Government education administrative offices at different levels and colleges and universities should regard the evaluation of College English teaching as an important part of the evaluation of the overall undergraduate education of the school.VI. Teaching AdministrationTeaching administration should cover the whole process of College English teaching. To ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the guidance for and supervision of the teaching process. For this purpose, the following measures should be taken:1. A system for teaching and teaching administration documentation should be established. Documents of teaching include College English Curriculum of the colleges and universities concerned, as well as the documents stipulating the teaching objectives, course description, teaching arrangement, content of teaching, teaching progress, and methods of assessment for all the courses within the program. Documents of teaching administration include documents registering students’ status and their academic credits, regulations of assessment, students’ academic scores and records, analyses of exam papers, guidelines for teaching and records of teaching and research activities.2. The College English program should adapt itself to the overall credit system of the colleges and universities concerned and should account for 10% (around 16) of the total undergraduate credits. The credits students acquire via computer-based courses should be equally acknowledged once students pass the exams. It is suggested thatthese credits should account for no less than 30% of the total credits in College English learning.3. Faculty employment and management should be improved in order to guarantee a reasonable teacher-student ratio. In addition to classroom teaching, the hours spent on face-to-face coaching, instructions on network usage and on extracurricular activities should be counted in the teachers’ teaching load.4. A system of faculty development should be established. The quality of teachers is the key to the improvement of the teaching quality, and to the development of the College English program. Colleges and universities should build a faculty team with a good structure of age, educational backgrounds and professional titles, lay emphasis on the training and development of College English teachers, encourage them to conduct teaching and research with a focus on the improvement of teaching quality, create conditions for them to carry out relevant activities in various forms, and promote effective cooperation among them, so that they can better adapt to the new teaching model. Meanwhile, opportunities should be created so that the teachers can enjoy sabbaticals and engage in advanced studies, thus ensuring sustainable improvement in their academic performance and methods of teaching.Appendix ⅠComputer- and Classroom-Based College English Teaching Model The new College English teaching model based on the computer and the classroom is designed to help Chinese students achieve the objectives set by the Requirements. The model places a premium on individualized teaching and independent learning and makes full use of the special function of computers in assisting learners with repeated language practice, especially with training in listening, and speaking abilities. While taking advantage of the teachers’ lectures and coaching, students can be assisted by computers in choosing the appropriate content and methods of learning according to their specific needs, proficiency and schedules under the guidance of teachers, so that their all-round ability to use English can be improved and the best effects of learning achieved.To implement the computer-based English learning, the teacher’s role of face-to-face coaching should be stressed. It could take the form of group work, focusing on checking students’ independent learning, and providing due guidance and assistance for students. In principle, at least one hour of coaching should be offered after every 16 to 20 hours of student learning.1.Structure of the ModelInstructions:Teaching activities such as practice in English listening, speaking, reading, writing and translation can be conducted via either the computer or classroom teaching. The solid arrow indicates the main form of a certain environment of teaching, while the dotted arrow the supplementary form of a certain environment of teaching. Specifically, listening ability is trained mainly in a computer- andWeb-based environment, supplemented by classroom teaching: writing and translation are trained mainly in the classroom, supplemented by a computer- and Web-based environment. Speaking and reading, on the other hand, are trained by both means. In the process of teaching, teachers serve as organizers of teaching activities, and teaching administration is implemented by the administrative office of teaching affaires, teachers, and teaching management software.Instructions:Freshmen take a computer-based placement test upon entering college to measure their respective starting levels, such as Grade 1, Grade 2 or Grade 3. After the teachers determine the grade and establish an account for all students based on their test results via the management system, students can start to study courses according to teachers’ arrangement. After learning continues for a certain period of time (set by the universities and colleges), students can take the Web-based unit test designed by the teachers. Then students automatically enter the next unit if they pass the test. If they fail, students then return to the current unit and repeat the whole learning process. When they are ready (after studying a few units), students should receive tutoring. After individualized tutoring, teachers can check the students’ online learning by means of either oral or written tests, and then decide whether the students can pass. If they pass, students can go on to the next stage; if they fail, the students should be required by teachers to go back to a certain unit and re-study it until they pass.Appendix ⅡSelf-Assessment/Peer Assessment Form for Students’ English Competence Instructions:1.The Self-Assessmen t/Peer Assessment Form for Students’ EnglishCompetencespecifies and lists various linguistic skills covered in the Basic Requirements, Intermediate Requirements and Advanced Requirements. It can help teachers better understand teaching requirements at different levels, thus adding direct relevance to teaching. In addition, teachers can either supplement or modify related skills according to the school’s College English syllabus.2.Teachers can introduce to students the skills listed in theSelf-Assessment/PeerAssessment Form at the beginning of their teaching, in order to acquaint them with the teaching requirements.3. Teachers should require students to do self-assessment and peer assessmentat regular intervals, and in doing so, help them to know about their own mastery of linguistic skills and regulate their learning behaviors on a timely basis.4. Stud ents are expected to assess their own or their classmates’ Englishcompetence in the "Assessment" column on the right of the form, giving a tick (√) to what they are able to achieve. Then based on the results ofself-assessment or peer assessment, and with reference to the directions givenbelow, students can arrange for learning at the next stage.《大学英语教学指南》1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。
英语课程标准 英文版
英语课程标准英文版English Curriculum Standards。
The English curriculum standards are essential guidelines that outline the knowledge and skills students should acquire in English language arts by the end of each grade level. These standards are designed to ensure that students develop proficiency in reading, writing, speaking, and listening, and they provide a framework for educators to plan and deliver effective instruction.The English curriculum standards are based on the belief that language is at the center of learning, and that proficiency in English language arts is critical for success in all academic areas. By setting clear and high expectations for what students should know and be able to do, the standards help to ensure that all students receive a high-quality education that prepares them for college, career, and life.In the early grades, the focus is on developing foundational skills in reading, writing, and language. Students learn to read with fluency and comprehension, and they begin to write for different purposes and audiences. They also build their vocabulary and grammar skills, and they learn to effectively communicate and collaborate with others.As students progress through the grades, the standards become more complex and rigorous. They are expected to read and comprehend a wide range of texts, including literature, informational texts, and multimedia sources. They also learn to write in different genres and for different purposes, and they develop the ability to conduct research and present information in a clear and organized manner.In addition to reading and writing, the standards also emphasize the importance of speaking and listening skills. Students learn to engage in discussions, make presentations, and participate in collaborative conversations. They also develop the ability to comprehend and evaluate spoken language, including presentations, media, and conversations.The English curriculum standards are designed to be flexible and adaptable, allowing educators to meet the needs of diverse learners. They provide a set of learning goals that can be achieved through a variety of instructional methods and materials. Educators are encouraged to use their professional judgment and expertise to design instruction that meets the needs of their students, while still ensuring that all students have the opportunity to meet the standards.In conclusion, the English curriculum standards play a crucial role in shaping the education of students in English language arts. By providing clear and high expectations for student learning, the standards help to ensure that all students receive a high-quality education that prepares them for success in college, career, and life. They provide a framework for educators to plan and deliver effective instruction, and they help to ensure that all students develop the knowledge and skills they need to become proficient in English language arts.。
The_National_English_Curriculum英语教学法_国家英语课程标准 3
Challenges facing English language teachers
• Views: a system of li来自guistic knowledge
a means for communication
• Role: a knowledge transmitter
multi-role educator
批注本地保存成功开通会员云端永久保存去开通
Performance standards for different levels of competence
Descriptions of Level Standards
• Level 2: Have interests and hobbies for English learning. Can use simple English greeting with others, exchanging about personal, family and friends ‘s simple information. Can learn the dialogue or simple song according to the content you have learned. Can understand, read and tell the simple story under the help of the pictures. Can write simple sentences according to the pictures and tips. Be willing to participate in, cooperate and be initiative to ask for advice in the study. Be happy to know foreign cultures, customs.
