1、Task-basedLanguageTeaching任务型语言教学(任务型语言教学(TBLT)第第1页页How to understand the saying?Tell me,I forget.Show me,I remember.Involve me,I understand.填鸭式填鸭式translation:告诉我,我会忘记告诉我,我会忘记给我展示,我能记住给我展示,我能记住让我参加,我才能了解让我参加,我才能了解第第2页页uTask-basedLanguageTeaching任务型语言教学(任务型语言教学(TBLT)uTheTasksofTBLT任务型语言教学中任务任务型语言教学中任
2、务第第3页页Task-based Language Teaching 任务型语言教学(任务型语言教学(TBLT)n1.The definition 1.The definition 任务型语言教学定义任务型语言教学定义n2.The Main Features of Task-Based 2.The Main Features of Task-Based Language TeachingLanguage Teaching任务型教学主要特征任务型教学主要特征n3.The teaching steps of TBLT.3.The teaching steps of TBLT.任务型教任务型教学课堂
3、步骤学课堂步骤4.A Framework for TBLT.4.A Framework for TBLT.任务型教学基本模式任务型教学基本模式 第第4页页1.Task-based Language Teaching 任务型语言教学(任务型语言教学(TBLT)TBLT,anewapproachtolanguageteachingthathasattractedalotofattentionoverthepast25years,isatask-basedapproachtolearningandteaching.Thefocusofactivitiesisonthetask,andultimate
4、lyonmeaning.Itaimsatprovingopportunitiesforthelearnerstoexperimentandexplorebothspokenandwrittenlanguagethroughlearningactivitieswhicharedesignedtoengagelearnersintheauthentic,practicalandfunctionaluseoflanguageformeaningfulpurposes.第第5页页 任务型任务型 语言教学(语言教学(Task-based Language Teaching)就是直接经过课堂教学让学生用英
5、语)就是直接经过课堂教学让学生用英语完成各种完成各种真实真实生活、学习、工作等任务(生活、学习、工作等任务(task),),将课堂教学目标真实化,任务化,从而培养其利用将课堂教学目标真实化,任务化,从而培养其利用英语能力。也就是说以详细任务为载体,以完成任英语能力。也就是说以详细任务为载体,以完成任务为动力,把知识和技能融为一体,经过听、说、务为动力,把知识和技能融为一体,经过听、说、读、写等活动,用所学语言去读、写等活动,用所学语言去做事做事,在做事过程中,在做事过程中发展利用自己所学语言。它立足于学生本身,把学发展利用自己所学语言。它立足于学生本身,把学生作为教学主体,教师从学生生作为教学
6、主体,教师从学生“学学”角度设计出各角度设计出各种教学活动。使学生在完成各种任务过程中逐步形种教学活动。使学生在完成各种任务过程中逐步形成利用语言能力,能成利用语言能力,能“自己站起来走路自己站起来走路”。第第6页页2.The Main Features of Task-Based Language 2.The Main Features of Task-Based Language TeachingTeaching任务型教学主要特征任务型教学主要特征 1 1.An emphasis on learning to communicate through.An emphasis on learn
7、ing to communicate through interaction in the target language.interaction in the target language.强调经过交流来学会交强调经过交流来学会交际际2.The introduction of authentic texts into the learning 2.The introduction of authentic texts into the learning situation.situation.将真实语言材料引入学习环境将真实语言材料引入学习环境 3.Provision of opportu
8、nities for learners to focus,not only 3.Provision of opportunities for learners to focus,not only on language,but also on the learning process itself.on language,but also on the learning process itself.关注关注语言本身,也关注学习过程语言本身,也关注学习过程4.An enhancement of the learners own personal 4.An enhancement of the
9、learners own personal experiences as important contributing elements to experiences as important contributing elements to classroom learning.classroom learning.把学习者个人经历作为课堂学习主要把学习者个人经历作为课堂学习主要原因原因5.An attempt to link classroom language learning with 5.An attempt to link classroom language learning w
10、ith language activation outside the classroom.language activation outside the classroom.试图把课内语言学习与社会语言活动结合试图把课内语言学习与社会语言活动结合起来。起来。第第7页页n3.任务型教学课堂步骤任务型教学课堂步骤n任务型课堂教学一开始就应展现任务,让学生在任务任务型课堂教学一开始就应展现任务,让学生在任务驱动下学习语言知识和进行技能训练。这么学习过程驱动下学习语言知识和进行技能训练。这么学习过程是任务驱动(是任务驱动(task-driven)过程,普通按以下四步)过程,普通按以下四步进行:进行:
