英语教学法CLT and TBLT

1、CLT, TBLT and others,Which method is the best?,CLT,Communication principle Task principle Meaningfulness principle,6 criteria for evaluating CLT activities,p. 24,TASK 8,p. 24-26 Individual work,CLT,Attention: Communicative activities are not only speaking and listening tasks, but also reading and wr

2、iting tasks; Communicative activities are unlimited; Teachers should be creative in designing communicative tasks.,真正的交际活动应该有：,信息沟 information gap 选择性 choices,信息沟 (information gap) - communicative purpose and desire,比如说，老师手里拿着一个苹果，问大家：“Is it an apple?”学生回答：“Yes, it is.”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

3、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：“Is it an apple?”摸到水果的同学根据感觉进行回答：“Yes, it is.”或者 “No, it isnt.”这时交流是存在信息沟的。,选择性 (choices) Content, not form; variety of language; no materials control; no teacher intervention 比如说，老师要求一个学生把一个陈述句转变为问句，他说：“Will you change my sentence into a question? I went home y

4、esterday.”学生回答说：“Did you go home yesterday?”,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, my mother phoned me saying my aunt was coming to visit us. She wanted me to go back home to have dinner. But I had a lot of work to do yesterday. I was not sure whether I could finish. I (If you want to know what I

5、did later, you can ask questions) ”然后停下来，那么大家这时可能会开始问各种相关的问题， “Did you say yes or no?” “Did you finish your work?” “Did you go home yesterday?” “Did you go home to have dinner with them?”,TBLT,TBLT is a further development of Communicative Language Teaching. It has stressed the importance to combine

6、 form-focused teaching with communication-focused teaching.,Four components of a task,p. 28,TASK 10,p. 29-30 Individual work,Jane Willis (1996) TBLT framework,Pre-task Introduction to topic and task T explains the topic, highlights useful words and phrases, and helps Ss understand task instructions,

7、 and prepare. Ss may hear a recording of others doing a similar task.,Task cycle Ss may now hear a recording of others doing a similar Task or read others text and compare how they all did it.,Task Ss do the task, in pairs or small groups. T monitors from a distance.,Planning Ss prepare to report to

8、 the whole class (orally or in writing) how they did the task, what they decided or discovered.,Report Some groups present their reports to the class, or exchange written reports, and compare results.,Language focus,Analysis Ss examine and discuss specific features of the text or transcript of the r

9、ecording.,Practice T conducts practice of new words, phrases and patterns occurring in the data, either during or after the analysis.,PPP,Presentation of single new item Practice of new item: drills exercises, dialogue practice Production Activity, role play or task to encourage free use of language

10、.,Presentation of single new item Practice of new item: drills exercises, dialogue practice Production Activity, role play or task to encourage free use of language.,TBLT v.s. PPP,TASK 11,Pair work,The biggest differences,Large amount of input (exposure) by listening and reading before the task Stud

11、ents plan, organize, learn and use the language during the task The teacher lead students to focus on language form (by analysis and / or practice) to ensure accuracy,pre-task exposure,while-task independent learning,post-task language focus,Case analysis,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

12、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。,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: similar to real-life context (meaningful, interesting); Language exposure: sufficient, providing choices; Process: interaction, cooperation; Product: usually measurable; Comment (evaluation specific ): helps improve the performance of the task.,How to evaluate a task,Conclusion,A method is effective o