义务教育英语课程标准 english curriculum standards
义务教育英语课程标准 english curriculumstandardsEnglish Curriculum StandardsThe English language curriculum standards for compulsory education play a critical role in providing guidance and direction for educators, schools, and educational authorities to ensure that students receive a high-quality English language education. These standards are designed toarticulate clear learning objectives and expectations for students at each grade level, as well as to provide a framework for the development of curriculum, instruction, and assessment.The English curriculum standards typically outline a setof learning outcomes and competencies that students are expected to achieve in the domains of listening, speaking,reading, and writing. These standards aim to foster students' English language proficiency, literacy skills, and communicative competence, as well as to cultivate a love for reading and literature. Moreover, the standards often emphasize the importance of integrating language learningwith content knowledge across subjects and disciplines inorder to promote interdisciplinary learning and develop students' critical thinking and analytical skills.In terms of listening, the standards may specify theability for students to comprehend spoken English in various contexts, ranging from classroom instructions and academic lectures to informal conversations and multimedia materials. They may also emphasize the importance of active listening skills, including the ability to identify main ideas, details, inferences, and attitudes, as well as to interpret nonverbal cues and understand different accents and dialects.Regarding speaking, the standards may focus on developing students' oral communication skills, such as clear pronunciation, appropriate intonation, and fluent expression, as well as the ability to participate in conversations, discussions, and presentations on a wide range of topics. Moreover, they may stress the importance of effective communication strategies, including the use of language functions, discourse markers, and persuasive techniques, as well as the ability to adapt language use to different audiences and purposes.In relation to reading, the standards may address the development of students' reading comprehension skills, including the ability to understand and interpret a variety of texts, such as narrative, expository, and argumentative passages, as well as literary works, informational articles, and academic materials. They may also emphasize the use of reading strategies, such as skimming, scanning, predicting, and synthesizing information, as well as the ability toanalyze text structures, language features, and rhetorical devices.As for writing, the standards may focus on fostering students' writing proficiency, including the ability to produce coherent and well-organized texts, such as essays, reports, narratives, and poems, as well as to develop ideas, arguments, and explanations with clarity and precision. They may also stress the importance of writing conventions, such as grammar, punctuation, spelling, and vocabulary, as well as the ability to revise, edit, and proofread one's own writing.Furthermore, the English curriculum standards may address the integration of language skills and strategies with literature and media, as well as with other subject areas, such as science, social studies, and the arts, in order to enhance students' content-based language learning and cross-curricular connections. They may also emphasize the use of technology and digital resources to support English languagelearning, such as online learning platforms, digital tools, and multimedia applications, as well as to promote digital literacy and 21st-century skills.In conclusion, the English curriculum standards are essential for guiding the design and implementation of English language education in compulsory education, as well as for ensuring that students develop the necessary language skills, literacy competencies, and communication abilities to succeed in academic, professional, and social contexts. By adhering to these standards, educators can provide meaningful and effective English language instruction that equips students with the knowledge, skills, and attitudes needed to become proficient and proficient users of the English language.。
英语师范专业课程教学大纲
英语师范专业课程教学大纲English Language Teacher Education Curriculum: Shaping Future Educators for Language Proficiency and Pedagogical Excellence.Introduction.The English Language Teacher Education curriculum is a comprehensive and dynamic program designed to preparefuture English language educators with the knowledge, skills, and dispositions necessary to facilitate effective and engaging language learning experiences for diverse student populations. This curriculum aligns with current educational standards and best practices, ensuring that our graduates are well-equipped to meet the challenges and opportunities of 21st-century classrooms.Core Components.The curriculum is structured around four corecomponents that provide a solid foundation for English language teaching:1. Language Proficiency: Students develop a deep understanding of the English language, including its structure, grammar, vocabulary, and pronunciation. They engage in authentic language use, immersing themselves in literature, media, and cultural contexts to enhance their fluency and accuracy.2. Pedagogical Knowledge and Skills: Students acquire a comprehensive understanding of language teaching methodologies, assessment techniques, and curriculum design principles. They practice lesson planning, classroom management, and differentiation strategies, honing their ability to create effective and engaging learning environments.3. Cultural Competence: Students develop an awareness and appreciation of diverse cultures and perspectives. They explore the role of culture in language learning and teaching, fostering intercultural understanding andinclusivity in their classrooms.4. Professionalism and Ethics: Students embrace the ethical and professional responsibilities of teaching. They develop a strong professional identity, adhering to ethical guidelines and maintaining ongoing professional development to ensure their students receive the highest quality of education.Coursework.The curriculum includes a wide range of courses that cover the core components. Some key courses include:English Language Structure and Grammar.English Literature and Composition.Second Language Acquisition and Teaching.Curriculum Development for English Language Teaching.Classroom Management and Assessment.Cultural Diversity in Language Education.Professional Ethics and Development.Practicum and Field Experiences.Practicum and field experiences are integral components of the curriculum, providing students with opportunities to apply their knowledge and skills in real-world teaching settings. Students engage in supervised teaching experiences in diverse school environments, working alongside experienced educators to refine their practice.Assessment.Student learning is assessed through a variety of methods, including assignments, exams, presentations, and portfolios. Assessments are designed to measure students' proficiency in language, pedagogical knowledge, cultural competence, and professionalism.Program Goals.Upon completion of the English Language Teacher Education curriculum, graduates will be able to:Demonstrate a deep understanding of the English language and its structure.Apply effective language teaching methodologies and assessment techniques.Create and implement engaging and differentiated lesson plans that cater to diverse learner needs.Foster intercultural understanding and promote inclusivity in their classrooms.Act as ethical and responsible educators, committed to professional growth and student success.Conclusion.The English Language Teacher Education curriculum provides a comprehensive and rigorous foundation for future educators to become highly effective teachers of English. Our graduates are equipped with the knowledge, skills, and dispositions to inspire a love of language and empowertheir students to become confident and successful communicators in an increasingly globalized society.。
大学英语课程教学要求（中英双语版）CollegeEnglishCurriculumRequi
College English Curriculum RequirementsWith With a a a view view view to to to keeping keeping keeping up up up with with with the the the new new new developments developments developments of of of higher higher higher education education education in in China, deepening teaching reform, improving teaching quality, and meeting the needs of of the the the country country country and and and society society society for for for qualified qualified qualified personnel personnel personnel in in in the the the new new new era, era, era, College College College English English Curriculum Curriculum Requirements Requirements Requirements (Requirements (Requirements (Requirements hereafter) hereafter) hereafter) has has has been been been drawn drawn drawn up up up to to to provide provide colleges colleges and and and universities universities universities with with with the the the guidelines guidelines guidelines for for for English English English instruction instruction instruction to to to non-English non-English major students.Because Because institutions institutions institutions of of of higher higher higher learning learning learning differ differ differ from from from each each each other other other in in in terms terms terms of of teaching teaching resources, resources, resources, students’ students’ students’ level level level of of of English English English upon upon upon entering entering entering college, college, college, and and and the the the social social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and and individualized individualized individualized College College College English English English syllabus syllabus syllabus to to to guide guide guide their their their own own own College College College English English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College College English English English has has has as as as its its its main main main components components components knowledge knowledge knowledge and and and practical practical practical skills skills skills of of of the the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance accordance with with with their their their aptitude aptitude aptitude so so so as as as to to to meet meet meet the the the specific specific specific needs needs needs of of of individualized individualized teaching.The The requirements requirements requirements for for for undergraduate undergraduate undergraduate College College College English English English teaching teaching teaching are are are set set set at at at three three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after after studying studying studying and and and practicing practicing practicing English English English at at at school. school. school. The The The basic basic basic requirements requirements requirements are are are the the minimum level that all non-English majors have to