英语任务型教学.

.,1,Task-basedLanguageTeaching任务型语言教学（TBLT）,.,2,Howtounderstandthesaying?Tellme,Iforget.Showme,Iremember.Involveme,Iunderstand.,填鸭式,translation:告诉我，我会忘记给我展示，我能记住让我参与，我才能理解,.,3,Task-basedLanguageTeaching任务型语言教学（TBLT）TheTasksofTBLT任务型语言教学中的任务,.,4,Task-basedLanguageTeaching任务型语言教学（TBLT）,1.Thedefinition任务型语言教学的定义2.TheMainFeaturesofTask-BasedLanguageTeaching任务型教学的主要特征3.TheteachingstepsofTBLT.任务型教学的课堂步骤4.AFrameworkforTBLT.任务型教学的基本模式,.,5,1.Task-basedLanguageTeaching任务型语言教学（TBLT）,TBLT,anewapproachtolanguageteachingthathasattractedalotofattentionoverthepast25years,isatask-basedapproachtolearningandteaching.Thefocusofactivitiesisonthetask,andultimatelyonmeaning.Itaimsatprovingopportunitiesforthelearnerstoexperimentandexplorebothspokenandwrittenlanguagethroughlearningactivitieswhicharedesignedtoengagelearnersintheauthentic,practicalandfunctionaluseoflanguageformeaningfulpurposes.,.,6,任务型语言教学（Task-basedLanguageTeaching）就是直接通过课堂教学让学生用英语完成各种真实的生活、学习、工作等任务（task），将课堂教学的目标真实化，任务化，从而培养其运用英语的能力。也就是说以具体的任务为载体，以完成任务为动力，把知识和技能融为一体，通过听、说、读、写等活动，用所学语言去做事，在做事的过程中发展运用自己所学语言。它立足于学生本身，把学生作为教学的主体，教师从学生“学”的角度设计出各种教学活动。使学生在完成各种任务的过程中逐步形成运用语言的能力，能“自己站起来走路”。,.,7,2.TheMainFeaturesofTask-BasedLanguageTeaching任务型教学的主要特征,1.Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.强调通过交流来学会交际2.Theintroductionofauthentictextsintothelearningsituation.将真实的语言材料引入学习的环境3.Provisionofopportunitiesforlearnerstofocus,notonlyonlanguage,butalsoonthelearningprocessitself.关注语言的本身，也关注学习的过程4.Anenhancementofthelearnersownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.把学习者个人的经历作为课堂学习的重要因素5.Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.试图把课内的语言学习与社会的语言活动结合起来。,.,8,3.任务型教学的课堂步骤任务型的课堂教学一开始就应呈现任务，让学生在任务的驱动下学习语言知识和进行技能训练。这样的学习过程是任务驱动（task-driven）的过程，一般按以下四步进行：1.Talent-show(属学前热身过程，可以展示以前学习成果，也可以是学前准备。)2.Pre-task(准备材料，任务输入)3.While-task(采取适当形式完成任务)4.Post-task(展示任务成果，expression),4.AFrameworkforTBLT,Pedagogicaltasks,Rehearsaltasks,Activationtasks,Enablingskills,Languageexercises,Communicativeactivities,Real-world/targettasks,Nunan,D.1999.SecondLanguageTeachingandLearning.Boston:Heinle/ThomsonLearning,pedagogicaladj.教育学的,教学法的,启动,激活,复述,预习,.,10,1.Thedefinitionoftask任务的定义2.Thecomponentsofatask任务的组成3.Therulesoftasksdesigning.任务的设计原则4.Thejudgeoftasks.任务型任务的判断5.Thevarietiesoftasksdesigning任务的设计要有多样性6.Therealorunrealtasks.任务型教学中的真假任务7.Goodlearningtasksshould好的任务,TheTasksofTBLT任务型语言教学中的任务,.,11,Whatisthetask?,Taskisapieceofclassroomworkwhichinvolveslearnersincomprehending，manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisfocusedonmobilizingtheirgrammaticalknowledgeinordertoconveymeaningratherthantomanipulateform.任务是一种涉及到学习者理解，运用所学语言进行交流的课堂活动。