综合Task-based instruction
初中英语说课优秀模板(全英)
初中英语说课万能模板下午好,亲爱的老师,(鞠的躬)我是X,申请初中的英语老师。
今天,我的话题是X。
为了使我的演讲更加清晰,我将在以下6个方面描述我的想法。
第一部分,分析教学材料这个教训是来自X单位部分,主要讨论X,这样的话题与我们的日常生活密切相关,所以它很容易激发学生的学习兴趣。
我们知道,新课程的最重要的目的是发展学生的综合语言能力,为了达到这个目标,我设置了以下教学目标。
1. 知识目标:这节课结束的时候,学生可以学到重要的单词,比如……等等,也可以学习句型:……2. 能力目标:学生可以提高他们的听、说能力,并采取有效的学习策略。
3. 情感目标:激发学生学习英语的兴趣,帮助他们形成良好的学习习惯。
此外,他们可以学习如何与他人合作。
根据上述分析,重点和难点如下:重点是新单词,句型。
而难点是让学生使用新单词和短语来表达他们的想法在日常生活中, 第二部分,分析学生。
初中的学生学英语好几年了。
他们知道很多的单词和简单的句子。
他们是好奇,活跃,喜欢活动。
但他们的词汇量是有限的,他们的综合能力需要提高,所以我将更加注意那些在英语学习有困难。
第3部分分析的教学方法在这门课中,我将主要使用任务型教学,交际教学方法,和视听方法,这些方法可以提高学生们的热情,同时,我将设计多种活动使学生学习学习和玩耍。
为了更有效地帮助学生学习,,我将准备录音机,PPT在上课前和一些照片。
至于第4部分,学习方法,学生将个人的工作,对工作和小组讨论,让他们在课堂上是活跃的。
好,那么多的教学方法和学习方法,接下来是我最重要的部分,教学程序,在我的教学过程中有5个步骤。
但在教学之前,我把全班同学分成4组e完成不同的任务。
步骤1准备活动和铅在这个步骤中,我将首先显示一些图片关于…在屏幕上,他们将讨论自由成对,目的是激发学生的想象力,让他们兴奋。
步骤2、表示首先,我将介绍新单词通过展示一些图片/设置情况/做一些行动/玩一个猜谜游戏,例如,为了现在这个词……”,我将展示的照片……句话说,如…将以同样的方式。
任务型教学法在高中英语语法课堂的运用
任务型教学法在高中英语语法课堂的运用摘要：语法知识是英语语言运用能力的重要组成部分，只有掌握系统的英语语法知识，才能提高运用英语进行交际的积极性。
英语语法一定要重视“用”，不仅要牢固掌握知识，最重要的是要灵活地运用这门语言，这就要求教师在课堂教学中巧妙运用任务型教学法。
关键词：高中英语语法课堂教学任务型教学法一、任务型教学法任务型教学（task—based instruction）是建立在二语习得研究基础上的一条有重要影响的语言教学途径。
它以具体的任务为学习动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式体现教学成就，是一种以任务为核心单位设计、组织语言教学的新型外语教学理念。
强调“从做中学”（learning by doing），使学习者以参与、感知、体验、互动、交流、合作的学习方式，充分发挥自身的认知能力。
为了完成任务，学习者以意义为中心，尽量调动各种语言和非语言资源，进行意义共建，以达到解决某一交际问题的目的。
二、语法教学的重要意义语法知识是交际能力的组成部分，只有掌握系统的英语语法知识，把握英语的基本结构，才能提高运用英语进行交际的积极性。
语法教学是英语教学中的重要环节。
传统的语法教学偏重语法知识的讲解，不让学生操练，更谈不上语言的运用，采用填鸭式教学法，课堂气氛沉闷。
新课标提倡：语法教学要从语用的角度出发，即培养学生灵活运用语言的能力，使他们学会“用语言去做事”。
任务型教学法就是通过灵活的教学设计、丰富的情境创设突出语法精髓，活化语法，从而帮助学生在完成任务的过程中将孤立和零碎的语言知识转化为灵活运用语言的能力。
三、任务型语法教学设计的基本原则1.趣味性原则任务的设置必须有趣，才能快速引导学生参与到教学过程中来，成为课堂的真正主人。
教师可用一些学生比较感兴趣的事物或教师自身的经历导入新课，拉近教师与学生之间的距离，提高学生参与语法学习的兴趣。
2.合作性原则合作学习是指促进学生在不同学习程度、不同学习风格的学生组成的异质小组中彼此互助，共同解决问题或完成学习任务，并以小组总体表现为奖励依据的教学理论和策略体系。
Task-based
Task-based Language Teaching 任务型语⾔教学简介Task-based Language Teaching任务型语⾔教学简介The word "Task" first appeared in applied linguistics literature was in the early nineteen eighties. Task is not concerned with language form, but the meaning of the language, that is, the meaning of expression. Due to the different research purposes and research methods, there are many different definitions about “task”. Here are some well-known ones.Michael Long defined it like "A task is a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence，dressing a child, filling out a form, buying a pair of shoes, making an airline reservation，borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by `task' it meant the hundred and one thing people do in everyday life, at work, at play, and in between."Richards said “An activity or action which is carried out as the result of processing or understanding language (i.e., as a response). For example, drawing a map while listening to an instruction and performing a command, may be referred to as tasks. Tasks may or may not involve the production of language. A task usually requires the teacher to specify what will be regarded as successful completion of the task. The use of different kinds of tasks in language teaching is said to make language teaching more communicative, since it provides a purpose for a classroom activity which goes beyond the practice of language for its own sake.”Prabhu thought that “Task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which slows learners to control and regulate that process.”David Nunan believed that “Any classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. The task should also have a sense able to stand alone as a communicative act in its own right.”Bygate, Skehan and Swain held the idea that “A task is an activity which requires learners to use language, with emphasis on meaning, to attain an object.”Ellis expressed it like “Tasks are activities that call for primarily meaning-focused language use.”Due to the different needs of people and different angles on the task classification, the types of task are also different. For example, it can be divided into open tasks and closed tasks from the purposes of research, and it can be divided into simple tasks and complex tasks from the teaching needs. According to the reality and the relationship among