英语教学法设计理论.pptVIP

Method analysis: Design By Chu Rong Design Design is the level of method analysis in which we consider: (a) objectives (b) the syllabus (c) types of learning and teaching activities (d) learner roles (e) teacher roles (f) the role of instructional materials Objectives 1. Definition Objectives refer to what a method sets out to achieve. 2. Classification 1) product-oriented objectives: the focus is on the knowledge and skills which learners should gain as a result of instruction. (e.g. the Grammar-Translation Method) 2) process-oriented objectives: The focus is on the learning experiences themselves. (e.g. Communicative Approach) The degree to which a method has product-oriented or process-oriented objectives may be revealed in how much emphasis is placed on vocabulary acquisition and grammatical proficiency and in how grammatical or pronunciation errors are treated in the method. e.g. Grammar-Translation Method bilingual word lists, organized and systematic grammar translation exercises, high standard in accuracy. Communicative Approach mastery of vocabulary and grammar through communication and cooperation, fluency and acceptable language is pursued, learning through trial and error. Syllabus 1. Definition Syllabus refers to the contents of a course of instruction and the order in which they are to be taught. 2. Classification 1) Priori syllabus（外显型大纲）: the syllabus that is usually determined in advance of teaching. (e.g. Situational Language Teaching, Audiolingual Method) 2) Posteriori syllabus（隐含型大纲）: the syllabus that would be determined from examining lesson protocols. (e.g. The Silent Way, Total Physical Response) Brown (1995: 7) lists seven basic syllabus types: 1)Structural Audiolingual Method 2)Situational Situational Language Teaching 3)Topical Community Language Learning 4)Functional 5)Notional 6)Skills-based Multiple Intelligences 7)Task-based Task-based Language Teaching Types of learning and teaching activities The