《牛津初中英語》按照“話題—功能 —結(jié)構(gòu)—任務(wù)”相結(jié)合的.ppt

1、關(guān)于Main Task教學(xué)的幾點思考 Xiaguan District In-Service Training School for Teachers Gu Wansheng gws 2005年11月21日,基礎(chǔ)教育階段英語課程的任務(wù)是： 使學(xué)生掌握一定的英語基礎(chǔ)和聽、說、讀、寫技能，形成一定的綜合語言運用能力； 牛津初中英語教材的Main Task旨在發(fā)展學(xué)生的各種語言技能和綜合運用語言的能力。而這個任務(wù)是圍繞本單元的話題，讓學(xué)生通過體驗、實踐、參與、合作、交流和探究等方式，學(xué)習(xí)和使用英語，完成學(xué)習(xí)任務(wù)的。,牛津初中英語按照“話題功能結(jié)構(gòu)任務(wù)”相結(jié)合的思想編排，以話題為主線，任務(wù)為主導(dǎo)，輔以

2、功能和結(jié)構(gòu)項目，有效培養(yǎng)學(xué)生綜合運用英語的能力。各單元的中心任務(wù)（Main task）貫穿始終，各類活動均圍繞中心任務(wù)（Main task）展開，為完成中心任務(wù)（Main task）做鋪墊。中心任務(wù)（Main task）屬于輸出（Production），旨在培養(yǎng)學(xué)生口、筆頭綜合運用英語的能力。,Main Task,Reading,Vocabulary,Grammar,Integrated Skills,Study Skills / Pronunciation,A main task lesson would proceed in the following manner: First, the

3、 teacher presents an item of language in a clear context to get across its meaning. This could be done in a variety of ways: through a text, a situation build, a dialogue etc.,Students are then asked to complete a controlled practice stage, where they may have to repeat target items through choral a

4、nd individual drilling, fill gaps or match halves of sentences. All of this practice demands that the student uses the language correctly and helps them to become more comfortable with it.,Finally, they move on to the production stage, sometimes called the free practice stage. Students are given a c

5、ommunication task such as a role play and are expected to produce the target language and use any other language that has already been learnt and is suitable for completing it.,In a main task lesson the teacher doesnt pre-determine what language will be studied, the lesson is based around the comple

6、tion of a central (main) task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages:,Pre-task The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the s

7、tudents to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.,Task The

8、 students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.,Planning Students prepare a short oral or written report to tell the class what happened during their task. They then practice what they are going to say in thei

9、r groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.,Report Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give th

10、e students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.,Analysis The teacher then highlights relevant parts from the text of the recording for the students to analyse. They may ask students to notic

11、e interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.,Practice Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.,教學(xué)建議： 1. 了解每單元的重要內(nèi)容，特別是話題和 中心任務(wù)。 2. 研究教材，適應(yīng)新的教材教法，優(yōu)化教 學(xué)環(huán)節(jié)： 對教材內(nèi)容進(jìn)行適當(dāng)?shù)难a充和刪減； 替換教學(xué)內(nèi)容和活動； 擴(kuò)展教學(xué)內(nèi)容或活動步驟； 調(diào)整教學(xué)順序； 調(diào)整教學(xué)方法； 總結(jié)教材使用情況。,3. 學(xué)生主體必須真實參與言語過程；必須為言語活動提