task, Nunan classified task into the real-world tasks and pedagogic tasks. (1) The real-world tasks are the tasks which close to the real life. That is to say, the students can be encountered in a variety of things in their daily life even after they left the classroom. The purpose of language learning is to enable students to use English to complete various things in real life, so the classroom language learning activities should be the rehearsal of these things. (2) Pedagogic tasks are tasks which are generally not happened outside the classroom. The pedagogic tasks are designed tasks in order to achieve a purpose. In general, the pedagogic tasks do not occur in reality, but they could improve the language learning process. Richards lists several types of pedagogic tasks: jigsaw tasks, information-gap tasks, problem-solving tasks, decision-making tasks, and opinion exchange tasks.According to the need of practical teaching, the task can be divided into simple tasks and complex tasks.(1) Simple tasks generally only need one to two steps. The information learners obtained is relatively single, and people only need to do activities which are simple and specific. What’s more, the language knowledge and language skills which are needed is very easy, and learners could complete tasks just in a short period of time. (2) Complex tasks often have multiple steps. Learners are usually required to work in small groups, and sometimes they need to cooperate with each other. They need to obtain a variety of information, and then analysis them. Because complex tasks include more steps, learners need to finish certain things in different stages. It may involve a variety of language knowledge and language skills, and generally need twenty to thirty minutes, while some tasks require longer.Task-based language teaching (TBLT), also known as task-based language learning (TBLL) or task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Itrefers to an approach based on the use of tasks as the core unit of instruction in language, and requires that language should be learned as close as possible to how it is used in real life. “TBLT” has stressed the importance to combine form-focused teaching with communication-focused teaching. It is a modern language teaching approach for second language learners. It 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.Features of Task-based Language TeachingTask-based teaching method is an advanced method, which absorbs all sorts of outstanding teaching methods. At the same time, it also has its own characteristics. The most prominent feature is" learn by doing ". This is mainly manifested in the following aspects.Firstly, people learn to communicate by finishing tasks through interaction in the target language. Secondly, TBLT lays emphasis on the reality of both learning activities and learning materials. Thirdly, the learning activities are mainly to express the significance, such as information transmission. Fourthly, it places emphasis on the learner-centered approach. Fifthly, TBLT encourages students to use language in a creative way. Finally, task-based language teaching method cheers on the connection among classroom teaching activities.Three StagesTask-based language teaching method can be divided into three stages. The first one is the pre-task phase. It refers to preparations that teachers do for students, including the preparation of language, vocabulary, grammar and sentence patterns. It also includes preparations of topic and knowledge. The purpose of this phase is to make students do some related things with following content, and let the students have a perceptual awareness, as well as the clear purpose. The second one is the during-task phase. It means the process students perform and complete the task according to teachers’design. And this phase is the most important part. The third one is the post-task phase. It asks students to experience a process from meaning to form. After completing the tasks, students are required to report the circumstance and result of task to their team members, and they need to make a summary on the important language points involved in the task during the process of