英語(yǔ)1106班 第六小組 On_Task-based_Teaching_Methodology

1、On Task-based Teaching Methodology英語(yǔ)1106班吳茹婷、辛文、楊曉燕、張華靜、趙海婭、朱羽、鄢琳琳淺談任務(wù)型教學(xué)理論淺談任務(wù)型教學(xué)理論 什么是任務(wù)型教學(xué)什么是任務(wù)型教學(xué) 任務(wù)型教學(xué)產(chǎn)生的背景及發(fā)展任務(wù)型教學(xué)產(chǎn)生的背景及發(fā)展 任務(wù)型教學(xué)產(chǎn)生的理論依據(jù)任務(wù)型教學(xué)產(chǎn)生的理論依據(jù) 任務(wù)型教學(xué)的幾個(gè)轉(zhuǎn)變?nèi)蝿?wù)型教學(xué)的幾個(gè)轉(zhuǎn)變 任務(wù)型教學(xué)的主要特點(diǎn)任務(wù)型教學(xué)的主要特點(diǎn) 任務(wù)型教學(xué)應(yīng)注意的幾個(gè)方面任務(wù)型教學(xué)應(yīng)注意的幾個(gè)方面 任務(wù)型教學(xué)的具體案例分析任務(wù)型教學(xué)的具體案例分析What are tasks? A task is a piece of work undertaken

2、for oneself or for others, freely or for some reward. 1）任務(wù)是學(xué)習(xí)者在處理或理解語(yǔ)言的基礎(chǔ)上完成的一個(gè)活動(dòng)或行動(dòng)，通俗地說(shuō)，任務(wù)是學(xué)習(xí)者在理解語(yǔ)言和輸出語(yǔ)言的基礎(chǔ)上完成的各種事情。 2）任務(wù)是學(xué)習(xí)者根據(jù)所給信息和經(jīng)過(guò)思考得出某種結(jié)論或結(jié)果的活動(dòng)。 3）任務(wù)是那些主要以表達(dá)意義為目的的語(yǔ)言運(yùn)用活動(dòng)。 The communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or i

3、nteracting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to convey meaning rather than to manipulate form. 4）交際性任務(wù)是指課堂上學(xué)習(xí)者理解、處理、輸出目的語(yǔ)或用目的語(yǔ)進(jìn)行交流的各種學(xué)習(xí)活動(dòng)。在這些學(xué)習(xí)活動(dòng)中，學(xué)習(xí)者的注意力主要集中在表達(dá)意義上，而不是在操練語(yǔ)言形式上。 Tasks can have variety of starting point. They ma

4、y draw on learners own input, eg personal experience, general/world knowledge, or intellectual challenge; they may be based on written text, recordings of spoken data, or visual data; they could be activities like games, demonstrations or interviews; they could be a combination of several of these.

5、什么不是任務(wù) 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

6、or purpose other than practice of pre-specified language下面是一些課堂上常見(jiàn)的活動(dòng)，請(qǐng)判斷哪些活動(dòng)屬于任務(wù)，哪些屬于練習(xí)？Role-play a dialogue in the textbook.Read a passage and answer questions.Do a survey to find out the most favorite food in the class.Change sentences into passive voice.Write about your favorite sport.Reply to a

7、n e-mail message.Make a list of drinks and food for a party.Write out the adjective forms of the given words.Match the words with their definitions. Design an advertisement for a second-hand bicycle you want to sell. rice, noodles, rice noodles, porridge, dumpling, vegetables, fish, meat, chicken, b

8、eef, eggs, duck, taro(芋頭）芋頭）, potato, sweet potato, tomato, apples, pears, bananas, watermelons, grapes, strawberry, mango, longan, litchi, pineapple, orange, Fill in the following chart while interview your friend. The example is given. Step 2: Next, please make a list of the things you need to buy

9、 as follow: 什么是任務(wù)型教學(xué)什么是任務(wù)型教學(xué) The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meani

10、ngful purposes. “在英語(yǔ)課堂教學(xué)中讓學(xué)生用英語(yǔ)完成各種真實(shí)的生活、學(xué)習(xí)、工作等任務(wù)，將課堂教學(xué)的目標(biāo)真實(shí)化、任務(wù)化，從而培養(yǎng)其運(yùn)用英語(yǔ)的能力.” 簡(jiǎn)言之，Language is used for doing things 任務(wù)型教學(xué)產(chǎn)生的背景及發(fā)展任務(wù)型教學(xué)產(chǎn)生的背景及發(fā)展 任務(wù)型教學(xué)是在TESL背景下產(chǎn)生的。 1979 年，Prabhu 在印度南部的Bangalor 將當(dāng)時(shí)看來(lái)比較激進(jìn)的任務(wù)型教學(xué)理論假設(shè)付諸于教學(xué)實(shí)踐。 他認(rèn)為：“Students may learn more effectively when their minds are focused on the t

