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英語教學(xué)法流派ApproachesandMethodsinLanguageTeaching,主講：鄭麗君marinazheng111@外國語學(xué)院,TraditionalApproachStructuralistApproachHumanisticApproachDevelopmentofCommunicativeApproach:,,Grammar-TranslationMethod,DirectMethod,,SituationalApproach,AudiolingualApproach,,CommunityLanguageLearning,TotalPhysicalResponse,TheSilentWay,Suggestopedia,,CommunicativeLanguageTeaching,Task-BasedLanguageTeaching,Content-BasedInstruction,OverviewofELTMethodology,,Grammar-TranslationMethod,,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,,,TheGrammar-TranslationMethodisamethodofforeignorsecondlanguageteachingwhichusestranslationandgrammarstudyasthemainteachingandlearningactivities.,Definition：,ItwasfirstusedintheteachingoftheclassicallanguagesofLatinandGreek.Inthe16thcentury，grammaranalysisbecamethebasicwayinforeignlanguageteachinginEurope.Untilthe19thcentury,grammar–translationmethodbecamewidelyapprovedandusedinthewholeworld.,Background,1.Understandingandmemorizationofcomplicatedgrammaticalrulesoflanguageswereregardedasimportantmeansofdevelopmentmentality.2.Grammarisregardedasthecoreoflanguage,grammaristhemaincontentinclassroom.,Theoreticalbase,,3.Thelanguagewasregardedasabodyofesteemedknowledgetobelearnedwithanemphasisonintellectualrigor.,1.Thefocusonclassroomisteachingandpracticesofgrammarofthetargetlanguage.2.Languageskillsareemphasizedreadingandwritingbutlittleornosystematicattentionispaidtospeakingandlistening.3.Thenativelanguageisoverused.Thereislittleuseofthetargetlanguage.4.theteacheremphasizesaccuracyratherthanfluency.,Characteristics,1.復(fù)習(xí)：默寫單詞；個別與集體背誦上一課課文第幾段等等。2.教授新詞：教師課前將本課新詞的英語、音標(biāo)和漢語解釋寫在小黑板上（或卡片上）。上課時按單詞表逐字講解。學(xué)生跟教師朗讀英語單詞后，教師說漢語，學(xué)生說英語單詞，或反之。3.講授語法（規(guī)則動詞現(xiàn)在進(jìn)行時）：教師講解動詞現(xiàn)代進(jìn)行時的意義及其變化規(guī)則后，在黑板上寫出課文中的動詞原形，要求學(xué)生將它們轉(zhuǎn)換成現(xiàn)在分詞，再變成現(xiàn)在進(jìn)行時。,Procedure,,4.講解課文：教師逐句念課文，要求學(xué)生分析語法與翻譯成漢語。教師隨時糾正學(xué)生的錯誤。5.鞏固新課：學(xué)生跟教師逐句朗讀課文后，教師根據(jù)課文提問，學(xué)生按課文內(nèi)容回答。6.布置作業(yè)：拼寫單詞；語法填空；背誦某段課文。,①Thismethodwouldbeginwithamassivebilingualvocabularylist.Grammarpointswouldcomedirectlyfromthetextsandbepresentedcontextuallyinthetextbook,tobeexplainedelaboratelybytheinstructor.,Procedure,②Grammarthusprovidedtherulesforassemblingwordsintosentences.Tedioustranslationandgrammardrillswouldbeusedtoexerciseandstrengthentheknowledgewithoutmuchattentiontocontent.Sentenceswouldbedeconstructedandtranslated.,,E.g.:ThenextmorningIhadabadaccidentwiththesledandhurtmyleg.Icouldn’tstandonmyleftlegandmyheadwaswoozyfromhittingtheground.ButIknewthatIhadtogetup.Lyingontheice,Iwouldsoondie.IstruggledtomykneesknowingthatsomehowIhadtoputmytentupforshelter.OnhandsandkneesIgotupanddraggedmysleepingbagintothetentandlaydownoutofthecoldwind.,③Eventually,entiretextswouldbetranslatedfromthetargetlanguageintothenativelanguageandtestswouldoftenaskstudentstoreplicateclassicaltextsinthetargetlanguage.Verylittleattentionwasplacedonpronunciationoranycommunicativeaspectsofthelanguage.,Advantages,1.Itcanhelpstudentstohaveabetterunderstandingofthemeaningofabstractwordsandcomplicatedsentences.2.Itcanfosterstudents’abilityofreadingcomprehensionandproducinggrammaticallycorrectsentencesanddevelopstudents’abilityofanalyzingandsolvingproblems.,,3.TheGrammar-Translationmakesfewdemandsonteachersalthoughitoftencreatesfrustrationforstudents.,Disadvantage,1.Themethodbydefinitionhasaverylimitedscopeofobjectives.2.Throughgrammartranslation,studentslackedanactiveroleintheclassroom.,,ThedirectMethod,,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,Definition,TheDirectMethodisthelearningoflanguageinarelevantsetting.Notranslationisallowed.Meaningistobeconveyeddirectlyintothesecondlanguagethroughdemonstrationandvisualaids.,Background,Inthelate19thcenturyinEurope,foreconomicdevelopment,thecommunicationamongnationsbecamemorefrequent.Foreignlanguagelearningwashighlydemanded.Oralcommunicationbecamethemaingoalofforeignlanguageteaching.ItwasdevelopedasaresponsetotheGrammar-Translationmethod.OneoftherevolutionistswasFrancoisGouin.,Usethenaturalwaytocommunicate,likeababylearningitsmothertongue.Thelearningofgrammar/translatingskillsshouldbeavoidedbecausetheyinvolvetheapplicationoftheMT.,Theoreticalbase,Classroominstructionwasconductedexclusivelyinthetargetlanguage.Onlyeverydayvocabularyandsentencesweretaught.Grammarwastaughtinductively.Newteachingpointswereintroducedorally.Concretevocabularyistaughtthroughdemonstration,objects,andpictures.Abstractvocabularyistaughtbyassociationofideas.6.Thelearnerisactivelyinvolvedinusingthelanguageinrealisticeverydaysituations.7.Studentsareencouragedtothinkinthetargetlanguage.,Characteristics,1.講授新詞：教師進(jìn)入課堂后用英語問候?qū)W生，并就日常生活題材與學(xué)生進(jìn)行簡單的問答式會話。然后，自然進(jìn)入講授新詞階段。先利用教室內(nèi)與新詞有關(guān)的實(shí)物引出新詞，再出示課前準(zhǔn)備的圖片，用英語簡單描述新詞意義。學(xué)生理解后在與教師對話中使用新詞。2.語法練習(xí)：通過學(xué)生生活進(jìn)行。教師先請一學(xué)生（張三）起立，然后用動詞現(xiàn)在進(jìn)行時描述：,Procedure,,T:Zhang,pleasestandup.(AfterZhangstoodup.)T:(Totheclass):NowZhangisstanding,butyouareallsitting.T:(ToZhang):Zhang,pleasegotothedoor.T:(Totheclass,whileZhangiswalkingtothedoor):NowZhangiswalkingtothedoor.,,用不同的動詞做了類似的練習(xí)后，教師總結(jié)規(guī)則與不規(guī)則的動詞現(xiàn)在分詞變化規(guī)律及動詞現(xiàn)在進(jìn)行時的構(gòu)成與意義。3.根據(jù)教師示范，學(xué)生兩人一組，一個說英語。一個做動作，練習(xí)動詞現(xiàn)在進(jìn)行時。4.教授新課文：教師出示一幅表述課文內(nèi)容的圖畫。一邊講解圖畫，一邊檢查學(xué)生是否理解。講解后根據(jù)圖畫提問，要求學(xué)生回答。5.學(xué)生兩人一組根據(jù)圖畫提問與回答。全班唱一首英語歌結(jié)束一課。