(Communicative Language Teaching)

(Task-Based Language Teaching)

2004
2006
2004
 2070


(express meaning)
(convey information)


1.()
()

(Brumfit&Johnson,1979)

2.


(Widdowson,1978)
 208090


(Task-Based Language Learning)
(Task-Based Language Teaching)


Task-Based Language Teaching
TBLT

(
)









Willis(1996)

 (pre-task)
(introduction to topic and task)



(Skehan 1998)
 (task)






 (planning)

 (report)










 (language focus)
(ananlysis)

















 (practice)







(willis,J. 1996)


(involvement)




(involvement)
(inquiry)
(induction)
(incorporation)


2006


1. 5.
2. 6.
3. 7.
4.


1. 4.
2. 5.
3.


1. 3.
2. 4.


Integrated Chinese

2011
Integrated Chinese Level 1

(
)
P.36-37
P.91
(
)

P.92
(
)
P.118

(
)
P.119
(
)
P.142

(
)
P.143

(
)


)
(
P.197

(
)

(
)
P.248

(
)
P.270


P.4
1. P.5
(
)

2. P.21
P.25
3.
(
()
) P.83-84
(
)
P.115
P.193
(
)

P.206
Integrated Chinese Level 2

(
)
P.235

P.246
)
(
P.248
P.250

)
(
P.286

(
)
P.320

(
)
P.350

)
(
P.364


1.

2009





(1)

(2)

(3)
2.

(1)

(2)


40

15

15

10

DVD


2010


(Geert Hofstede)

2010
2008
 2070
40IBM



 (individualism-
collectivism)

()()
(masculinity-femininity)

(power distance)


(uncertainty avoidance)


 2080

60

(Long term-short term)



53















30-50

()()


















182832









1529
38



 (Micheal Bond)23







14171820


(Edward T. Hall)

2010
2008
 (High-context culture
Low-context culture)

(insiders)
(outsiders)













 [Monochronic(M-time)]
[Polychronic(P-time)]

 (white time)









 (color time)











:



(whole Language)
Whole language :
(meaning)(function)




1

2
3

4
5
6
7
: (1999)


1



2

3

4
5




























Unit title
Unit goals
Unit Objectives
Primary unit grammar
Primary unit vocabulary Unit

Primary unit culture
element
Plan
Primary activities
employed

Sequencing strategies
Required materials
Assessments
 Lesson Plan

Performance
Goals/Objectives
Essential Skills/Content
Knowledge Needed
Possible Assessments
Recourses/Materials Needed
Outline of Teaching/Learning
Activities
Contingency Plan/back-Up
Activities
Homework Assignments:
Material needed

Class time: ______mins

Time Student Task Teacher Task Skills Pedagogical

Required Rationale


(Advanced A Plus Chinese 1 () :)

(top down)
(bottom up)
(top
down) (bottom
up)

: (2010)




(bottom up/top-down)































































 :

:











:



(1999)
:
(2010) :

(2008) A Plus Chinese 1:



-

Backward Design

:

liyu@ntnu.edu.tw

:

yaviwang@hotmail.com
 Backward Design
A method of designing educational curriculum by
setting goals before choosing instructional methods and
forms of assessment.

Understanding by DesignWiggins&McTihe,1998/9
 1/4

Often begins with really interesting books or activities we want to teach or are
required to cover. And then design a curriculum, often on the go and then decide
on some type of assessment at the end.
 2/4
Too many teachers focus on teaching and not the learning.

(input)
(output)
 3/4

 4/4

(appropriate evidence)


 1/8

Backward Design

 2/8
Curriculum should lay out the most effective ways of
achieving specific results.

(desired results)


 3/8
Wiggins & Mcihe Understanding by Design

purposeless tour of all the major sites in a foreign country.

a set of itineraries deliberately designed to meet cultural goals.

4/8

Wiggins&McTihe,1998/9
 5/8
Identity desired results
 (Content KW)

 (Process KW)

(enduring)

2007
 6/8

Determine acceptable evidence




Individual AssessmentPerformance Task
Other Evidence (quizzes, journals, portfolios, conferences, observations)

2007
 7/8
Plan learning experiences and instruction


2007
 8/8

()

() Lesson Plan
Assessment
Determined
()
Desired Results

Asking Directions (Lesson14)

Integrated Chinese Level1 v.2

Listening Speaking Reading Writing

L S R W

Stage 1. Desired Results
 ?

S 1.

L 2.

S 3.

R 4.

Stage 1. Desired Results
 ?

A.

B.
+place++action


Stage 2 - Assessment Evidence
1.

2.

3.

Stage 3 Lesson Planning

 Input

Eg.


Stage 3 Lesson Planning

 Practice
S

1 2 3

etc
4 5 6
etc

10 11 12
(outputInput)

Stage 3 Lesson Planning

 Activity
L
()


Amy Andy Sandy
AndyAmy
David Debbie Selina
Selina
Jack Justin Tiffany Emily
Emily Robert Joe Justin

Stage 3 Lesson Planning

 Input


Stage 3 Lesson Planning

 Practice
S (vs.)


Stage 3 Lesson Planning

 Input and then Practice

S

 Stage 3 Lesson Planning
Input
R






Stage 3 Lesson Planning

 Activity

S

W



Stage 3 Lesson Planning

 Assessment

etc