英语教学法CLTandTBLT学习.pptx

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1、Which method is the best?第1页/共24页CLTCommunication principleTask principleMeaningfulness principle第2页/共24页6 criteria for evaluating CLT activitiesp.24 第3页/共24页TASK 8p.24-26Individual work第4页/共24页CLTAttention:Communicative activities are not only speaking and listening tasks,but also reading and writi

2、ng tasks;Communicative activities are unlimited;Teachers should be creative in designing communicative tasks.第5页/共24页真正的交际活动应该有：真正的交际活动应该有：信息沟 information gap选择性 choices第6页/共24页信息沟信息沟(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

3、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：“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。第7页/共24页选择性选择性(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，他比如说，老师要求一个学生把一个陈述句转变为问句，他说说：“Will you change

4、my sentence into a question?I went home yesterday.”学生回答说学生回答说：“Did you go home yesterday?”,这这样的对话学生没有选择的自由。样的对话学生没有选择的自由。但是，如果老师跟大家说：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

5、 was not sure whether I could finish.I(If you want to know what I did later,you can ask questions)”然后停下来，那么大家这时然后停下来，那么大家这时可能会开始问各种相关的问题，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?”第8页/共24页TBLTTBLT is a furth

6、er development of Communicative Language Teaching.It has stressed the importance to combine form-focused teaching with communication-focused teaching.第9页/共24页Four components of a taskp.28 第10页/共24页TASK 10p.29-30Individual work第11页/共24页Jane Willis(1996)TBLT framework第12页/共24页第13页/共24页Task cycleSs may

7、 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 class(orally or in writing)how they did the task,what they decided or discovered.R

8、eportSome groups present their reports to the class,or exchange written reports,and compare results.第14页/共24页AnalysisSs examine and discuss specific features of the text or transcript of the recording.PracticeT conducts practice of new words,phrases and patterns occurring in the data,either during o

9、r after the analysis.第15页/共24页PPPPresentationof single new itemPracticeof new item:drillsexercises,dialogue practiceProductionActivity,role play or task to encourage free use of language.第16页/共24页Task cycleTaskPlanningReportorPresentationof single new itemPracticeof new item:drillsexercises,dialogue

10、 practiceProductionActivity,role play or task to encourage free use of language.TBLT v.s.PPP第17页/共24页TASK 11Pair work第18页/共24页The biggest differencesLarge amount of input(exposure)by listening and reading before the taskStudents plan,organize,learn and use the language during the task The teacher le

11、ad students to focus on language form(by analysis and/or practice)to ensure accuracypre-task exposurewhile-task independent learningpost-task language focus第19页/共24页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。第20页/共24页初二学生在学完有关食物的

12、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。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

13、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？第21页/共24页Purpose:communicative purpose;Context:similar to real-life context(meaningful,interesting);Language exposure:sufficient,providing choices;Process:interaction,cooperation;Product:u

14、sually measurable;Comment(evaluation specific):helps improve the performance of the task.How to evaluate a task第22页/共24页ConclusionA method is effective only when it is appropriate to the teaching context.The best thing is to develop ones own teaching methods based on the context where one teaches and integrates the merits of different methodologies.第23页/共24页感谢您的观看！第24页/共24页