论主题式CBI模式在中国英语教学中的应用.pdfVIP

Abstract English Language teaching (ELT) began in China in 1920s. Along with the development of the society it has been changing through the years. From the grammar-translation method and the audio lingual method in the early days to the communicative approach prevailing so far, people keep seeking the ELT model that can meet the need of the development of the society in the new situation. With the arrival of 21st century, English assumes even greater importance and the teaching of English faces a new challenge. A revised English course standard is therefore formulated upon the overall goal of English. Courses are set to develop the students’ comprehensive quality. It focuses on developing the ability of using language to understand and communicate ideas and information to interact with others. Students should learn how to work collaboratively through the process of language learning. Students should be given frequent opportunities to engage in tasks that reflect the desired outcomes in an authentic manner. Their language skills should be developed through the experience of working within the language for real purposes and real audiences. The process-oriented assessment system should be formed to help the student to be self-confident and to develop effective learning strategy. The existing English teaching methods in China today still put emphasis on grammar and language form. The content of the material is often neglected. The language learning breaks away from the authentic language environment. ELT in many of Chinas schools is far from being satisfactory and unable to suit the needs of