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1、小学英语 任务型教学活动设计四川省教育科学研究所付春敏2012.11.28重庆CaseStudy:Isthisyour…?Yes,itis./No,itisn’t.Vocabularypenpencilbook…CaseStudy:Isthisyour…?Yes,itis./No,itisn’t.Activity1:Look,listenandreadCaseStudy:Isthisyour…?Yes,itis./No,itisn’t.Activity1:Look,listenandreadActivity2
2、:Isthisyourpencil?Isthisyourpencil?Yes,itis./No,itisn’t.Roleplay:Isthisyour…?CaseStudy:Isthisyour…?Yes,itis./No,itisn’t.Activity1:Look,listenandreadActivity2:Isthisyourpencil?Activity3:Lostandfund外语教学法回溯-Directapproaches(audio-lingualism)-Functionalapproach
3、es-Communicativeapproaches8/26/202172010年“国培计划”小学英语系列讲座之四TheAudiolingualMethod-Theaudiolingualmethodfocusesonthecomprehensionoflanguageatalargelymechanicallevel(Davidson,1978).-Examplesofmechanicallystructuredactivitiesmightincluderepetitionorsubstitution.T
4、heteacherisincontrolofthelesson,andstudentscanoftensuccessfullyparticipatewithoutanyunderstandingofmeaning(Davidson,1978).8/26/202182010年“国培计划”小学英语系列讲座之四FunctionalApproaches-Theseareusuallybasedonsituationallanguageneeds(Hinkel&Fotos,2002).-AccordingtoSkeha
5、n,theseactivitiesoftenfollowa“presentation,practice,andproduction”protocol(citedinHinkel&Fotos,2002).8/26/202192010年“国培计划”小学英语系列讲座之四Communicative/HumanisticApproaches-Thesemethodsmimicanaturalacquisitionoflanguage,forexample,howachildacquiresL1(Hinkel&Fotos
6、,2002).-Languageisacquiredusingmeaningfulinput,withnoformalgrammaticalinstruction.ItisassumedthatELLswillnaturallyacquiretheformsoflanguagewhenthisapproachisused(Hinkel&Fotos,2002).8/26/2021102010年“国培计划”小学英语系列讲座之四系列之一：建构交互性语言活动的信息差与观点差Meaningfulcommunicatio
7、ndependsoninformationgapsandPerspectivesdifferencesMakeuseofinformationgapsCreateinformationgapsHowtomakeuseofinformationgaps?Case1:BrainstormCase2:Pre-lessontasksCase3:TalkabouttheirexperiencesWhat’sinyourmindwhenyouseethewordTOYS？Collectsomewordsoftoys.Wh
8、attoysdoyouhave?What’syoufavoritetoy?8/26/2021152010年“国培计划”小学英语系列讲座之四Howtocreateinformationgaps?如何为交互性语言活动创设信息差方法一：控制输入信息流量CasestudyActivity1:AllmightycircleActivity2:Areyouagoodwitness?8/26/2021182010
