Effective and Efficient English Education

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Effective and Efficient English Education

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Going global

• The future of English lies in the hands of the
  Chinese and Indians.
• English Next-David
  Gradoll
• ---English as an international language, as a
  lingua Franca,the implicationmore learners,more
  varieties,learning for international
  communication, not to become native
• ---information era has made English one of the
  basic skills for social and personal development

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• Englishes --- CHINESE English as one of the
  varieties
• International English
• World English
• Global English
• Challenge to nativeness or nativism?

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The meaning of eduation

• From Knowledge to Knowledge
• Nowledge
• Be able to create your own knowledge

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China a fast growing developing
country

• China remains a developing country with great
  diversity in her economic, social and educational
  progress
• Gaps between the coastal provinces and cities and
  more remote inland provinces are obvious
• China as the world factory

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the Challenge and Chinas Reform

• The countrys endeavour to catch up with the
  development of the world
• The national policy of building a harmonious
  society to benefit all
• Sustainable development from China made to
  China designed, created, invented
• The aim Peaceful growth and rise of China to
  live with the international world

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Education reform ----for a better future

• The goal
• Education for all, Quality education
  for all

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Objectives of Education

• Patriotism
• Inheritance of cherished tradition
• World view and social values
• Responsibility, practicality, creativity
• Scientific, humanistic and environmental spirit
• Sustainable learning ability
• Healthy and energetic life style

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• Learning foreign languages helps learners to know
  better of the other culture, to understand better
  of their own
• Learning a foreign language can enable people to
  become more open minded and to overcome barriers
  of communication
• English is important for China to implement
  opening door policy
• English can help to enhance, strengthen national
  soft power

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Learning English means more than knowing the
rules and words, it means to learn to use the
language TO GET INFORMATION AND FOR
COMMUNICATION To think creatively,develop
your mind and intelligence
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New concepts for English education

• Humanistic spirit
• Student centred language learning
• General language ability
• Task based/supported approach (interaction and
  cooperation )
• Textbook and other materials as resources
• From testing to assessment

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????????????General Language abilities

• In order to achieve the aim, students need to
  learn and develop
• language knowledge and communicative functions
• language skills
• learning strategies(learning how to learn)
• cultural awareness
• positive attitude to learning (affect)

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The nine level basic English education system
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Revolution vs evolution

• Evolutionary steps, revolutionary effect
• Gradual, steady,flexible
• Internationalisation
• Localisation
• Simplification
• Relocation
• Systemisation
• individualisatin

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Classroom Practice

• Constraints and variables in reality to obstruct
  the implementation of the new curriculum
• --- class size (often 50 and over)
• ---- limited resource and learning time
• ---- discrepancy between desired or required
  language level and the actual language level of
  the learners, especially in the rural areas
• --- students learning habits and expectations
• ---- classroom teaching controlled by testing
  orientation

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• Social and parental understanding and expectation
  of language learning objectives and outcome
• Assessment and evaluation criterion and practice
• Positive and efficient government administrative
  and financial support
• Shortage of qualified teachers of English and
  change of teachers beliefs

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Beliefs and pressure
with the Teachers

• Lack of context for language use (living with the
  language) makes it necessary and realistic to
  focus on the basics or fundamentals of language
• with class size often exceeds 60 students, it is
  only practical to do well structured and
  controlled class teaching
• More exercise means more practice,which leads to
  mastering of the language

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About Tests, testing and assessment

• It is necessary to prepare the students as early
  as possible for the NMET or other important, high
  stake tests,
• Teaching for the test, through prep tests,
• Students will learn, or learn more and better
  with pressure from constant testing along the
  teaching process
• Formative testing is for show only

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From E-learning to I-learning

• I Learningindividual,integration,interaction,in
  ternalization,independence,intelligence
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• Effectiveness, Efficiency

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Communicative competence revisited

• 1.grammatical competence (the use of appropriate
  grammar, vocab and pronun)
• 2 sociolinguistic competence( the use of
  style,register and intonation in appropriate
  context and setting)
• 3 discourse competence (cohesion in form and
  coherence in thought)
• 4 strategic competence (the use of verbal and
  non-verbal communication stra)

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Input-INTAKE-output

• Input processing
• Patten(1993)
• 1. Present one thing at a time
• 2. Keep meaning in focus
• 3. Move from sentence to connected discourse
• 4. Use both oral and written input
• 5. Have the learner do something with the
  input
• 6. Keep the learners processing strategies
  in mind

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• Elision
• Schwa
• Sound stress Word stress Stress in sentences
• Intonation in questions and exclamations
  Intonation of mood and feeling Intonation of
  question tags
• Liaison Linking sounds in connected Speech
• Sense groups
• Rhythm
• Accents

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• carefully fall
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• an apple a day,
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• friendlies,friendless, friend lies,Fuwa,
• Can you name it?

