教学法---TBLTppt课件

Task-basedlanguageteaching,2.7Task-basedlanguageteaching(TBLT)2.8PPPandtask-basedlanguageteaching2.9Howtodesigntasks2.10AppropriatenessofCLTandTBLTintheChinesecontext,1,2.7Task-basedlanguageteaching(TBLT),2,Task-basedlanguageteachingisafurtherdevelopmentofcommunicativelanguageteaching.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.Ithasstressedtheimportancetocombineform-focusedteachingwithcommunication-focusedteaching.,3,Whatisatask?,Ataskisapieceofworkundertakenforoneselforforothers,freelyorforsomereward.Long(1985)Ataskisanactivitywhichrequireslearnerstoarriveatanoutcomefromgiveninformationthroughsomeprogressofthought,andwhichallowsteacherstocontrolandregulatethatprogress.Prabhu(1987)Tasksareactivitieswherethetargetlanguageisusedbythelearnerforacommunicativepurposeinordertoachieveanoutcome,4,Fourcomponentsofatask-byClark,Scarino,Brownell,ApurposeAcontextAprocessAproduct,5,Exercise2.While(During)-taskphase;3.Post-taskphase,2.7Threephasesinatask-basedlesson,11,Introducetotopicandtask,Taskcycle,TaskPlanningRepot,Languagefocus,AnalysisPractice,Pre-task,Willismodelfortask-basedinstruction(Willis,1996:127),exposure,instruction,use,instruction,use,instructionuse,12,Pre-taskphase:,Threepurposes:-tointroducenewlanguagethatlearnerscanusewhileperformingthetask;-tomobilizeexistinglinguisticresources;-toeaseprocessingload,andtopushlearnerstointerprettasksinmoredemandingways.,13,Taskcycle:,Someoptions:Participatorystructure参与方式:Whole-classvs.smallgroupwork;individualorinteractionSetatimeforcompletingthetask.Varythenumberofparticipants.Introduceasurpriseelement.Tellstudentstheywillhavetopresentareporttothewholeclass.pairandgroupworkareseenascentraltotask-basedteaching;notalltasksareinteractive,14,Languagefocus:,Threemajorpedagogicalgoals:-toprovideanopportunityforarepeatingperformanceofthetask（提供再做任务的机会）-toencouragereflectiononhowthetaskwasperformed（反思任务是怎样完成的）-toencourageattentiontoform（关注语言的形式）,15,Thewaystudentsuseandexperiencelanguage:allthreecomponentsaregenuinelyfreeoflanguagecontrolandrelyontheirtheirownlinguisticresources.thetasksupplyagenuineneedtouselanguageandothercomponentsfollowfromthetaskpracticeattheplanningstageistohelplearnersadjustfortheirreportstage.reportallowafreeexchangeofideas.planningstageencouragelearnerstoconsiderappropriatenessandaccuracyoflanguageform.,16,Thebiggestdifferences:Largeamountofinput(exposure)bylisteningandreadingbeforethetask;(任务前)Studentsplan,organize,learnandusethelanguageduringthetask;（在任务中自主学习）Theteacherleadstudentstofocusonlanguageform(byanalysisorpractice)toensureaccuracy.(任务后),17,TBLTVS.PPP(新型教学理念与传统教学的区别),18,2.9Howtodesigntasks,TheclassificationoftaskFoursetsofquestionFivestepsindesigningtasks,19,Twokindsoftask,specificinteractionalstrategiesspecifictypesoflanguageskills(grammar,vocabulary)Forexample:Ataskinwhichtwolearnershavetotrytofindthenumberofdifferencesbetweentwosimilarpicture.Thetasknotencountertherealworldbuttheinteractionalprocessesrequireprovideusefulinputtolanguagedevelopment.,1.pedagogicaltasks:,20,2.Real-worldtasks,Reflectthereal-worldusesoflanguage,Arehearsalforrealworldtasks.,Forexample:Arole-playaboutajobinterview.,21,Sixtypesoftasks-byWillis,ListingtasksSortingandorderingComparingProblem-solvingSharingpersonalexperienceCreativetasks,22,Foursetsofquestions,Whatistheobjectiveofthetask?Whatisthecontentofthetask?Howisthetasktobecarriedout?(theway/method)Inwhatsituationisthetasktobecarriedout?(theadvantageousconditionsandlimitingfactors),23,Fivestepstodesigntasks,Step1Thinkaboutstudentsneeds,interests,andabilities.(gettoknowourobjects)Step2Brainstormpossibletasks.Thinkaboutalistofcommunicativetasksforthetopics,HavecommunicativepurposeBegoal-oriented,24,Step3Evaluatethelist,Possibletasks,Fourcriteria:EducationalvalueAppropriatenesstothestudentneeds,interestsandabilitiesAvailabilityofsuitableresourcesTimeavailable,ModifyReduce,Thetasksthataccordingtothestudentslevelsofdifficulty.,evaluate,25,Step4choosethelanguageitems,Firststage:Considertheleveloflinguisticdifficultyinordertodecidewhethertoaccept,rejectormodifyataskthatyouoriginallyplanned.Secondstage:whenyouhavedrawnupyourfinallistoftasks,youneedtoworkoutthepossiblelanguageknowledgeandskillsneededtoaccomplishthetask.Ifnecessary,youshouldpreparesomeexercise-tasksorpre-tasklanguagepractice.,26,Step5:preparingmaterials,Youneedtopreparethematerialsthatthestudentsneedtocarryoutthetasks.Thematerialswillgivestudentssupportinthestudy.(moviesfragments,videos,pictures),27,2.10AppropriatenessofCLTandTBLTintheChinesecontext,28,AppropriatenessofCLT&TBLTintheChinesecontext,DoyouthinkCLTisappropriatefortheChinesecontext?WhataboutTBLT?,29,ArgumentsaboutCLT&TBLT,30,CLT,31,TBLT,32,Itisimportanttorememberthatamethodiseffectiveonlywhenitisappropriatetotheteachingcontext.Therefore,whenanewmethodorapproachemerges,itisunwisetosimplycastawayth