学生的注意力主要集中在语言的意义上，而不是语言的形式上。,.,12,Taskisaspecialterminlanguageteachinganditsdifferentfromlanguageexercise.Ithasitsspecificfeatures,formsandteachingsteps.TherearevarietiesoftasksinEnglishteaching,butthefocusofeverytaskisonsolvingacommunicativeproblem,whichhassomeconnectionswitharealworldoflearnerslivesandlearningexperience,andwhichcanarouselearnersinterestandparticipation.Itstartsfromthelearnersneedsandemphasizeslearninglanguagebydoingthings.Thelearnersbeginbycarryingoutacommunicativetask,withoutspecificfocusonform.Aftertheyhavedonethetask,theyreportanddiscusshowtheyaccomplishedthis.,.,13,任务活动与语言练习有着本质的区别。任务活动所谋求的效果不是一种机械的语言训练，而是侧重在执行任务中学生自我完成任务的能力和策略的培养，重视学习者在完成任务过程中的参与和在交流活动中所获得的经验。,.,14,Thecomponentsofatask,GoalsTeacherroleInputTASKSLearnerroleActivitiesSetting,.,15,Goal:ExchangingpersonalinformationInput：QuestionnaireonsleepinghabitsActivity:1)Readingquestionnaire2)AskingandansweringquestionsaboutsleepinghabitsTeacherrole:MonitorandfacilitatortospecifywhatisregardedassuccessfulcompletionofthetaskLearnerrole:ConversationalpartnerSetting:Classroom/pairwork,.,16,Examplesofthetasks,ListeningtoaweatherforecastanddecidingwhattowearLookatasetofpicturesanddecidewhatshouldbedoneRespondingtoapartyinvitationCompletingabankingapplicationDescribingaphotographofonesfamily,.,17,A:Wheresthepen?B:Itsonthedesk.Itsjustasimplepracticeoflanguagepattern.,.,18,Checkiftheyaretasksornot,Activity1:ListentoAlexandJack.Numberthepictures.Activity2:Listenagain.Fillintheblankswiththecorrectverbsfromthebox.Activity3:Lookatthepictureandchoosethewordtocompletethesentences.Activity4:Onapieceofpaper,writeaboutyourlife.Dontwriteyournameonthepaper.Putallthestudentspapertogether.Taketurnstoreadthepapers,andthenGuesswhoshe/heis.Activity5:ReadthelettertoAuntChen,andthenwritesomeadvice.,.,19,Tasksdonotincludeactivitieswhichinvolvelanguageusedforpracticeordisplay,suchasDescribethepictureusingthewordsandphrasesfromthelistbeloworAskyourpartnerifhelikesthefoodlistedhereusingtheformsDoyoulike?Yes,Ido/No,Idont.Wherethereisnooutcomeorpurposeotherthanpracticeofpre-specifiedlanguage.,Unrealtask,.,20,Acase:Ateacherwantedachildtopickupatowelandhangitonarail.Hisfirstthreeattemptstocommunicatehismeaningtothechildresultedonlyinconfusion:“Wouldyoupickupthetowelforme,beforesomeonestepsonit?”(Noaction)“Whatdowedowiththetowel,Jimmy?”(Stillnoaction)“Well,wouldyouhangitup?”(Noaction)“Jimmy,pickthetowelup!”(Action),Anotherone:Whatisonyourhead?头发帽子-破的窟窿-(ceiling)天花板,Givebriefandsimpleinstructions.Gettingstudentstospeaktousethelanguagetheyarelearning-isavitalpartofjob.Ingeneralterm,agoodteachermaximizesSTTandminimizesTTT.,.,21,Putatick()intheboxesifyouthinktheinstructionsaregood.,.,22,3.Therulesoftasksdesigning任务型语言教学活动的设计原则,Definiteaim有明确的活动目标Realsociety尽可能接近现或类似实生活中的真实活动Aprocess有获得、处理和传达信息的过程Dothings学生必须做事情（讨论或实际操作等）Expressionofmeaning.