授人以渔，亦有新意——新概念教学法

发布时间：2007-09-12

作者：Tiger RoB

来源于：昂立外语网站

2007年9月11日，《新概念英语》教材主编L. G. Alexander的夫人Julia Alexander，由《新概念英语》的出版单位――外研社综合英语分社社长宋薇薇陪同，应邀莅临上海市昂立进修学院访问，就新概念英语教学法同众多昂立的专兼职教师交流、座谈。

在上午举行的新概念英语教学法的讲座中，Julia女士首先从语言的功能性与人的听觉系统谈起，重点强调了以口语与听力为基础的新概念英语中训练学生听力的重要性；继而讲到本次讲座的核心内容――“课堂教学5步法”，即“听力理解－诱导对话－模仿练习－文法词汇及写作练习－复述内容”。Julia女士亲身展示了新概念教学法的完整教学过程，供在座的教师参考，并在经过短时间的准备后请部分老师上台试讲。理论讲解，实践操作相结合，一气呵成。

讲座要点摘录

NCE: The teacher as enabler

1. “people are designed by nature to learn languages.” For students, they are ready when they come to learn a language, i.e. their attitudes and equipments are well prepared when they are in the classroom. All languages-learning begins with listening.

2. the product of successful language-learning is “rule-bound creativity”, the teacher’s task is to enable a kind of learning that students create new expressions which based on patterns that are learned deep within the brain-and-body system.

3. the most effective way to learn a language is learning the language with “graded materials and a teacher”, grading organizes the learning task in a series of “manageable chunks”, from superficial to complicated. The teacher’s task is to communicate one chunk at a time, in a way that respects and induces the natural ability of pattern-seeking of the students.

4. the structure of a lesson

There are 5 Teaching Phases in an NCE Lesson
1 Phase	Lesson activity	Focus of study
1	Listening and Understanding	complete context, presenting new language, as sound and meaning, in connected sentences
2	Guided Conversation	context-based activation of new language elements, in affirmative, negative, interrogative patterns
3	Pattern Practice	'generalisation': the new structure is presented and practised formally, and the available vocabulary extended; this shows how the pattern can be applied in other situations/contexts
4	Grammar and Word Study; Written Exercises	analysis of words and structures; conscious formulation of 'rules'; detailed practice at sound/spelling, word, phrase and sentence level.
5	'Tell the story', etc. and 'Transfer' Exercises	oral/written reconstruction; recombination and invention exercises: 'towards rule-bound creativity'

Listening and understanding (9 steps)

A. Introduce the story: in this step so that the students have an idea of what the story is about and they don’t have to guess.

B. understand the situation: teachers ask students to say what they think is happening in the picture

C. Set a listening objective: ask the students a question which they must try to find the answer by listening that may helps the students “tune in to the whole of what they hear”.

D. Play the audio or read the text: make sure that the students listen to the audio without interruption so as to discover the answer to the question in step C.

E. Answer the question: train the students not to shout out the answer but to answer teacher’s questions one by one which may be help them think about the agreement or the disagreement between his own opinion and that of others. In this way, the teachers keep all the students thinking and involved.

F. Intensive reading: in this part the most important thing is to make the students think about the meaning which is worked out all by themselves.

G. Play the recording or read the story again: this time, students should understand it without difficulty.

H. Repetition: “make this phase lively and cheerful” so that every student feels fun in joining in the lesson.

I. Read aloud: ask the students to take turns at reading around the class

Guided conversation

“Grammar in English is expressed through word order. It’s impossible to master the regular and irregular verb system by reading about it in theory. Regular practice is essential”

Pattern practice

It is an important part of the learning sequence. “The principle to use the drills is: give students a clear example and demonstrate it with one or more dependable students, and the conduct the exercise round the class”

Grammar and word study

In this part, 3 comments about teaching listing as follows:

“We don’t’ need to talk much about language to help students use it. Language commentary should be the answer to the question”

“If you need to point out that sth is incorrect, say what the correct form is, so that the wrong version is simply discounted.”

“Translation is not a learning tool. Ask students not to read the translation or memorise the word list for new lesson.”

Synthesis and transfer

This part is a progression from retelling and paraphrasing the story towards “rule-bound creativity” to develop the ability and confidence to be themselves in English.

附：How to understand the main topic the teacher as enabler?

“The teacher offers and explains the model. He/She guides and supports the student through progressive tasks, based on the model, from understanding, practising and developing the model, to the first steps in using the learning creatively, as a new expression of the learner's personality. The teacher is always benign, always positive, always 'safe'. The analogy is with being a parent: we teach our 'children' to be confident in understanding and using the 'map' of English - but in the end, the 'territory' is theirs, and they go on without us.”

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