21 世纪大学实用英语 说课人：张胜楠

1. 21世纪大学实用英语 说课人：张胜楠

2. Contents 1 2 4 5 6 3 Introduction of the Course Teaching Aims Emphases and Difficult Points Teaching Approach Learning Method Teaching Procedure

3. Introduction of the Course 《21世纪大学实用英语》系列教材根据《高职高专教育英语课程教学基本要求》以及我国高职高专人才培养特点和教学改革的成果编写而成，突出教学内容的实用性和针对性，将语言基础能力的培养与实际涉外交际能力的训练有机地结合起来，以满足21世纪全球化社会经济发展对高职高专人才的要求。

4. 本套教材包括《综合教程》、《综合练习》、《教学参考书》（每一种分为基础教程和1-4册）及配套的音带、多媒体课件、电子教案等。《基础教程》起点词汇量为600词，《综合教程》第一册的起点词汇量为1000词。本套教材供高职高专院校普通英语教学使用。

5. 《综合教程》每册8个单元，每个单元包括三大板块（听说板块、读写板块和实用板块）和导语。本册中“听说板块”围绕每单元的主题，并结合高职高专学生学习生活和毕业后工作实际需要，对学生进行听力与口语方面的专门训练。“读写板块”由同一题材的三篇文章组成：Text A 为精读材料，配有课文前的热身练习，课文后的口语、阅读理解、词汇、结构、翻译等技能训练；Text B为泛读材料； Text C为扩展阅读材料，课后也均配有与课文相关的练习。

6. 本书为《21世纪大学实用英语》第一册。全书共8个单元。 本书为《21世纪大学实用英语》第一册。全书共8个单元。 本次课程为第一册第三单元Text A的学习。

7. Teaching Aim 1. Master the basic language and skills to express gratitude and listening skills. 2. Understand the main idea of Text A, master the useful sentence structures, words and expressions, understand the signal words in an English passage. 3. Know how to use the simple future and the future in the past. 4. Know how to fill in an application form.

8. Emphases and Difficult Points Teaching Emphases The main idea of Text A, the usage of new words and expressions. Teaching Difficult Points The usage of new words and expressions, the usage of the simple future and the future in the past.

9. Teaching Approaches 1. Communicative Approach Communicative approach refers to the theory of teaching according to the principle that the students and teachers should genuinely communicate with each other using the target language. Two principles: A. Create more realistic situation B. The class should be students-centered

10. Create More Realistic Situation • Artificial conventions and mechanical question-and-answer sequences fall short of the flexible, spontaneous kind of communicative interaction required for performing a task with the context of situation relevant to the real world. Such classroom teaching forces learners to talk about things that are not of their own choosing and not based on their actual needs. Instead, they are provided with a rigid set of guided structures in isolation. Taught in this way, the learners frequently fail when they are faced with the read to produce the language related to a specific situation.

11. Simulation techniques seem to be a better alternative, as they seek to place learners in a situation where they are asked to take on different roles and to. accomplish their specific tasks, including problem solving. They offer an opportunity for the learners to practise using the language in the right place at the right time and as appropriately as possible.

12.   The most obvious advantage of these kind techniques is that it puts the learners in realistic situations. By simulating the physical circumstances of certain situations, the students can have the opportunity to use and to practice the sort of language, particularly the vocabulary related to that situation, so that learners are rehearsed for real life. In addition, they can express what they want to say whenever the situation calls for it. The teacher provides the best conditions for learning through creating the realist situation.

13. The Class Should Be Students-Centered • The focus of classroom should be shifted from the teacher to students. The present teaching in China, however, is just the opposite; the class is just mainly teacher-centered. • The teacher does most the talking and always has the whole class under his strict control by lecturing, questioning, correcting students and often supplying correct answers to the exercises. • In such a class, the teacher is obviously the most authoritative person. Students always act according to what the teacher wants them to accomplish put not what they themselves want to accomplish.

14. Such kind of teachers’ role, in fact, encourages the students to depend too much on teachers without thinking independently. So it appears that sometimes, even if the students have understood the text they are reading, they do not have the courage to speak out when called upon, for fear that they may not be right. As a result, the long-term practice of teacher-centeredness in education has actually lessened the opportunities for the students to analyze and judge things for themselves, and it has possibly encouraged the students’ laziness in thinking.

15. Giving up their natural instincts for active thinking, they may spend most of their time copying from the blackboard, following the teacher’s talk and taking the note. Too much of this will harm the students’ initiatives and reduce their enthusiasm in study. • The class should be learners-centered. Communicative approach makes learners to be themselves and requires the classroom instructor to play a secondary role, trying to keep focus on the students not on himself and encouraging students to communicate among themselves.

16. The teacher is expected to “lead from behind”, i.e, to act more as adviser and to participate in the interactions if possible. The teacher should allow full scope for his students’ spontaneous learning process and give more opportunities for the students to talk, perform and express their own ideas. In this way, the students will no longer feel inferior. Gradually, they will form a positive attitude toward English studying. The proposed teachers’ role in the classroom is significant not only for classroom methodological reasons, but also, as we shall see, for its effect on human relationships in classroom. This relationship will contribute favorably to effective learning.