11、n1.Talent-show(属学前热身过程,能够展示以前学属学前热身过程,能够展示以前学习结果,也能够是学前准备。习结果,也能够是学前准备。)n2.Pre-task(准备材料,任务输入准备材料,任务输入)n3.While-task(采取适当形式完成任务采取适当形式完成任务)n4.Post-task(展示任务结果,展示任务结果,expression)第第8页页4.AFrameworkforTBLT4.AFrameworkforTBLT PedagogicaltasksRehearsaltasksActivationtasksEnablingskillsLanguageexercisesComm
12、unicativeactivitiesReal-world/targettasksNunan,D.1999.Second Language Teaching and Learning.Boston:Heinle/ThomsonLearningpedagogicaladj.教育学教育学,教学法教学法开启,激活,复述,预习第第9页页1.The definition of task1.The definition of task任务定义任务定义2.The components of a task2.The components of a task任务组成任务组成3.The rules of task
13、s designing.3.The rules of tasks designing.任务设计任务设计标准标准4.The judge of tasks.4.The judge of tasks.任务型任务判断任务型任务判断5.The varieties of tasks designing 5.The varieties of tasks designing 任务设计要有多样性任务设计要有多样性6.The real or unreal tasks.6.The real or unreal tasks.任务型教学中真假任务任务型教学中真假任务7.Good learning tasks shoul
14、d.Good learning tasks should好任务好任务uTheTasksofTBLT任务型语言教学任务型语言教学中任务中任务第第10页页What is the task?nTask 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 knowle
15、dge in order to convey meaning rather than to manipulate form.n任务任务是一个包括到学习者了解,利用所学语言进行交是一个包括到学习者了解,利用所学语言进行交流课堂活动。学生注意力主要集中在语言意义上,而流课堂活动。学生注意力主要集中在语言意义上,而不是语言形式上。不是语言形式上。第第11页页n Task is a special term in language teaching and its different from language exercise.It has its specific features,forms a
16、nd teaching steps.nTherearevarietiesoftasksinEnglishteaching,butthefocusofeverytaskisonsolvingacommunicativeproblem,whichhassomeconnectionswitharealworldoflearnerslivesandlearningexperience,andwhichcanarouselearnersinterestandparticipation.Itstartsfromthelearnersneedsandemphasizeslearninglanguagebyd
17、oingthings.nThelearnersbeginbycarryingoutacommunicativetask,withoutspecificfocusonform.Aftertheyhavedonethetask,theyreportanddiscusshowtheyaccomplishedthis.第第12页页 任务活动与语言练习有着本质区分。任务活动所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,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
18、参加和在交流活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。动中所取得经验。第第13页页The components of a task Goals Teacher role Input TASKS Learner role Activities Setting第第14页页Goal:Exchanging personal informationInput:Questionnaire on sleeping habitsActivity:1)Reading questionnaire 2)Asking and answering questions about sleeping hab
19、itsTeacher role:Monitor and facilitator to specify what is regarded as successful completion of the taskLearner role:Conversational partnerSetting:Classroom/pair work 第第15页页Examples of the taskslListening to a weather forecast and deciding what to wear lLook at a set of pictures and decide what shou
20、ld be donelResponding to a party invitation lCompleting a banking application l Describing a photograph of ones family第第16页页A:Wheres the pen?B:Its on the desk.Its just a simple practice of language pattern.第第17页页Check if they are tasks or not Activity 1:Listen to Alex and Jack.Number the pictures.Ac
21、tivity2 :Listen again.Fill in the blanks with the correct verbs from the box.Activity3:Look at the picture and choose 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 pa
22、pers,and then Guess who she/he is.Activity 5:Read the letter to Aunt Chen,and then write some advice.第第18页页nTasks 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
