任务型教学法-英语
任务型教学法在大学英语教学中的应用
任务型教学法在大学英语教学中的应用任务型教学法在大学英语教学中的应用关键词：任务型教学法大学英语教学任务设计任务实施一、任务型教学法的兴起和发展任务型教学法（Task－based Teaching Approach），兴起于20世纪80年代，是一种以任务为核心来计划、组织和实施课堂教学活动的教学模式。
英籍印度语言学家Prabhu于1983年提出了“任务型教学”的概念。
Yalden在1987年指出，交际法在发展中逐渐形成了五个主要分支：功能法、协商法、法、内容法和任务法，任务型教学是交际法的五大分支之一。
到了90年代，任务型教学理论和实践探索渐成热点，英国语言学家Willis研究了任务型教学的模式。
Ellis在2003年对任务型教学进行了理论的梳理和，提出新的教学模式——分阶段的任务型教学，标志着任务型教学的理论研究已进入一个新的阶段。
随着任务型教学法的不断发展，我国很多学者对任务型教学法的理论和教学实践进行了研究。
教育部于2007年公布的《大学英语课程教学要求》强调了学生在教学中的主体地位，指出大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力；在教学模式上要改进以教师讲授为主的单一教学模式；使英语的教与学朝着个性化和自主学习的方向发展。
任务型教学法注重培养学生应用能力和创新能力，强调学生要在真实情境中的任务驱动下，在探究完成任务或解决问题的过程中进行学习活动，从而自然地习得语言。
这与大学英语课程的教学要求不谋而合，因此在大学英语教学中实施任务型教学法，对推进大学英语改革和培养学生英语运用能力具有重大意义。
本文将对任务型教学法在大学英语教学中的应用进行探讨，旨在为更好地运用任务型教学法以提高大学英语教学效率探索一些不同的思路。
二、任务型教学法在大学英语教学中的应用1．任务设计第一，分析教学内容和学生情况。
教师在设计任务时应以教学大纲和教材为基础，对教学内容进行认真细致的分析，在充分分析教学内容的基础上，明确教学内容的重点与难点及各个知识点之间的相互关系。
英语教学法十大常用方法
英语教学法十大常用方法英语作为国际通用语言，在现代社会中扮演着重要的角色。
因此，我们需要使用科学有效的教学方法来帮助学生提高英语能力。
本文将介绍英语教学中最常用的十种方法，以帮助教师更好地教授英语。
方法一：直接法（Direct Method）直接法注重口语交流，以模仿和表演为基础。
教师使用英语进行教学，鼓励学生直接用英语进行对话，帮助提高学生的听力和口语能力。
方法二：语法翻译法（Grammar-Translation Method）语法翻译法注重阅读和翻译技巧，将英语单词和语法规则翻译成母语。
通过分析语法规则和翻译句子，学生可以提高对英语语法的理解。
方法三：交际法（Communicative Approach）交际法以交流为重点，鼓励学生在真实情境中使用英语。
教师通过角色扮演、小组讨论等活动来激发学生的兴趣，提高他们的交际能力。
方法四：语音法（Audiolingual Method）语音法注重语音和语调的训练。
学生通过模仿和反复练习，培养正确的发音和口语表达能力。
方法五：情境法（Situation Language Teaching）情境法通过创造真实的情境来教授英语。
学生通过真实的情境模拟，提高他们的语言运用能力和临场应变能力。
方法六：任务型教学法（Task-based Approach）任务型教学法通过给学生分配任务，鼓励他们进行实际的沟通和合作。
学生通过完成任务来提高他们的英语技能。
方法七：自主学习法（Self-directed Learning）自主学习法鼓励学生主动学习和探索。
学生通过独立完成任务、自学和自我评价来提高他们的英语能力。
方法八：多媒体教学法（Multimedia Approach）多媒体教学法利用各种教学工具和技术来呈现课程内容，如音频、视频、互动软件等。
通过多媒体的使用，学生可以更加生动地学习英语。
方法九：个别化教学法（Individualized Instruction）个别化教学法根据学生的个体差异和学习需求，提供定制化的教学。
任务型教学法在英语词汇教学中的运用-最新教育资料
任务型教学法在英语词汇教学中的运用-最新教育资料任务型教学法在英语词汇教学中的运用任务型教学法在词汇教学中的优越性体现在能让学生在“学中记，用中记”，这样一来，学生的词汇不用死记硬背就已经轻松地记住了。
将这种教学方法运用于词汇教学是英语教学的创新之举，课堂教学实践证明，与其他教学手段相比，其教学效果更为显著。
一、听说结合，学生评分Daily Report（值日生报告）是让一个或多个学生在课前几分钟完成演讲或一段对话的任务。
以往这个活动在操作的过程中出现过这样的弊端：说的学生往往不太重视实际效果，只求尽快完成任务，语速太快或声音太小，或内容生硬，其他学生还未领会或完全理解就结束了。
而且由于采取的是一种单向交流的方式，听的同学往往采取一种事不关己的态度，心不在焉，即使内容当时听懂，很快也就忘记了。
针对这种现象，教学中可采取一种双向交流的活动，全班同学制定评分标准，包括语音、语调、内容和流利程度等。
对演讲的同学，在学生演讲完毕后教师随机选取一组学生充当评委进行打分，计入该生的平时成绩。
由于有这样的竞争机制，演说者大都比较重视。
他们会将准备内容中出现的新单词、新词组通过自学掌握，达到熟练运用的程度。
由于个人的取向是五花八门的，涉及的内容也相当广泛，如各种节日、家庭、朋友、饮食、幽默故事等等，这样，他们的词汇量就相应地增加了。
对于听的同学可采取练听力的办法，让他们认真听，听完之后让演说的同学就演说内容对他们进行提问。
此时，演说者充当老师的角色，由他（或她）来提问并当场给他人评分，同样计入平时成绩。
由于人人是评委，大大调动了学生参与学习的积极性。
二、创设话题，扩展单词中国学生学习英语最大的障碍是缺乏语境。
利用所给的话题，在一定的情境下学习单词，学生的印象深，容易记住，但必须要求话题的多样化和生动性，内容可以涉及生活的各个层面和学生急切想知道的词汇，如交通工具、爱好、体育、职业、天气、动物等等。
学生在不知不觉中接受了信息，扩大了词汇量。
任务型教学法英语教案
任务型教学法英语教案一、教学目标1. 知识目标：学生能够掌握日常生活中的常用词汇和表达方式。
学生能够运用所学的词汇和语法知识进行简单的交流。
2. 能力目标：学生能够听懂并能够运用日常英语进行交流。
学生能够通过任务型活动提高自己的合作能力和解决问题的能力。
3. 情感目标：学生能够积极参与课堂活动，提高学习英语的兴趣。
学生能够通过与他人的交流，增强自信心。
二、教学重难点1. 教学重点：学生能够掌握日常生活中的常用词汇和表达方式。
学生能够运用所学的词汇和语法知识进行简单的交流。
2. 教学难点：学生能够正确运用所学的词汇和语法知识进行交流。
学生能够通过任务型活动提高自己的合作能力和解决问题的能力。
三、教学方法1. 任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中运用所学知识，提高语言实际运用能力。
2. 情景教学法：通过设定各种生活场景，让学生在情景中学习英语，增强学习兴趣。
3. 合作学习法：通过小组合作完成任务，培养学生的团队协作能力和解决问题的能力。
四、教学准备1. 教学材料：教材、多媒体课件、任务单、实物等。
2. 教学环境：教室、音响设备、投影仪等。
五、教学过程1. 导入：通过播放一段日常交流的视频，引起学生的兴趣，引出本课的主题。
2. 呈现：教师通过展示实物、图片或多媒体课件，呈现本课的主要词汇和表达方式。
3. practice：学生进行听力练习，听懂并能够模仿所学的词汇和表达方式。
4. 任务型活动：学生分组，根据任务单的要求，完成各种真实的任务，如购物、问路等。
5. 反馈：教师对学生的任务完成情况进行评价，指出学生的优点和需要改进的地方。
6. 总结：教师对本课的主要内容进行总结，强调学生的学习目标。
7. 作业：学生根据本课所学，完成相应的作业，巩固所学知识。
六、教学评价1. 形成性评价：在教学过程中，教师通过观察学生的参与程度、回答问题的情况等，了解学生的学习进度，及时给予鼓励和指导。
任务型教学法英语缩写
任务型教学法英语缩写
任务型教学法英语缩写为：TBLT。
任务型教学法（Task-Based Language Teaching，TBLT）是一种以任务为中心的教学方法，旨在任务型教学法（Task-Based Language Teaching，TBLT）是一种以任务为中心的教学方法，旨在通过完成真实的语言任务来促进学生的语言学习。
该方法强调学生在交际中运用语言的能力，注重培养学生的自主学习和合作学习能力。
在任务型教学法中，教师会设计一系列与现实生活相关的任务，例如解决问题、交流信息、完成任务等。
学生需要通过与他人合作或独立完成任务来达到学习目标。
在这个过程中，学生不仅能够提高自己的语言技能，还能够培养自己的思维能力、解决问题的能力和团队合作精神。
任务型教学法的优点在于它能够激发学生的学习兴趣和积极性，提高学生的学习效果。
同时，它也能够帮助学生更好地理解和运用所学知识，从而更好地适应未来的工作和生活。
因此，任务型教学法已经成为现代英语教学中一种非常受欢迎的教学方法。
任务型教学法
任务型教学法定义：Task-based Language Teaching is a meaning-focused teaching method, aiming at fulfilling language communicative tasks.The teacher accords on the goal of curriculum and combines course content, designs concrete teaching activities,to attract and organize the students to participate these activities. The students can learn and use English and complete the study task by thinking, investigation and discussion, communication and cooperation way任务型教学就是教师依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。
学生通过思考、调查、讨论、交流和合作方式，学习和使用英语，完成学习任务。
背景：“任务型”教学模式的研究于20世纪80年代开始。
Prabhu自1979年至1984年连续五年在印度南部的Bangalore进行了一项强交际法的实验（Bangalore Project），该实验的突出特点是强调“用中学”，提出了许多任务类型，并把学习内容设计成各种交际任务，让学生通过完成任务进行学习。
Prabhu的这项实验可以看作是把任务作为课堂设计的单元的第一次尝试。
以后众多语言学家纷纷投入此项研究的热潮中，他们都把任务作为研究的中心元素。
随着研究的深入，任务型教学于90年代在理论上逐步成熟。
任务教学法是从20世纪80年代逐渐发展起来，广为应用语言学家和外语教学实践者认可和接受的一种外语教学方法，也是教育部制定的中学英语课程标准所推荐和提倡的外语教学法。
任务型教学法
任务型教学法(Task-based Language Teaching Approach)任务型教学(Task-based Language Teaching)是指教师通过引导语言学习者在课堂上完成任务来进行的教学。
这是20世纪80年代兴起的一种强调“在做中学”(lear ning by doing)的语言教学方法，是交际教学法的发展，在世界语言教育界引起了人们的广泛注意。
近年来，这种“用语言做事”(doing things with the language)的教学理论逐渐引入我国的基础英语课堂教学，是我国外语课程教学改革的一个走向。
该理论认为：掌握语言大多是在活动中使用语言的结果，而不是单纯训练语言技能和学习语言知识的结果。
在教学活动中，教师应当围绕特定的交际和语言项目，设计出具体的、可操作的任务，学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务，以达到学习和掌握语言的目的。
任务型教学法是吸收了以往多种教学法的优点而形成的，它和其它的教学法并不排斥。
其优点是：1. 完成多种多样的任务活动，有助于激发学生的学习兴趣。
2. 在完成任务的过程中，将语言知识和语言技能结合起来，有助于培养学生综合的语言运用能力。
3. 促进学生积极参与语言交流活动，启发想像力和创造性思维，有利于发挥学生的主体性作用。
4. 在任务型教学中有大量的小组或双人活动，每个人都有自己的任务要完成，可以更好地面向全体学生进行教学。
5. 活动内容涉及面广，信息量大，有助于拓宽学生的知识面。
6. 在活动中学习知识，培养人际交往、思考、决策和应变能力，有利于学生的全面发展。
7. 在任务型教学活动中，在教师的启发下，每个学生都有独立思考、积极参与的机会，易于保持学习的积极性，养成良好的学习习惯，任务型教学法在英语教学中的应用引言：以任务为中心的语言教学思路是最近20年来交际思想的一种新的发展形态，它把语言应用的基本理念化为具有实践意义的课堂教学方式。
任务型教学法(Task-based English teaching method)
任务型教学法(Task-based English teachingmethod)IntroductionTask-based language teaching was first invented by an English linguist Allwright in the 1970s, popularized abroad in the 1980s, and introduced into China in the 1990s.The purpose of this article is to outline the principles that underlie task-based language teaching and to give examples of classroom activities within the approach. Task-based language teaching can be regarded as one particular development within the broader “communicative approach”. It is currently much discussed in many parts of the world and, indeed, is recommended in the official curriculum documents of a growing number of countries and regions.This article has five main sections. The first looks at what is meant by t he term “task”. The second looks at the continuum from “focusing on form” to “focusing on meaning” with the continuum I hope to illuminate the distinction often made between “tasks” and other kinds of activity. The continuum is described and explored in more detail in the third section, which provides a range of examples from different parts of it. The fourth section presents a framework for looking at tasks in terms of how they contribute to the linguistic, cognitive and personality development of the students. The conclusion summarizes some of the main aims and benefits of task-based learning by means of a mnemonic base on the word “task” itself.Ⅰ. What is task?Different teachers and writers use different definitions of the term “task”, such as:1﹑…a piece of classroom work which involves learners in comprehending, manipulating, producing or interesting in the target language while their attention is principally focused on the meaning rather on the form. The task should have a sense of completeness, being also to stand alone as a communicative act in its own right. (Nahan, 1989,15)2﹑…any structured language learning endeavor which has a particular objective appropriate contents, a specified working procedure, and range of outcomes for those who undertake the task . (Breen via Brown, 1994, 83)3﹑…an activity which is designed to he lp achieve a particular goal .A number of dimensions of tasks influence their use in language teaching. (Richards Etal, 2000, 468)Most people would probably agree on certain basic characteristics:1﹑Tasks are activities in which students work purposefully towards an objective.2﹑The objective may be one that students have set for themselves or one which has been set by the teacher.3﹑Tasks may be carried out in competition with other or(more often) in collaboration.4﹑They may be carried out individually or (more often) in groups.5﹑The outcome may be something concrete( e.g. a report or presentation) or something intangible(e.g. agreement or the solution to a problem). The main area of disagreement revolves around the relationship between tasks and communication. Some teachers and writers do not see this relationship as crucial. They define a language learning task as including almost anything that students are asked (or choose) to do in the classroom, including formal learning activities such as grammar exercises and controlled practice activities, provided the objective of the activity is related to learning the language.Within this broad definition, some writers distinguish subcategories such as communication tasks and enabling tasks according to the extent to which they involve communication or focus on form.Many other teachers and writers use a more restricted definition. They exclude activities where the learners focus on formal aspects of the language (such as grammar, pronunciation or vocabulary) and reserve the term “task” for activities in which purpose is related to the communication of meanings. Willis (1996,p.23) is one writer who adopts this definition. In this book tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.Activities which focus upon and practice specific elements of knowledge, skills and strategies needed for the task are called exercises. The same distinction between tasks and exercises is supported by Ellis Nunan and Skehan. Skehan, for example, describes the criteria for a task as follows: 1﹑meaning is primary; 2﹑there is some communication problem to solve ; 3﹑there is some sort of relationship to real-world activities; 4﹑task completion has some priority; 5﹑the assessment of the task is in terms of outcome .The definition reflects the meth od’s interaction but we can’t make a clear-cut distinction between “task” and “exercises”. This will be discussed in the next section.