reach before graduation. Intermediate Intermediate and and and advanced advanced advanced requirements requirements requirements are are are recommended recommended recommended for for for those those those colleges colleges colleges and and universities universities which which which have have have more more more favorable favorable favorable conditions; conditions; conditions; they they they should should should select select select their their their levels levels according to the school’s status, types and education goals.Institutions Institutions of of of higher higher higher learning learning learning should should should set set set their their their own own own objectives objectives objectives in in in the the the light light light of of their their specific specific specific circumstances, circumstances, circumstances, strive strive strive to to to create create create favorable favorable favorable conditions, conditions, conditions, and and and enable enable enable those those students students who have who have a relatively higher English proficiency proficiency and stronger and stronger capacity capacity for for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening: Students should be able to follow classroom instructions, everyday conversations, and lectures on general topics conducted in English. They should be be able able able to to to understand understand understand English English English radio radio radio and and and TV TV TV programs programs programs spoken spoken spoken at at at a a a speed speed speed of of about about 130 to 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. points. They They They are are are expected expected expected to to to be be be able able able to to to employ employ employ basic basic basic listening listening listening strategies strategies strategies to to facilitate comprehension.2. Speaking: S tudents should be able to communicate in English in the course of Students should be able to communicate in English in the course of learning, to conduct discussions on a given theme, and to talk about everyday topics topics in in in English. English. English. They They They should should should be be be able able able to to to give, give, give, after after after some some some preparation, preparation, preparation, short short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are are expected expected to to be be able able to to use use basic basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on general topics topics at at at a a a speed speed speed of of of 70 70 70 wpm. wpm. wpm. With With With longer longer longer yet yet yet less less less difficult difficult difficult texts, texts, texts, the the the reading reading speed should be 100 wpm. Students should be able to do skimming and scanning. With the help of dictionaries, they should be able to read textbooks in their areas of of specialty, specialty, specialty, and and and newspaper newspaper newspaper and and and magazine magazine magazine articles articles articles on on on familiar familiar familiar topics, topics, topics, grasping grasping the main ideas and understanding major facts and relevant details. They should be be able able able to to to understand understand understand texts texts texts of of of practical practical practical styles styles styles commonly commonly commonly used used used in in work work and and daily daily life. life. life. They They They are are are expected expected expected to to to be be be able able able to to to employ employ employ effective effective effective reading reading reading strategies strategies while reading.4. Writing: Students Students should should should be be be able able able to to to complete complete complete writing writing writing tasks tasks tasks for for for general general purposes, purposes, e.g., e.g., e.g., describing describing describing personal personal personal experiences, experiences, experiences, impressions, impressions, impressions, feelings, feelings, feelings, or or or some some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies. 5. Translation: With the help of dictionaries, students should be able to translate essays on familiar topics from English into Chinese and vice versa. The speed of translation translation from from from English English English into into into Chinese Chinese Chinese should should should be be be about about about 300 300 300 English English English words words words per per hour whereas the speed of translation from Chinese into English should be around 250 250 Chinese Chinese Chinese characters characters characters per per per hour. hour. hour. The The The translation translation translation should should should be be be basically basically basically accurate, accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary:S tudents should acquire a total of 4,795 words Students should acquire a total of 4,795 words and 700 phrases (including those that are covered in high school English courses), among among which which which 2,000 2,000 2,000 are are are active active active words. words. words. (See (See (See Appendix Appendix Appendix III: III: III: College College College English English Vocabulary.) Students should not only be able to comprehend the active words but but be be be proficient proficient proficient in in in using using using them them them when when when expressing expressing expressing themselves themselves themselves in in in speaking speaking speaking or or writing.Intermediate Requirements:1. Listening: Students Students should should should generally generally generally be be be able able able to to to follow follow follow talks talks talks and and and lectures lectures lectures in in English, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English. They should, by and large, be able to express their personal opinions, feelings and views, views, to to to state state facts facts and and and reasons, reasons, reasons, and and and to to to describe describe describe events events events with with with clear clear clear articulation articulation and basically correct pronunciation and intonation.3. Reading: S tudents should generally be able to read essays on general topics in Students should generally be able to read essays on general topics in popular popular newspapers newspapers newspapers and and and magazines magazines magazines published published published in in in English-speaking English-speaking English-speaking countries countries countries at at at a a speed speed of of of 70 70 70 to to to 90 90 90 wpm. wpm. wpm. With With With longer longer longer texts texts texts for for for fast fast fast reading, reading, reading, the the the reading reading reading speed speed should should be be be 120 120 120 wpm. wpm. wpm. Students Students Students should should should be be be able able able to to to skim skim skim or or or scan scan scan reading reading reading materials. materials. When When reading reading reading summary summary summary literature literature literature in in in their their their areas areas areas of of of specialty, specialty, specialty, students students students should should should be be able able to to to get get get a a a correct correct correct understanding understanding understanding of of of the the the main main main ideas, ideas, ideas, major major major facts facts facts and and and relevant relevant details.4. Writing: Students should be able to express, by and large, personal views on general general topics, topics, topics, compose compose compose English English English abstracts abstracts abstracts for for for theses theses theses in in in their their their own own own specialization, specialization, and and write write write short short short English English English papers papers papers on on on topics topics topics in in in their their their field. field. field. They They They should should should be be be able able able to to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: W ith the help of dictionaries, students should be able to translate With the help of dictionaries, students should be able to translate on on a a a selective selective selective basis basis basis English English English literature literature literature in in in their their their field, field, field, and and and to to to translate translate translate texts texts texts on on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into into English English English should should should be be be around around around 300 300 300 Chinese Chinese Chinese characters characters characters per per per hour. hour. hour. The The The translation translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary: Students Students should should should acquire acquire acquire a a a total total total of of of 6,395 6,395 6,395 words words and 1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English V ocabulary.) Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TV programs programs produced produced produced in in in English-speaking English-speaking English-speaking countries countries countries and and and grasp grasp grasp the the the gist gist gist and and and key key points. points. They They They should should should be be be able able able to to to follow follow follow talks talks talks by by by people people people from from from English-speaking English-speaking countries countries given given given at at at normal normal normal speed, speed, speed, and and and to to to understand understand understand courses courses courses in in in their their their areas areas areas of of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with a certain certain degree degree degree of of of fluency fluency fluency and and and accuracy accuracy accuracy on on on general general general or or or specialized specialized specialized topics, topics, topics, and and and to to make concise summaries of extended texts or speeches in fairly difficult language. They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understand their their main main main ideas ideas ideas and and and details. details. details. They They They should should should be be be able able able to to to read read read English English English articles articles articles in in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areas of of specialty, specialty, specialty, to to to express express express their their their opinions opinions opinions freely, freely, freely, and and and to to to write write write within within within 30 30 30 minutes minutes expository expository or or or argumentative argumentative argumentative essays essays essays of of of no no no less less less than than than 200 200 200 words words words on on on a a a given given given topic. topic. The The text text text should should should be be be characterized characterized characterized by by by clear clear clear expression expression expression of of of ideas, ideas, ideas, rich rich rich content, content, content, neat neat structure, and good logic.5. Translation: With the help of dictionaries, students should be able to translate into into Chinese Chinese Chinese fairly fairly fairly difficult difficult