我的婆婆特-教學(xué)法-內(nèi)容型教學(xué)法課件

LOGOContent–BasedInstruction17PresentedbyWangChunpingLOGOContent–BasedInstructio1Background

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ContemporaryModelsofthisapproachConclusionBackgroundMainbodyContemporarymodelsConclusionBackgroundMainbody2LOGOPagePageBackgroundMainbodyContemporaryModelsConclusion（1）Definition（2）ContentBackground

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ContemporaryModelsofthisapproachConclusionLOGOPagePageBackgroundMainbod3LOGOPageDefinitionContent-BasedInstruction(CBI)referstoanapproachtosecondlanguageteachinginwhichteachingisorganizedaroundthecontentorinformationthatstudentswillacquire,ratherthanaroundalinguisticorothertypeofsyllabus.Itistheteachingofcontentorinformation

inthelanguagebeinglearnedwithlittleornodirectorexplicitefforttoteachthelanguageitselfseparatelyfromthecontentbeingtaught.(Krahnke,1987:65)1LOGOPageDefinitionContent-Base4LOGO成人的學(xué)習(xí)特點(diǎn)授課的過程及技巧異常情況的處理Content

referstothesubstanceorsubjectmatterthatwelearnorcommunicatethroughlanguageratherthanthelanguageusedtoconveyit.2Content曾仕強(qiáng)Background

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ContemporaryModelsofthisapproachConclusionLOGO成人的學(xué)習(xí)特點(diǎn)授課的過程及技巧異常情況的處理Cont5LOGO成人的學(xué)習(xí)特點(diǎn)授課的過程及技巧異常情況的處理DrawonprincipleofCLT,emergeinthe1980sRealcommunicationandtheexchangeofinformationIdealsituationforsecondlanguagelearning—grammarsorfunctions—content3CBIEducationalinitiatives,thelate1970s,EmphasizetheprincipleofacquiringcontentBackground

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ContemporaryModelsofthisapproachConclusionLOGO成人的學(xué)習(xí)特點(diǎn)授課的過程及技巧異常情況的處理Draw6TheroleofcontentinothercurriculumdesignsLanguageacrosstheCurriculumImmersionEducationImmigrantOn-arrivalProgramsProgramsforStudentswithLimitedEnglishProficiency(SLEP)LanguageforSpecificPurposes(LSP)Theroleofcontentinotherc7TheroleofcontentinothercurriculumdesignsLanguageacrosstheCurriculum

native-languageeducation

focusonreadingandwritinglanguageskillsbetaught

inthecontentsubjectsnotleftexclusivelyfortheEnglishteacherSubject-mattertexts,exercises,languagepracticesandcollaboration

betweensubject-matterteachersandlanguageteachers(e.g.,SingaporeanprimaryPilotProjectinthe1970s)Theroleofcontentinotherc8成人的學(xué)習(xí)特點(diǎn)授課的過程及技巧developedinCanadainthe1970satypeofforeignlanguageinstructioninwhichtheregularschoolcurriculumistaughtthroughthemediumoftheforeignlanguage.thevehiclenotthesubjecte.g.English-speakingchild/primaryschool/themediumofinstruction/French/studentgoalsTheroleofcontentinothercurriculumdesignsImmersionEducation成人的學(xué)習(xí)特點(diǎn)授課的過程及技巧developedinCa9Studentgoalsofanimmersioneducationdeveloping

ahighlevelofproficiencyintheforeignlanguage;

developing

positiveattitudestowardthosewhospeaktheforeignlanguagesandtowardstheirculture(s);developing

Englishlanguageskillscommensuratewithexpectationsforstudent'sageandabilitiesgaining

designatedskillsandknowledgeinthecontentareasofthecurriculumStudentgoalsofanimmersionTheroleofcontentinothercurriculumdesignsImmigrantOn-arrivalProgramsfocusonthelanguagenewlyarrivedimmigrantsinacountryneedfor

survival.learntodealwithdifferingkindsofreal-worldcontentasabasisforsurvivalinitially,baseonDirectMethodoftheAustralianonarrivalcoursescurrentlyuseacompetency-basedapproachTheroleofcontentinotherc11ProgramsforStudentswithLimitedEnglishProficiency(SLEP)

governmentallymandatedprogramstoservethosechildrenwhoseparentsmightbeservedbytheon-arrivalprograms,butmoregenerallydesignedtoprovidein-classorpulloutinstructionforanyschool-agechildrenwhoselanguagecompetenceisinsufficienttoparticipatefullyinnormalschoolinstruction.(grammar-based/languageandotherskills)ProgramsforStudentswithLim12amovement

thatseekstoservethelanguageneedsoflearnerswhoneedlanguagetocarryout

specificroleandwhoneedtoacquirecontentandreal-worldskillsthroughthemediumofasecondlanguageratherthanmasterthelanguageforitsownsake.particularlyfocusonEnglishforScienceandTechnology(EST)LanguageforSpecificPurposes(LSP)

amovementthatseekstoserve13SubfieldsofLSP/ESTESP(EnglishforspecificPurposes)EOP(EnglishforOccupationalPurposes)EAP(EnglishforAcademicPurposes)SubfieldsofLSP/ESTESP(Englis14LOGOPageBackgroundMainbodyContemporarymodelsConclusion（1）Approach（2）Design（3）ProcedureLOGOPageBackgroundMainbodyCon15Approach

