英语教学法CLT and TBLT

1,.,CLT,TBLTandothers,Whichmethodisthebest?,3,.,CLT,CommunicationprincipleTaskprincipleMeaningfulnessprinciple,4,.,6criteriaforevaluatingCLTactivities,p.24,5,.,TASK8,p.24-26Individualwork,6,.,CLT,Attention:Communicativeactivitiesarenotonlyspeakingandlisteningtasks,butalsoreadingandwritingtasks;Communicativeactivitiesareunlimited;Teachersshouldbecreativeindesigningcommunicativetasks.,7,.,真正的交际活动应该有：,信息沟informationgap选择性choices,8,.,信息沟(informationgap)-communicativepurposeanddesire,比如说，老师手里拿着一个苹果，问大家：“Isitanapple?”学生回答：“Yes,itis.”大家都知道这是一个苹果，这时是没有信息沟的。但是，如果老师拿着一个不透明的袋子装着一些不同的水果，让一个学生来摸，然后下面的学生提问：“Isitanapple?”摸到水果的同学根据感觉进行回答：“Yes,itis.”或者“No,itisnt.”这时交流是存在信息沟的。,9,.,选择性(choices)Content,notform;varietyoflanguage;nomaterialscontrol;noteacherintervention比如说，老师要求一个学生把一个陈述句转变为问句，他说：“Willyouchangemysentenceintoaquestion?Iwenthomeyesterday.”学生回答说：“Didyougohomeyesterday?”,这样的对话学生没有选择的自由。但是，如果老师跟大家说：“Yesterday,mymotherphonedmesayingmyauntwascomingtovisitus.Shewantedmetogobackhometohavedinner.ButIhadalotofworktodoyesterday.IwasnotsurewhetherIcouldfinish.I(IfyouwanttoknowwhatIdidlater,youcanaskquestions)”然后停下来，那么大家这时可能会开始问各种相关的问题，“Didyousayyesorno?”“Didyoufinishyourwork?”“Didyougohomeyesterday?”“Didyougohometohavedinnerwiththem?”,10,.,TBLT,TBLTisafurtherdevelopmentofCommunicativeLanguageTeaching.Ithasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.,11,.,Fourcomponentsofatask,p.28,12,.,TASK10,p.29-30Individualwork,13,.,JaneWillis(1996)TBLTframework,14,.,Pre-taskIntroductiontotopicandtaskTexplainsthetopic,highlightsusefulwordsandphrases,andhelpsSsunderstandtaskinstructions,andprepare.Ssmayheararecordingofothersdoingasimilartask.,15,.,TaskcycleSsmaynowheararecordingofothersdoingasimilarTaskorreadotherstextandcomparehowtheyalldidit.,TaskSsdothetask,inpairsorsmallgroups.Tmonitorsfromadistance.,PlanningSspreparetoreporttothewholeclass(orallyorinwriting)howtheydidthetask,whattheydecidedordiscovered.,ReportSomegroupspresenttheirreportstotheclass,orexchangewrittenreports,andcompareresults.,16,.,Languagefocus,AnalysisSsexamineanddiscussspecificfeaturesofthetextortranscriptoftherecording.,PracticeTconductspracticeofnewwords,phrasesandpatternsoccurringinthedata,eitherduringoraftertheanalysis.,17,.,PPP,PresentationofsinglenewitemPracticeofnewitem:drillsexercises,dialoguepracticeProductionActivity,roleplayortasktoencouragefreeuseoflanguage.,18,.,PresentationofsinglenewitemPracticeofnewitem:drillsexercises,dialoguepracticeProductionActivity,roleplayortasktoencouragefreeuseoflanguage.,TBLTv.s.PPP,19,.,TASK11,Pairwork,20,.,Thebiggestdifferences,Largeamountofinput(exposure)bylisteningandreadingbeforethetaskStudentsplan,organize,learnandusethelanguageduringthetaskTheteacherleadstudentstofocusonlanguageform(byanalysisand/orpractice)toensureaccuracy,pre-taskexposure,while-taskindependentlearning,post-tasklanguagefocus,21,.,Caseanalysis,初二学生在学完有关食物的英文名称和表达喜欢或不喜欢的句型后，教师布置学生做一个小调查，即用英语询问并记录小组中各个同学最喜欢的食物，各小组用统计表的形式表示调查结果，每个小组写几句话来简短回报调查结果。,22,.,初二学生在学完有关食物的英文名称和表达喜欢或不喜欢的句型后，教师布置学生做一个小调查，即用英语询问并记录小组中各个同学最喜欢的食物，各小组用统计表的形式表示调查结果，每个小组写几句话来简短汇报调查结果。,目标是什么？是否具有交际性（信息交流）？一个任务是否只有一个目标？交际目标Context:similartoreal-lifecontext(meaningful,interesting);Languageexposure:sufficient,providingchoices;Process:interaction,cooperation;Product:usuallymeasurable;Comment(evaluationspecific):helpsimprovetheperformanceofthetask.,Howtoevaluateatask,24,.,Conclusion,Amethodi