23、 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 language.Unreal task第第19页页Acase:Ateacherwantedachildtopickupatowelandhangitonarail.Hisfirstthreeattemptstocommunicatehismeaningtothechildresultedonlyinconfus
24、ion:“Wouldyoupickupthetowelforme,beforesomeonestepsonit?”(Noaction)“Whatdowedowiththetowel,Jimmy?”(Stillnoaction)“Well,wouldyouhangitup?”(Noaction)“Jimmy,pickthetowelup!”(Action)Anotherone:Whatisonyourhead?头发头发帽子帽子-破窟窿破窟窿-(ceiling)天花板天花板Givebriefandsimpleinstructions.Gettingstudentstospeaktousethela
25、nguagetheyarelearning-isavitalpartofjob.Ingeneralterm,agoodteachermaximizesSTTandminimizesTTT.第第20页页Put a tick()in the boxes if you think the instructions are good.第第21页页3.3.The rules of tasks designingThe rules of tasks designing任务型任务型语言教学活动设计语言教学活动设计标准标准Definite aim Definite aim 有明确活动目标有明确活动目标Real
26、 societyReal society尽可能靠近现或类似实生活中真实尽可能靠近现或类似实生活中真实活动活动A processA process有取得、处理和传达信息过程有取得、处理和传达信息过程Do thingsDo things学生必须做事情(讨论或实际操作等)学生必须做事情(讨论或实际操作等)Expression of meaning.Expression of meaning.学生使用语言时,重学生使用语言时,重点是表示意义而不是操演语言形式(点是表示意义而不是操演语言形式(meaning-meaning-focusedfocused)The productThe product必须有
27、详细活动结果必须有详细活动结果第第22页页4、任务判断、任务判断 广义任务:全部课内外学习活动都是学习任务,广义任务:全部课内外学习活动都是学习任务,请大家判断以下哪些属于任务型语言教学中任务请大家判断以下哪些属于任务型语言教学中任务?比如: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-Change sentences into passive voice 5-Write about yo
28、ur 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第第23页页5.任务设计要有多样性 n(1)名片/地图式-可布置一个任务:让学生设计自己名片,任务以下:画一幅自己居住地地图,并编一个对话等。n(2)辩论式-比如在学完后,可设计一个话题让学生进行辩论n(3)竞赛式-学生好胜心和集体荣誉感很强,经过竞赛
29、方式能够促使学生主动参加活动。n(4)写作式-写作能够提升学生语篇能力,有利于学生对自己语言错误和语言方面不足有更清楚认识,同时也能够丰富学生想象力。n(5)绘画式-如可设计以下任务:让学生设计自己房间等。n(6)表格式-比如:在教学了Family and Work后可布置以下任务:让学生建一个家庭档案n(7)对话式-比如:让学生看图编对话 任务型任务型语言教学(语言教学(Task-basedLanguageTeaching)第第24页页8)信息差任务(Information-gap tasks)任务型任务型语言教学(语言教学(Task-basedLanguageTeaching)创设这么一个
30、信息差距:拿一个布包,里面放一个形似橘子或其它水果lemon(生词),向学生发出指令:Touchitandguesswhatisinthebag?然后引导学生用“Isthis?”进行猜测,学生热情高涨,然后布置任务,组成小组做类似猜测游戏。9)调查性任务(Inquisitional-tasks)NumbernWhich animal do you like?(在所选选项上打“”1狗 猫 虎 狮 熊 兔 树袋熊 熊2狗 猫 虎 狮 熊 兔 树袋熊 熊3狗 猫 虎 狮 熊 兔 树袋熊 熊在牛津小学英语4A,Unit2“Inatoyshop”中,针对生词与“Ilike.”句型,我设计了这么一个调查任
31、务:教师:Iamareporter.IamfromCCTV10.(提问一名学生)Whichanimaldoyoulike?学生:Ilikethispanda.教师:Howaboutyou?(调查开始)调查表格第第25页页P:Wheres the pen?R:Its on the chair.P:Wheres the chair?R:Its next to the table.6.任务型教学中真假任务任务型教学中真假任务Question-and-answeractivitiesbasedontheclassroomsituationrequiresthelearnerstorelatelangu
32、agetononlinguisticreality.Nowthesetechniquesareregardedasartificialandlackofanyrelationshipwithcommunicativereality.Theteacherasksthequestions,andthelearnersmakestatementsaboutfactswhicharealreadyknowntoeverybody.第第26页页However,inreality,wemayaskthequestionsinthefollowingway:P:Excuseme,wherestheposto
33、ffice?R:Itsoppositethetheatre.P:Excuseme,wheresthebank?R:Itsnexttothecinema.Soatthissituation,thoughtheclassroomsituationisthenonlinguisticenvironment,itisimmediatelyrealtothelearners,anditremainsaconvenientaidtowardshelpingthestudentstorelatelanguagetoexternalreality.第第27页页S1:Which do you prefer,te