difficult English English English texts texts texts in in in literature literature literature related related related to to to their their their areas areas areas of of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese Chinese should should should be be be about about about 400 400 400 English English English words words words per per per hour hour whereas whereas the the the speed speed speed of of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary: Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English V ocabulary.)The The above-mentioned above-mentioned three three requirements requirements serve serve as as as reference reference reference standards standards standards for for colleges and universities in preparing their own College English teaching documents. They They could, could, could, in in in the light the light of their respective c ircumstances, make due adjustments circumstances, make due adjustments to the the specific specific specific requirements requirements requirements for for for listening, listening, listening, speaking, speaking, speaking, reading, reading, reading, writing writing writing and and and translation translation translation at at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account account the the the school’s school’s circumstances, colleges colleges and and and universities universities should should follow follow follow the the the guidelines guidelines guidelines of of of the the the Requirements Requirements Requirements and and and the the the goals goals goals of of of their their their College College English teaching in designing their College English course systems. A course system, which which is is is a a a combination combination combination of of of required required required and and and elective elective elective courses courses courses in in in comprehensive comprehensive comprehensive English, English, language language skills, skills, skills, English English English for for for practical practical practical uses, uses, uses, language language language and and and culture, culture, culture, and and and English English English of of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in in listening listening listening and and and speaking speaking speaking should should should be be be fully fully fully considered, considered, considered, and and and corresponding corresponding corresponding teaching teaching hours hours and and and credits credits credits should should should be be be adequately adequately adequately allocated. allocated. allocated. Moreover, Moreover, Moreover, the the the extensive extensive extensive use use use of of advanced advanced information information information technology technology technology should should should be be be encouraged, encouraged, encouraged, computer- computer- computer- and and and Web-based Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College College English English English is is is not not not only only only a a a language language language course course course that that that provides provides provides basic basic basic knowledge knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, tool, but but but also also also has has has humanistic humanistic humanistic values. values. values. When When When designing designing designing College College College English English English courses, courses, therefore, it is necessary to take into full consideration the development of students’ cultural capacity and the teaching of knowledge about different cultures in the world.All All the the the courses, courses, courses, whether whether whether computer-based computer-based computer-based or or or classroom-based, classroom-based, classroom-based, should should should be be be fully fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English English is is is better better better will will will find find find room room room for for for further further further development. development. development. College College College English English English course course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. English. It It It should should should ensure ensure ensure that that that students students students make make make steady steady steady progress progress progress in in in English English English proficiency proficiency throughout their undergraduate studies, and it should encourage students’ individualized individualized learning learning learning so so so as as as to to to meet meet meet the the the needs needs needs of of of their their their development development development in in in different different specialties.IV. Teaching Model In view of the marked increase in student enrolments and the relatively limited resources, resources, colleges colleges colleges and and and universities universities universities should should should remold remold remold the the the existing existing existing unitary unitary unitary teacher- teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’ students’ individualized individualized individualized and and and autonomous autonomous autonomous learning. learning. learning. The The The new new new model model model should should should combine combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the central position position of of of students students students and and and the the the leading leading leading role role role of of of teachers teachers teachers in in in the the the teaching teaching teaching and and and learning learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges Colleges and and and universities universities universities should should should explore explore explore and and and establish establish establish a a a Web-based Web-based Web-based listening listening and and speaking speaking speaking teaching teaching teaching model model model that that that suits suits suits their their their own own own needs needs needs in in in line line line with with with their their their own own conditions conditions and and and students’ students’ students’ English English English proficiency, proficiency, and and deliver deliver deliver listening listening listening and and and speaking speaking courses courses via via via the the the intranet intranet intranet or or or campus campus campus network. network. network. The The The teaching teaching teaching of of of reading, reading, reading, writing writing writing and and translation translation can can can be be be conducted conducted conducted either either either in in in the the the classroom classroom classroom or or or online. online. online. With With With regard regard regard to to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students’ learning and self-assessment, t e achers’ lectures, and online coaching, as well as the monitoring and eachers’ lectures, and online coaching, as well as the monitoring and management management of of of learning learning learning and and and coaching. coaching. coaching. It It It should should should be be be able able able to to to track track track down, down, down, record record record and and check the progress o f learning in of learning in a ddition addition addition to to teaching and coaching, and attain t o to to a a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One One of of of the the the objectives objectives objectives of of of the the the reform reform reform of of of the the the teaching teaching teaching model model model is is is to to to promote promote promote the the development of individualized study methods and the autonomous learning ability on the the part part part of of of students. students. students. The The The new new new model model model should should should enable enable enable students students students to to to select select select materials materials materials and and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes Changes in in in the the the teaching teaching teaching model model model by by by no no no means means means call call call for for for changes changes changes in in in teaching teaching methods and approaches only, but, more importantly, consist of changes in teaching philosophy philosophy and and and practice, practice, practice, and and and in in in a a a shift shift shift from from from a a a teacher-centered teacher-centered teacher-centered pattern, pattern, pattern, in in in which which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered student-centered pattern, pattern, pattern, in in in which which which the the the ability ability ability to to to use use use the the the language language language and and and the the the ability ability ability to to learn independently are cultivated in addition to language knowledge and skills, and also also to to to lifelong lifelong lifelong education, education, education, geared geared geared towards towards towards cultivating cultivating cultivating students’ students’ students’ lifelong lifelong lifelong learning learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation Evaluation is is is a key component in a key component in College English teaching. A comprehensive, objective, objective, scientific scientific scientific and and and accurate accurate accurate evaluation evaluation evaluation system system system is is is of of of vital vital vital importance importance importance to to to the the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an an effective effective effective means means means to to to adjust adjust adjust their their their learning learning learning strategies strategies strategies and and and methods, methods, methods, improve improve improve their their learning efficiency and achieve the desired learning effects.The The evaluation evaluation evaluation of of of students’ students’ students’ learning learning learning consists consists consists of of of formative formative formative assessment assessment assessment and and summative assessmentFormative assessment refers to procedural and developmental assessment conducted conducted in in in the the the teaching teaching teaching process, process, process, i.e., i.e., i.e., tracking tracking tracking the the the teaching teaching teaching process, process, process, providing providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students’ autonomous learning, and is particularly impor tant in in implementing implementing implementing the the the computer- computer- computer- and and and classroom-based classroom-based classroom-based teaching teaching teaching model. model. model. It It It includes includes 。
语言学习与语言教学的原则修改版1
action.”
speaker possesses and uses
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The beginning of communicative competence
Then, communicative competence is that aspect of our competence that enables us to convey and interpret messages and to negotiate meanings interpersonally within specific contexts. Savigon notes that “communicative competence is relative, not absolute and depends on the cooperation of all the participants involved.” It is not so much an intrapersonal construct as we saw in Chomsky’s early writings but rather a dynamic, interpersonal construct.