学生使用语言时，重点是表达意义而不是操练语言形式（meaning-focused）Theproduct必须有具体的活动结果,.,23,4、任务的判断广义的任务：所有课内外学习活动都是学习任务，请大家判断下列哪些属于任务型语言教学中的任务？比如：1-Role-playadialogueinthetextbook2-Readapassageandanswerquestions3-Doasurveytofindoutthefavoritefoods4-Changesentencesintopassivevoice5-Writeaboutyourfavouritesport6-Replytoanemailmessage7-Fillinthegapswithsuitablewords8-Listentoinstructionsanddrawapicture9-Makealistofdrinksandfoodforaparty,.,24,5.任务的设计要有多样性,（1）名片/地图式-可布置一个任务：让学生设计自己的名片，任务如下：画一幅自己居住地的地图，并编一个对话等。（2）辩论式-例如在学完后，可设计一个话题让学生进行辩论（3）竞赛式-学生好胜心和集体荣誉感很强，通过竞赛的方式可以促使学生主动参与活动。（4）写作式-写作可以提高学生的语篇能力，有利于学生对自己的语言错误和语言方面的不足有更清楚认识，同时也可以丰富学生的想象力。（5）绘画式-如可设计如下任务：让学生设计自己的房间等。（6）表格式-例如：在教学了FamilyandWork后可布置如下任务：让学生建一个家庭档案（7）对话式-例如：让学生看图编对话,任务型语言教学（Task-basedLanguageTeaching),.,25,8)信息差任务（Information-gaptasks）,任务型语言教学（Task-basedLanguageTeaching),创设这样一个信息差距：拿一个布包，里面放一个形似橘子或其它水果的lemon（生词），向学生发出指令：Touchitandguesswhatisinthebag?然后引导学生用“Isthis?”进行猜测，学生热情高涨，然后布置任务，组成小组做类似的猜测游戏。,9)调查性任务（Inquisitional-tasks）,在牛津小学英语4A，Unit2“Inatoyshop”中，针对生词与“Ilike.”的句型，我设计了这样一个调查任务：教师：Iamareporter.IamfromCCTV10.(提问一名学生)Whichanimaldoyoulike?学生：Ilikethispanda.教师：Howaboutyou?(调查开始)调查表格,.,26,P:Wheresthepen?R:Itsonthechair.P:Wheresthechair?R:Itsnexttothetable.,6.任务型教学中的真假任务,Question-and-answeractivitiesbasedontheclassroomsituationrequiresthelearnerstorelatelanguagetononlinguisticreality.Nowthesetechniquesareregardedasartificialandlackofanyrelationshipwithcommunicativereality.Theteacherasksthequestions,andthelearnersmakestatementsaboutfactswhicharealreadyknowntoeverybody.,.,27,However,inreality,wemayaskthequestionsinthefollowingway:P:Excuseme,wheresthepostoffice?R:Itsoppositethetheatre.P:Excuseme,wheresthebank?R:Itsnexttothecinema.,Soatthissituation,thoughtheclassroomsituationisthenonlinguisticenvironment,itisimmediatelyrealtothelearners,anditremainsaconvenientaidtowardshelpingthestudentstorelatelanguagetoexternalreality.,.,28,S1:Whichdoyouprefer,teaorcoffee?S2:Iprefercoffee.Or,Iprefertea.Or,Ilikethemboth.Or,Idontlikeeither.,Theactivityisnotmerelyreactingtothequestions.Butitisnotareallyrealtask.Itdependsontheteacherschoices.,.,29,Directions:Youarevisitingafriend,Peter.Peter:Letshaveadrink.Whatwouldyoulike,teaorcoffee?You:Oh,Idratherhaveameal.Peter:Whatkindoffoodwouldyoulike?You:IdlikeaChinesemeal.Peter:Goodidea.Letsgo,then.,However,thispracticecanbeconnectedwithrealsociety.Iftheexchangeisprovidedwithabeginningandanend,itbecomesacoherentdialogueinarecognizablesocialsetting.,Inordertolearnalanguagebetter,thestudentsmayalsolearntorelatelanguagetothesocialinteraction.Forthispurpose,itisnecessarytoincreasethestudentssenseofperforminginameaningfulsocialcontext,ratherthansimplyrespondingtoprompts.,.,30,“TheRealandUnrealWorldTasks”,任务型语言教学（Task-basedLanguageTeaching),任务型教学中的真假任务,Lookatthepractice:P:Johnhaswrittentheletter.R:Hewroteityesterday.P:Johnhasseenthefilm.R:Hesawityesterday.Inthepracticethelearnersmustproducethecorrectformofthesimplepast.Butarethereanyquestionshereinthepractice?,P:Bytheway,hasJohnwrittenthatletteryet?R:Yes,hewroteityesterday.P:Hasheseenthefilmyet?R:Yes,hesawityesterday.(Whatimprovementhastheconversationmade?),TheRealandUnrealworldTasks”in“Task-basedTeaching,影响英语课堂教学实效的“假任务”案例,“假任务”,传统教学模式(3P)下的“假任务”,汉语语言思维模式下的“假任务”,“情景创设”教学模式下的“假任务”,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,May17th-21st,2007,Beijing,我国英语传统教学，注重知识为本和课堂老师的讲授。PeterSkehan（1998：93）曾把这种以讲授为主的教学模式（presentation-basedapproach）概括为三个P，即presentation（老师讲），practice（学生练）和production（学生用）。这种模式以语言形式为中心。,个案,案例分析,.,33,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,个案：我们在课堂上见到老师指着图画教学生学习Thisis_.句型，接着又用类似的下面的对话来练习：Teacher:Whatsthis？Students:Thisisabook.Teacher:Whatsthis?Students:Thisisabag.然后又运用替换词，鼓励学生学会说Thisisapen/apencil.等等。,TheRealandUnrealworldTasks”in“Task-basedTeaching,.,34,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,案例分析这种脱离语境的施教方法虽可帮助学生学习语言和句型，但因学生不知其用途，很难形成印象和联想，而且由于对话不是自然语篇，在生活中的复现率低，语言刻板苍白，激不起学生的兴趣.Whatsyourname?Imlily!ImMary!,TheRealandUnrealworldTasks”in“Task-basedTeaching,Mynameisxxx(realname)Designasituationofmeetingnewclassmate.,.,35,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,汉语语言思维模式下的“假任务”,个案,个案,案例分析,.,36,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,个案：教授NSE（供三年级起使用）Module9ChildrensDay。其实这一模块的主要语言功能是识别数字13100；在活动中计算得分。在这堂课教学中，为了运用刚学过的数字，教师竟然安排了，要求学生用英语去数一些汉字的笔画数，并完全按照汉字计数的传统方式写“正”字的方式去数，以达到“学以致用”的目的。案例分析：这样的活动任务设计看似“洋为中用”，而事实上，是在用汉语的思维方式学习英语，用汉语思维来代替英语思维。其结果，只是使中国学生知道“英语数字”的又一用处就是能数笔画，而别无其它。想想看，我们在日常生活中是这样使用“数字”的吗？如果去教老外这样数数，恐怕他一辈子也不会真正明白，为什么要去写“正”字数数！更何况我们中国人除了在计数选票时用“正”字外，平常也是不用的。这样的施教方法不但不利于学生正确使用语言，而且使得学生不能亲身体会到所学语言的“语用”功能，与“真实”的任务型教学“大相径庭”！,.,37,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,“情景创设”教学模式下的“假任务”,个案,案例分析,.,38,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,个案：有些教师在施教“现在进行体”的用法时，往往一边表演，一边解说，比如，他一边往门口或窗的方向走，一边说“Imwalkingtothedoor/window.”。,.,39,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,案例分析：虽然教师设计了如上所述的一种情景,但这种情况不真实,不具有交际性：既然大家都看见你往门口或窗口走，你就没有必要宣布了。再比如吃饭时，某人离席往厨房门口走，他绝不可能说“Imwalkingtothedoor.”，他很可能会说“Imgoingtothekitchentoseeifthedinnerisready.”或者说“Excusemeforamoment.Imustgotothekitchen.”。因此，情景的设计一定要合情合理，不仅要具有命题意义，而且要具有交际意义，否则会使学生体会不到该时体“现场解说”的语用功能。