11、ask, rather than on the language they are using.” 任務(wù)型教學(xué)模式正是從Bangalor Project 開(kāi)始的。 Jane Willis, author of A Framework forTask-based Learning在談到任務(wù)型教學(xué)法的發(fā)展和變化時(shí)，指出： “In task-supported learning, the task is used in order to give students practice in what they have been learning. In task-based learning, th

12、e task is central to the learning cycle. Students learn through using language, by struggling with meaning.” 任務(wù)型教學(xué)產(chǎn)生的理論依據(jù)任務(wù)型教學(xué)產(chǎn)生的理論依據(jù) 語(yǔ)言學(xué)家Krashen強(qiáng)調(diào)，語(yǔ)言學(xué)習(xí)是習(xí)得(acquisition），而非學(xué)習(xí)（learning），即掌握語(yǔ)言大多是在交際活動(dòng)中使用語(yǔ)言的結(jié)果，而不是單純訓(xùn)練語(yǔ)言技能和學(xué)習(xí)語(yǔ)言知識(shí)的結(jié)果。 Longman 提出，語(yǔ)言必須通過(guò)“對(duì)話性互動(dòng)（conversational interaction）才能習(xí)得。語(yǔ)言 習(xí)得不可缺少的機(jī)制是“學(xué)

13、習(xí)的自主性”和“變化性的互動(dòng)”。 任務(wù)型教學(xué)的幾個(gè)轉(zhuǎn)變?nèi)蝿?wù)型教學(xué)的幾個(gè)轉(zhuǎn)變 1. 關(guān)注教法關(guān)注學(xué)法 2. 教師為中心學(xué)生為中心 3. “以教定學(xué)” “以學(xué)定教” 4. 注重語(yǔ)言本身注重學(xué)生體驗(yàn)、語(yǔ)言習(xí)得任務(wù)型語(yǔ)言教學(xué)的特點(diǎn)任務(wù)型語(yǔ)言教學(xué)的特點(diǎn) 1. 強(qiáng)調(diào)通過(guò)交流來(lái)學(xué)會(huì)交際強(qiáng)調(diào)通過(guò)交流來(lái)學(xué)會(huì)交際 An emphasis on learning to communicate through interaction in the target language. 2. 將真實(shí)的語(yǔ)言材料引入學(xué)習(xí)的環(huán)境將真實(shí)的語(yǔ)言材料引入學(xué)習(xí)的環(huán)境 The introduction of authentic texts

14、 into the learning situation. 3. 關(guān)注語(yǔ)言的本身，也關(guān)注學(xué)習(xí)的過(guò)程關(guān)注語(yǔ)言的本身，也關(guān)注學(xué)習(xí)的過(guò)程 Provision of opportunities for learners to focus, not only on language, but also on the learning process itself. 4. 把學(xué)習(xí)者個(gè)人的經(jīng)歷作為課堂學(xué)習(xí)的重要因素把學(xué)習(xí)者個(gè)人的經(jīng)歷作為課堂學(xué)習(xí)的重要因素 An enhancement of the learners own personal experiences as important contribu

15、ting elements to classroom learning. 5.試圖把課內(nèi)的語(yǔ)言學(xué)習(xí)與社會(huì)的語(yǔ)言活試圖把課內(nèi)的語(yǔ)言學(xué)習(xí)與社會(huì)的語(yǔ)言活動(dòng)結(jié)合起來(lái)。動(dòng)結(jié)合起來(lái)。 An attempt to link classroom language learning with language activation outside the classroom. 任務(wù)型教學(xué)應(yīng)注意的幾個(gè)方面任務(wù)型教學(xué)應(yīng)注意的幾個(gè)方面 1任務(wù)應(yīng)充分體現(xiàn)學(xué)生的主體性. 教師設(shè)計(jì)任務(wù)時(shí)，要充分了解學(xué)生的興趣、愛(ài)好、特長(zhǎng)和學(xué)習(xí)能力，仔細(xì)考慮學(xué)生的需要和能力。 2任務(wù)應(yīng)具有現(xiàn)實(shí)生活中發(fā)生的可能性,教師應(yīng)該為學(xué)生提供清晰、熟悉

