英语教学法流派ApproachesandMethodsinLanguageTeaching省公开课一

英语教学法流派

ApproachesandMethodsinLanguageTeaching外国语学院1/133TraditionalApproachStructuralistApproachHumanisticApproachDevelopmentofCommunicativeApproach:Grammar-TranslationMethodDirectMethodSituationalApproachAudiolingualApproachCommunityLanguageLearningTotalPhysicalResponseTheSilentWaySuggestopediaCommunicativeLanguageTeachingTask-BasedLanguageTeachingContent-BasedInstructionOverviewofELTMethodology2/133Grammar-TranslationMethod3/1331.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages4/133TheGrammar-TranslationMethodisamethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.Definition：5/133ItwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.Inthe16thcentury，grammaranalysisbecamethebasicwayinforeignlanguageteachinginEurope.Untilthe19thcentury,grammar–translationmethodbecamewidelyapprovedandusedinthewholeworld.Background6/1331.Understandingandmemorizationofcomplicatedgrammaticalrulesoflanguageswereregardedasimportantmeansofdevelopmentmentality.2.Grammarisregardedasthecoreoflanguage,grammaristhemaincontentinclassroom.Theoreticalbase7/133

3.Thelanguagewasregardedasabodyofesteemedknowledge

tobelearnedwithanemphasisonintellectualrigor.8/1331.Thefocusonclassroomisteachingandpracticesofgrammarofthetargetlanguage.2.Languageskillsareemphasizedreadingandwritingbutlittleornosystematicattentionispaidtospeakingand

listening.3.The

nativelanguageisoverused.Thereislittleuseofthetarget

language.4.theteacheremphasizes

accuracyratherthanfluency.Characteristics9/1331.复习：默写单词；个别与集体背诵上一课课文第几段等等。2.教授新词：教师课前将本课新词英语、音标和汉语解释写在小黑板上（或卡片上）。上课时按单词表逐字讲解。学生跟教师朗诵英语单词后，教师说汉语，学生说英语单词，或反之。3.讲授语法（规则动词现在进行时）：教师讲解动词当代进行时意义及其改变规则后，在黑板上写出课文中动词原形，要求学生将它们转换成现在分词，再变成现在进行时。Procedure10/1334.讲解课文：教师逐句念课文，要求学生分析语法与翻译成汉语。教师随时纠正学生错误。5.巩固新课：学生跟教师逐句朗诵课文后，教师依据课文提问，学生按课文内容回答。6.布置作业：拼写单词；语法填空；背诵某段课文。11/133①Thismethodwouldbeginwithamassivebilingualvocabularylist.Grammarpointswouldcomedirectlyfromthetextsandbepresentedcontextuallyinthetextbook,tobeexplainedelaboratelybytheinstructor.Procedure12/133②Grammarthusprovidedtherulesforassemblingwordsintosentences.Tedioustranslationandgrammardrillswouldbeusedtoexerciseandstrengthentheknowledgewithoutmuchattentiontocontent.Sentenceswouldbedeconstructedandtranslated.13/133E.g.:The

next

morning

I

had

a

bad

accident

with

thesled

and

hurt

my

leg.

I

couldn’t

stand

on

my

left

leg

and

my

head

was

woozy

from

hitting

the

ground.

But

I

knew

that

I

had

to

get

up.

Lying

on

the

ice,

I

would

soon

die.

I

struggled

to

my

knees

knowing

that

some

how

I

had

to

put

my

tent

up

for

shelter.

On

hands

and

knees

I

got

up

and

dragged

my

sleeping

bag

into

the

tent

and

lay

down

out

of

the

cold

wind.14/133③Eventually,entiretextswouldbetranslatedfromthetargetlanguageintothenativelanguageandtestswouldoftenaskstudentstoreplicateclassicaltextsinthetargetlanguage.Verylittleattentionwasplacedonpronunciationoranycommunicativeaspectsofthelanguage.15/133Advantages1.Itcanhelpstudentstohaveabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.2.Itcanfosterstudents’abilityofreadingcomprehensionandproducinggrammaticallycorrect

sentencesanddevelopstudents’abilityofanalyzingandsolvingproblems.16/1333.TheGrammar-Translationmakes

fewdemandsonteachersalthoughitoftencreatesfrustrationforstudents.17/133Disadvantage1.Themethodbydefinitionhasaverylimitedscopeofobjectives.2.Throughgrammartranslation,studentslackedanactiveroleintheclassroom.18/133