Ⅱ﹒ Communication, Tasks and Exercises.As we’ve seen, one of the key features of a communicative task is that centers focus on communicating meanings rather than learning orpracticing forms. However it is not usually simply a question of learning focusing either on meaning or on form. More often, it is a matter of degree. For example, there are some activities in which the learner may focus mainly on the production of certain forms that are being practiced, but he or she ma still be using these forms to convey meanings to somebody. This would be the case in, for example, this “Questionnaire survey” activity, in which the stu dents needs to use “can you…?” in order to find classmates who can do certain things, such as: who can speak three languages/ use a computer/ make cakes/ ride a bike/swim? In this activity, although the students have a communicative purpose (to find classmates with particular skills) it is also clear that they are practicing specific forms. At other times, the emphasis on communicating meanings may increase but students may still pay attention to the forms they are producing (and which indeed, they may just have been taught). This might be the case in this role play if students are asked to perform it shortly after learning how to make enquiries and give information about hotel accommodation. Each student has one of the following role cards: student A: You arrive at a small hotel one evening. In the foyer, you meet the manager(ess) and 1. Ask if there is a room vacant. 2. Ask the price, including the breakfast.3. Say how many nights you would like to stay.4. Say what time you would like to have breakfast; student B: You are the manager(ess) of a small hotel that prides on itself on its friendly, homely atmosphere. You have a single and a double room vacant for tonight. The prices are: ＄100 for the single room, ＄160 for the double room. Breakfast is ＄15 extra per person. For guests with cars, there is a free car park. Since it is impossible to draw a clear dividing line between activities where the focus is on form (exercise) and activities where the focus is ion meaning (task), it is useful to think of a continuum with varying degrees of focus on form and/or meaning. Activities can then be classified according to where they lie along this continuum. The continuum is divided into five sections. From sectionⅠ to sectionⅤ , the content from forms to meaning is becoming stronger and stronger.1. Non-communicative learning. Focusing on the structures of language, how they are formed and what they mean, e.g. through exercise, “discovery” and awareness-raising activities. 2. Pre-communicative language practice. Practicing language with some attention to meaning but not communicating new messages to others, e.g. in “question- and- answer” practice. 3. Communicative language practice. Practicing language in a context where it communicates new information, e.g. information gap activities or personalized questions. 4. Structured communication. Using language to communicate in situations where elicit pre-learnt language but with some unpredictability, e.g. in structured role-play and simpleproblem-solving. 5. Authentic communication. Using language to communicate in situations where meanings are unpredictable, e.g. increative role-play, more complex problem-solving and discussion. The activities at the top are obviously “exercises”. Those at the bottom are obviously “tasks”. Those in the middle (2-4) have features of both.Ⅲ. From Non-Communicative Learning to AuthenticCommunication.The section will elaborate on the previous one by giving examples of activities from five parts of the continuum from “focus on form” to “focus on meaning”. In the terms discussed above, thi s corresponds also to a progression from clearly defined ‘exercises” to clearly defined “tasks”.1. Non-Communicative Learning.It is in this category that there is the least element of communication.Here, for example, students are involved in “discovering” a rule of grammar on the basis of examples. In the examples below, look carefully at the position of the adverbs “always”, “often”, “sometimes”, “usually”, and “never”.What are the rules?A. We are usually hungry when we come home.John is always late.His parents were often tired in the evening.I never sure whether this word is correct.B. I sometimes go to the cinema on Fridays.We never eat much in the morning.Jane often arrives at school early.They always come home late at night.C. They have never written to me again.You can always come and visit me.I will never know why he did it.Pat has often seen him with two dogs.The students are then required to apply this rule to a new set of examples: Put the adverbs into the right places in the sentence below.A. We play football in the evening (often).I can catch the first bus in the morning (never).Jack and Jill are very happy (always).They visit me (sometimes).You write very good English (usually).B. They have been to Jinan (often).We drink tea for breakfast (always).You are cheerful (usually).John can keep a secret (never).He has refused to speak to me (sometimes)2. Pre-Communicative Language Practice.In this category the focus is still on the practice of discrete items of language but, in order to produce the appropriate forms, the students have to pay attention to aspect of meaning. In the first activity, they have to find out what Richard and Fiona “have to do” and what they “would like to do”. Richard’s obligations are cleaning floors, washing windows and emptying the bins. His desires are to go to evening school, to geta better job and to marry Fiona. Fiona’s obligations are typing letters,answering the telephone and doing photocopying. Her desires are to earn more money, to take holiday abroad and to marry her boss.The best known type of activity that belongs to this category is the familiar “question-and-answer practice” in which students have to answer (and sometimes ask) questions about a situation, picture, or topic.The answers are already known but students have to pay attention to meaning in order to produce them. The questions are as follows: How many students are there in the class? Are there more boys than girls? Who is sitting next to Jane? Which lesson is this now? etc.3. Communicative Language PracticeThe main difference between this category and the previous one is that there is now some kind of “information gap”, that is, the language conveys meanings that were not previously known to everybody. Thequestion-and-answer practice just described would come into this category, if the questions elicit information that was previously unknown, e.g. what students did at the weekend or who their favorite singers are. In a task-based approach, however, the practice is more likely to be structured in some way so that there is a recognizable context, purpose and outcome.This structuring may be achieved in a variety of ways, for example, a “guessing-game” format. Another common question probl em is to use simple questionnaire surveys in which the information gap is created by the students’ own individual experiences and ideas. For example, who is one’s favorite singer/actor/actress etc.?As a written follow- up task, students may be asked (individually or in groups) to write a short report on what they have found out about their classmates’ preferences.4. Structured CommunicationIn the examples given so far, it has been possible to predict the exact language that is needed in order to perform the exercise or task. These activities therefore offer clear ways to practice specific areas of grammar. As we move to the next category along the continuum, we entera domain in which the focus shifts further on to the communication ofmeanings. This means that, as we move further into this domain, it becomesincreasingly difficult to predict what language will be required and therefore to associate an acting with the practice of specific linguistic structures. It is, however, possible to structure the activity in sucha way that it is likely to elicit a particular range of language and, aboveall, so that the teacher knows that the students are equipped with language to perform it. Thus, in this activity, the students will need to makethe use of role-play in which the students are given general instructions as to what views or ideas they should express but left to decide for themselves on the exact meanings and language. An example of this was the role-play described earlier, in which students were asked to book hotel accommodation.5. Authentic CommunicationOne of the characteristi cs of “authentic communication” is that the language that is used depends on the meanings that arise naturally in the course of communication. The teacher still “controls” the activity, by creating a situation which he or she thinks is suitable, but has even less control than in “structured communication” over the actual language that students will need. Students