TwoCentralprinciplesPeoplelearnasecondlanguagemoresuccessfullywhentheyusethelanguageasameansofacquiringinformation,ratherthanasanendinitself.Content-BasedInstructionbetterreflectslearners'

needsforlearningasecondlanguageApproach

TwoCentralprincipl16TheoryoflanguageLanguageisText-andDiscourse-basedLanguageusedrawsonintegratedskillsLanguageispurposeful

(academic,vocational,social,orrecreational;communicatingmeaning)TheoryoflanguageLanguageisT17AdjustmentsandSimplifications1Foreignertalk2ModificationsDefinition:Asimplifiedversionofalanguagethatissometimesusedbynativespeakerswhenaddressingnon-nativespeakers.(（說母語的人說給非本族語人的一種）非本族語使用者易懂的語言

)AdjustmentsandSimplification18AdjustmentsandSimplificationsModificationsSimplification(Tunits;clauses)Well-formedness(standardusage)Explicitness(nonreduced)Regularization(canonical)RedundancyAdjustmentsandSimplification19Theoryoflearninglearnasecondlanguagemostsuccessfullywhentheinformationperceivedasinteresting,useful,andleadingtoadesiredgoalusefulcontentasabasisforlanguagelearninglearnbestwheninstructionaddressesstudentsneedsBuildonthepreviousexperienceofthelearnersTheoryoflearninglearnaseco20Design

ObjectivesSyllabusTypesoflearningandteachingactivitiesLearnerrolesTheroleofteachersTheroleofmaterialsDesignObjectives21ObjectivesLOGOPageobjectivesofthecontentcourseAchievementofcontentcourseobjectivesisconsideredasnecessaryandsufficientevidencethatlanguagelearningobjectiveshavebeenachievedaswell.AnexampleofobjectivesinCBIcomesfromthetheme-basedIntensiveLanguageCourse(ILC)atthefreeUniversityofBerlin

ObjectivesLOGOPageobjectiveso22Objectives(linguistic;strategic;cultural)toactiveanddevelopexistingEnglishlanguageskillstoacquirelearningskillsandstrategiesthatcouldbeappliedinfuturelanguagedevelopmentopportunitiesTodevelopgeneralacademicskillsapplicabletouniversitystudiesinallsubjectareasTobroadenstudents’understandingofEnglish-speakingpeoples

Objectives(linguistic;strate23SyllabusLOGOPageItistypicallyonlyCBIfollowingthetheme-basedmodelThetheme-basedmodelusesthesyllabustypereferredtoasa

topical

syllabus,theorganizationofwhichisbuiltaroundspecifictopicsandsubtopics.(FreeUniversityofBerlin/modules/IntensiveLanguagecourse)SyllabusLOGOPageItistypicall24Thetopicthemesofthemodulesare:LOGOpage1.Drugs2.ReligiousPersuasion3Advertising4.Drugs5.BritainandtheRaceQuestion6.NativeAmericans7.ModernArchitecture8.MicrochipTechnology9.Ecology10.AlternativeEnergy11.NuclearEnergy12.DraculainMyth,Novel,andFilms13.ProfessionEthicsThetopicthemesofthemodule25TypesoflearningandteachingactivitiesStoller(instructionalfocus)Mohan(knowledgeframework)Typesoflearningandteaching26Stoller'sinstrcuctionalfocuslanguageskillsimprovementvocabularybuildingdiscourseorganizationcommunicativeinteractionstudyskillssynthesisofcontentmaterialsandgrammarStoller'sinstrcuctionalfocus27Mohan’sknowledgeframeworkbuildaroundthenotionofknowledgestructuresthestructureofknowledgeacrossthecurriculumintermsofframeworksandschemasMohan’sknowledgeframeworkbui28SixuniversalknowledgestructuresLOGOspecific,practicalelements(Description,Sequence,andChoice)general,theoreticalelements(Concepts/Classification,PrinciplesandEvaluation)

Sixuniversalknowledgestruct29LOGOLearnerrolesbecomeautonomousbesourcesofcontentandjointparticipantspreparebothpsychologicallyandcognitivelyLOGOLearnerrolesbecomeautono30TheroleofteacherLOGOPage單擊此處添加標(biāo)題agoodlanguageteacherknowledgeableinthesubjectmattercreate

trulylearner-centered

classrooms(StrykerandLeaver)TheroleofteacherLOGOPage單擊此31StrykerandLeaversuggesttheessentialskillsVaryingtheformatofclassroominstruction

