Innovation and change in language teaching.pptVIP

Innovation and change in language teaching The ecology of Global English ELT in China The Chinese Ministry of Education curriculum reform Key features: Communicative competence Task-based Language knowledge v language skills Grammar Wordlists The structure of course objectives The structure of course objectives Language knowledge Phonology, grammar, vocabulary, functions, topics Language skills Listening, reading, speaking, writing Learning strategy Cognitive, monitoring, communication, resource strategies Affective attitudes Motivation, confidence, team working, national commitment, international vision Cultural consciousness Cultural knowledge and understanding, cross cultural awareness and cross-cultural competence ELT in China New curriculum Language knowledge, language skills, affective attitudes, learning strategies and cultural awareness are integrated in the course design in order to contribute towards a communicative methodology. Learning a foreign language can broaden the students’ horizon and promote their cultural awareness. This is part of a quality education. ELT in China Vocabulary A prescribed wordlist presents a clear learning objective for language knowledge. But as coverage of the wordlist increases, the opportunities for using material from authentic sources decreases. ELT in ChinaGrammar Parts of the Sentence The Subject The Predicate The Predicative The Object (the Direct Object and Indirect Object) The Attribute The Adverbial The Complement Kinds of the Simple Sentence The subject-verb agreement The Compound Sentence The Complex Sentence The Object Clause The Adverbial Clause The Attributive Clause The Subject Clause The Appositive Clause The Predicative Clause Indirect Speech Ellipsis Inversion Emphasis The Subjunctive Mood ELT in China The approach to grammar : needs to respect teachers’ expectations needs to avoid complex metalanguage involves greater analysis than usual needs to be inductive and commu