may need to activate any part of their language knowledge that is relevant to the meanings they want tounderstand or convey. In authentic communication, then, the students are not asked to focus on individual parts of the grammar. Rather, they areasked to draw on the whole of the grammar that they have so far internalized and use it as a means for conveying whatever meanings may arise. There was always also a strong element of this in structured communication, but there the students were more “protected” from the unpredictable needs that arise in natural communication.In authentic communication activities it is important to have a context and purposeful developments towards an outcome. They are therefore often larger in scope than those discussed earlier. This is not necessarily the case, however, as we see from this example:I Love Music!How do you feel when you listen to music? Why do you like music? Discuss with your partner. Write down five reasons.Here is an example which is larger in scope and also illustrates the principle of “task-dependency”, in which individual tasks are connected with each other to form a more extended task or project:Module: Study, School Life, Work.Unit: Part-time work?Task: Making the Right Choice, Part 1The following are 4 case students of fellow students who wish to take part-time work.1. In groups of four, discuss whether they should take up part-timejobs and give reasons.2. Suggest alternatives to each one of them. Instead of taking uppart-time work, what else can they do to address their needs?3. Each group will select a spokesperson to report theirconclusions to the whole class. After listening to all the groups, the class will vote for the group with the best suggestions.Case 1: MichaelMichael is tall and strong and spends a lot of time on sports activities in school. He lives far away from school. His grades are average.He wants a part-time job so that he can buy more expensive sportsequipment.Case 2: PansyPansy is very smart and is the best student of the form. She is quiet and shy. She wants to take up a part-time job to gain some work experience and develop more confidence when working with other people. She has strong computer skills.Case 3: NickNick’s father has been out of work for a long time and his mother may soon lose her job. Nick wants very much to earns some money for the family. His grades in school are not very good. He is polite andhardworking.Case 4: LucyLucy has average grades in school. She is the only child in the family and her parents are busy at work all the time. She feels bored at home. She wants to take up a part-time job because she thinks it may be fun. She loves music and plays the piano and violin.Module: Study, School Life and WorkUnit: Part-time work?Task: Making the Right Choice, Part 2The 4 people in Part 1—Michael, Pansy, Nick and Lucy—have read the following 8advertisements for part-time work and have made the following choices:Michael: Distributing leafletsPansy: Chinese Character Input.Nick: Poster DistributionLucy: Fish and Chips ShopYou think one of them has selected a job highly unsuitable for him/her. Write a letter about 150 words to persuade him/her not to take up the job. You may consider the factors discussed in Part 1, such as: his/her need for a part-time job, the working hours, traveling time, the pay, effects on his/her health and studies, nature of the work, his/her personality and skills and alternatives which may address his/her problem At the beginning of this section, two examples of “grammar discovery” activities were given, one relating to the placement of adverbs and the other to the use of the passive. These were described as examples from the “form-focused” end of the form-to-meaning continuum (i.e. as “exercises”), because the students’ purpose was to discover grammar rules rather than communicate with each other. If, however, the students are asked to discover the rule in groups and the language which they use is English, then the activity fulfils the criteria for a “task”: the discussion has a context, a communicative purpose and an outcome. Indeed, in the context of the English classroom, discovery tasks related to grammar are a natural component, comparable to discovery tasks in science and other so-called “content” subjects.Ⅳ Three “generations” of taskIn the previous section we moved from the domain of exercise and into the domain of tasks: the first two subsections contained clearly “tasks”; the last two subsections contained clearly “tasks”; and the middle subsection was a transition or mixed category. Now we will start in the “task” part of the continuum and look at tasks from another perspective, namely, the ways in which they contribute to the communicative, cognitive and personality development of the students. The discussion will take us through three “generations” of tasks, from relatively small-scale tasks in which students practice aspects of communication, through tasks whichdemand greater cognitive input from the students, to larger-scale tasks which also deve lop other aspects of students’ personality.This framework is the one presented by Ribé and Vidal (1993). The examples are also taken from the same source.First Generation TasksThe main aim of “first generation” tasks is develop students’ communicative ability in a specific type of situation or area of language.The task is often structured around a particular set of functions or a simple problem (often involving an “information gap”). Here are two examples:SimulationYou are a customer in a big store. You want to buy the following items:a pair of slippers, two compact-discs, and a filofax. Walk around and askpolitely for directions to the departments/counters you need. Buy the items. Use the language you have practices in class.Problem-solvingThe students have a map of London with bus underground routes. They discuss and select the best route for going from one point to another according to a set of given variables (price, time, distance, comfort, etc.)Second Generation TasksThe tasks in the second category pose challenges of a broader nature.They aim at developing not only communication skills but also general cognitive strategies of handling and organizing information, such as:1. analyzing what information is needed in order to complete the task.2. deciding on procedures3. collecting information.4. selecting relevant data5. presenting data in an organized way6.analyzing process and resultsThe language is now a medium for carrying out a “real” piece of work, similar to what students may also need do outside their language course. Students therefore need to draw on a wider range of language. They also need to engage in continuous processing of input and output (reading for information producing reports, etc.). For example, “Throu ghforeigners’ eyes”. The objective of this task is to collect and analyze information on what tourists of different nationalities think ofstudents’ country/city/town.1. Students decide (a) what they need to know; (b) how to get thisinformation (interviews, questionnaires, tourist brochures, etc) (c) where to get the information (airport, beach, library, touristinformation office, etc) (d) when to obtain the information (e) whatgrids/database format they want to use to collate the information (f) the kind of questionnaires/interviews they want to devise (g) the language they need to carry out the interviews.2. Students carry out the research, transcribe the interviews andput the information together.3. Students select relevant data, decide on a format (posters,dossiers, etc) for their presentation.4. Students make a report and present itThird Generation TasksWith third generation tasks, the scope widens further. In addition to the communicative and cognitive strategies mentioned above, they also aim to develop the personality of the students through the experience of learning a foreign language. They go further than the previous tasks in aiming to fulfill wider educational objectives, such as enhancingmotivation and awareness, developing creativity and interpersonal skills, etc. they also go further than the previous tasks in their degree of authenticity and the extent to which they involve all aspects of the students’ personality and experience. Here is the example given by Ribé and Vidal (1993, p.3):Designing an alternative world1. Students and teachers brainstorm aspects of the environmentthey like and those would like to see improved. These may include changes to the geographical setting, nature, animal-life, housing, society, family, leisure activities, politics, etc.2. Students are put into groups according to common interests. Thegroups identify the language and information they need. The students carry out individual and group research on the selected topics. The students discuss aspects of this “Alternative reality” and then report back. They decide on the different ways (stories, recordings, games, etc) to link all the research and present the final product.3. Students present the topic and evaluate the activity.The three generations of tasks and their contribution to the students’ development are summarized below:▲ First generation task: communicative development▲ Second generation task: communicate development and cognitive development.