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（语境 语用） (L M)O F

话题 /语境功能

买衣服购物

意义为中心意义为中心

见面打招呼

谈论衣物

询问价格

表达感谢及回答

顾客 : 句型 + 词汇 + 语法

售货员 : 句型 + 词汇 + 语法

泡泡的学问和功力泡泡的学问和功力

Dear Jack, I had a very unusual experience on Sunday. At around ten o’clock in the morning. I was walking down the street when a UFO landed right in front of me. You can imagine how strange it was! An alien got out and walked down Center Street. I follow it to see where it was going, and I was very surprised when it went into a souvenir shop. While it was looking at the souvenirs, the shop assistant called the police. Before the police arrived, the alien left the shop and then visited the Museum of Flight. While the alien was in the museum, I called the TV station. Isn’t that amazing!

Ted

Dear Jack, I had a very unusual experience on Sunday. At around ten o’clock in the morning. I was walking down the street when a UFO landed right in front of me. You can imagine how strange it was! An alien got out and walked down Center Street. I follow it to see where it was going, and I was very surprised when it went into a souvenir shop. While it was looking at the souvenirs, the shop assistant called the police. /// Before the police arrived, the alien left the shop and then visited the Museum of Flight. While the alien was in the museum, I called the TV station. Isn’t that amazing!

Ted

讲故事讲故事主旨句

简 介

（时 地 人）

简 介

（时 地 人）

过 程

（细节）

过 程

（细节）

结束句

任务（ task ）

任务前（ pre-task ）任务前（ pre-task ）

熟悉（内容？活动形式？目标效果？）

熟悉（内容？活动形式？目标效果？）

记忆（内容？活动形式？目标效果？）

记忆（内容？活动形式？目标效果？）

尝试运用（内容？活动形式？目标效果？）

尝试运用（内容？活动形式？目标效果？）

教学重点，难点？

P

P

P

词句？词句？

Listen and …Look and …Prepare and …Retell the storyCompetition…

1. 就听说读写能力及流利度，准确度进行具体定位； 2. 对词句的分类以及必修和选修乃至拓展的定位； * 上述 2 点需要结合语言知识“新，旧”的区别对待。

备注1. 流利度和准确度可考虑分级 5-非常； 4-比较； 3-一般； 2-比较不； 1-非常不2. 词句，尤其是词汇可以省略写法，但需注明个数

台阶中的目标点 A+B+C+D+… = “ 任务”≈ 或＜总目标 建议：开门见山，直奔主题，直击重点； 然后，围绕“重点之心”进行扩展的累加 所有的“点”都应该出现在“台阶 1 – 感知阶段” 所有的“重点”都应该出现在“台阶 2 – 熟悉阶段”和

“台阶 3 – 记忆阶段” 建议：重要度 / 难度与出现次数成正比 在某一个“台阶”，针对同一个“点”的连续操作一般不

超过 2 次 针对同一个“点”在不同“台阶”的操作应注意连贯性 台阶 1-3 的所有活动都可以是“应用性的”，“练与用”

1. 呈现、示范 2. 检测诊断 （重置起点，形成梯度，合理推进） 3. 解析、归纳 4. 操练至熟悉或记忆 （强化对流利度的关注） 5. 组织应用（思考、讨论、准备；模仿扮演 /实战演练）

★ （尝试）应用类活动 重结果（伴随阶段或终极成果展示） 轻目的（为“熟悉和记忆”而机械强化的目的）★ 强化操练活动：有强烈的强化目的 （具有面，量，频率等特征）

1. information-gap2. reasoning-gap3. opinion-gap

(Prabhu)

1. solve problems through social interaction with others 2. establish and maintain relationships and discuss topics of interest

through the exchange of information, ideas, opinions, attitudes, feelings, experiences and plans

3. search for specific information for some given purpose, process it, and use it in some way

