高中英语任务型阅读指导课件-2024届高三英语一轮复习
合集下载
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
When I turned around and you were nowhere to be seen You had walked away and closed the door
Enable students to complete the task on their own: clear
directions, a step-by-step handout, or a checklist
The teacher addresses key language features with the class and reflects on the language learnt.
of learners
►Constraints regarding TBLT:
i. it may not be effective for presenting new lg items, and not appropriate for contexts where lg exposure is not sufficient and time is limited.
communicative tasks for the topic ►c. evaluate the value, appropriateness and
feasibility of the possible tasks ►d. choose the lg items considering Ss’
►Tasks: communicative activities that aim at an outcome
Identifying tasks & exercises:
►【 e.g.: p.29-Task 10】
differences between a PPP model and a TBLT framework
ii. Time demands for teachers in preparation.
iii. Culture of learning.
iv. Level of difficulty.
Fairy Tale
In that misty morning when I saw your smiling face You only looked at me and I was yours
TBLT: A framework (Littlewood)
注重语言 非交际性 注重语言形式 形式 学习练习
前交际语 以语言形式为主，辅以语 例如：师生问答 言练习 言意义
交际性语 以可预测性语言为限，进 例如：信息交换；调
言练习 行信息传递活动
查活动（基于新近所
linguistic level ►e. prepare materials
Task
► Design a pedagogical task
examples of tasks
►Making a guide for using the new library ►Making a guide for registration process with
►Learning the structures is in the second place
►this will make it easier for the learner to see the relationship between communicative meaning and linguistic form (compared to the traditional way of teaching)
学知识）
结构性交 以意义交流为主，但情景 例如：更为复杂的信
际
由教师控制
息交换；角色扮演
注重意义 真实交际 注重信息交流，语言形式 例如：讨论；问题解
（任务）
无法预测
决等
TBLT: A framework (Willis)
Prepare students mentally and linguistically for the task: WordWeb, pictures, discussion questions, a
designing tasks
1. principles—
► ► ► ►
a. objective b. content c. how d. situation
2. steps– ►a. consider Ss’ needs, interests, and
abilities ►b. brainstorm a list of possible
Step 2: Controlled practice
►Providing a conversation model ►Practicing the conversation model word by
word ►Practicing the model again, using
information provided in Step 1 ►Practicing for the third time, removing the
►2. components of a task (Clark, Scarino & Bronwnell):
►
i. A purpose
►
ii. A context
►
iii. A process
►
iv. A product
Task
Pedagogical tasks
use of language
► Pedagogical tasks involve communicative language use in which the user’s attention is focused on meaning rather than grammatical form (Nunan, 2010). everyday work
model and using information in Step 1 only
Gradually removing the scaffolding and encouraging students to create their own conversation
Step 3: Authentic listening practice
► PPP: presentation →practice →production ► Feature: practicing single items of lg
► TBLT: introduction→ planning →task fulfilling →report →analysis and review
高中英语讲座 ——任务型阅读指导课件
Task-based Language Teaching
“Task”
►1. definitions of a “task” A task is essentially goal-oriented.
Real world tasks
Pedagogical tasks
like daily conversations
Step 6: Introduce the pedagogical task
►The final step in the instruction sequence is the introduction of the pedagogical task itself
sample text
Students work on the task independently. The teacher encourages the use of the target language and quietly takes notes of the language
students use.
Steps in Nunan’s framework(Nunan, 2010)
►Step 1: Schema building ►Step 2: Controlled practice
practice
►Step 3: Authentic listening practice
►Step 4: Focus on linguistic elements
incorporating & extending the language from the model conversation in step 2
Step 4: Focus on linguistic elements
►Language is presented in a meaningful context first
►Intensive listening practice ►Providing authentic or simulated listening
materials ►Listening and focusing on the meaning
the task for the learner would be to match the conversations with the ads from step 1.
Types of Pedagogical Tasks
►拼盘式任务，即将信息片断拼接完整 E.g.: 小组成员将故事部分组合或重组成完整 语篇
►信息差任务，即通过意义协商获取信息 ►问题解决任务，即合作制定问题解决方案 ►决策任务，即通过协商或讨论选择方案，达
成共识 ►观点交换任务，即通过讨论等交流思想
► Feature: a wide exposure to lg with sufficient opportunities to practice the lg in meaningful context– holistic use of lg, combining the focus on communication as well as on form
Step 5: Provide freer practice
►Engaging students in a freer practice ►Move beyond simple manipulation of
structures or vocabulary ►Extemporizing, creating, producing new… ►What they have practiced could be more
Feasibility of CLT & TBLT
►Controversies: i. cultural appropriateness ii. design of the syllabus for teaching
purposes in the classroom iii. Different age levels and competence levels
►Step 5: Provide freer practice ►Step 6: Introduce the pedagogical task task
Step 1: Schema building
►Topic ►Context ►key vocabulary and expressions
necessary scaffolding for completing the final task
differences between exercises, exercise-tasks (activity), and tasks
►Exercises: focus on individual aspects of lg
►Exercise-tasks: contextualized practice of lg items
a map illustrating locations of school buildings ►Filling out an application form ►Making an airline reservation ►Taking a hotel reservation ►Designing a tour ►Renting a house
Enable students to complete the task on their own: clear
directions, a step-by-step handout, or a checklist
The teacher addresses key language features with the class and reflects on the language learnt.