▲ Third generation task: communicative development cognitive development and global personality development.Second and (particularly) third generation tasks will often be integrated into extended project work.The n otion of “generations” of tasks implies that each category has developed out of the preceding one and is thus in some way more advanced in the demands it makes on learners and teachers alike. It may thus beexpected that learners and teachers will not start with second or third generation tasks but begin with the simpler, first generation tasks and as they gain in experience, gradually extend their repertoire to include those which are more advanced.Within this framework, student and teacher are no longer two separate poles (i.e. the teacher gives information and the students receives it) as in the more traditional type of teaching, but two entities working together, planning, taking decisions, carrying out the task and sharing the final sense of achievement.Ⅴ ConclusionTo conclude this article, I would like to use a simple mnemonic, based on the word “task” itself, to summarize some of the aims and benefits that we can hope for task-based learning to achieve: T (together: speaking or silently) A (activate: purposefully) S (skills: communicative, cognitive and interpersonal) K (knowledge: from all domains ofexperience). The message is self-explanatory. Together, over coming the isolation of the traditional classroom, students with their teacher activate their skills and knowledge. Often this togetherness may take the form of overt speaking, but even in silent tasks students may keep a sense of the classroom as a learning community. The activity that takes place is not unguided “busy-work” but purposeful mov ement towards targets and objectives (both in the overall direction of learning and in terms of specific learning activities). The skills which students perform and develop are communicative and also —particularly as they move into the second and third generations of tasks—cognitive and interpersonal.Finally the boundary between the classroom and the outside world is increasingly reduced, as the tasks encourage students to relate learning to the whole domain of their experience.Acknowledgement:This paper would not have been possible without Mr. Li Zhiqiang, whoheld the light of understanding while explored the darkness. It was his patience and sound advice that saw me through.It would be impossible to name Mr. Xie Hongming and other friends who offered their advice and great help.Sincerely thank you all.References:1. Byrne, D.1986. Teaching Oral English. London: Longman2. Freed-Booth, D. 1986.Project Work. Oxford:Oxford UniversityPress.3. Ellis, R 2000. Task-based research and language pedagogy.Language Teaching Research: 193-220.4. William Littlewood 1981. Communicative Language Teaching: AnIntroduction. Cambridge University Press.5. Harmer, J. 1987.Teaching and Learning Grammar. Longman.6. Skehan, P. 1998 A Cognitive Approach to Language Learning.Oxford University Press.7. Nunan, D. 1989. Designing Tasks for the Communicative Classroom.Cambridge University Press8. Ribē,R. and N. Vidals. 1993. Project Work: step by Step.Oxford, Heinemann.9. 鲁子问. Task-based Language Teaching Design（《任务基础上的语言教学设计》 2002）10. 杨树香. On designing Tasks.（《浅议任务设计》2003.）。
英语八大教学方法
英语八大教学方法（经典版）编制人：__________________审核人：__________________审批人：__________________编制单位：__________________编制时间：____年____月____日序言下载提示：该文档是本店铺精心编制而成的，希望大家下载后，能够帮助大家解决实际问题。
文档下载后可定制修改，请根据实际需要进行调整和使用，谢谢!并且，本店铺为大家提供各种类型的经典资料，如办公资料、职场资料、生活资料、学习资料、课堂资料、阅读资料、知识资料、党建资料、教育资料、其他资料等等，想了解不同资料格式和写法，敬请关注!Download tips: This document is carefully compiled by this editor. I hope that after you download it, it can help you solve practical problems. The document can be customized and modified after downloading, please adjust and use it according to actual needs, thank you!And, this store provides various types of classic materials for everyone, such as office materials, workplace materials, lifestyle materials, learning materials, classroom materials, reading materials, knowledge materials, party building materials, educational materials, other materials, etc. If you want to learn about different data formats and writing methods, please pay attention!英语八大教学方法英语八大教学方法大全你知道专业英语的学习方法是什么吗？想要真正学会英语，应该怎么学呢？不妨来看看吧。
任务型教学法在初中英语教学中的应用
任务型教学法在初中英语教学中的应用1. 引言1.1 任务型教学法的概念任务型教学法是一种以任务为中心的教学方法，着重于学生在实际情境中完成任务，通过任务实践来促进学生的语言学习。
任务型教学法注重学生的参与性和实践性，倡导学生在真实的语言环境中运用所学知识，培养学生的语言运用能力和解决问题的能力。
任务型教学法的核心理念是让学生通过完成各种任务来实现语言学习的目标，使学习过程更加具有目的性和实践性。
在任务型教学法中，任务被设计成学生能够理解和完成的实际活动，例如完成一份调查报告、制作一份海报等。
任务的完成需要学生综合运用所学语言知识和技能，培养学生的语言综合运用能力。
通过任务的完成，学生能够在实践中掌握语言知识，提高语言表达能力，培养解决问题的能力，从而达到语言学习的目的。
任务型教学法强调学生的参与性和主动性，使学习过程更加具有挑战性和激励性，激发学生学习的兴趣和动力。
Tasks foster interaction and meaningful communication.1.2 初中英语教学中存在的问题1. 学生缺乏学习动力：许多初中学生对英语学习缺乏兴趣和动力，导致学习效果不佳。
2. 传统教学模式单一：以传授知识和进行机械性记忆为主的传统教学模式无法激发学生的学习潜力。
3. 学生应试倾向严重：许多学生仅仅追求分数，而非真正掌握英语语言能力，导致学习质量低下。
4. 英语实际运用能力不足：学生在语言表达和交流能力方面存在欠缺，缺乏实际运用英语的机会和能力。
5. 学生缺乏合作意识和实践能力：传统教学方法未能培养学生的合作意识和实践能力，无法适应未来社会的需求。
2. 正文2.1 任务型教学法在初中英语教学中的具体应用方法1. 设计具体任务：教师可以根据教学内容和学生水平，设计具体的任务，如听力任务、口语任务、阅读任务和写作任务等。
任务要求有一定的难度和挑战性，能够激发学生的学习兴趣和主动性。
2. 分组合作：将学生分成小组进行任务完成，可以让学生通过合作互助的方式解决问题，提高学生的团队合作能力和沟通能力。
(英语教案)英语任务型教学教案
英语任务型教学教案英语的根底就是从单词起步到句子，所谓的句子练习，它包含了你对单词的认知，包含了你对语法学问点的认知，包含了你口语力量的认知，句子练习可以让你知道，用英语思维说话是什么样的。
下面是我给大家整理的英语任务型教学教案5篇，期望对大家能有所挂念! 英语任务型教学教案1课时教学内容：Storytime教学目标：能初步听懂、会说、会读单词lovely, nine, eight, our, five, six, seven, ten.2. 能在情境中感知如何谈论年龄，能初步听懂、会说、会读句型日常交际用语：How old are you I’m … . How lovely! Here you are.教学重点、难点能在情境中感知如何谈论年龄，能初步听懂、会说、会读句型日常交际用语：How old are you I’m … . How lovely! Here you are.教具、学具预备：单词卡片，PPT教学过程：step 1. Greeting and warm upT: …, please close the door.…, please close the window.T: Good morning/afternoon, boys and girls.Ss: Good morning/afternoon, Miss Cui.T: …, can you count from one to ten 同学试着说。
What’s this number (呈现数字8)Ss: Eight. (T教eight,以同样的方法教nine,ten)Step 2.Presentation and practice .T：(出示Mike, Helen, Tim的图片)Look, Helen is Mike’s brother. Mike is nine. And how old are youSs: I’m eight/nine /ten .新授句型，引导同学问答。
任务型教学法 Task-based Language Teaching
• Lexical units are central in language use
and language learning (e.g. Skehan 1996)
• “Conversation” is the central focus of language and the keystone of language acquisition
2.Theory of learning
• Tasks provide both the input and output processing necessary for language acquisition
• Task activity and achievement are motivational
• Learning difficulty can be negotiated and finetuned for particular pedagogical purposes
Goals:
• 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 meaningful purposes. （香港中小学英语大纲）
Source and history:
任务型教学法之任务
Sample Activities 3
A dangerous moment
Student A Have you ever been in a situation where you felt your life was in danger? Describe the situation to your partner. Tell him/her what happened. Give an account of how you felt when you were in danger and afterwards. Student B • Listen to your partner's narration about a dangerous moment in his/her life. • Draw a picture to show what happened to your partner. Show him/her your picture when you have finished it. (Adapted from Ellis, 2003:11)
language
exercise-task
halfway between task and exercise
Focus on
Individual language items
Purposeful & contextualized communication
Exercises, exercise-tasks (Adapted from , 1993) and tasks
Sample Task
Goal: Input: Exchanging personal information Questionnaire on sleeping habits 2) Asking and answering questions about sleeping habits Teacher role: Monitor and facilitator to specify what is regarded as successful completion of the task Learner role: Conversational partner Setting: Classroom / pair work Activity: 1) Reading questionnaire
任务型教学法
The Task-based Instruction1. Definition of a task(1) A task is a piece of work undertaken for oneself or for others, freely or for some reward. Task is meant the hundred and one things people do in everyday life, at work, at play and in between—Long (1985:89)(2)Task is assumed to refer to a range of workplans. It has a particular objective, appropriate content, a specified working procedure, and arrange of outcomes for those who undertake the task. It has the overall purpose of facilitating language learning.--Breen (1987:23)(3) A task is an activity which requires learners to arrive at an outcome from given information through some process of thought and which allows teachers to control and regulate that process--Prabhu(1987:24)(4) A piece of classroom work, which involves learners in comprehending, manipulating (make good use of) producing or interacting in the target language while their attention is principally focused on meaning rather than form.--Nunan (1989:8)(5) Tasks are activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome.--Willis (1996:23)Summary about a definition of a taskTask means the hundred and one things people do in a real life. It has a particular objective, appropriate content, a specified working procedures/process; based on a range of outcomes the learners undertake the task. It focused on meaning rather than form in a real context through comprehending, manipulating, producing, interacting, the process of thoughts in pairs or groups. The product can be observable in the oral way or written form.3. Four components of a taskA purposeA context•A process:•A product:•E.g., Going shopping•Look at Mary’s shopping list. Then look at Susan’s list of items in Susan’s store.(1) Mary’s shopping list:Orange, eggs, flour, powdered milk （奶粉）biscuits, jam.(2) Susan’s store:bread, salt, apples, Coca Cola, tins of fish, flour, chocolate, sugar, biscuits, powdered milk, dried beans.( requirements) Work with a partner one person be Mary and the other be Susan. Make a conversation like this:•Mary: Good morning, do you have any flour?•Susan: Yes, I do.•Or•Mary: Good morning, do you have any jam?