implementation.Task-designIn the task-based language teaching, the biggest challenge for teachers is task-design. Many teachers can not distinguish the differences between the tasks they should design with general teaching activities. They design tasks too simple or too complicated that make tasks can not be used, and they can not achieve the purpose of teaching as well. Therefore, teachers should consider the influent factors during the teaching process, so as to do better in teaching activities. The factors are as follows: The first factor is the goal. The purpose of task-design is to make sure that students could develop their abilities of using language. But if the goals are too abstract or not specific enough, it will be not conductive for teachers and students to make a well understanding on the task. That will obstruct the completion of task and goal achievement. The second factor is the input. Teachers of Task-based teaching are usually asked to provide students some input, which are the necessary information. So that students could complete the task on the basis of the input. But when offering information, teachers should take some specific elements into consideration, such as the difficulty of the material, the amount of information, distribution and so on. The third one is the activity. The task is actually made up of a series of interrelated activities, so the activity-design is an important factor in the process of task design.。
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。
栖霞市 宫进光 7年级 快乐阅读 Module 5 教案
●初中英语阅读课教案●《双语学习报●快乐阅读》五四学制七年级（鲁教版）2015-2016学年第2期（总第1477期）Module 5 Entertainment（休闲娱乐）Ⅰ. Analysis of teaching material（教材分析）本单元的话题是休闲娱乐（Entertainment），本节课所选三篇课文内容主要涉及到电影的分类、网上订票和一词多义造成的笑话。
Passage 5较1, 6两篇难度大。
本节采用任务型阅读，结合几种阅读策略的使用，提升学生的阅读水平。
Ⅱ. Teaching goal（教学目标）1. Knowledge Targets（知识目标）（1）学习三篇文章：Passages 1, 5, 6。
（2）了解电影的分类、网上买票的好处和一词多义。
2. Ability Targets（能力目标）（1）学习使用细读、略读、跳读、上下文猜测词义和查找主题句策略进行阅读。
（2）增强对文章总体框架与细节的理解能力，提高阅读的综合能力。
3. Affective Targets (情感目标)（1）在小组合作互动中，增强团体合作精神和分享意识。
（2）通过合作式、探究式学习方式，激发阅读兴趣，收获快乐和自信。
Ⅲ.Teaching Important and Difficult Points（教学重难点）几种阅读策略的熟练掌握既是重点，也是难点。
Ⅳ. Teaching Methods（教学方法）1. Learn in groups（小组学习法）2. Task-based method （任务型教学法）3. Scanning，skimming，skipping，（细读法，略读法，跳读法）Ⅴ. Teaching Aids:(教学手段)Multi media instruction（多媒体教学）Ⅵ. Teaching procedures （教学过程）Step I Present the topic and introduce myself1. 幻灯片1：呈现单元标题：Module 5 EntertainmentT: Nice to meet you here. You look nice and smart, to be frank, I like you. Do you like me? （OK, good.）I think we’ll have a good time, a good reading time together.You can all me Mr. Gong. Are you ready? Let’s begin. First, look at the goalstogether.Step 2. Leading in and warming-up（导课热身）幻灯片2：呈现三维目标：Teaching goals1. Knowledge Targets（知识目标）（1）学习三篇文章：Passages 1, 5, 6。
大学英语听说教学中任务型教学法的运用 任务型教学法 教学设计
[大学英语听说教学中任务型教学法的运用]任务型教学法教学设计摘要:相对传统的教学方式,任务教学法强调使同学在一种社会性环境中受教育,在课堂中老师和同学共同完成某些任务,使二语学习者自然地学习、习得语言,从而实现外语学习的进步。
任务教学法在听说教学中的良好运用,有助于调动同学的乐观性,提高课堂效率,它的应用值得我们在实践中加以进展和进一步讨论。
关键词:任务型教学法;高校英语听说教学一、引言随着世界进入经济全球化、科学技术一体化时代,英语作为当前国际上使用最为广泛的信息载体和沟通工具,其重要性更加突出。
近年来国家和社会对高校英语教学,对高校生的英语综合应用力量,尤其是听说力量提出了更高、更迫切的要求。
教育部2021年7月制定的《英语课程标准》明确指出:“老师应当避开单纯传授语言学问的教学方法,尽量采纳‘任务型’的教学途径。
”① 2021年1月正式颁发了新制定的《高校英语课程要求》,指出,“高校英语的教学目标是培育同学英语综合应用力量,特殊是听说力量。
”② 高校英语教学面临着新的挑战,高校英语教学改革必需进一步深化。
任务型教学法是目前外语课堂教学讨论的一个热点。
二、起源任务型教学(Task-based language teaching)是20世纪80年月外语教学法讨论者和其次语言习得者在大量讨论和实践的基础上提出的有重要影响的教学方式。
国内对于任务型教学讨论始于20世纪90年月。
该教学途径是交际教学途径的最新进展,它以详细的任务为学习动力和动机,以完成任务的过程为学习过程,以展现任务成果的方式体现教学的成就③(丰玉芳,唐晓岩2021: 35)。
Skehan认为,任务型教学法(task-based instruction)要求二语学习者在课堂完成任务,如描述某个生活、学习或旅行活动,提出解决某种社会问题的方法等。
④ 很多语言学家和教育家通过实践表明,课堂上那些真实性的(realistic)、交际性的( interacted)任务能最大限度地为学习者供应表达意义和传递信息的机会。
任务型教学法的理论基础基于语言习得的研究成果
任务型教学法的理论基础基于语言习得的研究成果，课堂中师生和生生的互动和交际有助于学生运用语言，学生在完成任务的过程中产生语言的习得，并最终达到掌握语言的目的。
其理论基础是输入与互动假设（input and interaction hypothesis）（Ellis，1999）。
Skehan（1998）对任务有如下论述：意义优先，任务完成为主，评估基于任务完成与否。
也就是说，任务应重视学生如何沟通信息，而不强调学生使用何种形式；任务具有在现实生活中产生的可能性，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。
因此，《英语课程标准》指出“活动要以学生的生活经验和兴趣为出发点，内容和方式要尽量真实，要有利于学生学习英语知识、发展语言技能，从而提高交际的语言应用能力”。
美国教育家杜威（1859-1952）以实用主义的认识作为教育理论基础，提出了“学生中心，从做中学”的教育模式，他主张教育的中心应从教师和教科书转到学生，教学应引导学生在各种活动中学习。