ThedirectMethod19/1331.Definition2.Background3.Theory

4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages20/133DefinitionTheDirectMethodisthelearningoflanguageinarelevantsetting.Notranslationisallowed.Meaningistobeconveyeddirectlyintothesecondlanguagethroughdemonstrationandvisualaids.21/133BackgroundInthelate19thcenturyinEurope,foreconomicdevelopment,thecommunicationamongnationsbecamemorefrequent.Foreignlanguagelearningwashighlydemanded.Oralcommunicationbecamethemaingoalofforeignlanguageteaching.ItwasdevelopedasaresponsetotheGrammar-Translationmethod.OneoftherevolutionistswasFrancoisGouin.22/133Usethenaturalwaytocommunicate,likeababylearningitsmothertongue.Thelearningofgrammar/translatingskillsshouldbe

avoidedbecausetheyinvolvetheapplicationoftheMT.Theoreticalbase23/133Classroominstructionwasconductedexclusivelyinthetargetlanguage.Onlyeverydayvocabularyandsentencesweretaught.Grammarwastaughtinductively.Newteachingpointswereintroducedorally.Concretevocabularyistaughtthroughdemonstration,objects,andpictures.Abstractvocabularyistaughtbyassociationofideas.6.Thelearnerisactivelyinvolvedinusingthelanguageinrealisticeverydaysituations.7.Studentsareencouragedtothinkinthetargetlanguage.Characteristics24/1331.讲授新词：教师进入课堂后用英语问候学生，并就日常生活题材与学生进行简单问答式会话。然后，自然进入讲授新词阶段。先利用教室内与新词相关实物引出新词，再出示课前准备图片，用英语简单描述新词意义。学生了解后在与教师对话中使用新词。2.语法练习：经过学生生活进行。教师先请一学生（张三）起立，然后用动词现在进行时描述：Procedure25/133T:Zhang,pleasestandup.(AfterZhangstoodup.)T:(Totheclass):NowZhangisstanding,butyouareallsitting.T:(ToZhang):Zhang,pleasegotothedoor.T:(Totheclass,whileZhangiswalkingtothedoor):NowZhangiswalkingtothedoor.26/133

用不一样动词做了类似练习后，教师总结规则与不规则动词现在分词改变规律及动词现在进行时组成与意义。3.依据教师示范，学生两人一组，一个说英语。一个做动作，练习动词现在进行时。4.教授新课文：教师出示一幅表述课文内容图画。一边讲解图画，一边检验学生是否了解。讲解后依据图画提问，要求学生回答。5.学生两人一组依据图画提问与回答。全班唱一首英语歌结束一课。27/133AdvantageSs’correctpronunciationandbetteroralskillsaredevelopedbecausenonativelanguageisused.28/133Disadvantage1

MajorfallacyofDirectMethodwasbeliefthatsecondlanguageshouldbelearnedinwayinwhichfirstlanguagewasacquired-bytotalimmersiontechnique.Butobviouslyfarlesstimeandopportunityinschools,comparedwithsmallchildlearninghismothertongue.2

Ittakesmuchtimeforteacherstoexplaincomplicatedwords.29/133TheAudio-LingualApproach

30/1331.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages31/133DefinitionItemphasizestheteachingoflisteningandspeakingbeforereadingandwriting.Itusesdialoguesasthemainformoflanguagepresentationanddrillsasthemaintrainingtechniques.Mothertongueisdiscouragedintheclassroom32/133Background1.developedintheU.S.duringtheSecondWorldWar2.ThegovernmentcommissionedAmericanuniversitiestodevelopforeignlanguageprogramtosupplythewar.ArmySpecializedTrainingProgrammer(ASTP)

3.Theobjectivesoftheprogrammerwereforstudentstoattainconversationalproficiency33/13334/133

StructuralLinguisticsandBehaviorismTheoreticalbase35/1331.Itfeaturesmemorizationofdialogues,patterndrills,andemphasisonpronunciation.2.Itemphasizestransformpracticeandrepeatedpractice,forminglanguagehabits.3.Foreignlanguageteachingshouldasfaraspossiblereducingorlimitingnativelanguageinterference.4.Electronicteachingmethodiswidelyused.Characteristics36/133RecognitionImitationandrepetition3.Patterndrills4.Follow-upactivitiesProcedure37/133讲授新词与对话（课文）结合：教师进入课堂后在黑板上画一个女孩（Sally）和一个男孩（John），在他们后面画一个超级市场入口处。教师用英语介绍情况：他们在超市门口相遇，开始了一段对话（新词用简单图画说明，动词现在进行时包含在对话中）。教师边演出对话边解释语言难点，再让学生听两遍录音。2.熟悉课文：教师先与一个学生对话（重复上述课文），然后全班两人一组练习对话（重复课文）。练习完成后请几对学生上讲台对话。38/1333.句型操演：（1)

