英語教學法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.,真正的交際活動應該有：,信息溝 information gap 選擇性 choices,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 it 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

3、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。,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句轉(zhuǎn)變?yōu)閱柧?，他說：“Will you change my sentence into a question? I went home y

4、esterday.”學生回答說：“Did you go home yesterday?”,這樣的對話學生沒有選擇的自由。 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 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) ”然后停下來，那么大家這時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?” “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

12、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。,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？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 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