《 新编大学基础英语 》 及其特色 New Framework 《 新编大学基础英语 》 改编组总主编 广东韶关学院外语学院 安晓灿 axc02@yahoo

1. 《新编大学基础英语》及其特色 New Framework 《新编大学基础英语》改编组总主编 广东韶关学院外语学院 安晓灿 axc02@yahoo.com.cn

2. New Framework教材简介 • 国外专家对New Framework的评价 • 《新编大学基础英语》及其特色 • 对使用该教材的建议

3. 一、New Framework 系列立体化教材简介

4. New Framework by Richmond Publishing, Spain 2008

5. New Framework based on CEF (Common European Framework of Reference for Languages: Learning, Teaching, Assessment欧盟最新语言教学大纲 )

6. Aim: to create a stimulating course combining innovative features such as The Real Thing and World English DVD

7. Communication as goal • Tasks and activities are designed to have a real communicative purpose rather than simply being an excuse to practise specific structure. Grammar and lexis are introduced as tools for achieving this objective.

8. Personalization • Reading and listening texts are all intended to be personally engaging in some way, and often include people discussing something about themselves. Students are then encouraged to do the same: to talk about what matters to them.

9. Topics: -contemporary and covered with a fresh approach - chosen and developed in close consultation with teachers and students

10. Text-driven strategies • Framework places a particular emphasis on reading and listening texts. All targeted structures are embedded naturally in the texts. Students carry out the tasks first and then later discover the hidden agenda: the target language item. In this way, they can see how grammatical and lexical structures are used naturally and in context before breaking them down.

11. Frequency of use • Lexical and grammatical structures have been selected according to frequency of use. The Language focus often includes asides which refer to structures which we often use but are not often included in traditional grammar sections.

12. Real-World English • Framework places a special emphasis on representing an accurate multicultural view of English as it is spoken today. It has attempted to show a much broader picture. Considering the fact that there are now more non-native English speakers than native, it has also included a variety of accents from a wide range of countries and cultures. Such an approach encourages cross-cultural comparison and helps to present a contemporary version of the English language that students will encounter in the world today.

13. Clarity of design • The aims of each unit are always clearly given at the beginning, while headings help guide both teachers and learners. Each unit is divided into four spreads which are linked thematically, but self-contained in that they feature their own texts and targeted structures. This allows each topic to be approached from four different angles, giving greater opportunities for vocabulary acquisition and ensuring that there is something to suit everyone.

14. Cross-referencing • Throughout the Student’s Book, learner autonomy is promoted via clear cross-referencing to features in the Workbook. Students can find all the help and extra practice they need there.

15. Learner autonomy • Framework includes a wide range of printed and electronic supplementary materials to aid student autonomy. The Workbook features Guided writing pages as well as How to… sections focusing on learning and skilled-related strategies. There is also constant revision, including eight Flashback review pages in the Student’s Book and numerous interactice activities on the CD-Rom.

16. Self-assessment and evaluation • Framework takes evaluation and self-assessment very seriusly and offers a wealth of resources. The Workbook has four Test yourself! and four Language passport sections which follow criteria set by the CEF. The CD-Rom includes 12 self-check unit tests, providing a definitive way to evaluate student progress throughout the course.

17. Course components • Studen’s Book, Reference Guide, CD-Rom • Workbook, Student’s audio CD • Teacher’s Book, Resource Book, Class audio CDs( 3) • DVD • Website

18. Student’s Book features Flexibility and general structure

19. Studen’s Book structure • Series of 5 levels • 12 units • Each unit has its own title and sub-topic, and culminates in a writing or speaking activity in the final spread, incorporating structures targeted beforehand.

20. It offers total flexibility. The Student’s Book is made up of many interlocking parts, but each one is self-contained, and different sections can be exploited and others omitted according to the time demandes and needs of each unit and learner.

21. Unit components • Language focus • Vocabulary ( & listening) • Reading (& speaking or writing) • Speaking (& writing) • Listening ( & speaking) • Writing (& speaking • Pronunciation • Takeaway English ( presents key functional language for survival and social situations)

22. 二、国外专家对 Framework( 2005)评价

23. Survey Review Adult EFL Courses ELT Journal Volume 62/3 July 2008 Oxford University press

24. The Reviewers 1. Hitomi masuhara -a Visiting fellow at Leeds Metropolitan University - Secretary of MATSDA ( the Materials Development Association) Her Publications: eight coursebooks, journal articles and books on developing Language Course Materials, ect.

25. The Reviewers 2. Naeema Hann - teaches languages at Leeds Metropolitan University - produced resources for and managed ESOL, work-based ESOL - public relations officer for national Council for the Development of Urdu - delivers training for the national Centre for Languages

26. The Reviewers 3. Yong Yi - a PhD student and language tutor at Leeds metropolitan University. - holds a professorship in Qufu Normal University in China - used to be involved in EFL teaching and teacher training. - published articles on EFL learning and teaching

27. The Reviewers 4. Brian Tomlinson • a Visiting Professor at Leeds Metropolitan University • Founder and Pesident of MATSDA His publications: • Materials Development in Language Teaching; Language Acquisition and Development and English Language Teaching materials • Given conference presentations in over 40 countries

28. Courses reviewed • Quick Smart English 61.9% • Face2face 56.4% • Straightforward 71.9% • Just Right 68.5 • Total English 61.5% • Innovations 67.1% • New English File 63.3% • New Framewrok 71.8%

29. Items evaluated New Framework • Total grade 71.8% • Overall coursebook 70.9% - Publisher’s claim 79.4% - Flexibility 69.8% - Syllabus 72.1% - Pedagogic approach 69.8% - Topic contents 71.0% - Voice 70.0% - Instructions 70.0% - Teachability 67,9%

30. Items evaluated • Student’s book specific 73.8% - Design 73.6% - Illustration 77.5% - Reading text 75.0% - Listening text 70.6% • Teacher’s book specific 73.3%

31. An Example of the Criteria used 4 Pedagogic approach To what extent is the coursebook likely to: 4.1 facilitate the learners’ understanding of the target language in use? 4.2 encourage the learners to use the target language? 4.3 facilitate the learners’ use of the target language? 4.4 provide the learners with achievable challenges? 4.5 help the learners to feel respected?

