英语教学法CLT and TBLT

CLT,TBLTandothersWhichmethodisthebest?CLT•Communicationprinciple•Taskprinciple•Meaningfulnessprinciple6criteriaforevaluatingCLTactivities•p.24TASK8•p.24-26•IndividualworkCLTAttention:•Communicativeactivitiesarenotonlyspeakingandlisteningtasks,butalsoreadingandwritingtasks;•Communicativeactivitiesareunlimited;Teachersshouldbecreativeindesigningcommunicativetasks.真正的交际活动应该有：•信息沟informationgap•选择性choices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,itisn’t.”这时交流是存在信息沟的。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?”TBLT•TBLTisafurtherdevelopmentofCommunicativeLanguageTeaching.•Ithasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.Fourcomponentsofatask•p.28TASK10•p.29-30•IndividualworkJaneWillis’(1996)TBLTframeworkLanguagefocusTaskcycleTaskcycleSsmaynowheararecordingofothersdoingasimilarTaskorreadothers’textandcomparehowtheyalldidit.TaskSsdothetask,inpairsorsmallgroups.Tmonitorsfromadistance.PlanningSspreparetoreporttothewholeclass(orallyorinwriting)howtheydidthetask,whattheydecidedordiscovered.ReportSomegroupspresenttheirreportstotheclass,orexchangewrittenreports,andcompareresults.LanguagefocusAnalysisSsexamineanddiscussspecificfeaturesofthetextortranscriptoftherecording.PracticeTconductspracticeofnewwords,phrasesandpatternsoccurringinthedata,eitherduringoraftertheanalysis.PPPPresentationofsingle‘new’itemPracticeofnewitem:drillsexercises,dialoguepracticeProductionActivity,roleplayortasktoencourage‘free’useoflanguage.LanguagefocusAnalysis&practice:Review&repeattaskTaskcycleTaskPlanningReportorPresentationofsingle‘new’itemPracticeofnewitem:drillsexercises,dialoguepracticeProductionActivity,roleplayortasktoencourage‘free’useoflanguage.TBLTv.s.PPPTASK11•PairworkThebiggestdifferencesLargeamountofinput(exposure)bylisteningandreadingbeforethetaskStudentsplan,organize,learnandusethelanguageduringthetaskTheteacherleadstudentstofocusonlanguageform(byanalysisand/orpractice)toensureaccuracypre-taskexposurewhile-taskindependentlearningpost-tasklanguagefocusCaseanalysis•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。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&教学目标•构成任务内容的输入材料是什么？来自何处？•构成任务的活动是否与现实世界中的活动类似？•活动强调的是语言形式的获取还是语言技能的使用（意义的表达）？•学生是被动接受知识还是主动获取知识？•教师是知识的传授者还是活动的设计者、组织者、观察者？•任务实施的环境是在课堂上还是课堂外？活动是仅限于课堂教学还是可以延伸到课余学习和生活？•任务的结果如何体现？能否被观察到？是否可测？Purpose:communicativepurpose;Context:similartoreal-lifecontext(meaningful,interesting);Languageexposure:sufficient,providingchoices;Process:interaction,cooperation;Product:usuallymeasurable;Comment(evaluation–specific):helpsimprovetheperformanceofthetask.HowtoevaluateataskConclusion•Amethodiseffectiveonlywhenitisappropriatetotheteachingcontext.•Thebestthingistodevelopone’sownteachingmethodsbasedonthecontextwhereoneteachesandintegratesthemeritsofdifferentmethodologies.