Chapter 1 The National English Curriculum and Development of
Learners’ Core Qualities 1
Introduction to the National English Curriculum .1
Objectives Structure in the National English Curriculum (2001) 2
Performance Standards for Different Levels of Competence 4
The Importance of Development of Core Qualities 5
Basic Connotation of Learners’ Core Qualities 5
Main Performance of Development of Learners’ Core Qualities .7
Discussion . 11
Chapter 2 A Historical Overview of English Language Teaching
Methodology in China . 12
Grammar-Translation Method and Direct Method 13
Oral Approach and Audio-Lingual Method 19
Natural Approach .23
Cognitive Approach 25
Other Teaching Methods Influencing English Language Teaching
(ELT) in China .27
Discussion .32
Chapter 3 Communicative Approach 33
Development of Communicative Approach .33
Theory of Communicative Approach 35
Characteristics of Communicative Approach 37
Caveats of Communicative Approach 39
Objectives of Communicative Approach . 40
Teacher’s Role in Communicative Approach . 41
Techniques of Communicative Approach 42
Designing Communicative Activities .43
Comparison Between Audio-Lingual Method and Communicative
Approach .43
Impact of Communicative Approach on English Language Teaching in
China 45
Excuses for Avoiding Communicative Approach in English Classes 47
Suggestions 50
Discussion .52
Chapter 4 Alternatives of Communicative Approach 53
Whole Language Education.53
Neurolinguistic Programming 55
Cooperative and Collaborative Learning 58
Content-Based Instruction 65
Theme-Based Instruction 69
The Lexical Approach . 71
Discussion .74
Chapter 5 Experiential Learning 75
Implications of Experiential Learning .76
Role of Experience in Learning .77
Foundations of Experiential Learning .79
Basic Model of Experiential Learning . 82
Characteristics of Experiential Learning .85
Settings in Experiential Learning 86
Reflection and Motivation in Experiential Learning 87
Discussion .95
Chapter 6 Task-Based Language Teaching . 96
Defining Tasks 96
Goals and Outcomes in Task-Based Instruction 100
Features of Task-Based Learning 101
The Practice of Tasks and Skills 103
Types of Learning Activities 105
Roles of Learner and Teacher 109
Starting Points for Tasks . 110
Defining Text-Based Tasks 110
Designing Text-Based Tasks . 112
Planning a Text-Based Task Lesson 116
Discussion .120
Chapter 7 Inquiry Learning 121
Definition of Inquiry Learning . 121
Characteristics of Inquiry Learning .122
Significance and Objectives of Inquiry Learning 123
Strategies of Inquiry Learning 124
Developing Students’ Questioning Skills in Inquiry Learning .131
Application of Inquiry Learning . 132
Assessment of Inquiry Learning . 136
Discussion . 136
Chapter 8 Interactive Language Teaching 137
Defining Interaction 137
Interactive Principles . 137
Roles of the Interactive Teacher 138
Developing Questioning Techniques for Interactive Learning .140
Two Major Activities That Can Motivate Interaction 144
Discussion . 157
Chapter 9 Instructional Planning 158
Importance of Instructional Planning . 158
Attention to Concept Maps of the Lesson Plan 159
Five Parts of a Lesson or Unit Plan 173
Some Incomplete Plans 174
The Principles for a Lesson Plan . 175
Component of a Lesson Plan . 177
Discussion . 178
Chapter 10 Classroom Management . 179
Routines of a Lesson . 179
Patterns of Classroom Interaction182
Troubleshooting .189
Discipline in the Language Classroom . 191
Using Teaching Aids .192
Correction of Mistakes .198
Evaluation of a Teacher’s Lesson 203
Self-evaluation . 206
Discussion 209
Chapter 11 Questioning Skills 211
The Importance of Classroom Questions . 211
What Do We Know About Questioning? 212
The Seven Habits of Highly Effective Questioners . 213
The Six Levels of the Taxonomy on Questioning .219
Teacher Feedback .224
Discussion 229
Chapter 12 Tips for Solving Classroom Problems . 230
Preventing Problem Behavior 230
Reacting to Problem Behavior .232
What If Students Are All at Different Levels? 234
What If the Class Is Very Big? .236
What If Students Keep Using Their Own Language? 237
What If Students Are Uncooperative? 238
What If Students Don’t Want to Talk? .239
What If Some Students-in-groups Finish Before Everybody Else? 240
Discussion . 241
Chapter 13 Teaching Skills and Classroom Activities 242
Tasks 243
Classroom Activities .247
Using Games in Classroom252
Using Pictures in Classroom .256
Techniques and Skills of English Language Teaching 261
More Suggestions on Language Teaching Techniques .276
Communicative Activities. 280
Discussion 282
Chapter 14 Multiple Intelligences and English Language
Teaching 283
Definition of Multiple Intelligences .283
Classification of Multiple Intelligences 283
Theory of Multiple Intelligences .287
Key Points in Applying Multiple Intelligences .291
viii
ODERN ENGLISH TEACHING THEORY M现代英语教学论
Other Intelligences 292
Stages in Teaching with Intelligences . 292
Multiple Intelligence Tool Box 293
Learning Activities for Multiple Intelligences .295
Exemplification 296
Discussion .297
Chapter 15 Learner Autonomy in the Language Classroom . 298
Defining Autonomy . 298
Principles for Fostering Autonomy in the Language Classroom .299
The Autonomous Learner 301
How to Help Learners in Autonomy 302
Learning Styles and Strategies 305
Teacher’s Role 309
Effective Ways of Promoting Greater Learner Independence
and Autonomy.310
Discussion 311
Chapter 16 Action Research 312
Defining Action Research 312
Characteristics of Action Research . 316
Aims of Action Research 317
Steps in Action Research 319
How to Choose Your Research Topic . 320
Methods and Techniques for Action Research 322
Guidelines for Conducting Action Research 323
Components of the Report 325
Action Research Case Study 325
Discussion .327
Chapter 17 Technology and Language Teaching . 328
Why to Use Technology in Language Teaching .329
Technology in the Language Classroom .329
The Language Laboratory 331
Computer-Assisted Language Learning (CALL) 333
Teaching with Video . 337
Multimedia-Assisted Language Teaching 338
Problems of Using Technology in Language Teaching . 341
Discussion .342
Chapter 18 Assessment of Language Proficiency . 343
Test, Measurement, Evaluation, and Assessment . 343
Criteria for Measuring a Test 347
Classification of Tests .349
Principles of Classroom Assessment and Evaluation . 351
Principles for Designing Effective Classroom Tests .352
Practical Steps to Test Construction .354
Types of Test Items .356
Assessment of Students’ Language Proficiency 358
Processes of Creating Assessment Portfolio 364
Discussion .365
Bibliography 365
Appendix I Glossary . 371
Appendix II Core Qualities for Chinese Students’
Development . 383
