教学法---TBLT.ppt

Task-based language teachingTask-based language teaching 2.72.7 Task-based language teaching(TBLT)Task-based language teaching(TBLT)2.82.8 PPP and task-based language teaching PPP and task-based language teaching2.92.9 How to design tasks How to design tasks2.102.10 Appropriateness of CLT and TBLT in the Appropriateness of CLT and TBLT in the Chinese contextChinese context12.7 Task-based 2.7 Task-based language teaching language teaching(TBLT)(TBLT)2Task-based language teaching is a further development of communicative language teaching.It shares the same beliefs,as language should be learned as close as possible to how it is used in real life.It has stressed the importance to combine form-focused teaching with communication-focused teaching.3What is a task?A task is a piece of work undertaken for oneself or for others,freely or for some reward.Long(1985)A task is an activity which requires learners to arrive at an outcome from given information through some progress of thought,and which allows teachers to control and regulate that progress.Prabhu(1987)Tasks are activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome4Four components of a task-by Clark,Scarino,BrownellA purposeA contextA process A product5Exercise&taskTask:a task has a nonlinguistic outcome.Exercise:an exercise has a linguistic outcome.任务活动和语言练习有着本质的区别。任务活动所谋求的结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。6A good task should:1.enable learners to manipulate and practice specific features of language.2.allow learners to rehearse,in class,communicative skill they will need in the real world.3.activate psychological and psycholinguistic processes of learning.4.be suitable for mixed ability group.75.involve learners in solving problems,coming to a conclusion.6.promote skills in learning how to learn.7.involve learners in sharing information.82.8 PPP and task-based 2.8 PPP and task-based language teachinglanguage teaching9 TBLTTBLT VS.VS.PPPPPPlPPP:Presentation Practice ProductionlFive-step teaching method:Revision Presentation Drill（机械性操练）Practice（结合情景或实际的练习）Consolidation 101.Pre-task phase;2.While(During)-task phase;3.Post-task phase2.7 Three phases in a task-based lesson11Introduce to topic and task Task cycleTaskPlanningRepot Language focus Analysis Practice Pre-taskWillis model for task-based instruction(Willis,1996:127)exposureinstructionuseinstructionuseinstructionuse12Pre-task phase:lThree 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.13Task cycle:Some options:1.Participatory structure 参与方式参与方式:Whole-class vs.small group work;individual or interaction 2.Set a time for completing the task.3.Vary the number of participants.4.Introduce a surprise element.5.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 interactive14Language focus:Three major pedagogical goals:-to provide an opportunity for a repeating performance of the task（提供再做任务的机会）（提供再做任务的机会）-to encourage reflection on how the task was performed（反思任务是怎样完成的）（反思任务是怎样完成的）-to encourage attention to form（关注语言的形（关注语言的形式）式）15lThe way students use and experience language:The way students use and experience language:all three components are genuinely free of language control and rely on their their own linguistic resources.the task supply a genuine need to use language and other components follow from the taskpractice at the planning stage is to help learners adjust for their report stage.report allow a free exchange of ideas.planning stage encourage learners to consider appropriateness and accuracy of language form.16The biggest differences:Large amount of input(exposure)by listening and reading before the task;(任任务前务前)Students plan,organize,learn and use the language during the task;（在任务中自主（在任务中自主学习）学习）The teacher lead students to focus on language form(by analysis or practice)to ensure accuracy.(任务后任务后)17TBLT VS.PPP(新型教学理念与传统教学的区别新型教学理念与传统教学的区别)perspectivesTBLTPPPpurposegenuinePedagogicalcontextEstablished by the taskInvented for presentation of single itemsactivitiesEncourage Ss to think and analyzeEncourage Ss to repeat,manipulate and applylanguage expousureA whole range of language itemsPre-selected single language itemsproductionAppropriateness,fluency accuracySingle form,accuracy fluencyskillsintegratedMore focus on grammar than skills182024/5/21 周二192.9 How to design tasks2.9 How to design tasks1.The classification of taskThe classification of task2.Four sets of questionFour sets of question3.Five steps in designing tasks Five steps in designing tasks 20Two kinds of task specific interactional strategies specific types of language skills (grammar,vocabulary)For example:A task in which two learners have to try to find the number of differencesthe number of differences between two similarsimilar picture.The task not encounter the real world but the interactional processes require provide useful input to language development.1.pedagogical tasks:212.Real-world tasksReflect the real-world uses of languageA rehearsal for real world tasks.For example:A role-playA role-play about a job interview.22Six types of tasks -by WillisListing tasksSorting and ordering ComparingProblem-solvingSharing personal experienceCreative tasks23Four sets of questions1.What is the objective of the task?2.What is the content of the task?3.How is the task to be carried out?(the way/method)4.In what situation is the task to be carried out?(the advantageous conditions and limiting factors)24Five steps to design tasksStep1 Think about students needs,interests,and abilities.(get to know our objects)Step2 Brainstorm possible tasks.Think about a list of communicative tasks for the topicsuHave communicative purposeuBe goal-oriented25Step3 Evaluate the listPossible tasksFour criteria:lEducational valuelAppropriateness to the student needs,interests and abilitieslAvailability of suitable resourceslTime availableModify ReduceThe tasks that according to the students levels of difficulty.evaluate26Step4 choose the language itemsFirst stage:Consider the level of linguistic difficulty in order to decide whether to accept,reject or modify a taskaccept,reject or modify a task that you originally planned.Second stage:when you have drawn up your final list of tasks,you need to work out the possible language knowledge and skillspossible language knowledge and skills needed to accomplish the task.If necessary,you should prepare some exercise-tasks or pre-task language exercise-tasks or pre-task language practicepractice.27Step5:preparing materialsYou need to prepare the materials that the students need to carry out the tasks.The materials will give students support in the study.(movies fragments,videos,pictures)282.10 Appropriateness of CLT 2.10 Appropriateness of CLT and TBLT in the Chinese and TBLT in the Chinese contextcontext29Appropriateness of CLT&TBLT in the Chinese contextDo you think CLT is appropriate for the Chinese context?What about TBLT?30Arguments about CLT&TBLTCLTTBLT311.Culturally appropriate2.Design of the syllabus for teaching purposes3.Whether it suit forDeveloped in the early 1970s-for trade;small classnow-different contextsEmphasis-functional purposeinteract with peopleVarious forms of languages and functions.Age level of learners competence level of learnersCLT32Ineffective for presenting new language items.Not appropriate when language exposure is not sufficient and class time is limited.Culture of learning-provided training in appropriate skills problem solving,discussing,inquiring,reasoningTime-teachers have to prepare task-based activities very carefullyLevel of difficulty-fully aware of the students intellectual,emotional and physical abilities.1.2.3.4.TBLT33It is important to remember that a method is effective only when it is appropriate to the teaching context.Therefore,when a new method or approach emerges,it is unwise to simply cast away the traditional and follow the new trend.The best thing to do is to develop ones own teaching methods based on the context where one teachers and integrates the merits of different methodologies to serve the purpose of ones teaching objectives and the needs of ones students.conclusionconclusion34352024/5/21 周二36