34、a or coffee?S2:I prefer coffee.Or,I prefer tea.Or,I like them both.Or,I dont like either.Theactivityisnotmerelyreactingtothequestions.Butitisnotareallyrealtask.Itdependsontheteacherschoices.第第28页页Directions:You are visiting a friend,Peter.Peter:Lets have a drink.What would you like,tea or coffee?You
35、: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,thispracticecanbeconnectedwithrealsociety.Iftheexchangeisprovidedwithabeginningandanend,itbecomesacoherentdialogueinarecognizablesocialsetting.Inordertolearnalanguagebette
36、r,thestudentsmayalsolearntorelatelanguagetothesocialinteraction.Forthispurpose,itisnecessarytoincreasethestudentssenseofperforminginameaningfulsocialcontext,ratherthansimplyrespondingtoprompts.第第29页页“The Real and Unreal World TasksThe Real and Unreal World Tasks”任务型任务型语言教学(语言教学(Task-basedLanguageTea
37、ching)任务型教学中真假任务任务型教学中真假任务Look at the practice:P:John has written the letter.R:He wrote it yesterday.P:John has 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 wri
38、tten that letter yet?R:Yes,he wrote it yesterday.P:Has he seen the film yet?R:Yes,he saw it yesterday.(What improvement has the conversation made?)第第30页页TheRealandUnrealworldTasks”in“Task-basedTeachingTheRealandUnrealworldTasks”in“Task-basedTeaching影响英语课堂教学实效影响英语课堂教学实效影响英语课堂教学实效影响英语课堂教学实效“假任务假任务假任务假
39、任务”案例案例案例案例“假任务假任务假任务假任务”传统教学传统教学传统教学传统教学模式模式模式模式(3P)(3P)下下下下 “假任务假任务假任务假任务”汉语语言汉语语言汉语语言汉语语言思维模式下思维模式下思维模式下思维模式下 “假任务假任务假任务假任务”“情景创设情景创设情景创设情景创设”教学模式下教学模式下教学模式下教学模式下 “假任务假任务假任务假任务”第第31页页“TheRealandUnrealworldTasks”in“Task-based“TheRealandUnrealworldTasks”in“Task-basedTeaching”Teaching”May17th-21st,B
40、eijingMay17th-21st,Beijing 我国英语传统教学,重视知识为本和课堂老师讲授。我国英语传统教学,重视知识为本和课堂老师讲授。我国英语传统教学,重视知识为本和课堂老师讲授。我国英语传统教学,重视知识为本和课堂老师讲授。Peter SkehanPeter Skehan(19981998:9393)曾把这种以讲授为主教学模式)曾把这种以讲授为主教学模式)曾把这种以讲授为主教学模式)曾把这种以讲授为主教学模式(presentation-based approachpresentation-based approach)概括为三个)概括为三个)概括为三个)概括为三个P P,即,即,
41、即,即presentationpresentation(老师讲),(老师讲),(老师讲),(老师讲),practicepractice(学生练)和(学生练)和(学生练)和(学生练)和productionproduction(学生用)。这种模式以语言形式为中心。(学生用)。这种模式以语言形式为中心。(学生用)。这种模式以语言形式为中心。(学生用)。这种模式以语言形式为中心。个案个案个案个案 案例分析案例分析案例分析案例分析 第第32页页“TheRealandUnreal“TheRealandUnrealworldworldTasks”in“Task-basedTeaching”Tasks”in“
42、Task-basedTeaching”个案个案个案个案:我们在课堂上见到老师指着图画教学生学习:我们在课堂上见到老师指着图画教学生学习:我们在课堂上见到老师指着图画教学生学习:我们在课堂上见到老师指着图画教学生学习This is _.This is _.句型,接着又用类似下面对话来练习:句型,接着又用类似下面对话来练习:句型,接着又用类似下面对话来练习:句型,接着又用类似下面对话来练习:Teacher:Whats thisTeacher:Whats this?Students:This is a book.Students:This is a book.Teacher:Whats this?T
43、eacher:Whats this?Students:This is a bag.Students:This is a bag.然后又利用替换词,勉励学生学会说然后又利用替换词,勉励学生学会说然后又利用替换词,勉励学生学会说然后又利用替换词,勉励学生学会说This is a pen/a This is a pen/a pencil.pencil.等等。等等。等等。等等。TheRealandUnrealworldTasks”in“Task-basedTeachingTheRealandUnrealworldTasks”in“Task-basedTeaching第第33页页“TheRealandU
44、nreal“TheRealandUnrealworldworldTasks”in“Task-basedTeaching”Tasks”in“Task-basedTeaching”案例分析案例分析 这种脱离语境施教方法虽可帮助学生学这种脱离语境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,极难形习语言和句型,但因学生不知其用途,极难形成印象和联想,而且因为对话不是自然语篇,成印象和联想,而且因为对话不是自然语篇,在生活中复现率低,语言刻板苍白,激不起学在生活中复现率低,语言刻板苍白,激不起学生兴趣生兴趣.WhatWhats your name?s your name?I Im lily!