4. listen to or read information, process it, and use it in some way 5. give information in spoken or written form on the basis of personal

experience 6. listen to, read or view a story, poem, feature etc. and perhaps

respond to it personally in some way 7. create an imaginative text

Clark

1. questions and answers 2. dialogues and role-plays 3. matching activities 4. communication strategies 5. pictures and picture stories 6. puzzles and problems 7. discussions and decisions

Pattison

Typical Group tasks Typical Group tasks GamesGames A game could be any activity that formalizes A game could be any activity that formalizes

a technique into units that can be scored in a technique into units that can be scored in some way. Several of the other group tasks some way. Several of the other group tasks outlined below could thus become "games." outlined below could thus become "games." Guessing gamesGuessing games are common language are common language classroom activities. "classroom activities. "Twenty questionsTwenty questions," for ," for example, is easily adapted to a small group. example, is easily adapted to a small group. One member secretly decides that he or she is One member secretly decides that he or she is some famous person; the rest of the group have some famous person; the rest of the group have to find out who within 20 yes/no questions, to find out who within 20 yes/no questions, each member of the group taking turns asking each member of the group taking turns asking questions. The person who is "it" rotates questions. The person who is "it" rotates around the group and points are scored.around the group and points are scored.

Role-play and Role-play and simulations simulations

Role-playRole-play minimally involves (a) giving a role minimally involves (a) giving a role to one or more members of a group and (b) to one or more members of a group and (b) assigning an objective or purpose that assigning an objective or purpose that participants must accomplish. In pairs, for participants must accomplish. In pairs, for example, student A is an employer; student B example, student A is an employer; student B is a prospective employee; the objective is for is a prospective employee; the objective is for A to interview B. In groups, similar dual roles A to interview B. In groups, similar dual roles could be assumed with assignments to others could be assumed with assignments to others in the group to watch for certain grammatical in the group to watch for certain grammatical or discourse elements as the roles are acted or discourse elements as the roles are acted out. Or a group role-play might involve a out. Or a group role-play might involve a discussion of a political issue with each discussion of a political issue with each person assigned to represent a particular person assigned to represent a particular political point of view. political point of view.

SimulationsSimulations SimulationsSimulations usually involve a more complex usually involve a more complex

structure and often larger groups (of 6 to 20) where structure and often larger groups (of 6 to 20) where the entire group is working through an imaginary the entire group is working through an imaginary situation as a social unit, the object of which is to situation as a social unit, the object of which is to solve some specific problem. A common genre of solve some specific problem. A common genre of simulation game specifies that all members of the simulation game specifies that all members of the group are shipwrecked on a "group are shipwrecked on a "desert islanddesert island." Each ." Each person has been assigned an occupation (doctor, person has been assigned an occupation (doctor, carpenter, garbage collector, etc.) and perhaps carpenter, garbage collector, etc.) and perhaps some other mitigating characteristics (a physical some other mitigating characteristics (a physical disability, an ex-convict, a prostitute, etc.) Only a disability, an ex-convict, a prostitute, etc.) Only a specified subset of the group can survive on the specified subset of the group can survive on the remaining food supply so the group must decide remaining food supply so the group must decide who will live and who will die. who will live and who will die.

Drama Drama

Drama is a more formalized form of role-play or Drama is a more formalized form of role-play or simulation, with a preplanned story line and simulation, with a preplanned story line and script. Sometimes small groups may prepare script. Sometimes small groups may prepare their own short dramatization of some event, their own short dramatization of some event, writing the script and rehearsing the scene as a writing the script and rehearsing the scene as a group. This may be more commonly referred to group. This may be more commonly referred to as a "skit." Longer, more involved dramatic as a "skit." Longer, more involved dramatic performances have been shown to have positive performances have been shown to have positive effects on language learning, but they are effects on language learning, but they are time time consumingconsuming and rarely can form part of a typical and rarely can form part of a typical school curriculum.school curriculum.