教师简单讲解动词现在进行时组成后说，“NowSallyistalkingtoJohn.”，并给出动词词组：askJohnafewquestions,waitforhersister,plantobuylotsofthings…要求学生依据动词现在进行时组成做替换练习。（2)教师给出主语Sally,Mary,Cathy,David,Tim,she,he,we,they等，要求学生做主语替换练习。先单个学生做，再两人一组做并相互检验。39/133（3)用一样方法做动词现在进行时问题和否定形式操演，直到学生能比较熟练地掌握这种句型为止。4.听一遍录音后，要求背诵课文对话。40/133Advantages1.Makinglanguageteachingpossibletolargegroupsoflearners2.Developingsimpletechniquesandmakinguseoflanguagelab3.Developingtheseparationofthelanguageskills4.Itcanimprovestudents’oralEnglish.41/133Disadvantage1.Boredomcausedbyendlesspatterndrills,makemostofthestudentsloseinterestinlearningEnglish2.Learnershavinglittlecontrolovertheirlearning3.nolanguageenvironmenttostudy42/133SituationalApproach43/1331.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages44/133Definition

SituationalApproachcombinesaudiowithlistening,stressedincertaincontextsauditoryperceptionandvisualperceptioncombined.

起源于直接法和听说法，它是在听说法基础上，利用视听结合伎俩而形成一个教学法,强调在一定情境中听觉感知（录音）与视觉（图片影视）感知相结合。

45/133SituationalLanguageTeaching…developedbyBritishappliedlinguistsinthe1930stothe1960s46/133BackgroundInthe1950ssituationalapproachproducedinFrance.Alongwiththerapiddevelopmentofmassmediatools,foreignlanguageteachingwidelyusedbroadcast,movie,videotape,recordandsoon.Namelyusingmodernequipmentconnectlanguageandimagetosetupthedirectconnectionbetweenforeignlanguageandobjectivethings,combinedvisualperceptionandauditoryperception.47/133

Itisbasedonbehaviouristcognitivetheory.Theoreticalbase48/1331.Itcloselycombinestheforeignlanguagewiththesituations.Meaning,context,situationaregivenaprominentplace.2.Dialoguesineverydaylifesituationsarethecentreofteaching.3.Thepracticetechniquesconsistofguidedrepetitionandsubstitutionactivities.Characteristics49/133movefromcontrolledtofreepracticeofstructures,fromoraluseofsentencepatternstoautomaticuseinspeech,readingandwriting.①perception（感知）:constructpicture,bringinsituationsandshaperepresentations.

②comprehension(了解):letstudentsgodeepintosituations,understandingthetextandcomprehendingtheemotion.

③practice(练习):Givestudentsarelatedtopicandaskthempracticeit.④use(活用):Letstudentsuseitconsciouslyintheirdailylife.Procedure50/133AdvantagesModerntechnologicalequipmentofsound,lightandelectricityhasbeenwidelyusedinteachingtomakeanorganiccombinationoflanguageandimage.Thelanguagematerialsarechosenandarrangedintermsofeverydaylifesituations,whichmeetthestudents’needsofcommunication.Studentscanlearnstandardpronunciationandintonationnaturally.51/133Disadvantage①Itover-emphasizesthelanguageformandignoresthecultivationofcommunicativeability.②Itover-stresstheintegratestructureandignorestheanalysisandexplanationoftheforeignlanguage.52/133

CommunityLanguageLearning53/1331.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages54/133Definition

CommunityLanguageLearningdrawsonthecounselingmetaphortoredefinetherolesoftheteacher(thecounselor)andlearners(theclients)inthelanguageclassroom.55/133Background

InfluencedbyCarlRoger’shumanisticpsychology,Curran,aspecialistincounselingandaprofessorofpsychologyatLoyolaUniversity,Chicago,foundthatadultsoftenfeelthreatenedbyanewlearningsituationorfearthattheywillappearfoolish.soitiscalledCounselingLearning.56/133

Itisbasedonthetheoryofhumanismpsychologyandstudent-centerededucation.Theoreticalbase57/1331.CommunityLanguageLearningadvisesteacherstotaketheirstudentsas“wholeperson.”2.Wholepersonlearningmeansthatteachersconsidernotonlythestudents’intellectbutalsotheirfeelings.3.Teachersbecome“languagecounselors”.

