content-based-language-teaching.ppt

Content-basedlanguageTeaching(CBIT),PresentersName:邢菲菲,1,ContentofTeachingMethods,ListofReferencesyouhaveused:1book,2ormorearticlesBackgroundorhistoricalInformation:5points(when,who,majorissues)Definition:3-5sentencesTheoreticalbasisandEmpiricalstudies:psychological,linguisticandteachingexperiments/inwhatway?Theroleofteachersandstudentsandmaterial:2-3sentencesforeachpointCharacteristicsofTeachingMethod:OnepptpageProcedures:onepptpageHowtouseitinpractice:oneexample(1-2pptpages)DevelopmentofTeachingMethods:1-2pptpagesStrongpointsandweakpoints:1pptpageSignificanceinhistory:2-3sentences,Reference,History,Originatedin:Canadaaround1965.OneofthefirstprogramsintheimmersioneducationdevelopedtoprovidecountrysEnglish-speakingyoungpopulationwithopportunitiestoFrenchCanadasotherofficiallanguage.Firstappearedonthegenerallanguageteachingsceneinthemidtolate1980sItgainedincreasingpopularitythroughout1990sandinitialyearsofnewmillennium.Expandedinmanydifferentareasforavarietyofeducationalprojects,andbeingwidelyusedinCanadaandAmericaninstitutions.,Definition,CBITisaninstructionalapproachinwhichlanguageproficiencyisachievedbyshiftingthecoursefromlanguagepersetothelearningtothelearningofsubjectmatter.(Lever1993:629),Majorsource:ThepostulatesofkrashenandSwain.Krashen(1982,1984)claimsthatSLAoccurwhenthelearnerreceivescomprehensibleinput,notwhensheisforcedtomemorizevocabularyormanipulatelanguagebymeansofbatteriesofgrammarexercises.Themorecomprehensibleinputitprovides,themorelikelystudentsaretoprogressintheircommandofnewlanguagewhentheyunderstandthecontentinthatnewlinguisticcode.Inordertoforlearnerstodevelopcommunicativecompetence,theymusthaveopportunityforlanguageofusinglanguageproductively,bothorallyandinwriting(Swain;1985,1993).ComprehensibleandcoherentoutputfallsintothecategoryofCBLT.,TheoreticalBasisandEmpiricalstudies,TheRoleofTeachers,StudentsandMaterial,Studentsareexposedtoauthenticreadingmaterial:Interpretandevaluatetheinformationcontainedinthem,tocooperate,sothattheycanrespondeitherorallyorinwriting;“Synthesizefactsandideasfrommultiplesourcesaspreparationforwriting”(Stroller;1997:29).Teacher:Providemeaningful,communicative,significantcontextforlanguagelearningtooccur;drawuponlearnerspastexperiencesandknowledgeaswellaspreviousexperiencefromthecurriculum,makeassessmentfrequentlyandregularlyMaterial:providerelevantandmeaningfulcontentcansatisfystudentsinterestsandneedsthanlanguageitself.languageisthevehicleformeaningfulanddevelopmentallyappropriatecontent.,Characteristics,Subjectmattercore:thefundamentalorganizationofcurriculumshouldbederivedfromthesubjectmatterratherthanfromforms,functionsorsituation.Leaningofnewinformation:studentsshouldusesecondlanguagetolearnnewinformationandevaluatethenewinformationbasedonthepreviousexperienceandimmediatepriorlearning.Appropriatetothespecificneedsofstudents:thetopics,contentsandlearningactivitiesshouldcorrespondtothecognitiveandaffectiveneedsofthestudentsandshouldbeappropriatetotheproficiencyleveloftheclass.,Procedures,Theypracticeauthenticreading,listentotheteacherscommentsandspeakaboutthecontent.Theywritecertaintaskstoconsolidatewhattheyhavepreviouslylistenedto,readandspokenInadditiontothat,studentsinterpretandevaluateinformationprovided,studyandlearnfactsanddevelopavarietyofreceptiveandproductiveprocedureswhichpreparethemfortherangeofacademicdemandswhichtheyhavetofacewith,HowtoPractice,CBITiscloselyrelatedto,Strongpointsandweakpoints,Strongpoints:,SignificanceinHistory,RequirementsofPresentation,Searchforreferencesfirst.Readyourreferencescarefully&trytounderstandit.HighlightWhatyoureadandyourpptisjust