Projects Projects For learners of all ages, but perhaps especially for For learners of all ages, but perhaps especially for

younger learners who can greatly benefit from younger learners who can greatly benefit from hands-on approaches to languagehands-on approaches to language, certain projects , certain projects can be rewarding indeed. If you were to adopt an can be rewarding indeed. If you were to adopt an environmental awareness theme in your class, for environmental awareness theme in your class, for example, various small groups could each be doing example, various small groups could each be doing different things: Group A creates an environmental different things: Group A creates an environmental bulletin boardbulletin board for the rest of the school; Group B for the rest of the school; Group B develops develops fact sheetsfact sheets; Group C makes a ; Group C makes a three-three-dimensional displaydimensional display; Group D puts out a ; Group D puts out a newsletternewsletter for the rest of the school; Group E develops a for the rest of the school; Group E develops a skitskit. . And we could go on. As learners get absorbed in And we could go on. As learners get absorbed in purposeful projects, both receptive and productive purposeful projects, both receptive and productive language is used meaningfully. language is used meaningfully.

Interview Interview A popular activity for pair work, but also appropriate A popular activity for pair work, but also appropriate

for group work, interviews are useful at all levels of for group work, interviews are useful at all levels of proficiency. At the lower levels, interviews can be proficiency. At the lower levels, interviews can be very structured, both in terms of the information that very structured, both in terms of the information that is sought and the grammatical difficulty and variety. is sought and the grammatical difficulty and variety. The goal of an interview could at this level be limited The goal of an interview could at this level be limited to using requesting functions, learning vocabulary to using requesting functions, learning vocabulary for expressing personal data, producing questions, for expressing personal data, producing questions, etc. Students might ask each other questions likeetc. Students might ask each other questions like

~ What's your name?~ What's your name? ~ Where do you live?~ Where do you live? ~ What country (city) are you from?~ What country (city) are you from? and learn to give appropriate responses. At the and learn to give appropriate responses. At the

higher levels, interviews can probe more complex higher levels, interviews can probe more complex facts, opinions, ideas, and feelings.facts, opinions, ideas, and feelings.

Brainstorming Brainstorming Brainstorming is a technique whose purpose is to initiate some Brainstorming is a technique whose purpose is to initiate some

sort of thinking process. It gets students' "creative juices" flowing sort of thinking process. It gets students' "creative juices" flowing without necessarily focusing on specific problems or decisions or without necessarily focusing on specific problems or decisions or values. Brainstorming is often put to excellent use in preparing values. Brainstorming is often put to excellent use in preparing students to read a text, to discuss a complex issue, or to write on students to read a text, to discuss a complex issue, or to write on a topic. Brainstorming involves students in a a topic. Brainstorming involves students in a rrapid-fierrapid-fie, free-, free-association listing of concepts or ideas or facts or feelings association listing of concepts or ideas or facts or feelings relevant to some topic or context.relevant to some topic or context.

Suppose you were about to read a passage on future means of Suppose you were about to read a passage on future means of transportation. You might ask small groups to brainstorm (a) transportation. You might ask small groups to brainstorm (a) different forms of transportation, past and present, and (b) different forms of transportation, past and present, and (b) current obstacles to more efficient means of transportation. The current obstacles to more efficient means of transportation. The groups' task would be to make a composite list of everything they groups' task would be to make a composite list of everything they can think of within the category, without evaluating it. In can think of within the category, without evaluating it. In brainstorming, no discussion of the relative merits of a thought brainstorming, no discussion of the relative merits of a thought takes place; everything and anything goes. This way, all ideas are takes place; everything and anything goes. This way, all ideas are legitimate, and students are released to soar the heights and legitimate, and students are released to soar the heights and plum the depths, as it were, with no obligation to defend a plum the depths, as it were, with no obligation to defend a concept. In whatever follow-up to brainstorming you plan, at that concept. In whatever follow-up to brainstorming you plan, at that point evaluation and discussion can take place.point evaluation and discussion can take place.