【英语教学法 英汉对照a course in english language teaching】
A Course in English Language TeachingUnit 1 Language and LearningViews on language语言观Structural view结构主义as a linguistic systemfunctional view功能主义as a linguistic system but also a means for doing things,base on communicative functionsInteractional view交互性as a communicative toolViews on language learning and learning in general1)Process-oriented theories过程指向论concerned with how the mind processes new information, such as habit formation, induction, making inference, hypothesis testing and generalization.2)Condition-oriented theories 强调条件理论emphasize the nature of the human and physical context in which language learning takes place, such as the number of students, what kind of input learners receive, and the learning atmosphere.Behaviourist theory 行为主义理论=audio-lingual method听说教学法A stimulus-response theory of psychologyYou can train an animal to do anything(within reason) if you follow a certain procedure which has three major stages, stimulus, response, andreinforcement.Cognitive theory 认知主义理论communicate approach 交际法Constructivist theory 结构主义理论Learning is a process in which the learner constructs meaning based on his/her own experience and what he/she already knows.Socio-constructivist theory 社会结构主义理论Emphasises interacion and engagement with the target language in a social contextA good language teacherEthic devotion,professional qualities and personal styles品德节操，职业素质和个性特征Learning, practice, and reflectionUnit 2 Communicative Principles and ActivitiesCLT=Communicative Language Teaching 交际语言教学法TBLT=Task-based Language Teaching 任务型教学法PPP=the Presentation, Practice and Production呈现，操练，展出Communicative competenceEntails knowing not only the language code or the form of language, but also what to say to whom and how to say it appropriately in any given situationFive main components of communicative competenceLinguistic competence 语言能力Pragmatic competence 语用能力Discourse competence语篇能力Strategic competence策略能力Fluency 语言顺畅CLTGoal :to develop students' communicative competence, which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.Principles :Communicative principleTask principleMeaningfulness principleMain features:(1)Functional communicative activities: 功能互动活动Identifying picturesDiscovering identical pairsDiscovering sequences or locationsDiscovering missing informationDiscovering missing featuresDiscovering "secrets"Communicating patterns and picturesCommunicative modelsDiscovering differencesFollowing directionsReconstructing story-sequencesPooling information to solve a problem(2)Social interaction activities: 社会交往活动Role-playing through cued dialoguesRole-playing through cues and informationRole-playing through situation and goalsRole-playing through debate or discussionLarge-scale simulation activities 模仿Improvisation 即兴创作Notes:No specific activities almost about listening and speakingSix criteria for evaluating how communicative classroom activities are: Communicative purpose: information gapCommunicative desire: real needContent, not form: messageVariety of languageNo teacher intervention 干涉No materials controlTBLTDefinition:Refers to an approach based on the use of task as the core unit of instruction in languageTBLT:pre-task, task cycle, language focusDefinition of a task:A task is a piece of work undertaken for oneself or for others, freely or for some reward.Four components of a task:A purpose: focus on content,not formA context: information gapA process:problem solving reasoning , inquiring, conceptualising and communicatingA product: no communicational resultsExercises, exercise-tasks and tasks:Focus on individual language items→purposeful&contextualised communicationExercise →exercise-task →taskHow to design tasks:Think about students’ needs, interests, and abilitiesBrainstorm possible tasksEvaluate the listChoose the language itemsPreparing materialsPPP modelAt the presentation stage:The teacher introduces new vocabulary and grammatical structures in whatever ways appropriateAt the the practice stage:The lesson moves from controlled practice to guided practice and exploitation of the texts when necessaryAt the production stage:The students are encouraged to use what they have learned and practised to perform communication tasks.Notes:Grammar-Translation Method: 语法翻译法reading and writingThe Audio-Lingual Method: 听说教学法speaking and listening; dialogues and drills 对话和操练Unit 3 the National English Curriculum 课程标准It was in the 1993 syllables that the word communication was used in the objectives of teaching for the first time.The Six Design principles for the National English Curriculum for Nine-year Compulsory Education:1.Aim for educating all students, and emphasise quality-orientededucation 面向全体学生，注重素质教育2.Promote learner-centredness, and respect individual differences 突出学生主体，尊重个体差异3.Develop competence-based objectives, and allow flexibility and adaptability 整体设计目标，体现灵活开放4.Pay close attention to the learning pro-cess, and advocate experiential learning and participation 强调学习过程，倡导体验参与5.Attach particular importance to formative assessment, and give special attention to the development of competence 注重过程评价，强调能力发展6.Optimize learning resources, and maximise opportunities for learning and using the language 开发课程资源，拓展学用渠道Framework of objectives in the new National English Curriculum ： 课程总目标Overall language ability:Learning 学习策略Affect 情感态度Cultural 文化意识Language 语言知识Language skills 语言技能 Learning : Cognitive; Self management; Communication; ResourcingAffect: International; Perspective; Patriotism; Confidence; MotivationCultural: Knowledge; understanding; AwarenessLanguage: Phonetics; Grammar; V ocabulary; Functions; Topics Language skills: Listening; Speaking; Reading; WritingThe design of the new National English CurriculumLevel 1: Grade 3-4Level 2: Grade 5-6; basic requirements for 6th gradersGraduate from primary schoolLevel 3: Grade 7/ Junior 1Level 4: Grade 8/ Junior 2Level 5: Grade 9/ Junior 3Graduate from junior high schoolAbove is during Compulsory EducationLevel 6&Level 7: required of every senior high school students2 tracks of elective course:Track 1: level 8& level 9Track 2: from the beginning of senior 1Elective courses: Specialized skill courses; ESP courses应用类; Cultural and literary studies courses 欣赏类etc.Unit 4 Lesson PlanningA lesson plan:教案A framework of a lesson in which teachers make advance decision about what they hope to achieve and how they would like to achieve.Benefits from lesson planning：1) A clear lesson plan makes the teacher aware of the aims and language contents of the lesson.2) It also helps the teacher to distinguish the various stages of a lesson and to see the relationship between them so that the lesson can move smoothly from one stage to another.3) The teacher can also think about how the students can be fully engaged in the lesson.4) when planning the lesson, the teacher also becomes aware of the teaching aids that are needed.5). Lesson planning helps teachers to think about the relative value of different activities and how much time should be spent on them.6) The teacher soon learn to judge lesson stages and phases with greater accuracy.7) Plans are also an aid to continuing improvement.8) After the lesson, the teacher can add an evaluation to the plan, identifying those parts which went well and those which were less successful.Principles for good lesson planning:Aim; Variety; Flexibility; Learnability; Linkage目标性；多样性；灵活性；可学性；连接性Two levels of lesson planning: macro planning and micro planning宏观备课和微观备课Macro planning: planning over a longer period of timeMicro planning: planning for a specific unit or a lessonThere is no clear cut between these two types of planning. Micro planing should be based on macro planning, and macro planing is apt to be modified as lesson go on.Macro planning involves the following:Knowing about the professionKnowing about the institutionKnowing about the learnersKnowing about the curriculum/ syllabus教学大纲Knowing about the textbookKnowing about the objectivesComponents of a lesson plan:1.Background information背景资料2.Teaching aims: 教学目标Language objectives; Ability objectives; Moral objectivesnguage contents and skills语言的内容和技巧Stages and procedures:Greetings; A warm-up; PPP model/ TBLT model; Summary; Homework/ Assignment4.Teaching aids 教学手段5.End of lesson summary 总结6.Optional activities and assignments7.After lesson reflection:Feelings about the lesson; students’ performances; unexpected incidents; surprise thingsUnit 5 Classroom ManagementThe role of the teacher:Before the class: PlannerDuring the class:1 Controller,2 Assessor评估者,3 Organizer ,4 Prompter敦促者,5 Participant参与者,6 Resource-providerAfter the class: EvaluatorTeacher’ s new roles:Facilitators促进者; guides; researchersThe most common students groupings:Whole class workPair workGroup workIndividual studyHarmer’ s suggestions on measures for indisciplined acts and badly behaving Students:1)Act immediately2) Stop the class3)Rearrange the seats4)Change the activity5)Talk to Ss after class6)Use the institution制度In order not to hurt the Students, Ur’ s advice on problems in class:1)Deal with it quietly2)Don’ t take things personally 对事不对人3)Do not use threatsUnit 6 Teaching PronunciationThe goals of teaching pronunciation:目的Consistency连贯性: To be smooth naturalIntelligibility可理解性:To be understandable to the listeners Communicative efficiency交际效率性: To help convey the speakers’meaningWays of practicing sounds and their definitions:1.Focusing on a sound 单音练习:(sounds difficult to learn)2.Perception practice 知觉/领会性练习:( identify /distinguish different sounds):Which order; Same or different; Odd one out; Completion3.Production practice 生成性练习: (develop Students’ ability to produce sounds):Listen and repeat; Fill in the blanks; Make up sentences; Use meaningfulcontext; Use pictures; Use tongue twistersThree ways to show the stress of words, phrases and sentences:Use gesturesUse the voiceUse the blackboardTwo ways to make intonation:rising/falling arrows; draw linesUnit 7 Teaching GrammarThree ways of grammar presentation: 演示法Deductive method 演绎法It relies on reasoning, analysing and comparingInductive method 归纳法The teacher provides learners with authentic language data and induces the learners to realise grammar rules without any form of explicit explanation.Guided discovery method 