•Susan: No, I am sorry. I do not have any.real-life tasks•Purpose: used to communicate, message delivering and problem-solving•Content for activity is a kind of contextualized, whole and authentic language materials •Teaching principles for implementation based on task.1. Meaning and form 形式与意义结合2. Recycling (在某时间段内或材料内，不断复现知识）循环性原则3. Learning by doing (active learning, accommodation some experience, individual learning, reproduction 模仿to creation)做中学原则4. Scaffolding (help, aid)扶助性原则6. Components(组)成(部)分of TBL Framework•.①Pre-task: introduction to topic and task•.②Task, Planning, Report•.③Language focus: Analysis and practice•7. Types of tasks•1. Jigsaw tasks (拼图任务）：•2. Information-gap tasks（信息差）：•3. Problem-solving tasks（解决问题）：4. Opinion exchange tasks/sharing personal experience (交换观点型）•5. Decision-making tasks（选择决定性）：•6. Memory-challenge tasks（挑战记忆型）•7. Listing8. Ordering and sorting•9. Comparing•10. Creative tasksForms for activity are used to give an analysis, reasoning, discussions, associations and the like •Results for activity are both language forms or non-language forms, eg. Tables and graphs. Every group can have a different result. It is meaning- focused•Forms for activity are to fill in the forms, rewrite, translate, check their answers by the students on their owns•Result for activity is form-oriented and consistency 一致性or only one answer is correct••learner rely on their own linguistic resources•Supplying a genuine need to communicate•Genuine purpose•A free exchange of ideas summarizing learner’s achievements•To consider appropriateness and accuracy of language form•Provide a context for grammar teaching and•The context is already established by the task itself•The process is used to encourage students to think and analyze•Students are free to ask about something they notice•TBLT cycle leads from fluency to accuracy•In TBL，all four skills are naturally integrated, PPP only provides an example for grammar and form-focused lessons. It needs to be supplemented (补充) by skills lessons to give learners practice in listening and reading and more exposure to language.Teachers and students interact with each other, using tasks as the interface between them. Social interactionism holds the view that learning occurs through social interaction within a social environment.TBLT provides settings and opportunities for autonomous-learning, research-oriented learning and co-operative learning, which will promote all-round development of students’ ability and lay a solid foundation for life-long learning.Disadvantages and problems in employing TBLT1) The tasks or questions chosen in task-based or procedural syllabus are lack ofconvincible foundation or criterion.2) TBLT can’t tell the inner relationship between certain activities and learners’ currentneeds.3) Before the task begins, if teachers don’t explain any concerned lang uage knowledge,learners will have many language obstacles when they carry on the task.4) Because the time for task performance is limited and at the same time students willhave to accomplish the task within the time frame, students tend to neglect thelanguage forms and they will heavily depend on the communicative strategy.5) TBLT requires a high level of creativity and initiative on the part of the teacher.6) It is very difficult to ensure the systematisation and sequence of tasks, for example,the grading and coherence of the task7) Sometimes, the classroom is difficult to control, so it looks like chaos.8) Evaluation of TBLT can be difficult. Traditional discrete-point achievement tests areoften not a good measure of assessing learners’ language achievement that isacquired in TBLT.Solutions to the problems1) Scientific groupingOur classroom English teaching is on a small scale. That is to say, when the Englishclass comes, the original natural class will be divided into two small sections. Suchclass division will be good for teachers to monitor learners’ classroom activities and good for learners to have more chances in the use of the target language.2) Integrated assessmentIn traditional examination, we often design listening test and written work. However,this is not enough or fair to a learner’s assessment. In TBLT, we focus on the development ofa learner’s integrated qualities. It is very necessary to design a few oral tests besides writtentests.teaching process.3) More out-of-class activitiesTBLT heavily focuses on the individual creativity and the cooperation of the group. Ifwe often hold such out-of-class activities as English corner, English drama, Englishstory-telling etc, a student’s timidness or shyness will disappear and they can take what theyhave learned to the classroom.4) Ideas sharingTeachers who teach in the same grade prepare a teaching plan together in order to settlethe problems when they meet the difficulty.5) Full use of school recoursesActually the school facilities will affect whether the teaching and learning succeed ornot. The multi-media classroom not only optimises the teaching process in TBLT, but alsosaves time so that learners can have greater space and more time to consider and carry outthe classroom activities.6) Developing the teacher’s qualitiesTBLT requires teachers much more, including a high level of teaching skill and subject knowledge. In TBLT, we have to focus on the meaningful English communication, ratherthan language form. TBLT requires teachers so much so that they should have strongerlistening and oral competence.7) Transfer from CAIn the past 10 years, we have used Communicative Approach (CA) in ELT. Each of ushas successful experience. TBLT belongs to CA category. We advocate making a gooddistinction among them and try to use the experience available in TBLT.8) Learning from the experts or colleagues。
任务型教学法(Task-based-English-teaching-method)
任务型教学法(Task-based English teachingmethod)IntroductionTask-based language teaching was first invented by an English linguist Allwright in the 1970s, popularized abroad in the 1980s, and introduced into China in the 1990s.The purpose of this article is to outline the principles that underlie task-based language teaching and to give examples of classroom activities within the approach. Task-based language teaching can be regarded as one particular development within the broader “communicative approach”. It is currently much discussed in many parts of the world and, indeed, is recommended in the official curriculum documents of a growing number of countries and regions.This article has five main sections. The first looks at what is meant by t he term “task”. The second looks at the continuum from “focusing on form” to “focusing on meaning” with the continuum I hope to illuminate the distinction often made between “tasks” and other kinds of activity. The continuum is described and explored in more detail in the third section, which provides a range of examples from different parts of it. The fourth section presents a framework for looking at tasks in terms of how they contribute to the linguistic, cognitive and personality development of the students. The conclusion summarizes some of the main aims and benefits of task-based learning by means of a mnemonic base on the word “task” itself.Ⅰ. What is task?Different teachers and writers use different definitions of the term “task”, such as:1﹑…a piece of classroom work which involves learners in comprehending, manipulating, producing or interesting in the target language while their attention is principally focused on the meaning rather on the form. The task should have a sense of completeness, being also to stand alone as a communicative act in its own right. (Nahan, 1989,15)2﹑…any structured language learning endeavor which has a particular objective appropriate contents, a specified working procedure, and range of outcomes for those who undertake the task . (Breen via Brown, 1994, 83)3﹑…an activity which is designed to help achieve a particular goal .A number of dimensions of tasks influence their use in language teaching. (Richards Etal, 2000, 468)Most people would probably agree on certain basic characteristics:1﹑Tasks are activities in which students work purposefully towards an objective.2﹑The objective may be one that students have set for themselves or one which has been set by the teacher.3﹑Tasks may be carried out in competition with other or(more often) in collaboration.4﹑They may be carried out individually or (more often) in groups.5﹑The outcome may be something concrete( e.g. a report or presentation) or something intangible(e.g. agreement or the solution to a problem). The main area of disagreement revolves around the relationship between tasks and communication. Some teachers and writers do not see this relationship as crucial. They define a language learning task as including almost anything that students are asked (or choose) to do in the classroom, including formal learning activities such as grammar exercises and controlled practice activities, provided the objective of the activity is related to learning the language.Within this broad definition, some writers distinguish subcategories such as communication tasks and enabling tasks according to the extent to which they involve communication or focus on form.Many other teachers and writers use a more restricted definition. They exclude activities where the learners focus on formal aspects of the language (such as grammar, pronunciation or vocabulary) and reserve the term “task” for activities in which purpose is related to the communication of meanings. Willis (1996,p.23) is one writer who adopts this definition. In this book tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.Activities which focus upon and practice specific elements of knowledge, skills and strategies needed for the task are called exercises. The same distinction between tasks and exercises is supported by Ellis Nunan and Skehan. Skehan, for example, describes the criteria for a task as follows:1﹑meaning is primary; 2﹑there is some communication problem to solve ; 3﹑there is some sort of relationship to real-world activities; 4﹑task completion has some priority; 5﹑the assessment of the task is in terms of outcome .The definition reflects the method’s interaction but we can’t make a clear-cut disti nction between “task” and “exercises”. This will be discussed in the next section.