语言学家HerbortH.Clark（1996）说：Language is for doing things.“学习语言既不是背诵孤言的单词，也不是熟记脱离语境的句子，更不是记忆枯燥乏味的语法规则，而应当教会学生用恰当的语言把要求做的事情做好，词汇和语法都是为“做事情”并“完成任务”服务的，课堂上教师的任务就是在语言运用的活动中把词汇，语法和功能项目有机地结合起来。
20世纪70年代，N.S.Prabhu在印度进行了一顶强交际法的实验（Bargalore Project），他提出了许多任务类型，并把学习的内容设计成各种交际任务让学生通过完成任务进行学习。
Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence.During the task phase, the students perform the task, typically in small groups, although this is dependent on the type of activity. And unless the teacher plays a particular role in the task, then the teacher's role is typically limited to one of an observer or counselor—thus the reason for it being a more student-centered methodology.Dogme language teaching shares a philosophy with TBL, although differs in approach.[3]Dogme is a communicative approach to language teaching and encourages teaching without published textbooks and instead focusing on conversational communication among the learners and the teacher.Task-based language learning (TBL) focuses on the use of authentic language and encourages students to do real life tasks using the language being learned. Tasks can be highly transactional, where the student is carrying out everyday tasks such as visiting the doctor at the Chinese island of Monash University (in Second Life). Incidental knowledge (aboutthe medical system in China) can also be gained through such immersive TBL. Other tasks may focus on more interactional language, such as ones that involve more social activities or interviews within a virtual world.。
C+T+P+F教学模式视角下的商务英语听说教学探究
第33卷第9期湖南科技学院学报V ol.33 No.9 2012年9月 Journal of Hunan University of Science and Engineering Sep.2012C+T+P+F教学模式视角下的商务英语听说教学探究蒋丽平（广州大学 华软软件学院 外语系，广东 广州 510990）摘 要：论文在分析传统商务英语教学模式之弊端、市场需求及学生反馈等信息的基础上，创新性地提出了商务英语听说教学新模式，即C+T+P+F教学模式，并对其从理论指导、可行性以及效用等方面分别进行了深入探究，C+T+P+F教学模式的创新性应用，分别从教学理论和教学方法论的角度为高校商务英语教学，特别是商务英语听说教学指明了新的教学模式。
关键词：C+T+P+F教学模式；商务英语；听说教学中图分类号：G642文献标识码：A 文章编号：1673-2219（2012）09-0161-03商务英语教学属于高校专门用途英语（ESP）教学中的一个大类，并因其市场需求的巨大而被各大高等院校所青睐，除普通英语课程之外，高校近二十年来纷纷开设商务英语的专门教学，随之而来的对于高校商务英语教学的理论和 方法的研究也呈直线上升的趋势，并在近十年中突破巨大且取得令人瞩目的成果。
本文主要将传统商务英语听说教学和新模式下的商务英语听说教学进行了对比，在充分肯定传统商务英语听说教学模式取得的成绩及优势后，提出了新模式指导下的商务英语听说教学方法，并论证分析了其优势、可行性、测评及反馈等信息。
一商务英语听说教学特征高职院校和各大高等院校纷纷开设商务英语课程，一方面体现了商务英语在英语应用上的重要性和主体性，另一方面，商务英语课程的开设也是时代需求的反应。
从事专门用途英语（ESP）研究的学者发现，专门用途英语分门别类，其除了拥有复合型、专业性、时效性、实用性和灵活性等共同特征之外，商务英语，就其本身，具有不同于其它专门用途英语的特征，例如：市场针对性、需求导向性和灵活分配性等(杨丽华,2010)。
Task-Based Learning
Task-based Learning Model
Goals
Teacher roles
Input
TASKS
Learner roles
ቤተ መጻሕፍቲ ባይዱ
Activities
settings
an example
任务： XX之旅（ travel in XX） 目的：通过制订旅行计划了解XX的地理位置，气候，文化， 历史，语言等各方面概况；材料：网络资源，图书馆资源 语言知识：涉及XX的地貌，语言，历史，文化等词语。如： consist of , be made of , mountainous , ethnics etc.语言技 能：读，说，写 活动形式： 1．小组活动：任务分工，组内成员根据自己的爱好及特长 分工进行搜集，如 the history of XX , major places of XX, the geography of Shihezi 等。 2．个人活动：从不同途径收集所需资料，摘录并整合。 3．小组活动：组员将所收集资料归类，整合，可以用图或 PowerPoint等形式进行。 4．班级活动：各组派代表进行成果展示。在教师指导下小 结XX的方方面面并练习语言难点。
Task-Based Learning
任务型学习（task-based
learning)我国基础 教育新英语课程标准在其基本教学理念中 “倡导任务型的教学模式，让学生在教师的 指导下，通过感知、体验、实践、参与和合 作等方式，实现任务的目标，感受成功. 在口 头语言中使用副语言或身势语，在书面语言 中合理运用文本的图问设计等。
Task-Based Learning
Definition of Task
WHAT is a task? A task is an activity which the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.
后方法时代外语教学的理念与实践
后方法时代外语教学的理念与实践作者：田贵森来源：《江苏教育·中学教学版》2013年第10期综观二十世纪外语教学的发展，教学方法的探讨是主流，从语法翻译法、直接法到听说法，从情景教学法、交际法到认知法，先是流派纷呈，后是多元并存，被称为“方法的时代”。
每个阶段都有占据主导地位的外语教学方法，每一种方法都反映了一种思潮，人们一直在试图寻找最有效的外语教学方法。
我国著名英语教育家王佐良教授在上世纪八十年代的一次座谈会上曾经生动地指出，“Some methods are useful to s ome people sometimes in some places； no method is useful to all people all times in all places.”到了上世纪九十年代，大家取得共识：现在与将来，都不会有万能的最佳教学法。
这标志着方法时代的终结。
从此，外语教学法进入了后方法时代。
后方法时代的外语教学不是不讲方法，不是不重视方法。
后方法时代的外语教学法不再是由专家为一线教师提供的教学范式和准则（Law Code），而是更加关注学生特点，更加追求实际教学效果，更多提供的是一些超越传统、多元动态、灵活开放的外语教学理念。
后方法时代的外语教学法不是对传统外语教学方法的否定和放弃，而是对以往不同方法的整合和超越，并寻求适合具体社会文化、适合具体学习环境、有效解决问题的的外语教学方法。
本期“专题”栏目由主持人龚海平老师精心策划组织的这四篇文章涉及后方法时代外语教学研究的主要流派或理念：全语言教学理论、词汇法教学、任务型教学法和内容教学法。
虽然这些流派的名称不同，主张各有侧重，但是都洋溢着后方法时代面向学生、注重实效的外语教学理念。
这些文章的作者都是在教学一线执教多年的英语教师或英语教学研究人员，由他们撰写的四篇文章叙述和展示了中国英语教师对后方法时代外语教学理念的领悟和实践，很值得一读。
任务型教学Taskbasedteachingmethod
DisadvantagesThere have been criticisms that task-based learning is not appropriate as the foundation of a class for beginning students.
