英语任务型教学.ppt课件

1、,Task-based Language Teaching 任务型语言教学（TBLT）,1,How to understand the saying? Tell me ,I forget. Show me ,I remember. Involve me ,I understand.,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,2,Task-based Language Teaching 任务型语言教学（TBLT） The Tasks of TBLT 任务型语言教学中的任务,3,Task-based Language Teaching 任务型语言

2、教学（TBLT）,1.The definition 任务型语言教学的定义 2.The Main Features of Task-Based Language Teaching任务型教学的主要特征 3.The teaching steps of TBLT.任务型教学的课堂步骤 4.A Framework for TBLT. 任务型教学的基本模式,4,1. Task-based Language Teaching 任务型语言教学（TBLT）,TBLT , a new approach to language teaching that has attracted a lot of attenti

3、on over the past 25 years, is a task- based approach to learning and teaching . The focus of activities is on the task, and ultimately on meaning. It aims at proving opportunities for the learners to experiment and explore both spoken and written language through learning activities which are design

4、ed to engage learners in the authentic, practical and functional use of language for meaningful purposes.,5,任务型 语言教学（Task-based Language Teaching）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

5、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”。,6,2.The Main Features of Task-Based Language Teaching任务型教学的主要特征,1. An emphasis on learning to communicate through interaction in the target language.强调通过交流来学会交际 2. The introduction of authentic texts into the learning situation.将真实

6、的语言材料引入学习的环境 3. Provision of opportunities for learners to focus, not only on language, but also on the learning process itself.关注语言的本身，也关注学习的过程 4. An enhancement of the learners own personal experiences as important contributing elements to classroom learning.把学习者个人的经历作为课堂学习的重要因素 5. An attempt to l

7、ink classroom language learning with language activation outside the classroom. 试图把课内的语言学习与社会的语言活动结合起来。,7,3.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-t

8、ask(展示任务成果，expression),8,4. A Framework for TBLT,Pedagogical tasks,Rehearsal tasks,Activation tasks,Enabling skills,Language exercises,Communicative activities,Real-world / target tasks,Nunan, D. 1999. Second Language Teaching and Learning. Boston: Heinle / Thomson Learning,pedagogical adj. 教育学的, 教学

9、法的,启动, 激活,复述,预习,9,1. The definition of task任务的定义 2.The components of a task任务的组成 3.The rules of tasks designing.任务的设计原则 4.The judge of tasks.任务型任务的判断 5.The varieties of tasks designing 任务的设计要有多样性 6.The real or unreal tasks. 任务型教学中的真假任务 7. Good learning tasks should好的任务,The Tasks of TBLT 任务型语言教学中的任务,

10、10,What is the task?,Task is a piece of classroom work which involves learners in comprehending， manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to convey meaning rather than to manipulate form. 任务是一种涉及

11、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。,11,Task is a special term in language teaching and its different from language exercise. It has its specific features, forms and teaching steps. There are varieties of tasks in English teaching, but the focus of every task is on solving a communica

12、tive problem, which has some connections with a real world of learners lives and learning experience, and which can arouse learners interest and participation. It starts from the learners needs and emphasizes learning language by doing things. The learners begin by carrying out a communicative task,

13、 without specific focus on form. After they have done the task, they report and discuss how they accomplished this.,12,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。,13,The components of a task,Goals Teacher role Input TASKS Learner role Activities

14、Setting,14,Goal: Exchanging personal information Input ：Questionnaire on sleeping habits Activity: 1) Reading questionnaire 2) Asking and answering questions about sleeping habits Teacher role: Monitor and facilitator to specify what is regarded as successful completion of the task Learner role: Con

15、versational partner Setting: Classroom / pair work,15,Examples of the tasks,Listening to a weather forecast and deciding what to wear Look at a set of pictures and decide what should be done Responding to a party invitation Completing a banking application Describing a photograph of ones family,16,A

