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单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,2021/10/3,#,Revision,What is PPP model?,Presentation,Practice and Production,What is the goal of CLT?,The goal of CLT is to develop students,communicative,competence,which includes both the knowledge about the language and the knowledge about how to use the language appropriately in communicative situations.,1/69,Task-Based Language Teaching任务型语言教学,2/69,Contents,SLA and TBLT,Definition of a task,Four components of a task,Exercises,exercise-tasks and tasks,Definition of TBLT,A Task-based model,Features of TBLT,Appropriateness of TBLT in the Chinese context,3/69,Practice makes perfect,4/69,1.Second Language Acquisition Research,“Practice makes perfect”does not always apply to learning grammar.,They(students)often fail to use it correctly when expressing themselves freely.This temporary mastery seems to happen when they are paying conscious attention to form,but not when they are trying to communicate and paying attention to meaning.,Jane Willis,5/69,依据语言习得规律,1)语法知识记忆不能确保语言使用正确,Knowledge of grammatical rules was no guarantee of being able to use those rules for communication.Learners who were able to identify instances of rule violation,and who could even state the rule,frequently violated the rules when using language for communication.,David Nunan(1999),6/69,2),学习者参加与语言熟练程度提升关系极大,Learner participation in class is related significantly to improvements in language proficiency.,Lim (1992),7/69,3)基本上以“交际”为导向课堂教学，但同时也有明确语法讲解，要比只重视语法教学或回避语法讲解沉醉式教学都更加好,Classrooms that were basically“communicative”for explicit grammatical instruction,were superior to both traditional classrooms that focused heavily on grammar,and to immersion programs that eschewed explicit grammatical instruction.,8/69,4)当学习者主动地参加用目标语进行交际尝试时，语言也被掌握了。当学习者所进行任务使他们当前语言能力发挥至极点时，习得也扩展到最正确程度,Language is acquired as learners actively engaged in attempting to communicate in the target language.Acquisition will be maximized when learners engage in tasks that“push”them to the limits of their current competence.,9/69,Four conditions of language learning,Exposure,(rich comprehensible input),Use,(of the language to do things),Motivation,(interest),Instruction,(chances to focus on form),10/69,Task-based Language Teaching,Besides CLT,there has been another language teaching approach which has become more and more popular from late 1980s,that is,Task-based Language Teaching,(TBLT).,11/69,“TBLT”is a further development of CLT.It shares the same beliefs,as language should be learned as close as possible to how it is used in real life.,“TBLT”has stressed the importance to combine form-focused teaching with communication-focused teaching.,What is the relationship between TBLT and C,LT?,P26,12/69,2.Definition of,task,P27,Read the following definitions given by different scholars.Try to identify some main features of a task.,13/69,A task is a piece of work undertaken for oneself or for others,freely or for some reward.,It is meant what people do in everyday life,at work,at play,and in between.(Long 1985:89),Work in the real life,14/69,filling out a form,buying a pair of shoes,borrowing a library book,taking a driving test,writing a check,finding a street destination,etc.,What do people do in everyday life:,TASKS,15/69,Ur,A task is essentially,goal-oriented,;it requires the group,or pair,to achieve an objective that is usually expressed by an observable result,such as brief notes or lists,rearrangement of jumbled items,a drawing,a spoken summary.,goal,16/69,A 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.,Nunan(1989:8),交际型,任务,是一个包括到学习者了解，利用所学语言进行交流互动课堂活动。学生注意力主要集中在语言意义上，而不是语言形式上。,meaningful,17/69,Listening to a weather forecast and deciding what to wear,Looking 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,What can we do in the classroom?,18/69,From the above definitions,we can see:,A task can hold different meanings for different people.,19/69,3.Four components of a task,A purpose,A context,A process,A product,P28,Clark,Scarino and Brownell,20/69,A purpose:,making sure the students have a reason for undertaking the task.,21/69,A context:,the task can be real,simulated or imaginary,and involves sociolinguistic issues,such as the location,the participants and their relationships,the time and other important factors.,22/69,A process:,getting the students to use learning strategies such as problem solving reasoning,inquiring,conceptualizing and communicating.,23/69,A product:,there will be