of learners
►Constraints regarding TBLT:
i. it may not be effective for presenting new lg items, and not appropriate for contexts where lg exposure is not sufficient and time is limited.
communicative tasks for the topic ►c. evaluate the value, appropriateness and
feasibility of the possible tasks ►d. choose the lg items considering Ss’
►Tasks: communicative activities that aim at an outcome
Identifying tasks & exercises:
►【 e.g.: p.29-Task 10】
differences between a PPP model and a TBLT framework
ii. Time demands for teachers in preparation.
iii. Culture of learning.
iv. Level of difficulty.
Fairy Tale
In that misty morning when I saw your smiling face You only looked at me and I was yours
TBLT: A framework (Littlewood)
注重语言 非交际性 注重语言形式 形式 学习练习
前交际语 以语言形式为主，辅以语 例如：师生问答 言练习 言意义
交际性语 以可预测性语言为限，进 例如：信息交换；调
言练习 行信息传递活动
查活动（基于新近所
linguistic level ►e. prepare materials
Task
► Design a pedagogical task
examples of tasks
►Making a guide for using the new library ►Making a guide for registration process with
►Learning the structures is in the second place
►this will make it easier for the learner to see the relationship between communicative meaning and linguistic form (compared to the traditional way of teaching)
学知识）
结构性交 以意义交流为主，但情景 例如：更为复杂的信
际
由教师控制
息交换；角色扮演
注重意义 真实交际 注重信息交流，语言形式 例如：讨论；问题解
（任务）
无法预测
决等
TBLT: A framework (Willis)
Prepare students mentally and linguistically for the task: WordWeb, pictures, discussion questions, a
designing tasks
1. principles—
► ► ► ►
a. objective b. content c. how d. situation
2. steps– ►a. consider Ss’ needs, interests, and
abilities ►b. brainstorm a list of possible
Step 2: Controlled practice
►Providing a conversation model ►Practicing the conversation model word by
word ►Practicing the model again, using
information provided in Step 1 ►Practicing for the third time, removing the
►2. components of a task (Clark, Scarino & Bronwnell):
►
i. A purpose
►
ii. A context
►
iii. A process
►
iv. A product
Task
Pedagogical tasks
use of language
► Pedagogical tasks involve communicative language use in which the user’s attention is focused on meaning rather than grammatical form (Nunan, 2010). everyday work
model and using information in Step 1 only
Gradually removing the scaffolding and encouraging students to create their own conversation
Step 3: Authentic listening practice
► PPP: presentation →practice →production ► Feature: practicing single items of lg
► TBLT: introduction→ planning →task fulfilling →report →analysis and review
高中英语讲座 ——任务型阅读指导课件
Task-based Language Teaching
“Task”
►1. definitions of a “task” A task is essentially goal-oriented.
Real world tasks
Pedagogical tasks
like daily conversations
Step 6: Introduce the pedagogical task
►The final step in the instruction sequence is the introduction of the pedagogical task itself
sample text
Students work on the task independently. The teacher encourages the use of the target language and quietly takes notes of the language
students use.
Steps in Nunan’s framework(Nunan, 2010)
►Step 1: Schema building ►Step 2: Controlled practice
practice
►Step 3: Authentic listening practice
►Step 4: Focus on linguistic elements
incorporating & extending the language from the model conversation in step 2
Step 4: Focus on linguistic elements
►Language is presented in a meaningful context first
►Intensive listening practice ►Providing authentic or simulated listening
materials ►Listening and focusing on the meaning
the task for the learner would be to match the conversations with the ads from step 1.
Types of Pedagogical Tasks
►拼盘式任务，即将信息片断拼接完整 E.g.: 小组成员将故事部分组合或重组成完整 语篇
►信息差任务，即通过意义协商获取信息 ►问题解决任务，即合作制定问题解决方案 ►决策任务，即通过协商或讨论选择方案，达
成共识 ►观点交换任务，即通过讨论等交流思想
► Feature: a wide exposure to lg with sufficient opportunities to practice the lg in meaningful context– holistic use of lg, combining the focus on communication as well as on form
Step 5: Provide freer practice
►Engaging students in a freer practice ►Move beyond simple manipulation of
structures or vocabulary ►Extemporizing, creating, producing new… ►What they have practiced could be more
Feasibility of CLT & TBLT
►Controversies: i. cultural appropriateness ii. design of the syllabus for teaching
purposes in the classroom iii. Different age levels and competence levels
►Step 5: Provide freer practice ►Step 6: Introduce the pedagogical task task
Step 1: Schema building
►Topic ►Context ►key vocabulary and expressions
necessary scaffolding for completing the final task
differences between exercises, exercise-tasks (activity), and tasks
►Exercises: focus on individual aspects of lg
►Exercise-tasks: contextualized practice of lg items
a map illustrating locations of school buildings ►Filling out an application form ►Making an airline reservation ►Taking a hotel reservation ►Designing a tour ►Renting a house