英语教学法(教学PPT)

,刘芮含,TeachingapproachesTask-basedLanguageTeaching,1,Classification,Grammar-translationapproach语法翻译法Audio-lingualapproach听说法Thecommunicativeapproach交际法Thecommunitylanguageteachingapproach交际教学法TheTask-basedlanguageteachingapprach任务型教学法Content-basedinstructionteachingapproach基于内容的教学法,2,Task-basedlanguageteaching,Task-basedLanguageTeachingis,infact,afurtherdevelopmentofCommunicativeLanguageTeaching.Itsharesthesamebeliefs,aslanguageshouldbelearnedascloseaspossibletohowitisusedinreallife.However,ithasstressedtheimportancetocombineform-focused注意形式teachingwithcommunication-focused注意交际teaching.,3,Definitionsofatask,Ataskisanactivitywhichrequireslearnerstoarriveatanoutcomefromgiveninformationthroughsomeprocessofthought,andwhichallowsteacherstocontrolandregulatethatprocess.Prabhusaid.Tasksareactivitieswherethetargetlanguageisusedbythelearnerforacommunicativepurposeinordertoachieveanoutcome.Willissaid.,4,Fourcomponentsofatask,Apurpose目的Acontext语境Aprocess过程Aproduct输出,5,Sixcomponentsoftasks,goalsinputactivitiesteacherrolelearnerrolesetting,6,Goal:Exchangingpersonalinformation,Input:QuestionnaireonsleepinghabitsActivity:1)Readingquestionnaire2)AskingandansweringquestionsaboutsleepinghabitsTeacherrole:monitorandfacilitator;tospecifywhatisregardedassuccessfulcompletionofthetaskLearnerrole:conversationalpartner,7,Exercises,exercise-tasksandtasks,Whenstudentsarecarryingoutatask,theyarefocusingonthecompleteactofcommunication.Sometimes,however,wemaywishtheirattentiononindividualaspectsoflanguage,suchasvocabulary,grammarorindividualskills.Wecancalltheseactivitiesexercises.,8,Anotherkindofactivity,whichisverycommoninCommunicativeLanguageTeaching,comeshalfwaybetweentasksandexercises.Thiskindofactivityconsistsofcontextualisedpractiseoflanguageitems.Forinstance,itcouldbeanactivitythathelpsthestudentstomasterthepresentcontinuoustensebygettingthemtodescribewhatishappeninginapicture.Thiskindofactivitycanbecalledanexercise-task.,9,Examplesofthetasks,ListeningtoaweatherforecastanddecidingwhattowearLookatasetofpicturesanddecidewhatshouldbedoneResponsingtoapartyinvitationCompletingabankingapplicationDescribingaphotographofonesfamily,10,TherealandunrealtasksinTBLT,P:Wheresthepen?R:Itsonthechair.P:Wheresthechair?R:Itsnexttothetable.Question-and-answeractivitiesbasedontheclassroomsituationrequiresthelearnerstorelatelanguagetononlinguisticreality.Nowthesetechniquesareregardedasartificialandlackofanyrelationship.,11,Theteacherasksthequestions,andthelearnersmakestatementsaboutfactswhicharealreadyknowntoeverybody.However,inreality,womayaskthequestionsinthefollowingway:P:Excuseme,wheresthepostoffice?R:Itsoppositethetheatre.P:Excuseme,wheresthebank?R:Itsnexttothecinema.,12,Soatthissituation,thoughtheclassroomsituationisthenonlinguisticenvironment,itisimmediatelyrealtothelearners,anditremainsaconvenientandtowardshelpingthestudentstorelatelanguagetoexternalreality.,13,S1:Whichdoyouprefer,teaorcoffee?S2:Iprefercoffee./Iprefertea./Ilikethemall./Idontlikeeither.Theactivityisnotmerelyreactingtothequestions.Butitisnotareallytask.Itdependsontheteacherschoices.适用于我国英语教学现状的“任务型”教学法任务是可称之为“中间型”教学任务（intermediateposition）.这是一种即重视任务的自然性（naturalnessoftasks）和真实性，也强调任务方法的选择，照顾到语言形式联系的教学模式。,14,“真任务”判别的特征,Authenticity真实性Phatic交际性Life-nature生活性Enjoyment趣味性,15,AnexampleinTBLT,语言结构：Thisis.语言功能：指定与介绍（indentificationandintroduction）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）简单描述用途：Thisisathermometer.Itisusedtomeasuretemperetures.Thisisahandfile.Itisusedforremovingmetalfromasurface.,16,2.朋友参加Party,介绍相互认识，设置对话,ROLEA:JACKROLEB:DAVEROLEC:TOMScene:JackisintroducingTomtoDave.A:Dave,thisismyclassmateTom.B:Hi,Tom,howareyou?C:Imfine.Thankyou.Andhowaboutyou?B:Imfinetoo.Itsnicemeetingyou.C:Nicemeetingyoutoo.,17,Task-basedLanguageTeaching,TBLcanprovideacontextforgrammarteachingandform-focusedactivities.InaTBLframework,thecontextisalreadyestablishedbythetaskitself.Theprocessofconsciousness意识raisingusedintheTBLlanguagefocusactivitiesencouragesstudentstothinkandanalyse,notsimplytorepeat.,18,ATBLframeworkwillincludeawholerangeofwords,collocations,lexicalphrasesandpatternsinadditiontolanguageformspre-selectedforfocus.DuringtheTBLanalysisstage,learnersarefreetoaskaboutanyaspectsoflanguagetheynotice.ATBLcycleleadsfromfluecytoaccuracy.InTBL,allfourskills,listening,speaking,readingandwritingarenaturallyintegrated.综合的,19,任务型课堂教学,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(学前热身，展示学习成果，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),20,potentialconstraints潜在约束条件,AsregardsTBLT,therearealsosomepotentialcons