some form of outcome,either visible(a written plan,a play,a letter.etc.)or invisible(enjoying a story,learning about another country,etc.),24/69,Task：,Food survey,Ask your classmates about the food.Find out what they like and dislike.For example:,food,likes,Doesnt like,tomatoes,Li Lei,Zhao Jun,25/69,Please find out the four components of the survey task,Purpose,Context,Process,Product,exchanging personal information,interviewer and interviewee,inquiring,responding,note-taking,a survey report,26/69,When students are carrying out,a task,they are focusing on the complete act of communication.,We may also wish to focus their attention on individual aspects of language,such as vocabulary,grammar or individual skills.We call these activities,exercises,.,An exercise-task,comes halfway between tasks and exercises,consisting of contextualized practice of language items.For example,using present continuous tense to describe a picture.,4.Exercises,exercise-task and tasks,27/69,What are not tasks?,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 purpose other than practice of pre-specified,（预先要求）,language.,28/69,Role-play activity,Very often in role-play situations there is no actual outcome for students to achieve,other than to enact their roles.Students doesnt have to think of what to say to each other,so they are unlikely to be exchanging real meaning.,Jane Willis,Task?,29/69,tasks,exercises,focus,situation,outcome,language,error,form,meaning,no situation,real-life situation,correct form,accomplishment of task,practice of assigned form,choice of form and content,immediate correction,delayed correction,30/69,Activity:listening to a weather forecast,练习结果:,The learner will listen to an aural text and answer questions afterwards on whether given statements are true or false.,任务结果,The learner will listen to a weather forecast,identify the predicted maximum temperature for the day and deciding what to wear.,31/69,The essential differences between task and exercise,Task,Task has a nonlinguistic outcome,Exercise,An exercise has a linguistic outcome,任务活动与语言练习有着本质区分。任务活动所寻求效果不是一个机械语言训练，而是侧重在执行任务中学生自我完成任务能力和策略培养，重视学习者在完成任务过程中参加和在交流活动中所取得经验。P28,32/69,33/69,Practice,Turn your books to Page 29 and do Task 10.,34/69,Activity 1:This activity has all the characteristics of a task.,The workplan specifies what the two participants in the task are supposed to do.The primary focus is on meaning.Student A has to talk about the dangerous moment and student B is free to ask questions to clarify.The language use is similar to a natural communicative event.The outcome of this task is the completion of a picture by student B.,35/69,Activity 2:This activity is an exercise-task.,This is an example of a cue-card activity.It has some of the features of a task.For example,it requires participants to interact orally and the participants are free to choose the linguistics resources.However,the primary focus is on form because the meanings are predetermined.Also,there isnt a clear communicative outcome.The outcome is the performance of the activity.Therefore,the purpose of this activity is to practice language.,36/69,Activity 3:This is obviously an exercise.,The primary focus is on formthe use of“any and“some”in questions and replies learners simply need to substitute items.The language use is by no means like the real-world communication.,37/69,Activity 4:This is an exercise-task.,Telling a story from pictures where every student can see what is happening in each picture is not a task.It is simply a language practice activitywhat communicative purpose is there?,If there were two sets of pictures,and one group prepared a story based on their set of pictures and told it to a group who then had to arrange that set of pictures in the right order,this would create a communicative purpose,and therefore a need to listen.,38/69,Task-based Language Teaching(,TBLT,),refers to an approach based on the use of tasks as the core unit of instruction in language.,5.Definition of TBLT,任务型教学就是以详细任务为学习动力或动机，以完成任务过程为学习过程，以展示任务结果方式（而不是以测试分数）来表达教学成就。,陈 琳 王 蔷 程晓堂（：104-105）,39/69,所谓任务型语言教学，其关键思想就是要模拟人们在社会、学校生活中人们利用语言所从事各类活动，把语言教学与学习者在今后日常生活中语言应用结合起来。