任务型教学Taskbasedteachingmethod学习教案

1、会计学1任务任务(rn wu)型教学型教学Taskbasedteachingmethod第一页，共20页。1、Definition2、Background3、Advantages & Disadvantages4、Characteristics 5、In practice第1页/共19页第二页，共20页。 Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of a

2、uthentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rathe

3、r than on accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence.第2页/共19页第三页，共20页。第3页/共19页第四页，共20页。第4页/共19页第五页，共20页。第5页/共19页第六页，共20页。第6页/共19页第七页，共20页。 DisadvantagesThere have been criticisms that task-based learning is not appropr

4、iate as the foundation of a class for beginning students. The major disadvantage for beginning students is that the focus of task-based language learning is on output, when beginning language learners often go through a silent period requiring massive amounts of comprehensible input. 第7页/共19页第八页，共20

5、页。 Others claim that students are only exposed to certain forms of language, and are being neglected of others, such as discussion or debate. Teachers may want to keep these in mind when designing a task-based learning lesson plan.第8页/共19页第九页，共20页。4、Characteristics 1Tasks are activities in which stu

6、dents work purposefully towards an objective. 2The objective may be one that students have set for themselves or one which has been set by the teacher.3Tasks may be carried out in competition with other or(more often) in collaboration.4They may be carried out individually or (more often) in groups.第

7、9页/共19页第十页，共20页。5The outcome may be something concrete( e.g. a report or presentation) or something intangible(e.g. agreement or the solution to a problem). The main area of disagreement revolves around the relationship between tasks and communication. Some teachers and writers do not see this relat

8、ionship as crucial. They define a language learning task as including almost anything that students are asked (or choose) to do in the classroom, including formal learning activities such as grammar exercises and controlled practice activities, provided the objective of the activity is related to le

9、arning the language. 第10页/共19页第十一页，共20页。 5、In practice The core of the lesson is, as the name suggests, the task. All parts of the language used are deemphasized during the activity itself, in order to get students to focus on the task. Although there may be several effective frameworks for creating

10、 a task-based learning lesson, here is a rather comprehensive one suggested by Jane Willis. 第11页/共19页第十二页，共20页。 Pre-task In the pre-task, the teacher will present what will be expected of the students in the task phase. Additionally, the teacher may prime the students with key vocabulary or grammati

11、cal constructs, although, in pure task-based learning lessons, these will be presented as suggestions and the students would be encouraged to use what they are comfortable with in order to complete the task. The instructor may also present a model of the task by either doing it themselves or by pres

12、enting picture, audio, or video demonstrating the task.第12页/共19页第十三页，共20页。Task During the task phase, the students perform the task, typically in small groups, although this is dependent on the type of activity. And unless the teacher plays a particular role in the task, then the teachers role is ty

13、pically limited to one of an observer or counselorthus the reason for it being a more student-centered methodology.第13页/共19页第十四页，共20页。Planning Having completed the task, the students prepare either a written or oral report to present to the class. The instructor takes questions and otherwise simply

14、monitors the students.第14页/共19页第十五页，共20页。Report The students then present this information to the rest of the class. Here the teacher may provide written or oral feedback, as appropriate, and the students observing may do the same.第15页/共19页第十六页，共20页。Analysis Here the focus returns to the teacher who reviews what happened in the task, in regards to language. It may include language forms that the students were using, problems that students had, and perhaps forms that need to be covered more or were not used enough.第16页/共19页第十七页，共20页。Practice The practice st