英语教学法教程-王蔷主编

总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。语言技能和语言知识是综合语言运用能力基础。情感态度是影响学生学习和发展的重要因素。学习策略是提高学习效率、发展自主学习能力的先决条件。文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。

Principles of communicative language teaching（CLT）

Communication principle：activities that involve real communication promote learning

Task principle：activities in which language is used for carrying out meaningful taskspromote learning

Meaningfulness principle: language that is meaningful to the learner supports the learning process

Listening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.

Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the process

Writing：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content(to incorporate functions);

CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills).

Task-based Language Teaching(TBLT)

Task-based Language teaching is,in fact,a further development of Communicative Language Teaching.It shares the same beliefs,as language should be learned as close as possible to how it is used in real life.It has stressed the importance to combine for

m-focused teaching with communication-focused teaching

Four components of a task

A purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure.

A context: the task can be real, simulated or imaginary,

and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors.

A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating.

A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.）

The PPP Model&The5-step teaching method

3p：Step I.Presentation Step II.Practice Step III.Production

5-step Model：Step I.Revision Step II.Presentation Step II.Presentation

Step IV.Practice Step V.Consolidation

Differences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect.

Steps of designing a tasks：