引导发现法It is similar to the inductive method but different in that the process of the discovery is carefully guided and assisted by the teacher and the rules are then elicited and taught explicitly.Ur’ s six factors contribute to successful grammar practice:1) Pre-learning.2) V olume and repetition(容量/重复).3) Success-orientation成功性联系.4) Heterogeneity多样性.5) Teacher assistance.6) Interest.Two categories 类别of grammar practice:Mechanical practice 机械性练习It involves activities that are aimed at form accuracy.In Substitution drills 替换练习In Transformation drills 转移变形练习Meaningful/ communicative practice 有意义/ 交际性练习It focuses on the production, comprehension or exchange of meaning though the students ‘keep an eye on’ the way newly learned structures are used in the process.Using prompts for meaningful practice 提示1)Using picture prompts.2) Using mime 哑剧or gestures as prompts.3) Using information sheet 信息表as prompts.4) Using key phrases or key words关键短语/ 单词as prompts.5) Using chained phrases for story telling.6) Using created situations.Unit 8 Teaching VocabularyKnowing a word involves what:Pronunciation and stressSpelling and grammatical propertiesMeaningHow and when to use it to express the intended meaningDenotative meaning 指示意义Connotative meaning 内涵意义Collocations 搭配Synonyms, antonyms, hyponyms 近义词，反义词，下位词Receptive and productive vocabulary接受性和产出性词汇Ways of presenting vocabulary: 呈现词汇的方法1.Try to provide a visual or physical demonstration whenever possible, using pictures, photos, video clips, mime or gestures to show meaning.2.Provide a verbal context to demonstrate meaning. Then ask students to tell the meaning first before it is offered by the teacher.e synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meanings5.Translate and exemplify, especially with technical words or words with abstract meaninge word formation rules and common affixes to build new lexical knowledge what is already known7.Teach vocabulary in chunks.8.Think about the context in real life where the word might be used.9.Think about providing different context for introducing new words10.Prepare for possible misunderstanding or confusion that students may haveWays of consolidating vocabulary 巩固词汇的方法1) Labeling标注词汇2) Spot the differences3) Describe and draw4) Play a game5)using the Internet resources for more ideas6) Use word series 单词系列7) Word bingo9) word association 自此联想10) find synonyms and antonyms11) categories12) Using word net-work 网状图Developing vocabulary learning strategies:1) Review regularly2) Guess meaning from context3) Organize vocabulary effectively4) Use learned vocabularyUnit 9 Teaching ListeningThe characteristics of listening in real life (adapted from Ur, 1996:106-7):1) Spontaneity 自发性2) Context 环境3) Visual clues 视觉线索4) Listener’ s response 回应5) Speaker’ s adjustment调节Principles and models for teaching listening:1)Focus on process2) Combine listening and speaking3) Focus on comprehending meaning4) Grade difficulty level appropriatelyThree teaching stages1.Pre-listening activities: 听前活动1) Predicting 预测2) Setting the scene设置现场3) Listening for the gist 听力要点4) Listening for specific information 细节理解2.While-listening activities1) No specific responses2) Listen and tick 标记3) Listen and sequence 顺序4) Listen and act5) Listen and draw6) Listen and fill填写7) Listen and take notes3.Post-listening activities听后活动1) Multiple-choice questions 多项选择2) Answering questions3) Note-taking and gap-filling填空Dictogloss(1)Preparation(2) Dictation 听写(3) Reconstruction.(4) Analysis and correction.Unit 10 Teaching SpeakingPrinciples for teaching speaking1.Balancing accuracy-based with fluency-based practices2.Contextualising practice3.Personalising practice4.Building up confidence5.Maximising meaningful interactions6.Helping students develop speaking strategies7.Making the best use of classroom learning environment to providesufficient language input and practice for the students Designing speaking tasks:1) Maximum foreign talk 尽可能用外语交谈2) Even participation 平等参与3) High motivation 高积极性4)Right language level 语言水平相对应Types of speaking tasks:1.pre-communicative activities交际前活动Structural activitiesQuasi-communication activitiesmunicative activitiesFunctional communication activitiesSocial interaction activities 人际互动Some Speaking activitiesControlled activitiesSemi-controlled activitiesCommunicative activitiesInformation-gap activitiesDialogues and role-play对话和角色扮演Activities using picturesProblem-solving activitiesUnit 10 Teaching ReadingTwo types of reading practice in classrooms:Reading aloud&Silent readingThe ways of Reading effectively:1.Have a clear purpose in reading2.Read silently3.Read phrase by phrase4.Concentrate on the important bits, skim the rest, and skip the insignificant partse different speeds and strategies for different reading tasks6.Perceive the information in the target language rather than mentally translate7.Guess the meaning of new words from the context, or ignore them8.Have and use background information to help understand the text Principles and models for teaching reading:Bottom-up model:teaching new vocabulary and structures firstTop-down model: introducing background knowledge first Interactive model:visual informationThree stages:Pre-reading:Predicting, setting the scene, skimming浏览, and scanning寻读Predicting based on the title, vocabulary,the T/ F questionWhile-readingReading comprehension questions 阅读理解Understanding references 理解引用Making inferences: reading between the lines Post-readingDiscussion questionReproducing the text 复述故事Role playGap-fillingDiscussionRetelling 复述WritingUnit12 Teaching Writing The main procedures of process writing : Creating a motivation to writeBrainstormingMapping 绘图FreewritingOutlining 列提纲Drafting 起草Editing 编辑：peer-editing; self-editing Revising 修改Proofreading 校正Conferencing 与老师讨论Motivating students to write:1.Make the topic of writing as close as possible to students’ life2.Leave students enough room for creativity and imagination3.Prepare students well before writing4.Encourage collaborative group writing as well as individual writing5.Provide opportunities for students to share their writing6.Provide constructive ans positive feedback7.Treat students’ errors strategically8.Give students a sense of achievement from time to time以下是附加文档，不需要的朋友下载后删除，谢谢班主任工作总结专题8篇第一篇:班主任工作总结小学班主任特别是一年级的班主任，是一个复合性角色。
七年级下册英语当我是校长招聘英语老师作文
七年级下册英语当我是校长招聘英语老师作文全文共3篇示例，供读者参考篇1When I Was Principal, Hiring an English TeacherI still can't believe that fateful day when I, an ordinary 7th grade student, was randomly selected to be principal of my school for a day. It was an incredible opportunity and a day I'll never forget!It started out like any other morning. I woke up, got ready for school, and headed to the bus stop. Little did I know, my life was about to take an amazing turn. When I arrived at school, the real principal Mrs. Robertson called me into her office. "Daniel," she said warmly, "How would you like to be principal for a day?"I must have had a look of total shock on my face because she laughed. "It's an annual tradition here to randomly choose one student to serve as principal and experience what it's like to run the school. You'll get to make decisions, lead assemblies, even hire a new teacher!""Hire a new teacher?" I sputtered out. This was getting serious. My heart started racing with excitement and nerves.Being principal for a day was the coolest thing ever, but hiring a new teacher was a huge responsibility. What if I messed it up?Mrs. Robertson could see the worried look on my face. "Don't fret, it's just for practice to see what administrators have to do. I'll be right beside you the whole day giving guidance. This is a fantastic learning experience."And with that, she handed me a crisp principal's suit and sent me off to prepare for the day. Wearing that suit made me feel powerful, important, and honestly a little giddy. This was really happening!The first few hours were a blast. I got to greet students as they arrived, make the morning announcements over the PA system, and even broke up an argument between two kids at recess (who wouldn't listen to the principal?). I was having a great time being in charge.Then the moment of truth arrived: the teacher interviews. Mrs. Robertson reminded me that we urgently needed to hire a new 8th grade English teacher for the upcoming school year. She lined up five candidates and it was my job to interview them and make the hire.The first candidate seemed really nice, but I could barely understand her heavy accent. How could she teach English if the students couldn't understand her? The next two candidates knew their grammar rules but seemed pretty boring as teachers. Put me right to sleep!Then HE walked in. His name was Mr. Reynolds and he was young, energetic, and stuck out his hand for a firm handshake right away. "Thanks for having me Principal Daniel," he said with a smile. I knew rightaway he was someone students would listen to and respect.During his demo lesson, Mr. Reynolds had us all captivated. He made English grammar rules seem interesting by relating them to fun examples from movies, video games, and books kids actually liked. He walked around the room engaging every student. We even played a fast-paced grammar game that got everyone on their feet and interacted. It was like nothing I'd ever seen from an English class before!When it came time for the decision, I didn't hesitate. "Mrs. Robertson, I'd like to offer the job to Mr. Reynolds." She agreed it was an excellent choice.Mr. Reynolds shook my hand again vigorously. "Thank you Principal Daniel, you made an outstanding decision. I can't waitto start teaching here!" He seemed like a teacher who would really prepare students for the challenges of high school and beyond.The rest of my principal day went by in a blur. I stopped a couple of class clowns from causing too much trouble, had a big smile giving everyone their Candy Gram deliveries for Valentine's Day, and even got to approve the lunch menu (pizza was definitely the right call).Finally, it was time for the closing assembly. I had the honor of wrapping up the day and passing the responsibility back to Mrs. Robertson. As I stood on stage looking out at the sea of students, teachers, and staff, I realized how much work goes into running a school successfully. My