16、 : Wheres the pen? B: Its on the desk . Its just a simple practice of language pattern.,17,Check if they are tasks or not,Activity 1 : Listen to Alex and Jack . Number the pictures. Activity2 : Listen again. Fill in the blanks with the correct verbs from the box. Activity3 :Look at the picture and c

17、hoose the word to complete the sentences. Activity4 : On a piece of paper, write about your life .Dont write your name on the paper. Put all the students paper together . Take turns to read the papers ,and then Guess who she/he is. Activity 5: Read the letter to Aunt Chen, and then write some advice

18、.,18,Tasks do not include activities which involve language used for practice or display, such as Describe the picture using the words and phrases from the list below or Ask your partner if he likes the food listed here using the forms Do you like? Yes, I do/ No, I dont. Where there is no outcome or

19、 purpose other than practice of pre-specified language.,Unreal task,19,A case: A teacher wanted a child to pick up a towel and hang it on a rail. His first three attempts to communicate his meaning to the child resulted only in confusion: “Would you pick up the towel for me, before someone steps on

20、it?” (No action) “What do we do with the towel, Jimmy?” (Still no action) “Well, would you hang it up?” (No action) “Jimmy, pick the towel up!” (Action),Another one : What is on your head ? 头发帽子-破的窟窿-(ceiling)天花板,Give brief and simple instructions. Getting students to speak to use the language they

21、are learning-is a vital part of job. In general term ,a good teacher maximizes STT and minimizes TTT.,20,Put a tick( )in the boxes if you think the instructions are good.,21,3. The rules of tasks designing任务型语言教学活动的设计原则,Definite aim 有明确的活动目标 Real society尽可能接近现或类似实生活中的真实活动 A process有获得、处理和传达信息的过程 Do

22、things学生必须做事情（讨论或实际操作等） Expression of meaning. 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） The product必须有具体的活动结果,22,4、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-play a dialogue in the textbook 2- Read a passage and answer questions 3- Do a survey to find out the favorite foods 4- C

23、hange sentences into passive voice 5- Write about your favourite sport 6- Reply to an email message 7- Fill in the gaps with suitable words 8- Listen to instructions and draw a picture 9- Make a list of drinks and food for a party,23,5.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

24、。 （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Family and Work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-based Language Teaching),24,8)信息差任务（Information-gap

25、 tasks）,任务型 语言教学（Task-based Language Teaching),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：Touch it and guess what is in the bag?然后引导学生用“Is this?”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“In a toy shop”中，针对生词与“I like.”的句型，我设计了这样一个调查任务： 教师：I am a reporter. I

26、am from CCTV10.(提问一名学生) Which animal do you like? 学生：I like this panda. 教师：How about you?(调查开始) 调查表格,25,P: Wheres the pen? R: Its on the chair. P: Wheres the chair? R: Its next to the table.,6.任务型教学中的真假任务,Question-and-answer activities based on the classroom situation requires the learners to relate

27、 language to nonlinguistic reality. Now these techniques are regarded as artificial and lack of any relationship with communicative reality. The teacher asks the questions, and the learners make statements about facts which are already known to everybody.,26,However, in reality, we may ask the quest

28、ions in the following way: P: Excuse me, wheres the post office? R: Its opposite the theatre. P: Excuse me, wheres the bank? R: Its next to the cinema.,So at this situation, though the classroom situation is the nonlinguistic environment ,it is immediately real to the learners, and it remains a conv

29、enient aid towards helping the students to relate language to external reality.,27,S1: Which do you prefer, tea or coffee?S2: I prefer coffee. Or, I prefer tea. Or, I like them both. Or, I dont like either.,The activity is not merely reacting to the questions. But it is not a really real task. It de

30、pends on the teachers choices.,28,Directions: You are visiting a friend, Peter. Peter: Lets have a drink. What would you like, tea or coffee? You: Oh, Id rather have a meal. Peter: What kind of food would you like? You: Id like a Chinese meal. Peter: Good idea. Lets go, then.,However, this practice