The major disadvantage for beginning students is that the focus of task-based language learning is on output, when beginning language learners often go through a silent period requiring massive amounts of comprehensible input.
Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms.
1、Definition 2、Background 3、Advantages & Disadvantages 4、Characteristics 5、In practice
1、Definition
Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or taskbased instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.
Chapter 2-1task-based teaching approach
the features of Task-based Language Teaching
1.TBLT offers the opportunity for ―natural‖ learning inside the classroom. 2.It emphasizes meaning over form but can also cater for learning form.
任务： 人们在学习、理解、 体会语言之后所开展 的活动。
1. Meaning is primary. （意义是首要的）。
2.There is a communicative problem to be solved. （有某 个交际问题需要解决。）
3.There is some sort of relationship to comparable realworld activities.（任务具有在现实生活中有发生的可能 性。）
personal experiences as important contributing elements to classroom learning.
把学习者个人的经历作为课堂学习的重要因素。
5. An attempt to link classroom language learning with language activation outside the classroom.
3.It is intrinsically motivating.
4.It is compatible with a learner-centered educational philosophy. 5.It can be used alongside a more traditional approach.
任务型教学法英语[教材]
![任务型教学法英语[教材]](https://img.taocdn.com/s3/m/dc42cd3b7275a417866fb84ae45c3b3567ecdddb.png)
（一）00任务型教学法的定义及其基本理念00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”(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。
00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00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。
00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。
二语习得 对比概念汇总
1.Audiolingual approach: audioligual teaching is based on the behaviourist theory of learning and on structural linguistics. This instructional approach emphasizes the formation of habits through the practice, memorization, and repetition of grammatical structures in isolation from each other and from contexts of meaningful use.Communicative language teaching: (CLT) CLT is based on the premise that successful language learning involves not only a knowledge of the structures and forms of a language, but also the functions and purposes that a language serves in different communicative settings. This approach on teaching emphasizes the communication of meaning over the practice and manipulation of grammar forms.2.Behaviourism: a psychological theory that all learning, whether verbal or non-verbal, takes place through the establishment of habits.Connectionism:A theory which views language as a complex system of units which become interconnected in the mind as they are encountered together. The more often units are heard or seen together, the more likely it is that the presence of one will lead to the activation of the other.Innatism: A theory that human beings are born with some basic knowledge about languages in general that makes it possible to learn the specific language of the environment.Interactionism:A theory that language is based on learners’ innate abilities and on opportunities to engage in conversations, often those in which other speakers modify their speech to match the learners’ communica tion requirements.petence : Chomsky used this item to refer to knowledge of language. It refers to the knowledge which underlies our ability to use language.Performance:The language that we actually use in listening, speaking, reading, writing. Performance is subject to variations due to inattention on fatigue whereas competence, at least for the mature native speaker, is more stable.prehension-based instruction: A general term to describe a variety of second language programs in which the focus of instruction is on comprehension rather than production (for example, Total Physical Response).Content-based instruction:Second language programs in which lessons are organized around topics, themes, and/or subject matter rather than language points (for example, French immersion programs).Form-focused instruction:Instruction which draws attention to the forms and structures of the language within the context of communicative interaction. This may be done by giving metalinguistic information, simply highlighting the form in question, or by providing corrective feedback.Meaning-based instruction: communicative language teaching (CLT): CLT is based on the premise that successful language learning involves not only a knowledge of the structures and forms of a language, but also the functions and purposes that a language serves in different communicative settings. This approach to teaching emphasizes the communication of meaning over the practice and manipulation of grammatical forms.Task-based instruction:Instruction in which classroom activities are ‘tasks’ similar to those which learners might engage in outside the second or foreign language classroom. Tasks may be complex, for example, creating a school newspaper, or more limited, for example, making a phone call to reserve a train ticket.5.Cross-sectional study: A research method in which subjects at different ages andstages of development are studied. Inferences about sequences which would apply to the development of individual learners are sometimes drawn from cross-sectional studies. This contrasts with longitudinal studies.Longitudinal studies: A study in which the same learners are studied over a period of time. This contrasts with a cross-sectional study.6. Descriptive study: Research which does not involve any manipulation, change, or intervention in the phenomenon being studied. This researcher’s goal is to observe and record what is happening. This contrasts with experimental study.Experimental study: Research which is designed to study the role or impact of one or more very specific variables. A strictly experimental study would have ‘experimental’ and ‘control’ groups which differ from each other only in the presence or absence of one variable. In educational research, it is often difficult to create all of the conditions which permit a study to be termed as a ‘genuine’ experimental study. In this book, the term is used in a non-technical sense to refer to research in which an attempt has been made to investigate a single variable in an educational setting.7. Developmental features: those aspects of a language which develop in a particular sequence, regardless of input variation or instructional intervention.Variational features: variation features(for