32. An Example of the Criteria used 4 Pedagogic approach To what extent is the coursebook likely to: 4.6 help the learners to feel that they are treated as individuals? 4.7 provide the learners with choice? 4.8 help the learners to personalize their language learning? 4.9 encourage independent learning? 4.10 help the learners to learn from their mistakes?

33. Comments “ There are many things which we all liked about Framework and we would happily recommend it and use it ourselves. What we like about it: -It offers a lot of personalization and encourages learners to relate to their own world experience and views. - The topics are contemporary, global, and often thought provoking.

34. - World English speakers are included in the audio materials. - A clear account is given of how the world English news broadcast DVD can be used in relation to the student’s book.

35. - The priority is given to experiencing the texts prior to language discovery and practice. - The realism of the world created by the course ( e.g. argument and competition as well as agreement and cooperation). - Learner autonomy is emphasized throughout the course as can be found in its discovery approach to language and language use, self-evaluation tests, and language portfolio on the Web.

36. - The teacher’s book is clear and helpful for both new and experienced teachers with the provision of useful panels such as mixed ability, common mistakes, and alternatives. - A clear and easy to see content map that links different components.”

37. Conclusion “ After our rigorous evaluation of the eight courses, our conclusion is that we would all be happy to teach or recommend Framework and Straightforward as our first choices with Just Right and Innovations as second choices, as they are all genuinely adult courses with the potential to motivate both teachers and learners.”

38. 三、《新编大学基础英语》 改编原则及其特色

39. 《新编大学基础英语》改编原则与目标 原则1 • 根据教育部大学英语改革精神和《大学英语课程教学要求》

40. 《大学英语课程教学要求》 “课程设计应充分考虑听说能力的要求…；应大量使用先进的信息技术，推进基于计算机和网络的英语教学，为学生提供良好的语言学习环境与条件。”

41. “无论是主要基于计算机的课程，还是主要基于课堂教学的课程，其设置都要充分体现个性化，考虑不同起点的学生”“无论是主要基于计算机的课程，还是主要基于课堂教学的课程，其设置都要充分体现个性化，考虑不同起点的学生”

42. “应充分利用多媒体和网络技术，采用新的教学模式改进原有的以教师讲授为主的单一课堂教学模式。新的教学模式应以现代信息技术，特别是网络技术为支撑，使英语教学不受时间、地点的限制，朝着个性化学习、自主式学习方向发展。”“应体现英语教学的实用性、知识性和趣味性相结合的原则，…要确立学生在教学过程中的主体地位。”“应充分利用多媒体和网络技术，采用新的教学模式改进原有的以教师讲授为主的单一课堂教学模式。新的教学模式应以现代信息技术，特别是网络技术为支撑，使英语教学不受时间、地点的限制，朝着个性化学习、自主式学习方向发展。”“应体现英语教学的实用性、知识性和趣味性相结合的原则，…要确立学生在教学过程中的主体地位。”

43. “考试应以评价学生的英语综合应用能力为主，不应以学生获得的读写译考试成绩来代替或平衡听说成绩。”“考试应以评价学生的英语综合应用能力为主，不应以学生获得的读写译考试成绩来代替或平衡听说成绩。”

44. 原则2 结合我国当前高等学校音乐、体育和美术专业大学英语教学实际和我国社会经济发展对该类专业学生英语应用能力，尤其是听说能力的要求

45. 原则3 保持NEW FRAMEWORK 的设计风格, 教学 理念和运用的教学法： Grammar and lexis are introduced as tools for achieving communicative objective. Lexical and grammatical structures have been selected according to frequency of use. The Language focus often includes asides which refer to structures which we often use but are not often included in traditional grammar sections.

46. Language Focus Unit 10 The Good Life Lesson 2 What’s Up Reading Home Remedies: Colds If you have a bad cold, drink a solution of garlic and rice wine once a day for a couple of days. 改编后的语法： • if 和when引导条件从句 在英语中可以用if 和when引导条件从句，表示“如果发生什么情况” 或“当发生什么情况时”， 并用一般现在时或祈使句对发生的情况提出“建议”。

47. 原则4 坚持突出NEW FRAMEWORK 以培养学生的交际能力为目标的鲜明特色，发扬原教材根据真实的交际情景而设计的灵活多样的学习任务与活动的优势： Tasks and activities are designed to have a real communicative purpose rather than simply being an excuse to practise specific structure.

48. Unit 10 The Good LifeLesson 2 What’s Up Writing A cold remedy Instruction: Do you know a good cold remedy? Write a short explanation to send to the web page. In my country, when / if you have a bad cold, … Try it! It’s sure to make you feel better.

49. 目标： 改编一套新颖而实用的大学英语国家 “十一五”规划教材，满足中国大学生, 尤其是音、体、美专业学生英语学习的需求。

50. 《新编大学基础英语》的结构与特色 Course components Series of 5 levels Integrated Coursebook, CD-Rom, DVD Teacher’s Book ( electronic teaching plan) Workbook, MP3