31、can be connected with real society. If the exchange is provided with a beginning and an end, it becomes a coherent dialogue in a recognizable social setting.,In order to learn a language better, the students may also learn to relate language to the social interaction. For this purpose, it is necessa

32、ry to increase the students sense of performing in a meaningful social context, rather than simply responding to prompts.,29,“The Real and Unreal World Tasks”,任务型 语言教学（Task-based Language Teaching),任务型教学中的真假任务,Look at the practice: P: John has written the letter. R: He wrote it yesterday. P: John ha

33、s seen the film. R: He saw it yesterday. In the practice the learners must produce the correct form of the simple past. But are there any questions here in the practice?,P: By the way, has John written that letter yet? R: Yes, he wrote it yesterday. P: Has he seen the film yet? R: Yes, he saw it yes

34、terday. (What improvement has the conversation made?),30,The Real and Unreal world Tasks” in “Task-based Teaching,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”,31,“The Real and Unreal world Tasks” in “Task-based Teaching ”,May 17th-21st, 2007, Beijing,我国英语传统教学，注重知识为

35、本和课堂老师的讲授。Peter Skehan（1998：93）曾把这种以讲授为主的教学模式（presentation-based approach）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,32,“The Real and Unreal world Tasks” in “Task-based Teaching ”,个案：我们在课堂上见到老师指着图画教学生学习This is _.句型，接着又用类似的下面的对话来练习： Teacher: Whats this？ Students: Th

36、is is a book. Teacher: Whats this? Students: This is a bag. 然后又运用替换词，鼓励学生学会说This is a pen/a pencil.等等。,The Real and Unreal world Tasks” in “Task-based Teaching,33,“The Real and Unreal world Tasks” in “Task-based Teaching ”,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

37、苍白，激不起学生的兴趣. Whats your name? Im lily! Im Mary !,The Real and Unreal world Tasks” in “Task-based Teaching,My name is xxx( real name) Design a situation of meeting new classmate.,34,“The Real and Unreal world Tasks” in “Task-based Teaching ”,汉语语言思维模式下 的“假任务”,个案,个案,案例分析,35,“The Real and Unreal world T

38、asks” in “Task-based Teaching ”,个案：教授NSE（供三年级起使用）Module9 Childrens Day。 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“

39、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”！,36,“The Real and Unreal world Tasks” in “Task-based Teaching ”,“情景创设”教学模式下的“假任务”,个案,案例分析,37,“The Real and Unreal world Tasks” in “Task-based Teaching ”,个案： 有些教师

40、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“Im walking to the door/window.”。,38,“The Real and Unreal world Tasks” in “Task-based Teaching ”,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“Im walking to the door.”，他很可能会说“Im going to the kitchen to see if t

41、he dinner is ready.”或者说 “Excuse me for a moment. I must go to the kitchen.”。 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。,39,“The Real and Unreal world Tasks” in “Task-based Teaching ”,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”,40,“The

42、Real and Unreal world Tasks” in “Task-based Teaching ”,“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,41,“The Real and Unreal world Tasks” in “Task-based Teaching ”,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（intermediate position ）”的教学任务。“中间型”教学任务（intermediate position tasks）是指

43、既重视任务的“自然性（naturalness of tasks ）”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。,42,May 17th-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”,43,两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1,44,“The Real and U

44、nreal world Tasks” in “Task-based Teaching ”,语言结构1：This is . . . 语言功能：指定与介绍 (identification and introduction),运用任务建议,45,May 17th-21st, 2007, Beijing,“The Real and Unreal world Tasks” in “Task-based Teaching ”,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：,This is a thermometer. It is used to

45、 measure temperatures . . . This is a hand file. It is used for removing metal from a surface. It is made of hardened steel . . .,Role A：Jack Role B：Dave Role C：Tom Scene：Jack is introducing Tom to Dave . . . A：Dave，this is my classmate Tom. B：Hi, Tom, How are you? C：Im fine. Thank you. And how abou