16、、較為真實(shí)的語(yǔ)言環(huán)境 3任務(wù)應(yīng)具有趣味性、科學(xué)性、交際性、可操作性、可拓展性及語(yǔ)用、語(yǔ)境和語(yǔ)義的真實(shí)性 4任務(wù)應(yīng)具有提高學(xué)生語(yǔ)言運(yùn)用能力的目的性，每進(jìn)行一項(xiàng)教學(xué)活動(dòng)，都要依據(jù)學(xué)習(xí)目的性動(dòng)機(jī)，對(duì)學(xué)生提出某項(xiàng)學(xué)習(xí)活動(dòng)的具體要求 ，這樣能有效的防止學(xué)生在活動(dòng)期間無(wú)所事事，從而提高活動(dòng)的質(zhì)量 5任務(wù)應(yīng)具有各學(xué)科之間相互滲透的多元性 ，強(qiáng)調(diào)學(xué)科之間的整合 6任務(wù)應(yīng)具有第二課堂再學(xué)習(xí)的延伸性 7對(duì)學(xué)生應(yīng)進(jìn)行發(fā)展性評(píng)價(jià),即，教師應(yīng)多形式、多層次、多角度地對(duì)學(xué)生進(jìn)行發(fā)展性過(guò)程評(píng)價(jià)，促進(jìn)學(xué) 生的發(fā)展。 任務(wù)型教學(xué)的具體案例分析任務(wù)型教學(xué)的具體案例分析 Task 1: Today we are going to

17、deal with the topic “Computer” Do you like computers? How many of you have got a computer at home? Do you often use the computer? For what purposes? 任務(wù)1分析: 這是一個(gè)導(dǎo)入步驟,目的是想激發(fā)學(xué)生對(duì)主題或任務(wù)的關(guān)注和興趣,使學(xué)生一開(kāi)始就處于一種主動(dòng)、積極的任務(wù)情景氛圍中。在這一階段,教師要使所設(shè)計(jì)的問(wèn)題盡量貼近本課所涉及的主要內(nèi)容,即強(qiáng)調(diào)導(dǎo)人與任務(wù)的相關(guān)性。 Task2: Look at the topic in the textbook to

18、predict the content of the text. 任務(wù)2分析: 學(xué)生的興趣被激發(fā)起來(lái)之后,就可以直接進(jìn)入今天的主題或任務(wù),即對(duì)標(biāo)題的預(yù)測(cè)。當(dāng)然,在預(yù)測(cè)之前必須掃清一些語(yǔ)言理解上的障礙。在這一活動(dòng)中,討論只是一種形式,而進(jìn)行預(yù)測(cè)這一閱讀技巧的訓(xùn)練才是活動(dòng)的實(shí)質(zhì)。 Task3:Discuss in groups: In what ways do computers concern us in our daily life ? Try to make a list of them. ( The whole class may be divided into 45 group s. A

19、fter group discussion, each group try to report the ways in which the computers concern us. The more items the group write down, the higher marks the group will get.) 任務(wù)3分析: 這樣的任務(wù)作為正式接觸課文前的“熱身練習(xí)”(Warming - up exercises) ,是因?yàn)樗昧藢W(xué)生對(duì)computer的興趣,調(diào)動(dòng)了學(xué)生的積極性,學(xué)生可以利用他們的現(xiàn)有知識(shí)以及想象力對(duì)計(jì)算機(jī)在日常生活中的運(yùn)用展開(kāi)充分的討論,同時(shí)也是對(duì)課文內(nèi)

20、容的一種深入挖掘。另外分組競(jìng)賽的組織方式使課堂氣氛緊張、熱烈、活躍。 Task4: Each group report the discussion result to the whole class. Compare the items each group provide. Then make a comparison between the items you mention and those mentioned in the text 任務(wù)4分析: 通過(guò)討論比較,學(xué)生擴(kuò)大了知識(shí)面,對(duì)于計(jì)算機(jī)在日常生活中的運(yùn)用有了比較全面的了解,同時(shí)對(duì)課文的內(nèi)容也加深了理解,學(xué)生的口頭表達(dá)能力在不知不

21、覺(jué)中也得到了較大的提高。 Task5: Nowadays computer - assisted instruction is getting more and more popular in China. It is believed that computers will someday play a very important role in educating children, and perhaps will gradually take the place of a teacher. What do you think of it? Do you believe that computers can and will take the place of teachers in the future? Why or why not? Compar