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1.
初学英语者大都知道England是“英国”,English是“英语”,但究其根底,这里面还有很大的学问呢!首先说England吧!它的原意是“英格兰”。现在的英国主要由英格兰(England)、苏格兰(Scotland)、威尔士(Wales)和北爱尔兰(NorthernIreland)四部分组成,其中英格兰面积最大、工业发展最早,人口最稠密,而且是英国的政治、经济和文化的中心,所以人们习惯上用England来泛指英国或英国的全部领土。又因England,Scotland和Wales紧密接壤,成一大岛,故被合称为“大不列颠”(Britain或GreatBritain),因而Britain也是英国的国名之一。同…  相似文献   

2.
The status of the English language as the lingua franca of the global information society is beyond dispute, but what is not so clear is whether it is capable of fulfilling that role efficiently. In the following article Ross Smith responds to the supporters of Global English by examining the qualities that an ideal international auxiliary language would possess and then discussing the extent to which those qualities are to be found in modern English.  相似文献   

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随着新课程改革的不断推进,我国的英语外语教学在各个方面都取得了广泛的进展和阶段性成果。但在改革过程当中,由于我国迥于它国的国情、教情和学情,使得一些问题凸显出来,并引起了国内各界专家、学者及一线教师针对外语科的探讨与争论。这些问题不仅集中在我国英语教学目前所采用的方法、测试评估、教材编写与使用等实践层面,也拓展到了外语教育政策制定,甚至教学大纲的设计与实践等方面。问渠哪得清如许,为有源头活水来。为了更好地学习、借鉴国外语言教学方面的最新理念与理论,增进学术交流与互动,本刊自本期开设“他山之石”栏目,刊登部分国家的英语教学大纲,以为我国英语外语教学的改革与创新提供参考。  相似文献   

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Key Stage 3 Pupils develop confidence in speaking and writing for public and formal purposes. They also develop their ability to evaluate the way language is used. They read classic and contemporary texts and explore social and moral issues.  相似文献   

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Key Stage 4 In English, during key stage 4, students learn to use language confidently, both in their academic studies and for the world beyond school. They use and analyse complex features of language. They are keen readers who can read many kinds of text and make articulate and perceptive comments about them. Speaking and listening During key stage 4, students learn to speak and listen confidently in a wide variety of contexts. They learn to be  相似文献   

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Key Stage 2 Pupils learn to change the way they speak and write to suit different situations,purposes and audiences.They read a range of texts and respond to different layers of meaning in them.They explore the use of language in literary and nonliterary texts and learn how language works.  相似文献   

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I consider the difficulty of deciding what to include in a one-semester course on language education in English education for preservice teachers. While it is imperative to prepare teachers to talk about language in written texts, other concerns of the English classroom, from classroom talk to reflections on self, can be illuminated by knowledge about language. I describe different representations of the language system: one proposed in a scope and sequence document prepared by a group of linguists and educators in the United States; and the other Systemic Functional Grammar (SFG), which, while relatively unknown and unsupported in the United States, has influenced education in Australia. While I admire the advances in language education being made in the United States, in my view, SFG offers a conceptual advantage to those who want to make the link between grammar and broader concerns. I believe it is possible to use SFG conceptually in the design of classroom activities, while also relying on non-SFG methods to make visible, for instance, the operations of talk in the classroom. In the end, I advocate linking language to issues that matter, focusing above the language system to meaning-making more broadly, and using knowledge about language in the service of social analysis as well as the interpretation of texts.  相似文献   

10.
This paper examines the expansive–restrictive continuum of apprenticeship learning in the context of different education and training systems. It compares the English state-funded apprenticeship programme for young people with the Finnish and the French programmes with a specific focus on access to learning through the programmes. These three countries represent three types of Western and Northern European education and training systems. The paper argues that there are country-specific meanings of apprenticeship that influence how access to learning along the expansive–restrictive continuum is typically characterised. These country-specific meanings of apprenticeship arise from their context in differing education and training systems. The paper concludes that the English conceptualisation of apprenticeship as training lends itself to more restrictive approaches to apprenticeship than the Finnish and the French programmes in terms of access to learning.  相似文献   

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ABSTRACT

Just after the First World War the English Association published The Teaching of English in Schools. It argues that developing children’s ‘creative spirit’ is fundamental to maintaining peace in Europe. Seventy years later, the first National Curriculum promotes a creative, unitary English appropriate for ‘a European context’.

In contrast, today’s national curriculum contains no reference to the role of English in international relations; simultaneously, all references to creativity have disappeared.

