"Three-way teaching method" and "task-based teaching method" are also branches of communicative language teaching method, or means to implement communicative language teaching method. The "three-way teaching method" emphasizes the teaching mode of structure-function-communication, which increases the input and output of the language and greatly improves the practice frequency of the target language in class. The repetition rate of language in the whole teaching activity is relatively high, and it is relatively easy for students to master it. All students' learning activities and learning process are expected by teachers, and the teaching effect is naturally improved.
The basic learning steps of task-based teaching method are divided into three parts: pre-task, task cycle and language focus. It emphasizes the process of students' learning, which is just the opposite of the "3P" teaching method from presentation to practice to production.
The founder of the four-in-one English teaching method is Professor Bao. Some media commented that "TEFL-teaching English as a foreign language is a teaching method with China characteristics".
In fact, the four-in-one teaching method is to add an introduction in front of the threesome.
In addition, there is a five-step teaching method advocated by the English Teaching Research Association of the National Nine-year Compulsory Basic Education Center. The 5P formula is nothing more than adding a p before and after the foreign 3P formula.
The following table compares three teaching methods.
From this, we can draw a conclusion that the basic links of English classroom teaching methods are:
1 Import 2 Presentation 3 Exercise 4 Output 5 Sublimation
(Preparation) Demonstration Practice Production (Progress)
The requirements of different stages determine the constant transformation of teachers' roles. In three different stages, teachers' control over students is decreasing, from presentation to practice to production, from teacher-centered to student-centered, teachers' roles are actors, spectators and commentators in turn, and finally meet the new requirements of student-centered and teacher-led teaching.
Second, the implementation of 3P teaching method in teaching
1. Presentation stage
In this step, the teacher introduces new content to the students, which may be vocabulary, grammar or functional language. When teachers introduce new content, there are three points that must be made clear: 1. The meaning of the content; 2. How and when to use the content; 3. The relationship between what is said and what is learned.
The first stage (presentation stage) is mainly explained by teachers, who should control all students. If students make mistakes in writing and speaking, teachers should correct them in time.
By the end of the first stage, students have mastered what they have learned through listening, retelling, reading and writing. They can pronounce and write correctly and understand the way sentences are formed. Then students can independently carry out the second stage of practical exercises.
2. Practice stage.
Teachers should make sure that students master all the contents of the first stage before they can practice in the second stage. Only when the first stage goes smoothly can the second stage of practice be guaranteed to go smoothly.
It is important for students to have enough time to practice what they have learned. They can practice by listening, speaking, reading, writing and many classroom activities. You can practice alone, in pairs or together with the whole class.
Try to practice in a simple way. In practice, teachers should control students' oral and writing problems in time. That is, correct students' wrong sentence structure, wrong language and wrong pronunciation in time. Therefore, this stage is also called "control exercise stage". When practicing, you should use the repetition skills in the direct method, such as sentence pattern practice.
Sentence pattern practice is a highly controlled practice and the simplest way to practice. Although this kind of practice is mechanically boring, it can't make students have more creative thinking, but it gives students more opportunities to practice accurate pronunciation, pronunciation and intonation, and learn to arrange words correctly. Therefore, sentence pattern practice is a very important skill to practice a new language. For example, students practice new vocabulary, grammar and functional language by repeating sentences. The teacher said, "I don't have a pencil. Can you lend me a pencil? " Students repeat after them. The teacher provides more similar alternative phrases, and the students repeat, "Can you …?" sentence pattern
In the practice stage, teachers can reduce the control of students' activities and let students do more pair exercises. At this time, teachers can take a walk in the classroom, listen to the students' conversations, correct problems in time when they find them, and only do a little guidance. Therefore, this stage is called "less control stage of practice stage" or "guiding stage of practice stage".
3. Production stage.
At this stage, the exercises that students do may be the English activities they want to participate in after class. For example, write English letters, read English newspapers to report to people, or participate in interview activities. This is the last practice of applying language to real life.
Teachers should encourage students to practice boldly with what they have learned before. If there are mistakes, don't correct them, interrupt their exercises as little as possible, and let students help each other and communicate with each other.
For example, let students practice functional language "Can you …?" In sentence patterns, students can make up their own dialogues according to the situation. Suppose a classmate wants to ride a bike to school to take an exam. His bicycle has a flat tire. He said to his classmates, "Can you lend me your bicycle?" Or "can you take me there in your truck?" Or "can you tell the teacher that I will be late?"
The following table summarizes the characteristics of 3P teaching method in different stages.
Third, the flexible use of 3P mode.
Teachers can flexibly use the 3P model according to the actual situation in the classroom. Teachers can use the whole model to prepare lessons, or they can use one or two of them. For example, if a class teaches new language content, then use the presentation stage; Another class organizes students to practice and use the production stage; Use one class or several classes to make students use the language flexibly, so use the production stage. For students with a good foundation, they can allocate more time in the language use stage and reduce the teacher's control.
In a word, the 3P model is very useful for introducing new words, grammar and functional languages. In this mode, in order to practice a new language, students need to use four skills: listening, speaking, reading and writing. Therefore, the same class is not only the input of language projects, but also the application of language skills. The two are interrelated.
refer to
Lu Guoqiang. Modern English lexicology. Shanghai: Shanghai Foreign Language Education Press, 1983.
[2] Hu Chundong. English teaching method. Beijing: Higher Education Press, 1990.
[3] Wang Duqin. On english teaching strategies. Beijing: Foreign Language Teaching and Research Press, 2002.
[4] Joanna Baker and Heather Westrup, 2000. Handbook for English teachers.
[5] Simon Haynes 1989. English Classroom Project (Edinburgh: Nelson).
Underwood, M. 1987. Effective classroom management (London: Longman).
(Editor Liu Yongqing)