Ⅱ﹒ Communication, Tasks and Exercises.As we’ve seen, one of the key features of a communicative task is that centers focus on communicating meanings rather than learning or practicing forms. However it is not usually simply a question of learning focusing either on meaning or on form. More often, it is a matter of degree. For example, there are some activities in which the learner may focus mainly on the production of certain forms that are being practiced, but he or she ma still be using these forms to convey meanings to somebody. This would be the case in, for example, this “Questionnaire survey” activity, in which the students needs to use “can you…?” in order to find classmates who can do certain things, such as: who can speak three languages/ use a computer/ make cakes/ ride a bike/swim? In this activity, although the students have a communicative purpose (to find classmates with particular skills) it is also clear that they are practicing specific forms. At other times, the emphasis on communicating meanings may increase but students may still pay attention to the forms they are producing (and which indeed, they may just have been taught). This might be the case in this role play if students are asked to perform it shortly after learning how to make enquiries and give information about hotel accommodation. Each student has one of the following role cards: student A: You arrive at a small hotel one evening. In the foyer, you meet the manager(ess) and 1. Ask if there is a room vacant. 2. Ask the price, including the breakfast.3. Say how many nights you would like to stay.4. Say what time you would like to have breakfast; student B: You are the manager(ess) of a small hotel that prides on itself on its friendly, homely atmosphere. You have a single and a double room vacant for tonight. The prices are: ＄100 for the single room, ＄160 for the double room. Breakfast is ＄15 extra per person. For guests with cars, there is a free car park. Since it is impossible to draw a clear dividing line between activities where the focus is on form (exercise) and activities where the focus is ion meaning (task), it is useful to think of a continuum with varying degrees of focus on form and/or meaning. Activities can then be classified according to where they lie along this continuum. The continuum is divided into five sections. From sectionⅠ to sectionⅤ , the content from forms to meaning is becoming stronger and stronger.1. Non-communicative learning. Focusing on the structures of language, how they are formed and what they mean, e.g. through exercise, “discovery” and awareness-raising activities. 2. Pre-communicative language practice. Practicing language with some attention to meaning but not communicating new messages to others, e.g. in “question- and- answer” practice. 3. Communicativelanguage practice. Practicing language in a context where it communicates new information, e.g. information gap activities or personalized questions. 4. Structured communication. Using language to communicate in situations where elicit pre-learnt language but with some unpredictability, e.g. in structured role-play and simpleproblem-solving. 5. Authentic communication. Using language to communicate in situations where meanings are unpredictable, e.g. in creative role-play, more complex problem-solving and discussion. The activities at the top are obviously “exercises”. Those at the bottom are obviously “tasks”. Those in the middle (2-4) have features of both.Ⅲ. From Non-Communicative Learning to AuthenticCommunication.The section will elaborate on the previous one by giving examples of activities from five parts of the continuum from “focus on form” to “focus on meaning”. In the terms discussed above, this corresponds also to a progression from clearly defined ‘exercises” to clearly defined “tasks”.1. Non-Communicative Learning.It is in this category that there is the least element of communication.Here, for example, students are involved in “discovering” a rule of grammar on the basis of examples. In the examples below, look carefully at the position of the adverbs “always”, “often”, “sometimes”, “usually”, and “never”.What are the rules?A. We are usually hungry when we come home.John is always late.His parents were often tired in the evening.I never sure whether this word is correct.B. I sometimes go to the cinema on Fridays.We never eat much in the morning.Jane often arrives at school early.They always come home late at night.C. They have never written to me again.You can always come and visit me.I will never know why he did it.Pat has often seen him with two dogs.The students are then required to apply this rule to a new set of examples: Put the adverbs into the right places in the sentence below.A. We play football in the evening (often).I can catch the first bus in the morning (never).Jack and Jill are very happy (always).They visit me (sometimes).You write very good English (usually).B. They have been to Jinan (often).We drink tea for breakfast (always).You are cheerful (usually).John can keep a secret (never).He has refused to speak to me (sometimes)2. Pre-Communicative Language Practice.In this category the focus is still on the practice of discrete items of language but, in order to produce the appropriate forms, the students have to pay attention to aspect of meaning. In the first activity, they have to find out what Richard and Fiona “have to do” and what they “would like to do”. Richard’s obligations are cleaning floors, washing windows and emptying the bins. His desires are to go to evening school, to geta better job and to marry Fiona. Fiona’s obligations are typing letters,answering the telephone and doing photocopying. Her desires are to earn more money, to take holiday abroad and to marry her boss.The best known type of activity that belongs to this category is the familiar “question-and-answer practice” in which students have to answer (and sometimes ask) questions about a situation, picture, or topic.The answers are already known but students have to pay attention to meaning in order to produce them. The questions are as follows: How many students are there in the class? Are there more boys than girls? Who is sitting next to Jane? Which lesson is this now? etc.3. Communicative Language PracticeThe main difference between this category and the previous one is that there is now some kind of “information gap”, that is, the language conveys meanings that were not previously known to everybody. Thequestion-and-answer practice just described would come into this category, if the questions elicit information that was previously unknown, e.g. what students did at the weekend or who their favorite singers are. In a task-based approach, however, the practice is more likely to be structured in some way so that there is a recognizable context, purpose and outcome.This structuring may be achieved in a variety of ways, for example, a “guessing-game” format. Another common question problem is to use simple questionnaire surveys in which the information gap is created bythe students’ own individual experiences and ideas. For example, who is one’s favorite singer/actor/actress etc.?As a written follow- up task, students may be asked (individually or in groups) to write a short report on what they have found out about their classmates’ preferences.4. Structured CommunicationIn the examples given so far, it has been possible to predict the exact language that is needed in order to perform the exercise or task. These activities therefore offer clear ways to practice specific areas of grammar. As we move to the next category along the continuum, we entera domain in which the focus shifts further on to the communication ofmeanings. This means that, as we move further into this domain, it becomes increasingly difficult to predict what language will be required and therefore to associate an acting with the practice of specific linguistic structures. It is, however, possible to structure the activity in sucha way that it is likely to elicit a particular range of language and, aboveall, so that the teacher knows that the students are equipped with language to perform it. Thus, in this activity, the students will need to makeAnother common way of creating contexts for structured communication is the use of role-play in which the students are given general instructions as to what views or ideas they should express but left to decide for themselves on the exact meanings and language. An example of this was the role-play described earlier, in which students were asked to book hotel accommodation.5. Authentic CommunicationOne of the characteristic s of “authentic communication” is that the language that is used depends on the meanings that arise naturally in the course of communication. The teacher still “controls” the activity, by creating a situation which he or she thinks is suitable, but has even less control than in “structured communication” over the actual language that students will need. Students may need to