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• ???????????????(Form, meaning and use)
• ??????????(presence,presentation and active use
  as required)

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• 21. We went right round to the west coast by
  __________ sea instead of driving across
  _________ continent.
• A. the the B. / the C. the / D. / /
• 2008
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• 22. --- Do you mind if I record your lecture?
• --- ___________. Go ahead.
• A. Never mind B. No way C. Not at all D. No,
  youd better not(???????,NO?????????????)

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• 23. --- Is Peter there?
• --- _____________, please. Ill see if I can
  find him for you.
• A. Hold up B. Hold on C. Hold out D. Hold off
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  ,?????,???)

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• 34. To learn English well, we should find
  opportunities to hear English ___________ as much
  as we can.
• A. speak B. speaking C. spoken D. to speak
• ( find opportunities to hear English ?
• find opportunities to LISTEN TO
  English???????!)

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• 26. --- It shouldnt take long to clear up after
  the party if we all volunteer to help.
• --- Thats right. _____________.
• A. Many hands make light work B. Something is
  better than nothing
• C. The more the merrier D. The sooner begin,
  the sooner done(????????,????????????????)

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• 28. --- Why do you suggest we buy a new machine?
• --- Because the old one has been damaged
  ___________.
• A. beyond reach B. beyond repair
• C. beyond control D. beyond description
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• 29. --- They are quiet, arent they?
• --- Yes. They are accustomed ____________ at
  meals.
• A. to talk B. to not talk C. to talking D. to not
  talking
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• 30. It is __________ to spend money on preventing
  illnesses by promoting healthy living rather than
  spending on trying to make people ___________
  after they are ill.
• A. good good B. well better C. better
  better D. better good
• (??????,???BETTER????

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• 32. __________ you eat the correct foods
  ___________ be able to keep fit and stay healthy.
• A. Only if will you B. Only if you will
• C. Unless will you D. Unless you will
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FORM
MEANING
USE
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Discovery approach a learning process of the
students with the teachers help
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• Time and intensity
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• From process to processing

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Grammar in use

• ------Why so big eyes?
• ------- To see you clearly?
• --------Why so big ears?
• ------- To hear you clearly?
• ------- Why so big mouth?
• -------- To eat you!
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• Interesting ??
• Entertaining ??
• Informative ???
• Cross-cultural ???
• Learners personal experience requirement
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• Suitable lexical and Structural level ??????
• Attractive layout ????
• Suitable for exploitation ??????????

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• Society
• curriculum
• School
• classroom
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teacher
Language and language learner
textbook
test
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• ??????(learner-centred)
• ??????(communication-oriented)
• ??????(activity-based)

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• ???????????,????????(autonomy)??????

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From E-learning to I-learning

• I Learning
• information
• individual,
• integration,
• interaction,
• internalization,
• independence,
• intelligence

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• Basic procedure the 3 Ps model
• (presentation--- practice--- product)
• still teacher and teaching centered approach
• Taking a different view on it
• (process--- problem solving ---- progress)
• focus shifted to learner and learning process

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Teacher talk

• Talkwe talk for others to understand,
• Teacher talk for students to learn,
• Functiondemo, organise( transfer
  ),comment/evaluate,
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• Think logically (???)
• Talk clearly (???)
• With a purpose (???)
• Step by step (???)
• Short,concise, to the point (?,?,?)

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Why study skills?

• Focus on skill development
• Skill(s) use with purpose (Why do I have to use a
  special skill for the activity?)
• Questions to check
• Is it useful ?
• Did it work?
• Did the students behave as I expected?
• What can I do to make it more effective?

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• ?????show(provide information)-watch(draw
  attention on the desired input)-respond(making
  use of the information for activity)-use(from
  information on the screen to the language
  internalised)
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• ????enthusiastic
• ????warm and humorous
• ????knowledgeable
• ????encouraging and supportive
• ????business-like
• ????adaptive/flexible
• ????credit
• ????holding high expectations for success

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