,转引自张琳琳（）,40/69,Four dimensions of teaching and learning tasks are represented by the,“four,I,s”,:Involvement(参加),Inquiry(探究),Induction(归纳),Incorporation(整合).,TBLT,Incorporation,Induction,Inquiry,Involvement,learning then using,learning by using,learning for using,learning by doing,doing things with(by)language,41/69,Rod Ellis,1.TBLT offers the opportunity for“natural”learning inside the classroom.,2.It emphasizes meaning over form but can also cater for learning form.,3.It is intrinsically motivating.,4.It is compatible with a learner-centered educational philosophy.,5.It can be used alongside a more traditional approach.,42/69,1.Pre-task phase;,2.While(During)-task phase;,3.Post-task phase,6.A task-based model,43/69,Introduce to topic and task,Task cycle,Task,Planning,Repot,Language focus,Analysis,Practice,Pre-task,Willis model for task-based instruction(Willis,1996:127),Long 1991,P31,44/69,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 students 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.,Pre-task phase:,45/69,Three purposes:,-to introduce new language that learners can use while performing the task;,-to mobilize existing linguistic resources;,-to ease processing load,and to push learners to interpret tasks in more demanding ways.,46/69,Some options:,Allow the students time to plan.,Provide a model,Do a similar task,Pre-teach key linguistic items,47/69,On general cognitive demands of the task,对任务要求总体感知,An emphasis on linguistic factors 关注语言原因,Supporting learners in performing a task similar to the task they will perform in the during-task phase of the lesson 让学生做一些在后面完成任务时需要准备工作,Non-task preparation activities,-brain storming 大脑风暴,-mind map 思维图,48/69,Task,The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.,While-task phase:,49/69,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 their groups.Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.,50/69,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 the 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.,51/69,While-task phase:,Some options:,Participatory structure 参加方式:,Whole-class vs.small group work;,individual or interaction,Set a time for completing the task.,Vary the number of participants.,Introduce a surprise element.,Tell students they will have to present a report to the whole class.,pair and group work are seen as central to task-based teaching;not all tasks are interactive,52/69,The post-task phase:,Analysis,The teacher then highlights relevant parts from the text for the students to analyse.They may ask students to notice interesting features within this text.The teacher can also highlight the language that the students used during the report phase for analysis.,53/69,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.,54/69,The post-task phase:,Three major pedagogical goals:,-to provide an opportunity for a repeating performance of the task,（提供再做任务机会）,-to encourage reflection on how the task was performed,（反思任务是怎样完成）,-to encourage attention to form,（关注语言形式）,55/69,语法项目,：,used to,目标:,学生讨论他们十年前生活情形,准备:,1)教师应准备自己一张十年前照片,最好是看起来与现在区分较大。,2）准备一篇短文,描绘本身所发生改变及现在生活情况，文中最少要包含两个过去常做事例，但现在已不再做了。教师能够把短文录制成磁带，课堂上播放给学生听，或者重复练习几遍直到能够在课堂上流利地大声朗诵出来。,3）把短文打印复制多份，方便能够分发给学生。,56/69,前任务,教师首先告诉学生将要给他们看一张其十年前照片,让他们猜一猜其形象与现在相比会有什么不一样之处。在此阶段，对于学生在语言上所犯形式错误暂时不予纠正。等学生猜测完成以后，教师再展示照片，让他们检验猜测是否准确。随即再让学生猜一猜其生活中可能出现改变，对于他们猜测暂时不予评判，告诉他们过一会再通知真相。,57/69,1.任务：,让学生每三人组成一组谈论他们十年前生活，并把以下问题写在黑板上：,What did you look like?,What was different about your life?,Did you have different likes or dislikes?,Are you different now?,解释这些问题以帮助学生开始讨论,讨论时间限定在三到五分钟左右,教师在其间可围绕教室听取学生做任务情况，但此时仍不更正学生语言错误。,2.计划：,停顿讨论后#让每一小组都准备小组汇报，把讨论情况做出总结，小组汇报以书面形式写下来，并准备以口头形式向班级其余同学做汇报，时间限定为五分钟。,3.汇报：,当学生们准备好以后#让每个小组讲话人向班级其余同学做汇报，告诉学生们要仔细听每个小组汇报，在全部汇报结束后让它们选出改变最大学生。,任务环,58/69,教师让学生注意力重新回到自己照片上。并告诉他们将要听一段关于自己生活改变自述,然后播放录音或大声朗诵。在此之后，向学生提问检验其听力了解，如（What did I say about my hair?What did I say about my job?）假如学生了解有障碍,可重复再听。,1.分析,：从文中选出两至三个包含语法点used to句子,把它们写在黑板上。比如，,I used to listen to pop music.,I used to have long black hair.,I used to wear tight leather trousers.,经过提问方式检验学生对于这些句子意义了解,比如,Did I listen to pop music?Do I have long hair now?然后让学生归纳总结形式规则used to使用方法。此时教师再分发关于自己生活改变短文，让学生找出更多相关used to句子,指出used to在英语中是用来表示过去经常习惯性行为。,后任务,59/69,2操演：,首先让学生重新检验任务环中书面汇报，如有错误则更正。方便深入巩固对语言点掌握。假如教师感到学生还有必要就此语法点进行限定性练习，能够让他们各自写下过去经常做三件事及不常做三件事。其间教师可巡视教室，给一些学生必要帮助。完成之后，让学生相互检验!也可把一些作为范例展示在黑板上。,60/69,7.Features of TBLT,1)An emphasis on learning to communicate,through interaction in the target language.,强调经过用目口号交流来学会交际,2)The introduction of authentic texts into the,learning situation.,将真实语言材料引入学习环境,61/69,3)Provision of opportunities for learners to,focus,not only on language itself,but also,on the learning process.,关注语言本身，也关注学习过程,4)An enhancement of the learners own,personal experiences as important,contributing elements to classroom learning.
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