当然，如果情景设计的不够真实自然，就不能让学生学到真实的语言知识，言行不一，致使教学收效甚微。,.,40,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,适合于“任务型”教学的“真任务”,“中间型”教学任务,“任务型”教学之“真任务”,.,41,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,“中间型”教学任务,既重视任务的“自然性”和真实性，也强调要通过任务的设计与方法的选择，照顾到语言形式的练习的一种教学模式。,实质及内涵,判别特征,.,42,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,适合于我国英语教学现状的“任务型”教学法的“任务”，是一种可称之为“中间型（intermediateposition）”的教学任务。“中间型”教学任务（intermediatepositiontasks）是指既重视任务的“自然性（naturalnessoftasks）”和真实性，也强调要通过任务的设计与方法的选择，照顾到语言形式的练习的一种教学模式。这种模式既强调了语言形式，又注重了它的意义和功能，把语言的用法和用途融为一体，具有较强的操作性，且能对我国当前一些传统的教学模式形成补充。,.,43,May17th-21st,2007,Beijing,“真任务”判别的特征：1、是否具有“真实性”2、是否具有“交际性”3、是否具有“生活性”4、是否具有“趣味性”,.,44,两则英语课堂教学中的“真任务”设计,个案1,个案2,语言结构2,语言结构1,.,45,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,语言结构1：Thisis.语言功能：指定与介绍(identificationandintroduction),运用任务建议,.,46,May17th-21st,2007,Beijing,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,1、学生模拟产品讲解员(或商店售货员)向顾客介绍产品(或商品),并简单描述其用途,引导他们生成下列语篇：,Thisisathermometer.Itisusedtomeasuretemperatures.Thisisahandfile.Itisusedforremovingmetalfromasurface.Itismadeofhardenedsteel.,RoleA：JackRoleB：DaveRoleC：TomScene：JackisintroducingTomtoDave.A：Dave，thisismyclassmateTom.B：Hi,Tom,Howareyou?C：Imfine.Thankyou.Andhowaboutyou?B：Imfinetoo.Itsnicemeetingyou.C：Nicemeetingyoutoo.,2、朋友参加一个“party”,介绍朋友之间相互认识。设置情景对话如下：,.,47,语言结构2.bedoing.,语言功能谈论正在发生的事情（talkingaboutactivitiestakingplacenow）即“现场解说”,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,运用任务建议,.,48,“TheRealandUnrealworldTasks”in“Task-basedTeaching”,1、学生扮演侦探，在电话亭里向另一方人员描述和报告他所监视的嫌疑犯的动态，让他学会说“Thesuspectiscrossingtheroad.Heistalkingtothenewspaperselleronthecorner.”。这样的句子，不但具有命题意义，而且具有交际意义，能使学生体会到该时体的“现场解说”的语用功能。2、类似效果的教学设计：,Sample,T:Whatwereyoudoing?S:Iwasinpub(2)S:IwasinpubT:Inthepub?S:Yeh,andIwasdrinkingbeerwithmyfriend.,.,49,7.Goodlearningtasksshould:,1enablelearnerstomanipulateandpracticespecificfeaturesoflanguage2allowlearnerstorehearse,inclass,communicativeskillstheywillneedintherealworld3activatepsychological/psycholinguisticprocessesoflearning4besuitableformixedabilitygroups5involvelearnersinsolvingaproblem,comingtoaconclusion,.,50,6bebasedonauthenticornaturalisticsourcematerial7involvelearnersinsharinginformation8allowlearnerstothinkandtalkaboutlanguageandlearning9promoteskillsinlearninghowtolearn10haveclearobjectivesstatingwhatlearnerswillbeabletodoasaresultoftakingpartinthetask11utilizethecommunityasaresource,.,51,12givelearnersachoiceinwhatwaytheydoandtheorderinwhichtheydoit.13involvelearnersinrisk-taking14requirelearnerstorehearse,rewriteandpolishinitialefforts15enablelearnerstoshareintheplanninganddevelopmentofthetask16havebuiltintothemameansofevaluatingthesuccessorotherwiseofthetask,.,52,Whatisagoodrealtask?,任务型语言教学（Task-basedLanguageTeaching),.,53,Thankyou,外语系:刘慧琴,.,54,TheUnderstandingofSpokenLanguage,.,55,Whenyousayyouunderstandwhatotherssays,doyouthinkyoureallyunderstand?,.,56,“Iunderstandwhatyousaid.”Doyouthinkyoureallyunderstandtheothersmeaning?Forexample:“Itscoldinhere.”,MikeandAnnieareinthelivingroom.Thewindowisopen.Mikesays,“Itscoldinhere.”1:Thetemperatureinthisplaceisfrigid.2.Annie,pleaseshutthewindow.,“Johnlikesafish.”1.Johnswimswell.(swimming)2.Johncandrinkalotofwine.(party),Thelevelofunderstanding,thefirstlevelofunderstanding,Literalmeaning字面意义,thesecondlevelofunderstanding,Implyingmeaning隐含意义,Understandingspokenlanguagefullymay,therefore,involvetwolevelsofcomprehension,Intentional,structural,Thesewordsandphrasesentencelevelsofunderstandingareseenbypsycholinguistsasafirstlevelofunderstandingthatsnecessaryforthecomprehensionofspokenlanguage.ThislevelofprocessiscalledtheConstructionProcessbyClark(1977)andtheStructuralLevelbyFossandHakes(1978).Bothsuggestthatatthislevelwhatlisteners(Ls)aretryingtodo,istounderstandthepropositionorpropositionsaccordingtoitsliteralmeaningexpressedbyspeakers(Ss)sentence.Normalsentencescanexpressoneormorepropositions.(statement命题)Forexamples:,Constructionprocessstructurallevel构建过程/结构层次,i)Applesareexpensive.(Asingleproposition.)ii)Yourcoatisonthefloor.(2propositions:Youhaveacoat.Itisonthefloor.)iii)Itscoldinheretoday.(2propositions:Itscoldtoday.Itscoldhere.)iv)Thoseniceredapplescostalot.(3propositions:Theapplesarenice.Theyarered.Theycostalot.)v)PetersfriendMark,whoisateacher,likesapples.(4propositions:Peterhasafriend.ThefriendiscalledMark.Markisateacher.Marklikesapples.)AtthisfirstlevelofunderstandingtheLstrytounderstandtheliteralmeaningofwhatSsaresaying.,.,60,UtilisationProcessIntentionallevel利用过程/意图层次,AtthesecondleveltheLsneednotonlytounderstandtheliteralmeaningofwhatissaid,butmustalsounderstandwhatSsintendtomeanintheparticularsituationinwhichSsandLsareinteracting.Insuchacasethereisthesecondlevelofmeaningtobedealtwith:whatClarkandClark(1977)calledtheUtilizationProcessandFossandHakes(1978)calledtheIntentionalLevel.Forexample,letslookattwooftheabovesentences:,.,61,(i)Yourcoatisonthefloor-thiscouldjustbealiteralstatementoffactoranswertoaquestion;butitcouldalsobeacriticism,arequestoranordertopickthecoatup.(ii)Itscoldinheretoday-againthiscouldalsobeastraightforwardstatement;butincertaincontextsitcouldalsobeunderstoodasacriticism,arequestforaction,asuggestiontomoveelsewhere.Ssdonotwantwhattheysaytobetakenliterally,whiletheyexpectLstounderstandtheintentionsunderlyingtheliteralmeaning.,.,62