respect for principals went through the roof."What a day!" I boomed into the microphone. "Being principal has given me a whole new appreciation for everyone who keeps this school going day in and day out. From the custodians to the cafeteria workers to the amazing teachers, you all make this place run."I took a deep breath, knowing these could be my last words as principal. "My biggest responsibility today was hiring a new 8th grade English teacher for next year. After meeting all thecandidates, there was one person who really stood out with his passion and creativity. So I'm proud to announce that we'll be welcoming Mr. Reynolds to our school!"The auditorium exploded into cheers and applause. Mr. Reynolds stood up with a huge smile and waved to everyone. I could tell he was already being accepted by the students."Thank you all for this incredible opportunity," I concluded. "While it's been an honor, I can't wait to be just a regular student again starting tomorrow!"More cheers and clapping. Mrs. Robertson took the mic next to give me a big hug. "What a fabulous job you did today Daniel! You should be very proud of yourself. Maybe you'll be a principal for real someday."I just smiled and soaked in that thought as I looked out at my beaming classmates one more time. Principal for a day was an experience I'd never forget. I had no idea the kinds of important decisions principals have to make, but I gave it my best effort. And I really hoped my hire of Mr. Reynolds would be a great fit for the school.As I settled into my regular student desk the next day, I looked around and saw so many things differently. I noticed thelittle things about the school that usually went unappreciated—the hard work of the staff, the difficulty in controlling a classroom, and just how much coordination and management it took to make everything run smoothly.A new face caught my eye as Mr. Reynolds strode into class ready to teach. He gave me a subtle wink and launched into his unique, energetic teaching style that was sure to engage every student. In that moment, I felt proud that as principal, I had made a major positive impact on my school that would transcend long after my one-day tenure. Not a bad day's work!篇2If I Were the Principal, Hiring an English TeacherIf I were the principal of our school, one of my most important responsibilities would be hiring outstanding teachers. And when it comes to the English department, I would be extra careful to find someone truly special and inspiring. Learning English is so crucial for our future success, and having a great teacher can make all the difference in how well we develop this vital skill.The first quality I would look for is a deep passion for the English language itself. I wouldn't want someone teachingEnglish who just sees it as another subject they have to cover. I'd want an English teacher who absolutely loves reading, writing, analyzing literature, and exploring the nuances of vocabulary and grammar. Their enthusiasm has to be contagious so that it rubs off on us students.Along those lines, I would expect the teacher to have an excellent command of English themselves. They should speak and write with perfect fluency, grammar, and diction. If they make careless errors, how can we have full confidence in their ability to properly teach us? Their English needs to be impeccable so we know we are learning from a true master of the language.Experience is also very important to me. I wouldn't want a brand new teacher straight out of university with no real classroom experience. Teaching skills take time and practice to develop. An experienced teacher will know how to manage a class, keep students engaged, explain concepts in multiple ways, and be prepared for all the unexpected situations that pop up. We shouldn't be anyone's practice students while they figure out how to teach!Creativity would be a must as well. English classes can be so boring if it's just reading from textbooks and completingworksheets constantly. I want a teacher who mixes it up with creative games, activities, projects, and lessons that make English feel vibrant and alive. Things like debates, poetry slams, reader's theater, making movies, analyzing commercials and songs - that's what keeps it exciting. The teacher needs to make English multimedia and multidimensional.But don't get me wrong, as much as I want an engaging and innovative teacher, I also deeply value having very structured lessons and high academic standards. We can have fun, but we also have to master all the vital skills of English proficiency. The teacher has to follow a rigorous curriculum that ensures we are building our reading, writing, listening, and speaking abilities systematically. Units should be carefully planned out, student work must be evaluated thoroughly, and no key concepts can be skipped over. A balanced approach is ideal: creative yet structured, engaging yet rigorous.In terms of personality, I want a teacher who builds a strong rapport with students and creates a positive classroom community. They need to be approachable and relatable so we feel comfortable asking questions and working through struggles together. But they also need to command respect and have strong classroom management abilities so we stay on task.Basically, I want an English teacher who is warm and funny, but also has the ability to be firm and serious when needed.An optimistic, growth mindset is also very important to me. I don't want a teacher who writes off students as unteachable or untalented if they hit rough patches. The teacher has to continuously encourage us and find ways to spark improvement, believing that every student has the potential for English language growth. They should celebrate our successes, but also show patience when we struggle, using those moments as opportunities for learning, not frustration.Lastly, as an English teacher, I believe it's vital that they embody traits like empathy, cultural awareness, and promoting diversity and inclusion. Since language and literature provide windows into how people from all over the world think and express themselves, the English curriculum is the perfect place to build cross-cultural understanding. An English teacher should aim lessons toward expanding our perspectives beyond our local bubbles. And they should make every student feel welcome, appreciated and represented, regardless of background.Those are the key qualities I would prioritize if I were principal hiring a new English teacher: passion for the language, impeccable English abilities, solid experience, creativity balancedwith academic rigor, strong rapport and classroom management, an optimistic growth mindset, and prioritization of cultural awareness and inclusion. With a teacher like that leading our English studies, I know we students would be set up for mastery that prepares us for endless future opportunities in our increasingly interconnected world.篇3When I Became Principal for a Day and Hired an English TeacherIt was just another ordinary day at Oakwood Middle School. I dragged myself out of bed, got ready, and headed off to my daily routine of classes, homework, and trying not to fall asleep during Mr. Phelps' never-ending lectures on factoring polynomials. Little did I know, my life was about to take an exciting turn that would give me a whole new perspective on our school.During morning announcements, Principal Williams' voice crackled over the loudspeaker with some surprising news. "Students, I have a special treat for one lucky 7th grader today. To celebrate 'Explore Your Dream Career Day,' one of you willbecome principal for the day and get to make decisions about how our school is run!"My heart started racing at the possibility. Think of all the positive changes I could make! Extra recess time, vending machines full of candy in every hallway, and best of all - extending winter break by an extra month. This was an opportunity I couldn't pass up.Principal Williams continued, "In order to decide who this lucky student will be, I'm holding an essay contest. Anyone who wants to be principal for a day should submit a one-page paper to my office by lunch on why they deserve this honor and what they hope to accomplish."You better believe I sprinted to the computer lab that morning and started furiously typing away. With a grandiose vision of my newly-minted power, I wove together an eloquent essay that was sure to blow Principal Williams away and cement my spot as leader of the school, if only for 24 hours.Sure enough, a few hours later, my name was called over the intercom to report to the main office immediately. As I marched through those double doors, a gleaming "Principal for a Day" name tag was slapped across my shirt, and I was ushered intoPrincipal Williams' office to receive my first ultra-important task: hiring a new English teacher.You see, Mr. Thompson, our long-time 8th grade English teacher, had decided to take an early retirement to pursue his lifelong dream of becoming a bingo caller. While we'd all miss his dynamic lectures on double negatives and the use of semicolons, this was the perfect chance for me to bring in an English teacher who could revolutionize the way our school approached the subject.I gave Principal Williams a curt nod, took the stack ofrésumés from her hand, and got to work. The first applicant's credentials made me roll my eyes back so far into my head that I'm still surprised they didn't get stuck there. Twenty-five years of teaching experience with a "forte in mastering the mechanics of grammar" - no thanks, I've had quite enough of diagramming sentences to last me a lifetime. This teacher was quickly cast into the "no" pile.The second résumé touted a love for "the classics" and promised to have students analyzing complex works like Shakespeare's sonnets by the end of the year. As if! Could you imagine a classroom full of 13-year-olds discussing couplets andiambic pentameter instead of watching movies and eating snacks? Hard pass.Finally, the last résumé caught my eye. It was from a younger teacher fresh out of university who had a true passion for making English literature and writing exciting, creative, and engaging for students at any level. This was the one!When the applicants arrived later that day