NEW SENIOR ENGLISH FOR CHINA Written based on the national curriculum in terms of Curriculum charact

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NEW SENIOR ENGLISH FOR CHINA Written based on
the national curriculum in terms of Curriculum
characteristicsBasic conceptsTeaching
objectivesTeaching requirements

• Content
• Organization
• Approach
• Design

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The structure of the English curriculum for
senior high school
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The structure of the course books

•  Modules 1-5 to Level 7
• Compulsory (2400-2500) Graduation
• Modules 6-8 to Level 8
• Selective (3300) College entrance
• Modules 9-11 towards Level 9
• Selective (4500)
• Each module consists of 5 units
• Every SB unit has 8, 9 or 10 pages
• Every WB unit has 7, 8 or 9 pages

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Characteristics of NSEC

• 1 Facilitation of developing Ss affective
  attitudes and personality 
• Up-to-date reflection of contemporary life
• Informative interdisciplinary and
  cross-cultural
• Educational world outlook, outlook on life and
  
• social value
• patriotism (national and
  international)
• Authentic true to modern society and
  realistic
• life
• Appealing meeting the needs of Ss physical
• and psychological
  development
• Interesting (content, form, design, layout)

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• 2 Integration of innovation and tradition
•  Integration of Topics, Function, Structure and
• TBL activities
•   Adopting modern teaching approaches
• Highlight communication while using compre-
• hensive teaching methods
• Topics core of each unit
• Function and structure main line
• Tasks/Projects production
• Presenting knowledge and practice skills in a
  
• step-by-step way
• Meet the needs of Chinese Ss development of
• cognitive faculties
• Facilitate Ss construction of their knowledge
  system

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Acquiring
Participating
Enriched experience
Experience (Brainstorm)
Skills
Knowledge
Competence
Learning
Practicing
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• 3 Emphasis on fostering students creativity
  and autonomy
• Providing abundant material full of imagination
• Optimizing learning strategies to develop learner
  autonomy
• Transforming learning style
• Observation/Discovery
  Experience/Inquiring
• Information processing Problem solving
• Using elicitation method of teaching
• Develop personalized learning methods and
  styles
• Promote Ss independent, creative and
  critical thinking

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• 4 Elasticity and flexibility
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• A teaching kit not merely a textbook to meet
  diversified needs of students provide
  supplementary materials and
• various kinds of resources
• reinforce learning and teaching
• give free rein to students individual
• potential

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5 Diversified assessment Establish a better
assessment system to promote Ss
development Integrate formative and summative
assessment Self assessment and peer
assessment Qualitative and quantitative
assessment Conducive to self-monitoring and self-
adjustment of learning goals and
strategies Build up self-confidence in learning
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Use of the course books

• The course books work as the core of the teaching
  resources.
• They play a very important role in implementing
  the curriculum.
• Course books are used as a tool in teaching and
  learning.
• The teacher is the master of the textbook not a
  slave to it.
• The teacher should design curriculum based on Ss
  needs.
• The teacher should use the book in a flexible and
  creative way.

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Teaching of phonetics

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• Teaching phonetics is incorporated in teaching
  vocabulary, dialogues and reading passages.
• Speech and listening cassettes are used to
  improve Ss pronunciation and intonation.
• Reading,even reciting poems, plays and famous
  speeches is a very effective way to practice
  intonation and rhythm.

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Teaching of vocabulary

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• The word lists help Ss learn pronunciation,
  spelling and meaning.
• Word formation receives great attention.
• Give instructions on how to use a dictionary.
• Teach Ss to use lexical learning strategies, eg
  comparison, association, classification.
• Compare the usage through translation.
• Encourage Ss to use new words and expressions in
  context.

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Teaching of grammar

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• Encourage Ss to discover new grammar items from
  the context.
• Elicit Ss to find out grammar rules.
• Get Ss to understand the meaning and grasp the
  form.
• Provide situations in which Ss can use the new
  grammar items.

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HOW TO DEVELOP FOUR SKILLS Listening Hearing-proc
essing-understanding Pre-listening Set the
context and plan the task While-listening Play
the tape Grasp main ideas and detailed
information answer questions Post-listening
Check answers Carry out tasks Hand out
listening text if you can
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Reading Seeing, processing, understanding Pre-read
ing Prediction and activation While-reading
Set a context for the task Deal with key words
Ask questions (purpose for reading)
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Read silently to find answers More
explanation if necessary Read again and answer
factual questions in Comprehending. Play
the tape, listen and repeat Post-reading Answer
inferential questions Fulfill more tasks
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Speaking Creative thinking processes Be active in
communicating with people and expressing
ideas Use daily expressions and grammar
appropriately Use strategies to continue talking
(stalling, paralanguage, reduction and
simplification strategies)
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Writing Physical and mental processes Accuracy,
correct use of reference words, conjunctions
and coherence 1 Generation of ideas 2 Planning
5 Finalization 3 Drafting 6 Evaluation 4
Editing

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