Learninghappenedinaharmoniousenvironment.4.Nocompetition.NOpressure.5.Dependonmothertongue,thentransittotheforeignlanguage.Characteristics58/133社团语言学习法教学实例：步骤1:学生围坐成圈，教师在圈外等候学生问询。步骤2:学生甲举手，问教师：我想知道英文怎样说“我喜欢蓝色”。教师：Ilikeblue.学生甲复述“Ilikeblue”，录下学生甲复述。步骤3:学生乙举手，问：怎么说“我不喜欢蓝色，我喜欢红色。”教师：Idon’tlikeblue.Ilikered.学生乙复述“Idon’tlikeblue.Ilikered.”，录下学生乙复述。步骤4:其它学生重复以上步骤，录下一定数量对话后，教师将对话抄在黑板上，以此为上课题材，讲解语言知识。Procedure59/133AdvantagesArousestudents’positivityCultivatecollaborationspiritItbreaksupthetraditioninwhichteacheristhecenter,andstudentsrevealtheirmainfunction.60/133DisadvantagesArbitrary/unsystematicImpairteachers’guidancefunction,increaseteachers’burdenLargelydependonteachers’ability61/133

TotalPhysicalResponse62/1331.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages63/133DefinitionTPR(TotalPhysicalResponse)isakindoflanguageteachingmethodthatcombinelanguagewithaction

tolearnalanguagethroughthebodymovement.64/133BackgroundItisdevelopedbypsychologyprofessorJamesJ.Asher

atSanJoseStateUniversity,Californiainthe1960s.65/1331.Psychology“memorytrace”(记忆痕迹）theory.Themoreoftenamemoryconnectionistraced,thestrongerthememorywillbe.2.Humanbrainhasabiologicalprogramusedtoacquireanynaturallanguageonearth.Theoreticalbase66/1331.Listeningshoulddevelopbeforespeaking2.Studentsshoulddeveloptheirintellectbyphysicalresponsetolanguage.3.Teachersdon’tforcestudentstospeak.Characteristics67/1331.Teachersspeakandact,studentsjustlistenandwatch2.Teacherspeak,studentsacttogetherwiththeteacher3.Teacherandthestudentsspeakandacttogether4.Teacherspeakwithoutact,studentsact5.Teacheractwithoutspeaking,studentspeak6.CheckProcedure68/133步骤1:

教师在黑板上贴上有不一样动物彩色卡片；步骤2:

教师边说“Pointtothelittledog.”边指出卡片上小狗。学生只听不做。步骤3:

教师再说“Pointtothegoldenfish.”并指出卡片上画金鱼。学生依旧只听不做。步骤4:

重复以上步骤，教其它动物名称。步骤5:

教师示范多遍后，教师发命令，学生做动作。步骤6:

教师能够适当变换方式，比如唱歌做动作等。（学生了解力到达一定程度后，能够让学生自己下命令，自己做动作。）69/133Advantages1.Itisfunandeasy.2.Itisgoodforlearnerswhoneedtobeactiveintheclass.3.Attractstudentstotakepartintheenvironmentandremovetheirnervous.4.Itismemorable.Actionshelpstrengthentheconnectionsinthebrain.70/133Disadvantages1.Abstractwordsandsentencescannotbeexplainedeasily2.Accuracyisnotfocused3.Onlysuitableforyoungstudents4.Itcanbeachallengeforshystudents.

71/133TheSilentWay72/1331.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages73/133DefinitionCreatedbyCalebGattegno,SilentWayisbasedonthepremisethattheteachershouldbeassilentaspossibleintheclassroominordertoencouragethelearnertoproduceasmuchlanguageaspossible.Theobjectiveisforstudentstoworkasautonomous

languagelearners.

74/133Background1.CalebGattegnofoundedTheSilentWayasamethodforlanguagelearningintheearly70s,sharingmanyofthesameessentialprinciplesasthecognitivecodeandmakinggooduseofthetheoriesunderlyingdiscoverylearning.2.Basicprinciple:Teachingshouldbesubordinatedtolearning.Teachingistoservelearningprocessratherthantodominateit.