,Advantage,Ss’correctpronunciationandbetteroralskillsaredevelopedbecausenonativelanguageisused.,Disadvantage,1MajorfallacyofDirectMethodwasbeliefthatsecondlanguageshouldbelearnedinwayinwhichfirstlanguagewasacquired-bytotalimmersiontechnique.Butobviouslyfarlesstimeandopportunityinschools,comparedwithsmallchildlearninghismothertongue.2Ittakesmuchtimeforteacherstoexplaincomplicatedwords.,,TheAudio-LingualApproach,,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,Definition,Itemphasizestheteachingoflisteningandspeakingbeforereadingandwriting.Itusesdialoguesasthemainformoflanguagepresentationanddrillsasthemaintrainingtechniques.Mothertongueisdiscouragedintheclassroom,Background,1.developedintheU.S.duringtheSecondWorldWar2.ThegovernmentcommissionedAmericanuniversitiestodevelopforeignlanguageprogramtosupplythewar.ArmySpecializedTrainingProgrammer(ASTP)3.Theobjectivesoftheprogrammerwereforstudentstoattainconversationalproficiency,StructuralLinguisticsandBehaviorism,Theoreticalbase,1.Itfeaturesmemorizationofdialogues,patterndrills,andemphasisonpronunciation.2.Itemphasizestransformpracticeandrepeatedpractice,forminglanguagehabits.3.Foreignlanguageteachingshouldasfaraspossiblereducingorlimitingnativelanguageinterference.4.Electronicteachingmethodiswidelyused.,Characteristics,RecognitionImitationandrepetition3.Patterndrills4.Follow-upactivities,Procedure,,講授新詞與對話（課文）結(jié)合：教師進(jìn)入課堂后在黑板上畫一個女孩（Sally）和一個男孩（John），在他們后面畫一個超級市場入口處。教師用英語介紹情況：他們在超市門口相遇，開始了一段對話（新詞用簡單的圖畫說明，動詞現(xiàn)在進(jìn)行時包含在對話中）。教師邊表演對話邊解釋語言難點(diǎn)，再讓學(xué)生聽兩遍錄音。2.熟悉課文：教師先與一個學(xué)生對話（重復(fù)上述課文），然后全班兩人一組練習(xí)對話（重復(fù)課文）。練習(xí)完畢后請幾對學(xué)生上講臺對話。,,3.句型操練：（1)教師簡單講解動詞現(xiàn)在進(jìn)行時的構(gòu)成后說，“NowSallyistalkingtoJohn.”，并給出動詞詞組：askJohnafewquestions,waitforhersister,plantobuylotsofthings…要求學(xué)生根據(jù)動詞現(xiàn)在進(jìn)行時的構(gòu)成做替換練習(xí)。（2)教師給出主語Sally,Mary,Cathy,David,Tim,she,he,we,they等，要求學(xué)生做主語替換練習(xí)。先單個學(xué)生做，再兩人一組做并互相檢查。,,（3)用同樣方法做動詞現(xiàn)在進(jìn)行時的問題和否定形式操練，直到學(xué)生能比較熟練地掌握這種句型為止。4.聽一遍錄音后，要求背誦課文對話。,Advantages,1.Makinglanguageteachingpossibletolargegroupsoflearners2.Developingsimpletechniquesandmakinguseoflanguagelab3.Developingtheseparationofthelanguageskills4.Itcanimprovestudents’oralEnglish.,Disadvantage,1.Boredomcausedbyendlesspatterndrills,makemostofthestudentsloseinterestinlearningEnglish2.Learnershavinglittlecontrolovertheirlearning3.nolanguageenvironmenttostudy,,SituationalApproach,,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,Definition,SituationalApproachcombinesaudiowithlistening,stressedincertaincontextsauditoryperceptionandvisualperceptioncombined.來源于直接法和聽說法，它是在聽說法的基礎(chǔ)上，利用視聽結(jié)合手段而形成的一種教學(xué)法,強(qiáng)調(diào)在一定情境中聽覺感知（錄音）與視覺（圖片影視）感知相結(jié)合。,SituationalLanguageTeaching,,…developedbyBritishappliedlinguistsinthe1930stothe1960s,Background,Inthe1950ssituationalapproachproducedinFrance.Alongwiththerapiddevelopmentofmassmediatools,foreignlanguageteachingwidelyusedbroadcast,movie,videotape,recordandsoon.Namelyusingmodernequipmentconnectlanguageandimagetosetupthedirectconnectionbetweenforeignlanguageandobjectivethings,combinedvisualperceptionandauditoryperception.,Itisbasedonbehaviouristcognitivetheory.,Theoreticalbase,1.Itcloselycombinestheforeignlanguagewiththesituations.Meaning,context,situationaregivenaprominentplace.2.Dialoguesineverydaylifesituationsarethecentreofteaching.3.Thepracticetechniquesconsistofguidedrepetitionandsubstitutionactivities.,Characteristics,movefromcontrolledtofreepracticeofstructures,fromoraluseofsentencepatternstoautomaticuseinspeech,readingandwriting.