Information gap Information gap

The term information gap covers a The term information gap covers a tremendous variety of techniques in which tremendous variety of techniques in which the objective is to convey or to request the objective is to convey or to request information. The two focal characteristics of information. The two focal characteristics of information gap techniques are (a) their information gap techniques are (a) their primary attention to primary attention to informationinformation and not to and not to language forms and (b) the necessity of language forms and (b) the necessity of communicative communicative interactioninteraction in order to reach in order to reach the objective. The information that students the objective. The information that students must seek can range from very simple to must seek can range from very simple to complex. complex.

Information gapInformation gap At the beginning levelAt the beginning level, for example, each , for example, each

member of a small group could be given the member of a small group could be given the objective of finding out from the others their (a) objective of finding out from the others their (a) birthday, (b) address, (c) favorite food, etc. and birthday, (b) address, (c) favorite food, etc. and filling in a little chart with the information. filling in a little chart with the information. In In intermediate classesintermediate classes you could ask groups to you could ask groups to collectively pool information about different collectively pool information about different occupations: their qualifications, how long it occupations: their qualifications, how long it takes to prepare for an occupation, how much takes to prepare for an occupation, how much the preparation costs, what typical job the preparation costs, what typical job conditions are, what salary levels are, etc. conditions are, what salary levels are, etc. In In advanced classesadvanced classes, a small group discussion on , a small group discussion on determining an author's message, among many determining an author's message, among many other possibilities, would be an information gap other possibilities, would be an information gap technique. technique.

Jigsaw Jigsaw Jigsaw techniques are a special form of information Jigsaw techniques are a special form of information

gap in which each member of a group is given some gap in which each member of a group is given some specific information and the goal is to pool all specific information and the goal is to pool all information to achieve some objective. Imagine four information to achieve some objective. Imagine four members of a group each with a [fictitious] application members of a group each with a [fictitious] application form, and on each form different information is form, and on each form different information is provided. As students ask each other questions provided. As students ask each other questions (without showing anyone their own application form), (without showing anyone their own application form), they eventually complete all the information on the they eventually complete all the information on the form. Or, you might provide form. Or, you might provide mapsmaps to students in small to students in small groups, each student receiving different sets of groups, each student receiving different sets of information (where the bank is, where the park is, information (where the bank is, where the park is, etc.). The goal for beginners might be simply to locate etc.). The goal for beginners might be simply to locate everything correctly, and for intermediate learners to everything correctly, and for intermediate learners to give directions on how to get from one place on the give directions on how to get from one place on the map to another, requiring a collaborative exchange of map to another, requiring a collaborative exchange of information in order to provide complete directions. information in order to provide complete directions.

JigsawJigsaw One very popular jigsaw technique that can be One very popular jigsaw technique that can be

used in larger groups is known as a "used in larger groups is known as a "strip storystrip story." ." The teacher takes a moderately short written The teacher takes a moderately short written narrative or conversation and cuts each sentence narrative or conversation and cuts each sentence of the text into a little strip, shuffles the strips, of the text into a little strip, shuffles the strips, and gives each student a strip. The goal is for and gives each student a strip. The goal is for students to determine where each of their students to determine where each of their sentences belongs in the whole context of the sentences belongs in the whole context of the story, to stand in their position once it is story, to stand in their position once it is determined, and to read off the reconstructed determined, and to read off the reconstructed story. Students enjoy this technique and almost story. Students enjoy this technique and almost always find it challenging. always find it challenging.

Problem solving and decision Problem solving and decision

makingmaking Problem solving group techniques focus on Problem solving group techniques focus on

the group's the group's solution of a specified problemsolution of a specified problem. . They might or might not involve jigsaw They might or might not involve jigsaw characteristics, and the problem itself might characteristics, and the problem itself might be relatively simple (such as giving directions be relatively simple (such as giving directions on a map), moderately complex (such as on a map), moderately complex (such as working out an itinerary from train, plane, working out an itinerary from train, plane, and bus schedules) or quite complex (such as and bus schedules) or quite complex (such as solving a mystery in a "crime story" or solving a mystery in a "crime story" or dealing with a political or moral dilemma). dealing with a political or moral dilemma). Once again, problem solving techniques Once again, problem solving techniques center students' attention on meaningful center students' attention on meaningful cognitive challenges and not so much on cognitive challenges and not so much on grammatical or phonological forms. grammatical or phonological forms.