Usinggroupworkandteam-buildingtechniquesOrganizingjigsawreadingarrangementsDefiningthebackgroundknowledegeandlanguageskillsrequiredforstudentsuccessHelpingstudentsdevelopcopingstrategiesUsingprocessapproachestowritingUsingappropriateerrorcorrectionteachniquesDevelopingandmaintaininghighlevelsofstudentesteemStrykerandLeaversuggestthe32TheroleofmaterialsFacilitatelanguagelearning(usewiththesubjectmatterofthecontentcourse)beauthentic

(useinnative-languageinstructione.g.newspaperandmagazinearticlesorothermediamaterials)comprehensibilityTheroleofmaterialsFacilitat33Procedureanapproachratherthanamethod,nospecifictechniquesoractivitiesteachingmaterialsandactivitiesselectedaccordingtothetypeofprogramE.g.,StrykerandLeaverdescribeatypicalsequenceofclassroomprocedures(aSpanishlesson;thefilmElNorte)ProcedureanapproachratherthPage

34ProcedureLOGOprocedureLinguisticanalysisPreparationforfilmViewingasegmentofthemovieDiscussionofthefilmDiscussionofthereadingVideotapedinterviewDiscussionPreparationofarticlesPresentationofarticlesWrap-updiscussionThefilmofElNorteProcedureLOGOprocedureLinguist35LOGOBackgroundMainBodyContemporarymodelsConclusion(1)Coursesattheuniversitylevel(2)Coursesattheelementaryandsecondarylevel(3)CoursesinprivatelanguageinstitutesLOGOBackgroundMainBodyContemp36CoursesattheUniversitylevelLOGOPageTheme-basedLanguage

1ShelteredContent2Adjunctlanguage3Team-teach4Skill-based5CoursesattheUniversityleve37Theme-basedlanguageinstructionthesyllabusisorganizedaroundthemesortopics(e.g.pollutionorwomen'srights)languagesyllabusissubordinatedtothemoregeneraltheme(e.g.businessandmarketing)languageanalysisandpracticeevolveoutofthetopicsthatformtheframeworkforthecourseTheme-basedlanguageinstructi38ShelteredcontentinstructionLOGOPage互動技巧Itreferstocontentcoursestaughtinthesecondlanguagebyacontentareaspecialist,toagroupofESLlearners.presentthecontentinacomprehensibleway,usethelanguageandtasksatanappropriatelevelofdifficultyShelteredcontentinstructionL39AdjunctlanguageinstructionLOGOPageInthismodel,studentsareenrolledintwolinkedcourses,oneacontentcourseandonealanguagecourse,withbothcoursessharingthesamecontentbaseandcomplementingeachotherintermsofmutuallycoordinatedassignmentsAdjunctlanguageinstructionLO40LOGOPageTeam-teachapproachavariationontheadjunctapproach(p217)Skill-basedapproachcharacterizedbyafocusonaspecificacademicskillarea(e.g.,academicwriting)

LOGOPageTeam-teachapproach41CoursesattheelementaryandsecondarylevelTheme-basedapproach1Adjunctapproach2Coursesattheelementaryand42講師的角色概述成人的學(xué)習(xí)特點(diǎn)異常情況的處理Facilitatetheirenterintotheregularsubject-areasclassroomFocusonlearningstrategies,concepts,tasks,andskillsGrouparoundtopicsandthemes(e.g.,consumereducation,mapskills,foods,andnutrition)LanguageproficiencyandacademiccontentSuccessrestsoncooperativelearninginheterogeneoussmall-groupsettingsTheme-basedapproach講師的角色概述成人的學(xué)習(xí)特點(diǎn)異常情況的處理Facilitat43Theme-basedapproachLOGOPage端正態(tài)度醞釀激情02Small-groupsettingsentails:GroupingstrategiesAlternativewaysforprovidinginputTechniquesformakingsubjectmattercomprehensibleOpportunitiestodeveloplanguageproficiencyforacademicpurposesTheme-basedapproachLOGOPage端正44LOGOPage成人的學(xué)習(xí)特點(diǎn)FocusonscienceFocusonpreparingstudentstomakethetransitiontolearningsciencethroughEnglish214Note-takingskills3GrammarforscienceUnderstandingspecializedscienceterminologiesandconceptsReportwritingskillsAdjunctapproachLOGOPage成人的學(xué)習(xí)特點(diǎn)Focusonscienc45CoursesinprivatelanguageinstitutesTheme-basedcoursesprovideframeworkintheprivatelanguage-institutesasetofthemesselectedforasemester'swork,andeachthemeusedasthebasisfor6ormorehoursofworkthefourskillsandgrammartaughtdrawingonthecentralthemeCoursesinprivatelanguagein46LOGOPageBackgroundMainbodyContemporarymodelsConclusion(1)Advantages(2