①perception（感知）:constructpicture,bringinsituationsandshaperepresentations.②comprehension(理解):letstudentsgodeepintosituations,understandingthetextandcomprehendingtheemotion.③practice(練習(xí)):Givestudentsarelatedtopicandaskthempracticeit.④use(活用):Letstudentsuseitconsciouslyintheirdailylife.,Procedure,Advantages,Moderntechnologicalequipmentofsound,lightandelectricityhasbeenwidelyusedinteachingtomakeanorganiccombinationoflanguageandimage.Thelanguagematerialsarechosenandarrangedintermsofeverydaylifesituations,whichmeetthestudents’needsofcommunication.Studentscanlearnstandardpronunciationandintonationnaturally.,Disadvantage,①Itover-emphasizesthelanguageformandignoresthecultivationofcommunicativeability.②Itover-stresstheintegratestructureandignorestheanalysisandexplanationoftheforeignlanguage.,,CommunityLanguageLearning,,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,Definition,CommunityLanguageLearningdrawsonthecounselingmetaphortoredefinetherolesoftheteacher(thecounselor)andlearners(theclients)inthelanguageclassroom.,Background,InfluencedbyCarlRoger’shumanisticpsychology,Curran,aspecialistincounselingandaprofessorofpsychologyatLoyolaUniversity,Chicago,foundthatadultsoftenfeelthreatenedbyanewlearningsituationorfearthattheywillappearfoolish.soitiscalledCounselingLearning.,Itisbasedonthetheoryofhumanismpsychologyandstudent-centerededucation.,Theoreticalbase,1.CommunityLanguageLearningadvisesteacherstotaketheirstudentsas“wholeperson.”2.Wholepersonlearningmeansthatteachersconsidernotonlythestudents’intellectbutalsotheirfeelings.3.Teachersbecome“l(fā)anguagecounselors”.Learninghappenedinaharmoniousenvironment.4.Nocompetition.NOpressure.5.Dependonmothertongue,thentransittotheforeignlanguage.,Characteristics,社團(tuán)語言學(xué)習(xí)法的教學(xué)實(shí)例：步驟1:學(xué)生圍坐成圈，教師在圈外等候?qū)W生的詢問。步驟2:學(xué)生甲舉手，問教師：我想知道英文如何說“我喜歡藍(lán)色”。教師：Ilikeblue.學(xué)生甲復(fù)述“Ilikeblue”，錄下學(xué)生甲的復(fù)述。步驟3:學(xué)生乙舉手，問：怎么說“我不喜歡藍(lán)色，我喜歡紅色?！苯處煟篒don’tlikeblue.Ilikered.學(xué)生乙復(fù)述“Idon’tlikeblue.Ilikered.”，錄下學(xué)生乙的復(fù)述。步驟4:其他學(xué)生重復(fù)以上步驟，錄下一定數(shù)量的對話后，教師將對話抄在黑板上，以此為上課題材，講解語言知識。,Procedure,Advantages,Arousestudents’positivityCultivatecollaborationspiritItbreaksupthetraditioninwhichteacheristhecenter,andstudentsrevealtheirmainfunction.,Disadvantages,Arbitrary/unsystematicImpairteachers’guidancefunction,increaseteachers’burdenLargelydependonteachers’ability,,TotalPhysicalResponse,,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,Definition,TPR(TotalPhysicalResponse)isakindoflanguageteachingmethodthatcombinelanguagewithactiontolearnalanguagethroughthebodymovement.,Background,ItisdevelopedbypsychologyprofessorJamesJ.AsheratSanJoseStateUniversity,Californiainthe1960s.,1.Psychology“memorytrace”(記憶痕跡）theory.Themoreoftenamemoryconnectionistraced,thestrongerthememorywillbe.2.Humanbrainhasabiologicalprogramusedtoacquireanynaturallanguageonearth.,Theoreticalbase,1.Listeningshoulddevelopbeforespeaking2.Studentsshoulddeveloptheirintellectbyphysicalresponsetolanguage.3.Teachersdon’tforcestudentstospeak.,Characteristics,1.Teachersspeakandact,studentsjustlistenandwatch2.Teacherspeak,studentsacttogetherwiththeteacher3.Teacherandthestudentsspeakandacttogether4.Teacherspeakwithoutact,studentsact5.Teacheractwithoutspeaking,studentspeak6.Check,Procedure,步驟1:教師在黑板上貼上有不同動物的彩色卡片；步驟2:教師邊說“Pointtothelittledog.”邊指出卡片上的小狗。學(xué)生只聽不做。步驟3:教師再說“Pointtothegoldenfish.”并指出卡片上畫的金魚。學(xué)生仍舊只聽不做。步驟4:重復(fù)以上步驟，教其他動物名稱。步驟5:教師示范多遍后，教師發(fā)命令，學(xué)生做動作。步驟6:教師可以適當(dāng)變換方式，比如唱歌做動作等。（學(xué)生的理解力達(dá)到一定程度后，可以讓學(xué)生自己下命令，自己做動作。）,Advantages,1.Itisfunandeasy.2.Itisgoodforlearnerswhoneedtobeactiveintheclass.3.Attractstudentstotakepartintheenvironmentandremovetheirnervous.4.Itismemorable.Actionshelpstrengthentheconnectionsinthebrain.,Disadvantages,1.Abstractwordsandsentencescannotbeexplainedeasily2.Accuracyisnotfocused3.Onlysuitableforyoungstudents4.Itcanbeachallengeforshystudents.,,TheSilentWay,,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,Definition,CreatedbyCalebGattegno,SilentWayisbasedonthepremisethattheteachershouldbeassilentaspossibleintheclassroominordertoencouragethelearnertoproduceasmuchlanguageaspossible.Theobjectiveisforstudentstoworkasautonomouslanguagelearners.,Background,1.CalebGattegnofoundedTheSilentWayasamethodforlanguagelearningintheearly70s,sharingmanyofthesameessentialprinciplesasthecognitivecodeandmakinggooduseofthetheoriesunderlyingdiscoverylearning.2.Basicprinciple:Teachingshouldbesubordinatedtolearning.Teachingistoservelearningprocessratherthantodominateit.,DiscoverratherthanremembersorrepeatAidedbyphysicalobjectsProblem-solvingfocused,Theoreticalbase,Themostprominentcharacteristicofthemethodwasthattheteachertypicallystayed"silent"mostofthetime,aspartofhis/herroleasfacilitator協(xié)助者andstimulator.,Characteristics,TeachingProcedure,Teachermodelsaword,phrase,orsentenceandthenelicitslearnerresponses.Learnersthengoontocreatetheirownutterancesbyputtingtogetheroldandnewinformation.Charts,rods,andotheraidsmaybeusedtoelicitlearnerresponses.Teachermodelingisminimal,althoughmuchoftheactivitymaybeteacherdirected.,Advantages,respecttheindividualandanawarenessoftheindividual’sextraordinarycognitivepowers2.Itencourageslearnersbothtolistenmorecarefullyandthentoexperimentwiththeirownproductionoftheutterance.,Disadvantages,Highdemandforteachers2.Lackofrealcommunicationintheapproach,withonlyhighlymotivatedlearnersbeingabletogeneraterealcommunication.,,Suggestopedia,,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,Definition,Suggestopediaisateachingmethodwhichisbasedonamodernunderstandingofhowthehumanbrainworksandhowwelearnmosteffectively.,Background,保加利亞心理治療學(xué)家羅薩諾夫（G。