example, vocabulary, some gramma tical morphemes) can be learned at any point in the learner’s development.8.Display question: A question to which the asker already knows the answer. Teacher often ask these question (for example, ‘What colour is your shirt’) not because they are genuinely interested in the answer, but rather, to get the learner to display his or her knowledge of the language.Genuine question: In contrast to display questions, genuine questions are asked when there is a focus on information: the asker does not know the answer in advance (for example, ‘What did you do at the weekend’)9. Field independent learning style: learners are very quick to pick out the hidden figures in a complicated drawing.Field dependent learning style: learner is inclined to see the whole picture rather than separating it into parts10. First language: The language first learned.Second language: any language other than the first language learned.11.Formal language learning setting: A setting in which second language learners receive instruction and opportunities to practice. Efforts are often made to develop learner’s awareness of how the language system works. Typically, this type of learning takes place in the classroom.Informal language learning setting: A setting in which the second language is not taught, but rather, is learned naturally.12. Integrate motivation: A motivation based on a desire to know more about the culture and community of the target language group and even a desire to be more like members of that group.Instrumental motivation: A motivation which is more practical, such as the need to learn the language in order to get a better job.13. Language acquisition:It represents ‘unconscious’ learning, which takes place when attention is focused on meaning rather than language form.Language learning: It is a ‘conscious’ process which occurs when the learner’s objective is to learn about the language itself, rather than to understand messages which are conveyed through the language.14. Modified input: Adapted speech which adults use to address children and native speakers use to address language learners so that the learner will be able to understand.Comprehensible input: A term refers to language which a learner can understand. It may be comprehensible in part because of clues such as gestures, situations, or prior information.15. Visual learners: those who cannot learn something until they have seen it.Aural learners: those who seem to need only to hear something once or twice before they know it.Kinaesthetic learners: those who need to add a physical action to the learning process.16. Sequential bilinguals: learners who begin to learn a second language laterSimultaneous bilinguals: learner, usually children, who hear more than one language virtually from birth;。
任务型教学法在英语影视听说课中的应用
任务型教学法在英语影视听说课中的应用摘要：如何将电影应用到英语听说课堂上提高学生的听说能力已经成为英语教育者关注的热点。
本文针对英文影视剧的特点，探讨了运用英文影视剧进行听说教学的优势和问题，并且以任务型教学法为理论依据和教学模式，对影视剧听说教学进行了探索和研究。
关键词：英文影视剧；听说教学；任务型教学法中图分类号：g642 文献标识码：a文章编号：1009—0118（2012）10—0347—02一、引言近年来，如何利用英文影视剧提高学生的听说能力已经成为英语教育者关注的焦点。
在英语听说课堂上，应用影视剧教学有诸多优势：提供给学生真实的语言场景，使学生学到地道的语言表达方式。
展现不同的异国风情，使学生体会到中西文化差异。
提高学生对听说的兴趣，掌握标准地道的语音语调。
但利用影视剧进行听说教学也存在着一些问题。
例如：教学活动组织松散，教师失去了主导地位，学生只关注影片的娱乐性。
教师对影片的选择随意任性，不能起到促进学生听说能力的作用。
因此，笔者尝试以任务型教学法为理论基础和教学模式来促进学生听说能力的提高。
二、以任务型教学法为理论的教学模式（一）任务型教学法任务型教学（task—based instruction）产生于20世纪80年代，它是交际法教学和第二语言研究两大领域结合的产物，代表了真实语境下学习语言的现代语言教学理念[1]。
peter skehan（1999）指出，任务型教学就是“在课堂上，采用让学生去完成所给予的任务的教学方法。
这种方法能（使学习者）获得接近自然地语言习得方式，使潜在的语际语系统得到拓展”[2]。
skehan对任务型教学中的任务定义为含有以下五个要素的活动：任务以意义为主；任务中要有问题需通过语言交际进行解决；任务与真实世界的活动有类似之处；首先要完成任务；根据结果评估任务。
在任务型教学模式中，教师围绕特定的教学目的和语言项目，设计出各种教学活动，学生通过这些语言活动完成语言学习任务，最终达到学习语言和掌握语言的目的。
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。
Task-Based Learning
Task-based language learningTask-based language learning (TBLL), also known as task-based language teaching (TBLT) ortask-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of real world tasks) rather than on accuracy of prescribed language forms. This makes TBLL especially popular for developing target language fluency and student confidence. As such TBLL can be considered a branch of Communicative Language Teaching (CLT).TBLL was popularized by N. Prabhu while working in Bangalore, India.[1] Prabhu noticed that his students could learn language just as easily with a non-linguistic problem as when they were concentrating on linguistic questions. Major scholars who have done research in this area include Teresa P. Pica and Michael LongAccording to Jane Willis, TBLL consists of the pre-task, the task cycle, and the language focus.[2]The core of the lesson or project is, as the name suggests, the task. Teachers and curriculum developers should bear in mind that any attention to form, i.e. grammar or vocabulary, increases the likelihood that learners may be distracted from the task itself and become preoccupied with detecting and correcting errors and/or looking up language in dictionaries and grammar references. Although there may be several effective frameworks for creating a task-based learning lesson, here is a basic outline:Pre-taskIn the pre-task, the teacher will present what will be expected of the students in the task phase. Additionally, in the "weak" form of TBLL, the teacher may prime the students with key vocabulary or grammatical constructs, although this can mean that the activity is, in effect, more similar to the more traditional present-practise-produce (PPP) paradigm. In "strong" task-based learning lessons, learners are responsible for selecting the appropriate language for any given context themselves. The instructor may also present a model of the task by either doing it themselves or by presenting picture, audio, or video demonstrating the task.[5]TaskDuring the task phase, the students perform the task, typically in small groups, although this is dependent on the type of activity. And unless the teacher plays a particular role in the task, then the teacher's role is typically limited to one of an observer or counselor—thus the reason for it being a more student-centered methodology.[citation needed]ReviewIf learners have created tangible linguistic products, e.g. text, montage, presentation, audio or video recording, learners can review each other’s' work and offer constructive feedback. If a task is set to extend over longer periods of time, e.g. weeks, and includes iterative cycles of constructive activity followed by review, TBLL can be seen as analogous to Project-based learning.[6]。