17. The role and relationship between the teacher and students are fixed by the students-centered principle. It is to say that the students are the main part in communication, while the teacher helps the students to communicate. The teacher can play several roles in the class: he directs the class activities, designs the scene of communication, and also he is a consultant —— guiding the communication and solving the problems in communication. At the same time, the teacher should be a partner of communication —— he takes part in the students’ communication. Of course, the students should throw themselves into communication actively. They can learn the target language through communication, and improve their listening and speaking ability through communication.

18. The communicative approach is an effective teaching method, which helps the students to develop the ability to use a new language practically. In specific language environment, it requires the students to communicate each other in the language they are learning. The students and teachers should put themselves into the “real” scene. Gradually, they accumulate the perceptual knowledge of English and then develop the sensibility of this language, thus, to achieve the purpose of grasping a language. Communicative approach, on the one hand, emphasizes teaching the students the real language; on the other hand, emphasizes that the students are the hubs of the class. The teacher should just organize and guide the students to have the communicative activities.

19. From some aspects, we can say in the communicative activity, the process is more important than the result. So the teacher must arouse the students’ enthusiasm to the rein of their subjective initiative completely. It can not only avoid the drawbacks of grammar translation methods but also eliminate the ignorance of the students’ listening and speaking ability. It requires the stressing of listening, speaking, reading and writing. It also emphasizes the meaningful real communication. So in the teaching process, it sets up some language models which can be used in the real communication. Its focal point is to train the students to use the language in communicative circumstance. it helps the students to develop the skill of listening and speaking. It gives the students the chances to participate in the teaching activities.

20. Task-based Language Teaching • The key assumptions of TBLT are summarized by Feez (1998:17): • 1. The focus is on process rather than product. • 2. Tasks emphasize communication and meaning. • 3. Learners learn the language by completing the tasks. • 4.Tasks can be either: those learners need to achieve in real life or those that have a pedagogical purpope specific for the classroom.

21. Task-based Language Teaching (TBLT) Task-based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of instruction in language.

22. Features of TBLT: • An emphasis on learning to communicate through interaction in the target language. • The introduction of authentic texts into the learning situation. • Provision of opportunities for learners to focus, not only on language, but also on the learning process itself. • An enhancement of the learners’ own personal experiences as important contributing elements to classroom learning. • An attempt to link classroom language learning with language activation outside the classroom.

23. What are differences between tasks and exercises? tasks exercises focus form meaning no situation situation real-life situation outcome accomplishment of task correct form language choice of form and content practice of assigned form error delayed correction immediate correction

24. Learning Methods 1. Imitating 2. Practicing 3. Speak in English as much as possible 4. Ask questions in class 5. Vocabulary Memorizing 6. Sentence Making

25. Teaching Procedure Step 1 Lead in Do you know when the Mother’s Day is? How do you celebrate it for your mother? Have you ever given your mother presents?

26. Step 2 Text Presentation and Language Points Paras.1-2 Q1: What important things do many of us forget? Key: Many of us forget to stop and take the time to say “thank you” to our mothers. Q2:According to the text, when is the Mother’s Day? Key: The second Sunday of May

27. 1.tend vi. + to do 倾向于，往往会vt. 照料，照顾e.g. • I tend to go there on foot. • I must tend my little baby. • 2. be/get caught up in : be absorbed or involved in 被卷入 • We don’t want to get caught up in the war. • 3.concern n. [常用复数] 事务 • Mind your own concerns. • everyday concerns 日常事务

28. 4. take the time to do sth. 花时间做某事 spend … on sth./ spend… (in) doing • He takes the time to go home every month. • 5. on the occasion of在……之际 • We bought her the picture on the occasion of her 70th birthday. • 6. reflect vi. 思考，反思e.g. You’d better spend a minute to reflect everyday. • 7. Feel free to use …… 请随意使用……（本句是祈使句，以动词开头的句子，省略主语you）表示劝告，建议，命令等

29. Paras.3-5 • Q1: What does the writer ask his mother to forgive? • Key: He asks his mother to forgive his tardiness. • Q2: What happened to the writer as a boy? • Key: There were cuts and bumps and scrapes on his body.

30. 8. … I know …这是一个插入语，表达作者观点 • 9. due a. 应到的，到期的 • overdue 过期的 • The next boat is due in ten minutes • 10. forgive [forgave, forgiven] vt. 原谅，宽恕Please forgive me for being late.

31. 11. tardiness n. 缓慢，迟到 • In many schools students are punished for tardinesslate 表示迟于正常、适当或预期的时间； • tardy 不及时做某事、行动迟缓、迟于预定时间的。 • Summer came late that year.Two of the pupils were tardy this morning.

32. 12. … that always felt better when tended by you.= … that always felt better when (they were) tended by you. • 此句中的时间状语从句中省略了主语和谓语， 如果状语从句的主语和主句的主语一致，且后面跟有助动词be， 可以省略从句中相同的主语和助动词be.

33. Step 3. Summary • From paragraph 1 to 5, we have already known the reasons for writing the letter, that is, we should never forget to say “thank you” toour mothers no matter how busy we are. In this part, the author tellsus his gratitude to his mother and also gives us some examples.

34. Step 4. Homework • 1. Review what we have learned today. • 2. Preview the next part in Text A

35. Thank You !