45、m lily!I Im Mary!m Mary!TheRealandUnrealworldTasks”in“Task-basedTeachingTheRealandUnrealworldTasks”in“Task-basedTeachingMynameisxxx(realname)Designasituationofmeetingnewclassmate.第第34页页“TheReal“TheRealandandUnrealUnrealworldworldTasks”in“Task-basedTeaching”Tasks”in“Task-basedTeaching”汉语语言思维模式下汉语语言思维
46、模式下汉语语言思维模式下汉语语言思维模式下“假任务假任务假任务假任务”个案个案个案个案个案个案案例案例分析分析第第35页页“TheRealandUnreal“TheRealandUnrealworldworldTasks”in“Task-basedTeaching”Tasks”in“Task-basedTeaching”个个个个案案案案:教教教教授授授授NSENSE(供供供供三三三三年年年年级级级级起起起起使使使使用用用用)Module9 Module9 Childrens DayChildrens Day。其其其其实实实实这这这这一一一一模模模模块块块块主主主主要要要要语语语语言言言言功功功
47、功效效效效是是是是识识识识别别别别数数数数字字字字1310013100;在在在在活活活活动动动动中中中中计计计计算算算算得得得得分分分分。在在在在这这这这堂堂堂堂课课课课教教教教学学学学中中中中,为为为为了了了了利利利利用用用用刚刚刚刚学学学学过过过过数数数数字字字字,教教教教师师师师竟竟竟竟然然然然安安安安排排排排了了了了,要要要要求求求求学学学学生生生生用用用用英英英英语语语语去去去去数数数数一一一一些些些些汉汉汉汉字字字字笔笔笔笔画画画画数数数数,并并并并完完完完全全全全按按按按照照照照汉汉汉汉字字字字计计计计数数数数传传传传统统统统方方方方式写式写式写式写“正正正正”字方式去数,以到达
48、字方式去数,以到达字方式去数,以到达字方式去数,以到达“学以致用学以致用学以致用学以致用”目标。目标。目标。目标。案例分析案例分析案例分析案例分析:这么活动任务设计看似:这么活动任务设计看似:这么活动任务设计看似:这么活动任务设计看似“洋为中用洋为中用洋为中用洋为中用”,而实际上,是,而实际上,是,而实际上,是,而实际上,是在用汉语思维方式学习英语,用汉语思维来代替英语思维。其结果,在用汉语思维方式学习英语,用汉语思维来代替英语思维。其结果,在用汉语思维方式学习英语,用汉语思维来代替英语思维。其结果,在用汉语思维方式学习英语,用汉语思维来代替英语思维。其结果,只是使中国学生知道只是使中国学生知
49、道只是使中国学生知道只是使中国学生知道“英语数字英语数字英语数字英语数字”又一用处就是能数笔画,而别无又一用处就是能数笔画,而别无又一用处就是能数笔画,而别无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么使用其它。想想看,我们在日常生活中是这么使用其它。想想看,我们在日常生活中是这么使用其它。想想看,我们在日常生活中是这么使用“数字数字数字数字”吗?假如去吗?假如去吗?假如去吗?假如去教老外这么数数,恐怕他一辈子也不会真正明白,为何要去写教老外这么数数,恐怕他一辈子也不会真正明白,为何要去写教老外这么数数,恐怕他一辈子也不会真正明白,为何要去写教老外这么数数,恐怕他一辈子也不
50、会真正明白,为何要去写“正正正正”字数数!更何况我们中国人除了在计数选票时用字数数!更何况我们中国人除了在计数选票时用字数数!更何况我们中国人除了在计数选票时用字数数!更何况我们中国人除了在计数选票时用“正正正正”字外,日字外,日字外,日字外,日常也是不用。这么施教方法不但不利于学生正确使用语言,而且使常也是不用。这么施教方法不但不利于学生正确使用语言,而且使常也是不用。这么施教方法不但不利于学生正确使用语言,而且使常也是不用。这么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得学生不能亲身体会到所学语言得学生不能亲身体会到所学语言得学生不能亲身体会到所学语言“语用语用