Problem solving and decision Problem solving and decision makingmaking

Decision making techniques are simply one kind of Decision making techniques are simply one kind of problem solving where the ultimate goal is for students problem solving where the ultimate goal is for students to make a decision. Some of the problem solving to make a decision. Some of the problem solving techniques alluded to above (say, giving directions to techniques alluded to above (say, giving directions to someone and solving a mystery) don't involve a someone and solving a mystery) don't involve a decision about what to do. Other problem solving decision about what to do. Other problem solving techniques do involve such decisions. For example, techniques do involve such decisions. For example, students presented with several profiles of applicants students presented with several profiles of applicants for a job may be asked to for a job may be asked to decide who they would hiredecide who they would hire. . The "bomb shelter" simulation game referred to earlier The "bomb shelter" simulation game referred to earlier involves a decision. Or a debate on environmental involves a decision. Or a debate on environmental hazards might reveal several possible causes of air hazards might reveal several possible causes of air pollution, but if decision-making is the goal, then the pollution, but if decision-making is the goal, then the group would have to decide now what they would group would have to decide now what they would actually do to reduce toxics in our air. actually do to reduce toxics in our air.

Opinion exchange Opinion exchange An opinion is usually a belief or feeling that might not be An opinion is usually a belief or feeling that might not be

founded on empirical data or that others could plausibly founded on empirical data or that others could plausibly take issue with. Opinions are difficult for students to deal take issue with. Opinions are difficult for students to deal with at the beginning levels of proficiency, but by the with at the beginning levels of proficiency, but by the intermediate level, certain techniques can effectively intermediate level, certain techniques can effectively include the exchange of various opinions. Many of the include the exchange of various opinions. Many of the above techniques can easily incorporate beliefs and above techniques can easily incorporate beliefs and feelings. Sometimes opinions are appropriate; sometimes feelings. Sometimes opinions are appropriate; sometimes they are not, especially when the objective of they are not, especially when the objective of a task is to a task is to deal more with "factsdeal more with "facts."."

Moral, ethical, religious, and political issues are usually Moral, ethical, religious, and political issues are usually "hot" items for classroom "hot" items for classroom debates, arguments, and debates, arguments, and discussionsdiscussions. Students can get involved in the content-. Students can get involved in the content-centered nature of such activity and thus pave the way for centered nature of such activity and thus pave the way for more automatic, peripheral processing of language itself. more automatic, peripheral processing of language itself. Just a few of the plethora of such issues: Just a few of the plethora of such issues:

Opinion exchangeOpinion exchange ~ women's rights~ women's rights ~ choosing a marriage partner~ choosing a marriage partner ~ cultural taboos~ cultural taboos ~ economic theories~ economic theories ~ political candidates and their ~ political candidates and their

standsstands ~ abortion~ abortion ~ euthanasia~ euthanasia ~ worldwide environmental crises~ worldwide environmental crises ~ war and peace~ war and peace

Opinion exchangeOpinion exchange

One warning: You play an important and One warning: You play an important and sensitive role when you ask students to sensitive role when you ask students to discuss their beliefs. Some beliefs are deeply discuss their beliefs. Some beliefs are deeply ingrained from childhood rearing or from ingrained from childhood rearing or from religious training, among other factors. So, it religious training, among other factors. So, it is easy for a student to be offended by what is easy for a student to be offended by what another student says. In such exchanges, do another student says. In such exchanges, do everything you can to assure everyone in your everything you can to assure everyone in your class that, while there may be disagreement class that, while there may be disagreement on issues, on issues, all opinions are to be valued, not all opinions are to be valued, not scorned, to be respected, and not ridiculedscorned, to be respected, and not ridiculed. .