activate any part of their language knowledge that is relevant to the meanings they want tounderstand or convey. In authentic communication, then, the students are not asked to focus on individual parts of the grammar. Rather, they are asked to draw on the whole of the grammar that they have so far internalized and use it as a means for conveying whatever meanings may arise. There was always also a strong element of this in structured communication, but there the students were more “protected” from the unpredictable needs that arise in natural communication.In authentic communication activities it is important to have a context and purposeful developments towards an outcome. They are therefore often larger in scope than those discussed earlier. This is not necessarily the case, however, as we see from this example:I Love Music!How do you feel when you listen to music? Why do you like music? Discuss with your partner. Write down five reasons.Here is an example which is larger in scope and also illustrates the principle of “task-dependency”, in which individual tasks are connected with each other to form a more extended task or project:Module: Study, School Life, Work.Unit: Part-time work?Task: Making the Right Choice, Part 1The following are 4 case students of fellow students who wish to take part-time work.1. In groups of four, discuss whether they should take up part-timejobs and give reasons.2. Suggest alternatives to each one of them. Instead of taking uppart-time work, what else can they do to address their needs?3. Each group will select a spokesperson to report theirconclusions to the whole class. After listening to all the groups, the class will vote for the group with the best suggestions.Case 1: MichaelMichael is tall and strong and spends a lot of time on sports activities in school. He lives far away from school. His grades are average.He wants a part-time job so that he can buy more expensive sportsequipment.Case 2: PansyPansy is very smart and is the best student of the form. She is quiet and shy. She wants to take up a part-time job to gain some work experience and develop more confidence when working with other people. She has strong computer skills.Case 3: NickNick’s father has been out of work for a long time and his mother may soon lose her job. Nick wants very much to earns some money for the family. His grades in school are not very good. He is polite andhardworking.Case 4: LucyLucy has average grades in school. She is the only child in the family and her parents are busy at work all the time. She feels bored at home.She wants to take up a part-time job because she thinks it may be fun.She loves music and plays the piano and violin.Module: Study, School Life and WorkUnit: Part-time work?Task: Making the Right Choice, Part 2The 4 people in Part 1—Michael, Pansy, Nick and Lucy—have read the following 8advertisements for part-time work and have made the following choices:Michael: Distributing leafletsPansy: Chinese Character Input.Nick: Poster DistributionLucy: Fish and Chips ShopYou think one of them has selected a job highly unsuitable for him/her.Write a letter about 150 words to persuade him/her not to take up the job.You may consider the factors discussed in Part 1, such as: his/her need for a part-time job, the working hours, traveling time, the pay, effects on his/her health and studies, nature of the work, his/her personality and skills and alternatives which may address his/her problem At the beginning of this section, two examples of “grammar discovery” activities were given, one relating to the placement of adverbs and the other to the use of the passive. These were described as examples from the “form-focused” end of the form-to-meaning continuum(i.e. as “exercises”), because the students’ purpose was to discover grammar rules rather than communicate with each other. If, however, the students are asked to discover the rule in groups and the language which they use is English, then the activity fulfils the criteria for a “task”: the discussion has a context, a communicative purpose and an outcome. Indeed, in the context of the English classroom, discovery tasks related to grammar are a natural component, comparable to discovery tasks in science and other so-called “content” subjects.Ⅳ Three “generations” of taskIn the previous section we moved from the domain of exercise and into the domain of tasks: the first t wo subsections contained clearly “tasks”; the last two subsections contained clearly “tasks”; and the middle subsection was a transition or mixed category. Now we will start in the “task” part of the continuum and look at tasks from another perspective, namely, the ways in which they contribute to the communicative, cognitive and personality development of the students. The discussion will take us through three “generations” of tasks, from relatively small-scale tasks in which students practice aspects of communication, through tasks which demand greater cognitive input from the students, to larger-scale tasks which also develop other aspects of students’ personality.This framework is the one presented by Ribé and Vidal (1993). The examples are also taken from the same source.First Generation TasksThe main aim of “first generation” tasks is develop students’ communicative ability in a specific type of situation or area of language. The task is often structured around a particular set of functions or a sim ple problem (often involving an “information gap”). Here are two examples:SimulationYou are a customer in a big store. You want to buy the following items: a pair of slippers, two compact-discs, and a filofax. Walk around and ask politely for directions to the departments/counters you need. Buy the items. Use the language you have practices in class.Problem-solvingThe students have a map of London with bus underground routes. They discuss and select the best route for going from one point to another according to a set of given variables (price, time, distance, comfort, etc.)Second Generation TasksThe tasks in the second category pose challenges of a broader nature.They aim at developing not only communication skills but also general cognitive strategies of handling and organizing information, such as:1. analyzing what information is needed in order to complete the task.2. deciding on procedures3. collecting information.4. selecting relevant data5. presenting data in an organized way6.analyzing process and resultsThe language is now a medium for carrying out a “real” piece of work, similar to what students may also need do outside their language course. Students therefore need to draw on a wider range of language. They also need to engage in continuous processing of input and output (reading for information producing reports, etc.). For example, “Throughforeigners’ eyes”. The objective of this task is to collect and analyze information on what tourists of different nationalities think ofstudents’ country/city/town.1. Students decide (a) what they need to know; (b) how to get thisinformation (interviews, questionnaires, tourist brochures, etc) (c) where to get the information (airport, beach, library, touristinformation office, etc) (d) when to obtain the information (e) what grids/database format they want to use to collate the information (f) the kind of questionnaires/interviews they want to devise (g) the language they need to carry out the interviews.2. Students carry out the research, transcribe the interviews andput the information together.3. Students select relevant data, decide on a format (posters,dossiers, etc) for their presentation.4. Students make a report and present itThird Generation TasksWith third generation tasks, the scope widens further. In addition to the communicative and cognitive strategies mentioned above, they also aim to develop the personality of the students through the experience of learning a foreign language. They go further than the previous tasks in aiming to fulfill wider educational objectives, such as enhancingmotivation and awareness, developing creativity and interpersonal skills, etc. they also go further than the previous tasks in their degree of authenticity and the extent to which they involve all aspects of the students’ personality and experience. Here is the example given by Ribé and Vidal (1993, p.3):Designing an alternative world1. Students and teachers brainstorm aspects of the environmentthey like and those would like to see improved. These may include changes to the geographical setting, nature, animal-life, housing, society, family, leisure activities, politics, etc.2. Students are put into groups according to common interests. Thegroups identify the language and information they need. The students carry out individual and group research on the selected topics. The students discuss aspects of this “Alternative reality” and then report back. They decide on the different ways (stories, recordings, games, etc) to link all the research and present the final product.3. Students present the topic and evaluate the activity.The three generations of tasks and their contribution to the students’ development are summarized below:▲ First generation task: communicative development▲ Second generation task: communicate development and cognitive development.