英語教學法CLTandTBLTPPT課件

1、Which Which method is method is the best?the best?第1頁/共24頁CLT Communication principle Task principle Meaningfulness principle第2頁/共24頁6 criteria for evaluating CLT activities p. 24 第3頁/共24頁TASK 8 p. 24-26 Individual work第4頁/共24頁CLTAttention: Communicative activities are not only speaking and listenin

2、g tasks, but also reading and writing tasks; Communicative activities are unlimited; Teachers should be creative in designing communicative tasks. 第5頁/共24頁真正的交際活動應該有：真正的交際活動應該有： 信息溝 information gap 選擇性 choices第6頁/共24頁信息溝信息溝 (information gap) - communicative purpose and desire比如說，老師手里拿著一個蘋果，問大家：“Is i

3、t an apple?”學生回答：“Yes, it is.”大家都知道這是一個蘋果，這時是沒有信息溝的。 但是，如果老師拿著一個不透明的袋子裝著一些不同的水果，讓一個學生來摸，然后下面的學生提問：“Is it an apple?”摸到水果的同學根據(jù)感覺進行回答：“Yes, it is.”或者 “No, it isnt.”這時交流是存在信息溝的。第7頁/共24頁選擇性選擇性 (choices)Content, not form; variety of language; no materials control; no teacher intervention 比如說，老師要求一個學生把一個陳述

4、句轉變?yōu)閱柧?，他比如說，老師要求一個學生把一個陳述句轉變?yōu)閱柧?，他說說：“Will you change my sentence into a question? I went home yesterday.”學生回答說學生回答說：“Did you go home yesterday?”,這樣這樣的對話學生沒有選擇的自由。的對話學生沒有選擇的自由。 但是，如果老師跟大家說：但是，如果老師跟大家說：“Yesterday, my mother phoned me saying my aunt was coming to visit us. She wanted me to go back home

5、 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 did later, you can ask questions) ”然后停下來，那么大家這時然后停下來，那么大家這時可能會開始問各種相關的問題，可能會開始問各種相關的問題， “Did you say yes or no?” “Did you finish your work?” “Did you go home yesterday?” “Di

6、d you go home to have dinner with them?” 第8頁/共24頁TBLT TBLT is a further development of Communicative Language Teaching. It has stressed the importance to combine form-focused teaching with communication-focused teaching.第9頁/共24頁Four components of a task p. 28 第10頁/共24頁TASK 10 p. 29-30 Individual wor

7、k第11頁/共24頁Jane Willis (1996) TBLT framework第12頁/共24頁第13頁/共24頁Task cycleSs may now hear a recording of others doing a similar Task or read others text and compare how they all did it.TaskSs do the task, in pairs or small groups.T monitors from a distance.PlanningSs prepare to report to the whole clas

8、s (orally or in writing) how they did the task, what they decided or discovered.ReportSome groups present their reports to the class, or exchange written reports, and compare results.第14頁/共24頁AnalysisSs examine and discuss specific features of the text or transcript of the recording. PracticeT condu

9、cts practice of new words, phrases and patterns occurring in the data, either during or after the analysis.第15頁/共24頁PPPPresentationof single new itemPracticeof new item: drillsexercises, dialogue practiceProductionActivity, role play or task to encourage free use of language.第16頁/共24頁Task cycleTaskP

10、lanningReportorPresentationof single new itemPracticeof new item: drillsexercises, dialogue practiceProductionActivity, role play or task to encourage free use of language.TBLT v.s. PPP第17頁/共24頁TASK 11 Pair work第18頁/共24頁The biggest differencesLarge amount of input (exposure) by listening and reading

11、 before the taskStudents 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 accuracypre-task exposurewhile-task independent learningpost-task language focus第19頁/共24頁Case analysis 初二學生在學完有關食物的英文名稱和表達

12、喜歡或不喜歡的句型后，教師布置學生做一個小調(diào)查，即用英語詢問并記錄小組中各個同學最喜歡的食物，各小組用統(tǒng)計表的形式表示調(diào)查結果，每個小組寫幾句話來簡短回報調(diào)查結果。第20頁/共24頁初二學生在學完有關食物的英文名稱和表達喜歡或不喜歡的句型后，教師布置學生做一初二學生在學完有關食物的英文名稱和表達喜歡或不喜歡的句型后，教師布置學生做一個小調(diào)查，即用英語詢問并記錄小組中各個同學最喜歡的食物，各小組用統(tǒng)計表的形式個小調(diào)查，即用英語詢問并記錄小組中各個同學最喜歡的食物，各小組用統(tǒng)計表的形式表示調(diào)查結果，每個小組寫幾句話來簡短匯報調(diào)查結果。表示調(diào)查結果，每個小組寫幾句話來簡短匯報調(diào)查結果。 目標是什么？

13、是否具有交際性（信息交流）？ 一個任務是否只有一個目標？ 交際目標 & 教學目標 構成任務內(nèi)容的輸入材料是什么？來自何處？ 構成任務的活動是否與現(xiàn)實世界中的活動類似？ 活動強調(diào)的是語言形式的獲取還是語言技能的使用（意義的表達）？ 學生是被動接受知識還是主動獲取知識？ 教師是知識的傳授者還是活動的設計者、組織者、觀察者？ 任務實施的環(huán)境是在課堂上還是課堂外？活動是僅限于課堂教學還是可以延伸到課余學習和生活？ 任務的結果如何體現(xiàn)？能否被觀察到？是否可測？第21頁/共24頁Purpose: communicative purpose;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第22頁/共24頁Conclusion A method is effective only