75/133DiscoverratherthanremembersorrepeatAidedbyphysicalobjectsProblem-solvingfocusedTheoreticalbase76/133Themostprominentcharacteristicofthemethodwasthattheteachertypicallystayed"silent"mostofthetime,aspartofhis/herroleasfacilitator帮助者

andstimulator.Characteristics77/133TeachingProcedureTeachermodelsaword,phrase,or

sentenceandthenelicitslearnerresponses.Learnersthengoontocreatetheirownutterancesbyputtingtogetheroldandnewinformation.Charts,rods,andotheraidsmaybeusedtoelicitlearnerresponses.

Teachermodelingisminimal,althoughmuchoftheactivitymaybeteacherdirected.78/133Advantagesrespecttheindividualandanawarenessoftheindividual’sextraordinarycognitivepowers2.Itencourageslearnersbothtolistenmorecarefullyandthentoexperimentwiththeirownproductionoftheutterance.79/133DisadvantagesHighdemandforteachers2.Lackofrealcommunicationintheapproach,withonlyhighlymotivatedlearnersbeingabletogeneraterealcommunication.80/133Suggestopedia81/1331.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages82/133DefinitionSuggestopediaisateachingmethodwhichisbasedonamodernunderstandingofhowthehumanbrainworksandhowwelearnmosteffectively.83/133Background

保加利亚心理治疗学家罗萨诺夫（G。Losanov）依据心理治疗一些标准提出了这一外语教学法（1978）。它基本观点是，外语学习是有意识学习与无意识学习结合过程，必须排除各种心理障碍，尤其是消除焦虑、担心和烦躁等情绪。所以，学生进入课堂时，周围环境应十分友好：有令人愉快图画和音乐相伴。教师注意使自己态度和语言亲切，方便学生上课时进入最正确思维与心理状态。罗萨诺夫认为，正是在这种轻松愉快气氛和无意识之中学生能发挥最大学习潜力。84/133

①Languagelearningneedsinvolvingtothewholepersoninthelearningprocess:boththeconsciousandtheunconsciousself.②Forthistotakeplace,arelaxing,co-operativeatmosphereisnecessary.Theoreticalbase85/133

1.Comfortableenvironment2.Theuseofmusic3.FreeErrors4.HomeworkislimitedCharacteristics86/133Teachingprocess

1.Presentation2.Concert3.Practice87/133Advantages1.LearningEnvironment:

relaxed2.Thinkinghighlyofstudents’feeling3.Arousingstudents’interestsandpotentialtomemorize4.Theemphasisofinteraction5.Thetreatmentstostudents’mistakes88/133Disadvantages

1.limitedbythecurriculum,studentsmotivation,financiallimitation,numberofstudents,etc.2.它要求学生有较强自觉性，如使用不妥，轻易产生学生自流或语言基础知识掌握不牢靠后果。89/133CommunicativeLanguageTeaching90/1331.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages91/133DefinitionCLTisonepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse.ThegoalofCLTistodevelopstudent’scommunicativecompetence.Itincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.92/133Background

1.Inthelate1960s,thecurrentsituationalapproachwasquestioned.2.Duringthe1970s,someBritishappliedlinguistsemphasizedthefunctionalandcommunicativepotentialoflanguage.3.Wilkinsdescribedtwotypesofmeaning,thenotionalcategoriesandcategoriesofcommunicativefunctions.93/133TheoryInternationalViewConstructivistTheory94/133Characteristics①Theroleoftheteacher(facilitator,manager,advisor)②Theroleofthelearner(negotiator,communicator,contributor,independent)③CharacterizeoftheCommunicativeApproach(Emphasisonlearningtocommunicativeinthetargetlanguage,theintroductionofauthentictextsintoleaningprocessitself’,makinguseoflearner’sownpersonalexperiences)95/133④Featuresofcommunicativeactivities(informationgap,choiceofformandcontent,feedbackofanycommunicativeinformation)⑤Classroomenvironment(cooperationandempathy,learner-centered,toleranceoferrors,workinginsmallgroups)96/133Languageuseinreallifevs.traditionalpedagogyReallifeTraditionalpedagogyperformcertaincommunicativefunctionsfocusonformratherthanfunctionsuseallskillsfocusononeortwolanguageskillsandignoretheothersusedinacertaincontextisolatelanguagefromitscontext97/133Communicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.Taskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.Meaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.PrinciplesofCLT98/133Communicativecompetence(Hedge)linguisticcompetencepragmaticcompetencediscoursecompetencestrategiccompetencefluency99/133CommunicativecompetenceTeachersneedtohelplearnersLinguisticcompetence

achieveaccuracyinthegrammaticalformsofthelanguage…Pragmaticcompetencelearntherelationshipbetweengrammaticalformsandfunctions…Discoursecompetencetakelongerturns,usediscoursemarkersandopenandcloseconversations…Strategiccompetencetakerisksinusingthelanguage…Fluency