▲ Third generation task: communicative development cognitive development and global personality development.Second and (particularly) third generation tasks will often be integrated into extended project work.The notion of “generations” of tasks implies that each category has developed out of the preceding one and is thus in some way more advanced in the demands it makes on learners and teachers alike. It may thus be expected that learners and teachers will not start with second or third generation tasks but begin with the simpler, first generation tasks and as they gain in experience, gradually extend their repertoire to include those which are more advanced.Within this framework, student and teacher are no longer two separate poles (i.e. the teacher gives information and the students receives it) as in the more traditional type of teaching, but two entities working together, planning, taking decisions, carrying out the task and sharing the final sense of achievement.Ⅴ ConclusionTo conclude this article, I would like to use a simple mnemonic, based on the word “task” itself, to summarize some of the aims and benefits that we can hope for task-based learning to achieve: T (together: speaking or silently) A (activate: purposefully) S (skills: communicative, cognitive and interpersonal) K (knowledge: from all domains ofexperience). The message is self-explanatory. Together, over coming the isolation of the traditional classroom, students with their teacher activate their skills and knowledge. Often this togetherness may take the form of overt speaking, but even in silent tasks students may keep a senseof the classroom as a learning community. The activity that takes place is not unguided “busy-work” but purposeful movement towards targets and objectives (both in the overall direction of learning and in terms of specific learning activities). The skills which students perform and develop are communicative and also —particularly as they move into the second and third generations of tasks—cognitive and interpersonal. Finally the boundary between the classroom and the outside world is increasingly reduced, as the tasks encourage students to relate learning to the whole domain of their experience.Acknowledgement:This paper would not have been possible without Mr. Li Zhiqiang, whoheld the light of understanding while explored the darkness. It was his patience and sound advice that saw me through.It would be impossible to name Mr. Xie Hongming and other friends who offered their advice and great help.Sincerely thank you all.References:1. Byrne, D.1986. Teaching Oral English. London: Longman2. Freed-Booth, D. 1986.Project Work. Oxford:Oxford UniversityPress.3. Ellis, R 2000. Task-based research and language pedagogy.Language Teaching Research: 193-220.4. William Littlewood 1981. Communicative Language Teaching: AnIntroduction. Cambridge University Press.5. Harmer, J. 1987.Teaching and Learning Grammar. Longman.6. Skehan, P. 1998 A Cognitive Approach to Language Learning.Oxford University Press.7. Nunan, D. 1989. Designing Tasks for the Communicative Classroom.Cambridge University Press8. Ribē,R. and N. Vidals. 1993. Project Work: step by Step.Oxford, Heinemann.9. 鲁子问. Task-based Language Teaching Design（《任务基础上的语言教学设计》 2002）10. 杨树香. On designing Tasks.（《浅议任务设计》2003.）（注：文档可能无法思考全面，请浏览后下载，供参考。
英语教学方法有哪几种
英语教学方法有哪几种1. Communicative Language Teaching (交流式教学法): 这种方法侧重于提高学生的语言交流能力，通过实际的交际活动来帮助学生掌握语言技能。
2. Task-Based Language Teaching (任务型教学法): 这种方法将语言教学与实际任务相结合，要求学生通过完成任务来实践语言运用。
3. Content-Based Instruction (以内容为基础的教学法): 这种方法将语言学习与学科知识相结合，以提高学生的学科知识和语言能力。
4. Total Physical Response (全身反应法): 这种方法通过运动、动作和身体反应来帮助学生理解和掌握语言。
5. Cooperative Learning (合作学习法): 这种方法通过学生之间的合作学习来提高语言能力，培养学生的团队合作和沟通能力。
6. Suggestopedia (暗示式教学法): 这种方法通过创造宽松、积极的学习环境，激发学生的学习兴趣和潜能。
7. The Silent Way (沉默法): 这种方法强调学生的主动参与和发现，教师在教学中保持沉默，让学生自己探索和发现语言规律。
8. Community Language Learning (社区语言学习法): 这种方法强调建立积极的、互动的学习社区，通过教师和学生的合作来帮助学生学习语言。
9. Lexical Approach (词汇法): 这种方法强调词汇的教学和运用，认为词汇是语言学习的核心。
10. Grammar-Translation Method (语法-翻译法): 这种方法侧重于教授语法知识和翻译技巧。
“任务型”教学法与英语口语教学
“任务型”教学法与英语口语教学一、本文概述随着全球化的不断推进和国际交流的日益频繁，英语口语能力已成为衡量个人综合素质的重要指标之一。
在众多英语教学方法中，“任务型”教学法以其独特的教学理念和实践效果，受到了教育界的广泛关注和积极采纳。
本文旨在探讨“任务型”教学法在英语口语教学中的应用及其效果，以期为英语教育工作者提供有益的教学参考和启示。
本文将介绍“任务型”教学法的基本概念和特点，阐述其在语言教学中的理论基础和优势。
随后，文章将重点分析“任务型”教学法在英语口语教学中的具体实施策略，包括任务设计、教学过程的组织与调控、学生参与度的提升等方面。
本文还将通过实例分析，展示“任务型”教学法在实际英语口语课堂中的运用效果，以及如何有效地激发学生的学习兴趣和提高口语表达能力。
文章将对“任务型”教学法在英语口语教学中的挑战和局限性进行探讨，并提出相应的解决策略和建议，以期为未来的教学实践和研究提供方向。
通过对“任务型”教学法的深入分析和研究，本文希望能够为推动英语口语教学质量的提升和学生口语能力的全面发展做出贡献。
二、任务型教学法的定义与特点任务型教学法是一种以完成任务为主要途径的语言教学方法，其核心思想是将语言学习与真实生活任务相结合，使学生在完成任务的过程中，通过合作、交流、探究等方式，达到语言知识和技能的提升。
任务的真实性：任务型教学法强调任务的真实性和实用性，即任务应来源于现实生活或学习中的实际需求，能够激发学生的学习兴趣和动力。
任务的合作性：任务型教学法鼓励学生通过小组合作的形式完成任务，这不仅可以培养学生的团队合作精神，还能促进学生在互动中提升语言交流能力。
任务的探究性：任务型教学法倡导学生在完成任务的过程中进行探究学习，即学生需要通过思考、调查、讨论等方式，发现问题、解决问题，从而培养学生的创新能力和自主学习能力。
任务的层次性：任务型教学法注重任务的层次性，即任务应由易到难、由浅入深，逐步引导学生从简单的语言形式向复杂的语言功能过渡。
“任务型”教学法与英语口语教学
“任务型”教学法与英语口语教学任务型教学法是一种以学习者为中心，以完成任务为手段，旨在提高学习者语言实际运用能力的教学方法。
它强调将语言学习与真实生活中的任务结合起来，通过让学习者完成具有实际意义的任务，帮助他们更好地理解和掌握目标语言。
任务型教学法具有实践性、互动性和趣味性等特点，适用于各种语言教学环境，特别是英语口语教学。
情景模拟是一种常见的任务型教学法，它通过模拟真实生活中的情境，让学习者在模拟的语境中运用英语进行交流。
例如，教师可以设定一个超市购物场景，让学生分别扮演顾客和售货员，通过购物过程中的对话，学生可以有效地练习和使用英语口语。
情景模拟任务可以帮助学生更好地理解和掌握英语口语中的常用表达方式，提高他们的语言实际运用能力。
角色扮演是另一种有效的任务型教学法，它通过让学生扮演特定角色，并与其他角色进行互动，从而练习英语口语。
例如，教师可以让学生分别扮演面试官和应聘者，通过模拟面试过程中的对话，学生可以熟悉和练习英语面试技巧。
角色扮演任务不仅可以帮助学生提高英语口语水平，还可以培养他们的表演和团队协作能力。
任务完成是任务型教学法中的另一种形式，它通过让学生完成具有实际意义的任务来练习英语口语。
例如，教师可以让学生制定一份旅游计划，要求他们使用英语描述旅游目的地、行程安排和预算等，这样既可以帮助他们提高英语口语表达能力，又可以锻炼他们的思维能力和规划能力。
任务完成式任务可以让学生在实际操作中熟悉和掌握英语口语的运用，提高他们的语言熟练度和自信心。
教师在设计任务时应注意难度适中，要考虑到学生的英语水平和完成任务的能力。
任务难度过高会让学生产生挫败感，难度过低则无法达到预期的教学效果。
教师可以通过控制任务的复杂度、提供必要的辅助信息或给予学生适当的提示等方式来帮助学生更好地完成任务。
教师在设计任务时还应注意控制任务量。
过多的任务会让学生感到压力过大，可能会导致他们失去参与任务的积极性。
相反，任务过少则无法满足学生的学习需求，无法达到预期的教学效果。
任务型教学法英语教案
外国语学院任务型教学法英语教案（课程论文）学号：******T241专业：学科教育（英语）学员姓名：曹丹任课教员：苏勇任务型英语教学教案曹丹201421T241年级：增盛镇中学八年级4班课题名称：Unit2 Colors and Moods教材选自：人教版新目标英语一、教学案例的设计与分析1.教材分析本单元的中心话题是“颜色与心情”，学习不同种类的颜色及其对人情绪的影响。
其中重点介绍了色彩与情绪的关系，而本单元阅读部分内容正是围绕这一中心话题展开的。
阅读部分向学生介绍了谈论颜色有助于引出关于情绪和情感的内容。
鼓励学生运用本单元的知识开始思考他们的情绪和情感。
2.学情分析：本课授课对象是级增盛镇中学八年级4班学生，该年龄阶段的学生具有旺盛的求知欲和高涨的学习热情，所以教师一开始就应该使学生的学习成为一种令人愉快，充满趣味，富有吸引力的活动。
同时绝大部分学生对英语学习具有一定的兴趣，但由于学习能力较低，学习方法不佳，学习缺少主动性，这些都给平时的教学带来较大的困难。
同时,该年龄段的学生具有感知能力强的特点，通过教师有效的教学及恰当的学习指导，加上他们对英语学习应给予的更多的关注，教学的基本要求是可以达到的。
3.教学目标设计1）基本知识目标：学习和掌握阅读部分所涉及的新单词和词组，尤其是一些习惯用语的表达方式及用法方面的固定搭配。
2）能力智力目标：进一步训练学生的自我阅读能力，并要求能够在快速阅读后领会主要句子的意思。
3）德育情感目标：鼓励学生运用文章中所了解色彩和情绪的关系的知识思考他们的情绪和情感，并讨论在自己或别人伤心的时候，该如何帮助自己或别人。
4.教学重点与难点1）怎样来正确使用与课文有关的重要词汇短语？2）对文章的听读理解能力及获取具体信息的能力3）对文章快速阅读的能力及阅读对写作的迁移能力5.教学方法和教学工具任务教学法（Task-Based Language Teaching），多媒体教室，录音机，教材6.教学时间一课时教学（共45分钟）7.教学形式：Task-based learning, activity-based teaching (class work; individual work; pair work; group work)二、课堂教学程序的设计Step1. Warming up任务设计（1）do a survey about your favorite color（2）show up（设计目的：在正式阅读文章前，给学生分组布置任务，通过五环及福娃，要求前后四名学生为一组共同讨论各自喜爱的不同颜色的福娃及其原因，体现团队合作精神。
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（一）任务型教学法的定义及其基本理念
任务型教学（T ask-based Language Teaching）是指教师通过引导语言学习者在课堂上完成任务来进行的教学。
这是20世纪80年代兴起的一种强调“在做中学”(learning by doing）的语言教学方法，是交际教学法的发展.Skehan在“Task—based instruction”中对任务做了如下描述:“意义优先，任务完成为主,评估基于任务完成与否。
”也就是说,任务重视学生如何沟通信息,而不是强调学生使用何种语言形式;任务具有在现实生活中发生的可能性，而不是“假交际”；学生应把学习的重点放在如何完成任务上,对任务进行评估的标准是任务是否成功完成。
我们可以把任务型语言教学定义为：任务就是人们在日常生活、工作、娱乐活动中所从事的各种各样有目的的活动。
任务型语言教学的核心思想是要模拟人们在社会学校生活中运用语言所从事的各类活动，把语言与学习者在今后日常生活中的语应用结合起来
任务型语言教学的理论依据来自许多方面，有心理学、社会语言学、语言习得研究等等.其中一个理论基础是“输入与互动假设”(input and interaction hypothesis)。
掌握语言大多是在交际活动中使用语言的结果，而不是单纯训练语言技能和学习语言知识的结果。
学生掌握语言必须通过“可理解性的输入”，这有利于学生掌握所学语言。
英语课堂教学应具有“变化性互动"的各项活动，即任务。
学生在完成任务的过程中进行对话性互动，进而掌握所学语言。
社会建构主义理论也是任务型教学法的重要理论基础之一。
社会建构主义理论认为，学习和发展是社会的合作活动.这种活动是无法被教会的。
知识是由学习者自己建构的，而不是有他人传递的。
这种建构发生在与他人交往的环境中，是社会互动的结果.它强调学习者个人从自身经验背景出发，建构对客观事物的主观理解和意义，重视学习过程而反对现成知识的简单传授.它强调人的学习与发展发生在与其他人的交往和互动中。
社会互动理论强调人的学习和发展发生在与其他人的交往互动中。
人们掌握语言主要是通过互动，或者说交流。
任务型教学的目标：任务型课堂模式把学生的注意力聚集在怎样利用英语作为交流的工具来完成任务,而不只是关心自己所说的句子是否正确,任务完成的结果为学习者提供自我评价的标准，并使其产生成就感这些目标是为课堂教学服务的,学生是直接的受益者。
它体现了“以学生为主体，以任务为中心和以活动为方式”的思想。
（二)任务由以下三个部分组成:
1、任务的目标(Goals）.指通过让学生完成某一项任务而希望达到的目的。
任务的目标可以是培养学生说英语的自信心，解决某项交际问题,也可以是训练某一项基本技能等.
2、构成任务内容的输入材料（Input）。
输入材料必须具有知识性，应以现实生活中的交际为目的，是学生在一种自然、真实、或模拟真实的情景中体会语言，从而学习语言而不是局限与教材。
3、基于这些材料而设计的各项活动（Activities）。
任务的设计由简到繁，由易到难，前后想连,层层深入，并由数个微任务(mint—task）构成一串“任务链”.在语言技能方面，遵循先输入后输出原则。
（三）设计任务型学习活动应遵循的原则
1. 活动要真实。
活动应引导学生通过完成具体的任务学习语言，让学生为了特定的学习目的实施特定的语言行动，通过特定的交际任务获得和积累相应的学习经验.
2。
活动要有针对性。
所设计的活动应吸收全体学生参加，而不是只让部分水平好的学生参加。
因此，我们必须把活动设计为若干形式,以保证有效的分层次教学.
3。
活动应具有激励性。
我们所设计的活动的结果应该使学生产生成就感。
（四）任务型课堂教学的环节
1．前任务（Pre—Task)—-教师引入任务
2．任务循环流程（Task-cycle）:
a. 任务(task)——学生执行任务；
b。
计划（planning）——各组学生准备如何向全班报告任务完成的情况；
c. 报告（reporting）—-学生报告任务完成情况.
3．语言聚焦(Language focus)：
a。
分析（analysis）—-学生通过录音分析其他各组执行任务的情况；
b。
操练(practice）—-学生在教师指导下练习语言难点。
任务型的课堂教学中教师在教的过程中要做的首要环节就是呈现任务,如果教师不是在课堂教学一开始呈现任务，而是在知识学习和技能训练结束后再呈现并让学生完成,那么这就不是任务驱动型的教学过程，学生的学习动力就不如任务驱动过程中那么强烈。
所以，真实运用任务的学习过程实际上就是课堂教学的过程。
此时，学生就进入了参与任务的环节。
任务环（T ask—cycle）是实施任务型课堂教学的核心部分。
任务的完成是任务型教学程序的最后环节。
在时机成熟时，教师就可以让学生围绕新知识点、突出主题进行迁移操练,学生通过完成任务学到的知识和形成的技能转化成在真实生活中运用英语的能力。
任务型教学法是吸收了以往多种教学法的优点而形成的，它和其它的教学法并不排斥.
优点
1. 完成多种多样的任务活动，有助于激发学生的学习兴趣。
2。
在完成任务的过程中,将语言知识和语言技能结合起来，有助于培养学生综合的语言运用能力。
3。
促进学生积极参与语言交流活动,启发想像力和创造性思维，有利于发挥学生的主体性作用。
4. 在任务型教学中有大量的小组或双人活动,每个人都有自己的任务要完成，可以更好地面向全体学生进行教学。
5。
活动内容涉及面广，信息量大，有助于拓宽学生的知识面.
6。
在活动中学习知识，培养人际交往、思考、决策和应变能力，有利于学生的全面发展.
7。
在任务型教学活动中，在教师的启发下,每个学生都有独立思考、积极参与的机会,易于保持学习的积极性，养成良好的学习习惯,
附：任务型教学实例
任务：采访一位名人
目标：通过采访一位自己感兴趣的名人，掌握如何用所学语言获取信息的技能。
材料：介绍某名人的文章或个人资料
话题：Weather, Friends
语言技能：Speaking, listening and writing
活动形式:四人小组活动
操作过程：
a：教师布置任务并提出具体要求。
b：学生分小组讨论，确定采访对象。
c：教师提供收集材料的样本。
d：学生分小组确定个人职责（采访对象、记者、记录员、听众、汇报员)并自制采访表。
e：学生小组采用问答形式进行采访，记录员填写采访表.
f：小组汇报员向全班报告采访结果,教师和学生对采访作出评价。
g:根据采访获取的信息，各小组合作完成一篇200词左右的介绍某名人的短文.
h：文章贴在班级黑板或墙上供交流。
3。
总结任务
对所完成的任务进一步分析、归纳、总结，形成正确的概念，进行有提升的语言运用操练。
这一步主要分为两个环节。
（1) 分析：通过相互交流，学生进一步分析各自完成任务的情况，教师和学生参与点评,使学生吸取别人好的经验和做法,修正和完善自己的思维和实践过程。
（2) 操练：在分析的基础上，学生在教师的指导下练习语言难点。
在这个过程中，教师要根据教学内容，围绕重点和难点设计一些口头或笔头的语言运用的情景和练习,让学生以个人或小组的形式进行语言操练。
缺点：？。