Junior High School English Teaching Methods and Techniques (1)
Junior High School English Teaching Methods and Techniques （1）I. Basic teaching methods: Task-based InstructionNational “English curriculum standards” clearly state, “This course advocated by the task-based teaching mode” and demanded that “teachers sho uld avoid simply impart teaching methods of language knowledge, maximize the use of ‘task-based’ way of teaching” (Ministry of Education, 2001), because the task-based teaching is regarded as the most effective method to train students’ ability to use” (th e most effective means currently available, P. Sean, 1998)”.Task-based teaching (task-based approach) is the latest the outcome of developments of 20th century English language education in the West since the 80’s and it also is the latest developments. “communicative approach” (communicative approaches) For the tasks, there are different levels of definitions, in general, the task is a kind of teaching activity, “is a meaning-centered activities so that learners use the target language to participate in understanding, processing, output, and / or interactions among the . “(D. Noonan, 1989)The analysis based on a D. Noonan, J. Alden, P. Shaken and other people’s works ending the read of “English curriculum standards” and other books , combined with task-based teaching ideas in accordance with the preparation of teaching materials for primary schools, “the new standard English,” junior high school textbook. “The new Goals English” analysis, we can see, task-based teaching has the following basic features:1. Task-based teaching is a new form of communicative approach (Communicative Approaches), the development not the alternative of it. (J. Alden)2. Task-based teaching emphasizes the teaching process that seeks to enable students through letting students take part in of the real-life tasks in the learning process, and allow the students to form the English language ability, therefore,task-based teaching overcome the deficiencies of the process of notattaching importance of function-based communicative approach . (D. Noonan, P. Sheehan)3. Task-based teaching continues to emphasize the development of students’ ability to use English to communicate, but in a broader level, emphasizing the development of student’s comprehensive ability to use language. (P. Sheehan)4. Task-based teaching emphasizes that the real-life tasks should be the Learning Center activities, amend the shortage in function-based teaching and learning activities exist in the authenticity (D. Noonan)5. Task-based teaching should be conducive to teaching and learning activities requiring students to learn the language knowledge, the development of language skills, thereby enhancing the actual language proficiency, that is to say, andtask-based teaching is not opposed to knowledge of the language teaching, but to advocate for the purpose of the ability to use the knowledge of language teaching. Therefore, the task should have both real-life tasks and learning tasks. (D. Noonan, J. Richards, S. Gas)“The new standard English,” is followed the national “English Course Standard” prepared by a new junior high school English textbooks, therefore, have been thinking in accordance with task-based teaching materials in the design of a corresponding task for teachers to use in teaching. We are task-based classroom teaching procedures to provide you with the following recommendations. Noonan (1989) and Willis (1996) have explored the issue of task-education programs; these are the tasks of the whole show, teaching the task to complete such a three-stage procedure, which is the task of teaching the basic task-driven concept expression, but also a clear educational purpose. Therefore, the task-based teaching programs are:1. Presentation of tasksThis is a specific aspects of task-based teaching in classroom , in the beginning of task-based teaching in classroom , teachers should show a task for students ,and make it clear for students what task should be accomplished, and learn the language knowledge and language skills training by the driven under the task , such learning is a process of task-driven learning, and it help to enhance students’ interest in learning and motivation, while conducive to reflect the authenticity of the task. Teaching in the classroom can also be a beginning not to render the task, but only in the knowledge of learning and skills training after completion of the rendering tasks, and complete the task, but this is not mission-driven teaching process, student motivation for learning, not as good as the task-driven process so strong.2. Task preparations: teaching of knowledge and skillsthe task is actually a process of preparing our classroom teaching, classroom teaching is ability preparation process to complete the task of knowledge.We have begun to use a classroom tasks presented to students, the students can feel there is not enough knowledge, abilities, skills, information and cultural understanding, the task demands and their current knowledge and ability there is a clear gap between the knowledge, abilities gaps, skills gaps, information gaps and cultural gaps. Therefore, under the task -driven, the students get the necessary knowledge abilities, skills; information and cultural understanding, through the learning content of the task of teaching, and then complete this task.This learning process of teaching content knowledge is the usual process of teaching and skills training.A. Knowledge LearningThis is our common knowledge of the language (voice, vocabulary, sentence, grammar, etc.) and cultural knowledge of teaching, but the task of teaching emphasis that teaching knowledge is related to task, namely: knowledge itself should be required to complete the task while the student is lacking in the previous (that is, the knowledge gap), in the process of knowledge teaching, it is necessary to constantly take care of the task itself.B. SkillsThis includes what we usually refer language skills (learned to read and write) of teaching, but also learning skills (learning strategy) of teaching. Of course, thetask-based teaching much emphasis that skills teaching is related with the task-, namely: skill itself should be required to complete the task while the student is lacking in the previous (that is, the skills gap), while in terms of skills teaching, it is necessary to constantly take care of the task itself.This has no not fundamental difference with the conventional classroom teaching process ,but