1. On the implementation of the curriculum 南平市教研室 吴庆玲

2. I. Topics for today  a brief summary of the implementation of the curriculum in the previous year  effective ways to implement the new curriculum  teaching research tasks

3. What did we achieve ?  Teaching changes from teacher-dominated teaching to student autonomy, from knowledge-focused teaching to communicative CLT& TBL.  teachers use multiple teaching resources rather than just a single textbook  students are provided with more opportunities to use the language and to explore in the learning process.

4.  ways to assess students have been experimented and prove to be effective  Teachers are beginning to form a team, share experience, and work actively towards the team goals.

5. Problems and issues found in implementing the new curriculum  Schools need to make further effort to meet diversified needs of students (the purpose of s etting 9 levels)  Teaching can not meet the requirements of the new curriculum (due to serious lack of coherence between the junior middle school teaching and the senior middle school teaching or teachers’ misunderstanding of the curriculum.. There is a conflict between the reform in teaching and testing)  Teachers’ professional capacity needs improving( Many are still not clear about the relationship between the curriculum and teaching materials. Some need to further improve their language knowledge and stills).

6.  supplementary materials such as suitable exercises books are hard to find or do not match the text book or have bad quality…(What about compiling some of our own?)  There are not enough teaching hours for the contents in each module unit..(Is it the best way for teachers to make full use of student’s spare time for classroom teaching?)  Many teachers haven’t formed the habit to reflect on the effectiveness of teaching and learning  Teacher training should be paid enough attention to.

7. Suggestions for t teachers Teachers should:  focus on creative and cooperative team work Achievement is a we thing, not a me thing, always the product of many heads and hands. (J.W. Atkinson)  promote learning and teaching by reflection of problems  upgrade teaching skills and develop pace in the classroom instruction  study the curriculum more closely and relate teaching designing to the curriculum. Design test papers that follow the principles of the curriculum

8.  pay attention to school-based teaching research to enable teachers to help each other  conduct experiments in diversified ways of assessment  use the textbook in a flexible and creative way and meanwhile try to make full use of various kinds of resources.

9.  Ways that meet diversified needs of students of different levels  Ways that involve students in learning activities  Ways that enable students to communicate and cooperate with others  Ways that develop abilities to collect & handle information, analyze & solve problems  Ways that guide students to apply learning strategies and give free rein to students individual potential. What are effective ways to teach?

10.  ways that arouse students’ interest and motivation in learning English  Ways that encourage students with a sense of success

11. How do you relate your teaching to the curriculum?  Have you gone through the curriculum to have a thorough understanding of the requirements concerning teaching and learning?  How do you write your teaching objectives?  Do you inform your students of the teaching and learning objectives to let them know where to go?  Do you check the learning effectiveness ? In what way do you do this?

12. Effective lesson planning  Beginning with lesson objectives An objective is a statement of what the students ought to get out of the lesson not of what the teacher plans to put into the lesson.  Designing tasks that lead to the achieving of objectives  ending with a check on the objectives

13. Pre-task phase  Three purposes: ---to serve to introduce new language that learners can use while performing the task; ---to mobilize existing linguistic resources; ---to ease processing load, and to push learners to interpret tasks in more demanding ways

14. The post-task phase Three major pedagogical goals: to provide an opportunity for a repeat performance of the task to encourage reflection on how the task was performed to encourage attention to form

15. Reflecting on the task  Present a report on how they did the task and what they decided or discovered – oral or written  Summary the outcome of the task  Reflect or evaluate of their own performance (fluency or accuracy)

16. Production-practice activities  Repetition 重复活动  Substitution 替换练习  Gapped sentences 填空练习  Jumbled sentences 打乱的句子  Transformation drills 变换句型  Dialogues 对话

17. Combinations of skills  listening with speaking and writing  reading with speaking and writing  sometimes all four skills  speaking always before writing

18. Working schedules Task 1: teaching resources making:teaching making Task 2: teaching forum http://gz.fjedu.gov.cnforum http://gz.fjedu.gov.cn Task 3: teaching assessment experimentassessment

19. Let ’ s be part of the professional support team Coming together is a beginning; keeping together is progress; working together is success. -- Henry Ford Together we stand, divided we fall. ( Watchword of American revolution )

20. Thank you for your attention! wulingw@yahoo.com.cn