…100/133Communicativeactivities

Littlewood(1981):Functionalcommunicativeactivities;IdentifyingpicturesDiscoveringidenticalpairsDiscoveringsequenceorlocationetc.Socialinteractionalactivities.

Role-playingthroughcueddialoguesRole-playingthroughcuesandinformationLarge-scalesimulationactivitiesImprovisation(即兴演出)etc.101/133102/133103/133104/133RodEllis’(1990)sixcriteriaforcommunicativeactivities

Communicativepurpose;(informationgap)Communicativedesire;(realneed)(Focuson)Content,notform;(message)Varietyoflanguage;(notjustonelanguageform,freetoimprovise/create)Noteacherintervention;(donebySs;nocorrecting/evaluatinghowSsdoit;assessmentisbasedonthe‘product’oroncommunicativepurposeratherthanonthelanguage.)Nomaterialcontrol.

105/133Task81234CommunicativepurposeCommunicativedesireContent,notformVarietyoflanguageNoteacherinterventionNomaterialscontrol106/133TeachingProcess

Theteachersgivethestudentsatask,whichneedstheircollectiveworkandsharetheirinformation,andsothattheycansolveaproblemorreachadecision,forexample,thestudentsareputintosmallgroupstofindouttheirrealschoollifeandtheidealone.107/133First,putthestudentsintoseveralgroups.Then,theteachertellsthemthatheisgoingtogiveeveryoneaquestionnaire,whichtheyshouldfillin.Thishedoesbyaskingtheotheroneinthegroup.

Hereisthequestionnaire:QUESTIONNAIRESuchas:1.Whattimedoesyourschooldaystart?2.Whattimedoesyourfirstclassbegin?3.Doyouthinkthatistooearlyortoolate?4.Howlongdoyoustayinyourschool?108/133Afterthestudentshavecompletedthistask,theteacherreadafeedbacksessionbyaskingsomequestions,letthestudentsgivetheiranswers.Exercisessuchastheseareoftenincrediblyproductiveintermsoftheamountoflanguagestudents’use.109/133Advantages1.Widerconsiderationsofwhatisappropriateandwhatisaccurate2.Widerrangeoflanguage3.Realisticandmotivatinglanguagepractice.4.Drawingonlearners'knowledgeandexperience.110/133Disadvantages1.Difficulttotailorsyllabustostudents'needs.2.Fossilizationoflearners'errors3.Unclearabouthowrulesofusecanbetaught.111/133

Task—BasedLanguageTeaching112/1331.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages113/133DefinitionTask-basedLanguageTeaching（TBLT）referstoanapproachbasedontheuseoftasksasthecoreunitofinstructioninlanguage.114/133BackgroundTBLTis,infact,afurtherdevelopmentofCLT.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife,moreandmorepopularfrom1980s115/133TheoryInternationalViewConstructivistTheory116/133FeaturesofaLanguageLearningTask

ContextProductPurposeProcessofdoing/thinkinginEnglishSkills&knowledge情景结果目标过程语言知识语言能力117/133JaneWillis’(1996)

TBLframeworkPre-taskLanguagefocusTaskcycle118/133Pre-taskIntroductiontotopicandtaskTexplainsthetopic,Highlightsusefulwordsandphrases,helpsSsunderstandtaskinstructions,andprepare.Ssmayheararecordingofothersdoingasimilartask.119/133TaskcycleSsmaynowheararecordingofothersdoingasimilartaskandcomparehowtheyalldidit.TaskSsdothetask,inpairsorsmallgroups.Tmonitorsfromadistance.PlanningSspreparetoreporttothewholeclass(orallyorinwriting)howtheydidthetask,whattheydecidedordiscovered.ReportSomegroupspresenttheirreportstotheclass,orexchangewrittenreports,andcompareresults.120/133LanguagefocusAnalysisSsexamineanddiscussspecificfeaturesofthetextortranscriptoftherecording.AnalysisTconductspracticeofnewwords,phrasesandpatternsoccurringin