for interviews, I quickly dismissed the first two before they even had a chance to speak. However, the third candidate, Ms. Elena Ramirez, blew me away with her energy, innovative teaching philosophies, and determination to make English class something students actually looked forward to."I don't believe in forcing students to slog through dense novels they have no interest in," Ms. Ramirez explained during her interview. "Instead, I'd have them explore modern,age-appropriate high-interest books, graphic novels, podcasts, and more. The goal is to cultivate a love of reading, writing, and self-expression through media they're naturally drawn to."She went on to describe creative projects and assignments that made me wish I could take her class immediately. Writing and producing our own school podcast? Exploring storytelling through games and digital tools? Getting to pick a book basedon our unique interests instead of just reading ancient, boring titles chosen for us? Sign me up!Ms. Ramirez emphasized that she's also a big believer in honoring students' tremendous diversity and cultures by studying and celebrating authors from all backgrounds. "Representation is key," she declared. "Every student should be able to see their experiences and perspectives reflected in what they learn."By the end of our interview, I had firmed resolved that Ms. Ramirez was the English teacher our school needed. Her innovative methods for making the subject engaging and relevant, while still meeting all curriculum standards, convinced me that she was the perfect person to help us rethink how we teach this crucial subject.With showmanship that would make even the stuffiest principal proud, I dramatically removed my "Principal for a Day" name tag, slid it across the desk to Ms. Ramirez, and announced, "You're hired! Report for duty tomorrow morning at 8am sharp as Oakwood Middle School's newest English teacher."A wide smile spread across her face as she accepted the laminated badge and shook my hand enthusiastically. At that moment, I knew I had made the right decision, one that wouldpay tremendous dividends for my peers and myself. Under Ms. Ramirez's guidance, our perspective on English class would be revolutionized and maybe - just maybe - the subject would even become our favorite.After Ms. Ramirez left to prepare for her first day, I spent the rest of my time as principal making a few minor, student-friendly adjustments that would surely earn me hero status once the final bell rang. I extended recess by a blissful 15 minutes, had the cafeteria stock up on my classmates' favorite snacks and beverages, and declared that homework would be banned for the evening so we could all celebrate what was sure to be the beginning of a new golden age for our school.The next morning at homeroom, as Ms. Ramirez stood before my English class with an impressive stack of comics, novels, and other engaging books and resources, I leaned back in my chair, soaked in her palpable energy and enthusiasm, and thought to myself, "Welcome to the new English class - the one we've all been waiting for."。
《英语课程标准》
《英语课程标准》English Curriculum Standards。
The English curriculum standards are a crucial framework for guiding the teaching and learning of English language and literature in schools. These standards provide a clear and comprehensive set of guidelines for educators, students, and parents, outlining the knowledge and skills that students are expected to acquire at each grade level. The English curriculum standards are designed to ensure that all students receive a high-quality education in English language arts, and that they are prepared for success in college, career, and life.The English curriculum standards cover a wide range of language and literature skills, including reading, writing, speaking, and listening. They also emphasize the importance of critical thinking, analysis, and interpretation of various texts, as well as the development of effective communication skills. By setting clear expectations for student learning, the standards help to ensure that all students have access to a rigorous and engaging English education.One of the key components of the English curriculum standards is the focus on reading comprehension and literacy. Students are expected to read and understand a variety of texts, including fiction, nonfiction, poetry, and drama. They are also expected to analyze and interpret these texts, and to use evidence from the text to support their ideas and arguments. In addition, students are expected to develop a love of reading and to read independently for pleasure and for information.The standards also emphasize the importance of writing skills, including the abilityto write for different purposes and audiences. Students are expected to write clear and coherent essays, narratives, and arguments, using evidence from the text to support their ideas. They are also expected to conduct research and to use technology to produce and publish writing. By developing these writing skills, students are better prepared to communicate effectively in a variety of contexts.In addition to reading and writing, the English curriculum standards also focus on speaking and listening skills. Students are expected to engage in collaborative discussions, to present their ideas clearly and persuasively, and to actively listen to and respond to the ideas of others. By developing these speaking and listening skills, students are better prepared to communicate effectively in both academic and real-world settings.Overall, the English curriculum standards provide a comprehensive and rigorous framework for the teaching and learning of English language and literature. By setting clear expectations for student learning, the standards help to ensure that all students receive a high-quality education in English, and that they are prepared for success in college, career, and life. As educators, it is essential that we use the standards to guide our instruction and to help all students achieve their full potential in English language arts.。
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How to design the teaching curriculum of reading
1.Teaching models/ methodology
Scaffolding பைடு நூலகம்pproach
PWP Approach
Task-based Approach
2. Teaching methods/skills
How to design the teaching curriculum of reading
I. Three reading models to explain the reading process
Top-down model (concept-driven model)
However, a different view believes that one ’ s background knowledge plays a more important role than new words and new structures in reading comprehension. For example, we all have experiences of reading something which does not contain any new words or new structures,but we still find it difficult to understand its meaning. In other cases, we may read an article with some new words or new structures in it, but we can guess the meaning of the article based on our knowledge about the topic without too much difficulty. Therefore, it is believed that in teaching reading, the teacher should teach the background knowledge first so that students equipped with such knowledge will be able to guess meaning from the printed page. This process of reading is said to follow the top-down model of teaching reading just as Goodman once said that reading was “ a psycholinguistic guessing game”.
How to design the teaching curriculum of reading
I. Three reading models to explain the reading process
Interactive model
The current theory views reading as an interactive process. That is to say, the brain receives visual information and at the same time, interprets or reconstructs the meaning the writer had in mind when he wrote the text. This process does not only involve the printed page but also the reader’s knowledge of the language in general, of the world, and of the text types. During the process of reading, all these factors interact with each other and compensate each other. Therefore, a proficient reader should have good language skills: Recognizing words and phrases, understanding sentence structures. Also, he/she should have relevant knowledge about the topic, the organization of the type of text and general knowledge about the world. Based on such understanding, teaching reading in the classroom divides reading activities into basically three stages in which bottom-up and top-down techniques are integrated to help students in their reading comprehension and in increasing their language efficiency in general.
English Curriculum And Language Teaching
Final Grades: 10% 40%
personal presentation powerpoint presentation in class
50%
final exam /paper
The coursebook
How to design the teaching curriculum of reading
II.Teaching models & Teaching methods
1.PWP teaching model pre-reading while-reading
English Curriculum And Language Teaching
English Curriculum And Language Teaching
36 hours 2 credits Six parts: listening
speaking
how to teach grammar vocabulary reading literature
How to design the teaching curriculum of reading
I. Three reading models to explain the reading process
Bottom-up model (data-driven model)
The way one teaches reading always reflects the way one understands reading and the reading process. Some teachers teach reading by introducing new vocabulary and new structures first, then going over the text sentence by sentence. This is followed by some questions and answers and reading aloud practice. This way of teaching reading reflects the belief that reading comprehension is based on the understanding and mastery of all the new words, new phrases, and new structures as well as a lot of reading aloud practice. Also, this reading follows a linear process from the recognition of letters, to words, to phrases, to sentences, to paragraphs, and then to the meaning of the whole text.
How to design the teaching curriculum of reading
1.Teaching models/ methodology
Communicative Approach
function Halliday----functional linguistics discourse analysis theory
English Curriculum And Language Teaching
What do we read? Why do we read? Two parts: how to design the teaching curriculum of reading?
how to improve reading skills by reading teaching?
How to design the teaching curriculum of reading
1.Teaching models/ methodology
Situational Method
truth
discourse scope discourse progress mode of activity