46、t you? B：Im fine too. Its nice meeting you. C：Nice meeting you too.,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：,46,语言结构 2 . . .be doing . . .,语言功能 谈论正在发生的事情 （talking about activities taking place now）即“现场解说”,“The Real and Unreal world Tasks” in “Task-based Teaching ”,运用任务建议,47,“The Real and Unreal world Ta

47、sks” in “Task-based Teaching ”,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“The suspect is crossing the road. He is talking to the newspaper seller on the corner . . .”。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: What were you doing? S: I was in pub (2) S: I was in pub T:

48、In the pub? S: Yeh, and I was drinking beer with my friend.,48,7. Good learning tasks should:,1 enable learners to manipulate and practice specific features of language 2 allow learners to rehearse, in class, communicative skills they will need in the real world 3 activate psychological/psycholingui

49、stic processes of learning 4 be suitable for mixed ability groups 5 involve learners in solving a problem, coming to a conclusion,49,6 be based on authentic or naturalistic source material 7 involve learners in sharing information 8 allow learners to think and talk about language and learning 9 prom

50、ote skills in learning how to learn 10 have clear objectives stating what learners will be able to do as a result of taking part in the task 11 utilize the community as a resource,50,12 give learners a choice in what way they do and the order in which they do it. 13 involve learners in risk-taking 1

51、4 require learners to rehearse, rewrite and polish initial efforts 15 enable learners to share in the planning and development of the task 16 have built into them a means of evaluating the success or otherwise of the task,51,What is a good real task ?,任务型 语言教学（Task-based Language Teaching),52,Thank

52、you,外语系: 刘慧琴,53,The Understanding of Spoken Language,54,When you say you understand what others says, do you think you really understand?,55,“I understand what you said.” Do you think you really understand the others meaning? For example: “Its cold in here.”,Mike and Annie are in the living room .Th

53、e window is open. Mike says , “Its cold in here.” 1:The temperature in this place is frigid. 2.Annie ,please shut the window.,“John likes a fish .” 1.John swims well.(swimming) 2.John can drink a lot of wine.( party),56,The level of understanding,the first level of understanding,Literal meaning 字面意义

54、,the second level of understanding,Implying meaning 隐含意义,Understanding spoken language fully may , therefore, involve two levels of comprehension,Intentional,structural,57,These words and phrasesentence levels of understanding are seen by psycholinguists as a first level of understanding thats neces

55、sary for the comprehension of spoken language.This level of process is called the Construction Process by Clark(1977)and the Structural Level by Foss and Hakes(1978).Both suggest that at this level what listeners (Ls)are trying to do, is to understand the proposition or propositions according to its

56、 literal meaning expressed by speakers(Ss)sentence. Normal sentences can express one or more propositions. (statement命题) For examples:,Construction processstructural level 构建过程/结构层次,58,i) Apples are expensive. (A single proposition.)ii) Your coat is on the floor. (2 propositions: You have a coat. It

57、 is on the floor. )iii) Its cold in here today. (2 propositions: Its cold today. Its cold here.)iv) Those nice red apples cost a lot. (3 propositions: The apples are nice. They are red. They cost a lot. ) v) Peters friend Mark, who is a teacher, likes apples . (4 propositions: Peter has a friend. Th

58、e friend is called Mark. Mark is a teacher. Mark likes apples.) At this first level of understanding the Ls try to understand the literal meaning of what Ss are saying.,59,Utilisation ProcessIntentional level 利用过程/意图层次,At the second level the Ls need not only to understand the literal meaning of what is said, but must also understand what Ss intend to mean in the particular situation in which Ss and Ls are interacting. In such a case there is the second level of meaning to be dealt with: what Clark and Clark(1977) called the Utilization Process and Foss and Hakes (1978) called t