Losanov）根據(jù)心理治療的一些原則提出了這一外語教學(xué)法（1978）。它的基本觀點(diǎn)是，外語學(xué)習(xí)是有意識學(xué)習(xí)與無意識學(xué)習(xí)結(jié)合的過程，必須排除各種心理障礙，特別是消除焦慮、緊張和煩躁等情緒。因此，學(xué)生進(jìn)入課堂時，周圍的環(huán)境應(yīng)十分和諧：有令人愉快的圖畫和音樂相伴。教師注意使自己的態(tài)度和語言親切，以便學(xué)生上課時進(jìn)入最佳的思維與心理狀態(tài)。羅薩諾夫認(rèn)為，正是在這種輕松愉快的氣氛和無意識之中學(xué)生能發(fā)揮最大的學(xué)習(xí)潛力。,,①Languagelearningneedsinvolvingtothewholepersoninthelearningprocess:boththeconsciousandtheunconsciousself.②Forthistotakeplace,arelaxing,co-operativeatmosphereisnecessary.,Theoreticalbase,,1.Comfortableenvironment2.Theuseofmusic3.FreeErrors4.Homeworkislimited,Characteristics,Teachingprocess,1.Presentation2.Concert3.Practice,Advantages,1.LearningEnvironment:relaxed2.Thinkinghighlyofstudents’feeling3.Arousingstudents’interestsandpotentialtomemorize4.Theemphasisofinteraction5.Thetreatmentstostudents’mistakes,Disadvantages,1.limitedbythecurriculum,studentsmotivation,financiallimitation,numberofstudents,etc.2.它要求學(xué)生有較強(qiáng)的自覺性，如使用不當(dāng)，容易產(chǎn)生學(xué)生自流或語言基礎(chǔ)知識掌握不牢固的后果。,,CommunicativeLanguageTeaching,,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,Definition,CLTisonepossiblesolutiontobridgethegapbetweenclassroomlanguageteachingandreal-lifelanguageuse.ThegoalofCLTistodevelopstudent’scommunicativecompetence.Itincludesboththeknowledgeaboutthelanguageandtheknowledgeabouthowtousethelanguageappropriatelyincommunicativesituations.,Background,1.Inthelate1960s,thecurrentsituationalapproachwasquestioned.2.Duringthe1970s,someBritishappliedlinguistsemphasizedthefunctionalandcommunicativepotentialoflanguage.3.Wilkinsdescribedtwotypesofmeaning,thenotionalcategoriesandcategoriesofcommunicativefunctions.,Theory,InternationalViewConstructivistTheory,Characteristics,①Theroleoftheteacher(facilitator,manager,advisor)②Theroleofthelearner(negotiator,communicator,contributor,independent)③CharacterizeoftheCommunicativeApproach(Emphasisonlearningtocommunicativeinthetargetlanguage,theintroductionofauthentictextsintoleaningprocessitself’,makinguseoflearner’sownpersonalexperiences),,④Featuresofcommunicativeactivities(informationgap,choiceofformandcontent,feedbackofanycommunicativeinformation)⑤Classroomenvironment(cooperationandempathy,learner-centered,toleranceoferrors,workinginsmallgroups),Languageuseinreallifevs.traditionalpedagogy,Communicationprinciple:Activitiesthatinvolverealcommunicationpromotelearning.Taskprinciple:Activitiesinwhichlanguageisusedforcarryingoutmeaningfultaskspromotelearning.Meaningfulnessprinciple:languagethatismeaningfultothelearnersupportsthelearningprocess.,PrinciplesofCLT,Communicativecompetence(Hedge),linguisticcompetencepragmaticcompetencediscoursecompetencestrategiccompetencefluency,Communicativeactivities,Littlewood(1981):Functionalcommunicativeactivities;IdentifyingpicturesDiscoveringidenticalpairsDiscoveringsequenceorlocationetc.Socialinteractionalactivities.Role-playingthroughcueddialoguesRole-playingthroughcuesandinformationLarge-scalesimulationactivitiesImprovisation(即興表演)etc.,,,RodEllis’(1990)sixcriteriaforcommunicativeactivities,Communicativepurpose;(informationgap)Communicativedesire;(realneed)(Focuson)Content,notform;(message)Varietyoflanguage;(notjustonelanguageform,freetoimprovise/create)Noteacherintervention;(donebySs;nocorrecting/evaluatinghowSsdoit;assessmentisbasedonthe‘product’oroncommunicativepurposeratherthanonthelanguage.)Nomaterialcontrol.,Task8,,,,,,,,,,,TeachingProcess,Theteachersgivethestudentsatask,whichneedstheircollectiveworkandsharetheirinformation,andsothattheycansolveaproblemorreachadecision,forexample,thestudentsareputintosmallgroupstofindouttheirrealschoollifeandtheidealone.,First,putthestudentsintoseveralgroups.Then,theteachertellsthemthatheisgoingtogiveeveryoneaquestionnaire,whichtheyshouldfillin.Thishedoesbyaskingtheotheroneinthegroup.Hereisthequestionnaire:QUESTIONNAIRESuchas:1.Whattimedoesyourschooldaystart?2.Whattimedoesyourfirstclassbegin?3.Doyouthinkthatistooearlyortoolate?4.Howlongdoyoustayinyourschool?,Afterthestudentshavecompletedthistask,theteacherreadafeedbacksessionbyaskingsomequestions,letthestudentsgivetheiranswers.Exercisessuchastheseareoftenincrediblyproductiveintermsoftheamountoflanguagestudents’use.,Advantages,1.Widerconsiderationsofwhatisappropriateandwhatisaccurate2.Widerrangeoflanguage3.Realisticandmotivatinglanguagepractice.4.Drawingonlearnersknowledgeandexperience.,Disadvantages,1.Difficulttotailorsyllabustostudentsneeds.2.Fossilizationoflearnerserrors3.Unclearabouthowrulesofusecanbetaught.,,Task—BasedLanguageTeaching,,1.Definition2.Background3.Theory4.Theprincipalcharacteristics5.Teachingprocedure6.Advantagesanddisadvantages,Definition,Task-basedLanguageTeaching（TBLT）referstoanapproachbasedontheuseoftasksasthecoreunitofinstructioninlanguage.,Background,TBLTis,infact,afurtherdevelopmentofCLT.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife,moreandmorepopularfrom1980s,Theory,InternationalViewConstructivistTheory,FeaturesofaLanguageLearningTask,Context,Product,Purpose,Process,ofdoing/thinkinginEnglish,Skills對教材語言進(jìn)行限制和處理，在教學(xué)過程中教師采用適當(dāng)?shù)牟呗?如減慢講課語速,利用圖片等,以降低學(xué)習(xí)難度。,Advantages,1.CBIeffectivelyincreaseslearnersEnglishlanguageproficiency&teachesthemtheskillsnecessaryforthesuccessinvariousprofessions.2.WithCBI,learnersgraduallyacquiregreatercontroloftheEnglishlanguage,enablingthemtoparticipatemorefullyinanincreasinglycomplexacademic&socialenvironment.,Disadvantages,Itisdifficulttograsptheessentialofcontent.SometimesCBIinteachingpractice,wearelikelypayattentiontotheconception.,,