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授人以漁，亦有新意——新概念教學法

發布時間：2007-09-12

作者：Tiger RoB

來源于：昂立外語網站

2007年9月11日，《新概念英語》教材主編L. G. Alexander的夫人Julia Alexander，由《新概念英語》的出版單位――外研社綜合英語分社社長宋薇薇陪同，應邀蒞臨上海市昂立進修學院訪問，就新概念英語教學法同眾多昂立的專兼職教師交流、座談。

在上午舉行的新概念英語教學法的講座中，Julia女士首先從語言的功能性與人的聽覺系統談起，重點強調了以口語與聽力為基礎的新概念英語中訓練學生聽力的重要性；繼而講到本次講座的核心內容――“課堂教學5步法”，即“聽力理解－誘導對話－模仿練習－文法詞匯及寫作練習－復述內容”。Julia女士親身展示了新概念教學法的完整教學過程，供在座的教師參考，并在經過短時間的準備后請部分老師上臺試講。理論講解，實踐操作相結合，一氣呵成。

講座要點摘錄

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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