As Britain struggles to cope with the fallout from Brexit, this paper – written from a hermeneutic perspective – discusses the correlation between how each of the three documents positions English in an international context and how they value creativity. Without wishing to over–simplify complex issues, it questions how to what extent a curriculum might echo or shape national politics. It calls for a new curriculum that embraces a creative, internationalist view of English to inspire communities of the future.  相似文献   

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English,literacy, rhetoric: changing the project?   总被引:2,自引:0,他引:2  
In this paper I begin to trace two movements in the curriculum history and cultural politics of English teaching: on the one hand, a shift from ‘literature’ to ‘literacy’, as organizing principles for the field, and on the other, from ‘language’ to ‘rhetoric’. I do so within a particular understanding of history, as embracing past present and future dimensions. My aim is two‐fold: to open up questions about the subject's historical legacy, and to draw attention to some of the emerging challenges and prospects for English teaching today and tomorrow.  相似文献   

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Most scholars who discuss norm conflicts in translated children’s books focus on the deletion of taboos. Drawing on two English translations of Flemish picture books, this article shows how norm conflicts can also lead to translation strategies other than deletion. Whereas the adaptation of Carll Cneut’s The Amazing Love Story of Mr Morf demonstrates a conservative approach towards children’s literature, the English version of Ingrid Godon and André Sollie’s Hello, Sailor was carried out and marketed to address the subject of homosexuality for the very young.  相似文献   

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Prior to the outbreak of the Second World War, successive presidents and officials at the Board of Education made it clear that they believed there were three types of children in Britain - those who needed nursery schools to rescue them from degradation, those for whom a less expensive nursery class would do the job adequately and those who would be better off staying home with mother. However, by the time the 1944 Education Act was framed, national policy towards pre-school provision had undergone a major transformation: nursery schools could provide the best start in life for everyone, should be available for every child from three to five and, crucially, should be the only form of childcare provision available. This change of direction was initiated by the government's inspectorate, and heavily promoted by members of the civil service. Professional bodies, such as the Nursery School Association and teaching unions, had very little influence over the decision-making process. The needs of working mothers, who were likely to be adversely affected by the closure of wartime childcare facilities, were inadequately considered. Local Education Authorities, who generally favoured nursery classes, were, however, able to wring a last-minute compromise from central government so that classes could be provided where schools were “inexpedient”. The fact that the new policy had been written in such isolation, without consideration for potential users, and had been messily hamstrung at the last moment meant that it was never implemented and must ultimately be considered a failure.  相似文献   

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张敏 《海外英语》2011,(14):121-122
In the teaching of English for Science and Technology(EST),many teachers ignore or even deny the fact that EST conveys cultural elements.After the study of both the form and content of EST,the author argues that EST is not autonomous,instead,it does carry some elements of culture at the level of vocabulary,syntax,or discourse analysis.  相似文献   

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看见双胞胎的第一眼,你是不是已经把他们当作一个整体,就像所有流行音乐组合那样,彼此不分离;但或许不,你有不一样的看法,你更愿意分别对待他们,一起出生并不能改变他们是独立个体的事实。  相似文献   

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This article is based on a comparative study of French and English infant schools. The first section examines the understanding of 'mistakes' from a socio-cultural perspective, relating assessment to teachers' culturally situated practice and values. While mistakes and failure for some are an inevitable outcome of French pedagogic choices, they are less acceptable to English teachers and less relevant to the experience of infant school children. The second section considers the scope of assessment: teachers in France seek to dissociate their assessment of a piece of work from the pupil who has produced it, whereas English infant school teachers remain more holistic in their approach, assessing the 'whole child' through their work. The form and content of teacher assessment thus reflect socially constructed and culturally situated conceptions of pupils and of learning. Routine assessment in the classroom constitutes a prism through which one can examine teachers' beliefs and values, as well as the priorities of the two education systems.  相似文献   

18.
Radical change in systems of schooling and training in a developed country such as Britain take place against a complex background of resistant culture and administrative structures. This paper examines the current changes in control mechanisms within education and training in England with the aim of increasing economic productivity. It suggests that the paradoxical decentralisation of accountability and increased centralisation of direction leave unresolved questions such as the effects of job-training on general education and vice-versa. Is lifelong education creative of radical independence, or an extension of dependency upon the State?  相似文献   

19.
Someplaysaresosuccessfulthattheyrunforyearsonend.Inmanyways,thisis1forthepooractorswhoarerequiredtogoonrepeatingthesame2nightafternight.Onewould3themtoknowtheirpartsbyheartand4haveanycausestofalter(结巴).Yet5isnotalwaysthecase.Afamousactorina6successfulplaywasoncecastintheroleofanaristocrat7hadbeenimprisonedinBastillefortwentyyears.Inthelastactagaoler(监狱看守)wouldalwayscome项精练  相似文献   

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