the teaching process must be carried out around the completion of the task, that is the knowledge and skills they have learned are necessary for the completion of the task, while the teaching process, teachers should keep the ongoing reflective learning knowledge and skills to the tasks to be accomplished over, that is to establish a direct correlation between the tasks and the new knowledge, skills and application ,so that students cannot only acquire knowledge and skills, but also form the ability to use the knowledge and skills .3. The completion of the taskThe completion of the task is the last resort of task-based teaching program. Students change the knowledge previous learned and skills into the ability to use English in real life. By way of completing the taskThis link can be completed under the guidance of the teacher in the teachingprocess in the classroom, as can be arranged after the completion of the teaching content, or the final stage of classroom teaching can also be arranged to complete after-school. General short-term assignments can be directly completed in the teaching of this unit, while the long-term task can be completed within the specified time (preferably no more than one semester).For those who require a higher capacity of the task may require students to collectively complete, and some ability require general tasks, it can require students to complete them alone.II. The specific teaching methods and techniquesAs mentioned earlier, task-based teaching includes the learning tasks that is tasks of training, knowledge, skills and learning. To this end, we have provided you with the following reference to teaching methods and techniques on the knowledge and skills teaching the relevant dimensions of teaching.Fourth Grammar Teaching MethodsOur primary and secondary students in China learn English can not learn no grammar, grammar teaching of English language rules allow students to have a clear understanding of the system which is conducive to helped students build language specification. But we should pay special attention to grammar teaching, we teach students English grammar, not to use grammatical analysis in order to develop their English language ability and do not put them into English grammarian, grammar teaching services to train students’ ability to use English and teaching grammar is subordinate to the ability of using the English language. At present, some English teachers and English language education and research workers, too much emphasis on grammatical analysis, always wanted to train students’ capabilities in grammatical analysis, which is actually putting the cart before the syntax of teaching methods. The following grammar teaching methods are available to teachers in the teaching of grammar in the reference.1. Inductive grammar teachingInduction is from perceptual knowledge to rational knowledge of learning. Induction requires that we first give the students teaching materials of some contents that contains the language grammar, and let students exposure to these grammatical phenomena in language learning materials, , and then guide the students summarized out of grammar rules from these language materials.Inductive method could enable students to get some language materials, gained rational knowledge from perceptual knowledge, which will help students understandand master the grammar rules, but requires a certain amount of teaching time, teachers need to do quite a lot of rules of language teaching materials, but also in language materials, Teaching need context, pragmatics instruction, rather than directly from the grammar and syntax rules of the concept of teaching.2. Deductive grammar teachingDeduction starts from the already established concept, the concept is directly taught to students, and then re-uses Images and language materials to clarify the concept.Deductive method first exposed grammatical rules to students, the rules could have avoided the error, but the deduction is too rational and relatively strong which needs students have the abstract thinking ability, strong interest in learning and a certainCompared induction with deduction, induction is more conducive to reduce the burden of student learning, reduce students learning difficulties, weaken the student’s anxiety, deduction is more beneficial to shorten the learning time and reduce learning errors. Inductive method is more conducive to student learning, deductive method is more conducive to the teaching for the teachers.In my opinion, inductive method is more appropriate to start teaching and the teaching new knowledge, deductive method is more appropriate in the development of enhancing teaching and old knowledge. However, teachers should still be teaching classes according to their own dynamics of the real educational factors when choosing teaching methods.3. Comprise grammar teachingThe so-called comparison included two aspects: First, pairs of English grammar themselves are similar but different when comparing the phenomenon of the English language, such as the present tense and the present when compared to the general past tense and present perfect comparison, adjectives of material Main pronoun and noun possessive pronoun comparison, etc.; Second, the two languages of English and Chinese in the relevant rules of grammar and structure of the phenomenon of comparison.Compared the grammar teaching can be studied as a comparable grammatical phenomena, the phenomenon of learning another syntax when comparing these two types of grammatical phenomena, such as the adjective possessive pronoun learned after the noun possessive pronoun in learning time, we have studied the adjectivepossessive pronoun with the noun possessive pronoun comparison to help students master the noun possessive pronoun.Comparison of the grammar teaching can also be used in grammar review when summing up, such as learning the basic five types of verb tenses, the tense in the five kinds of usage, semantics, pragmatics, etc. to compare the differences in order to help students to consolidate the master. Review, compare the methods of grammar teaching should be a sufficient use in authentic language environment, language comparison, rather than a simple grammar concepts, terminology comparison.4. Collective grammar teachingSimilarly to the focus on vocabulary teaching methods, focusing on grammar teaching is to teach the English grammar knowledge of the semester or the entire primary and secondary schools concentrating in one week or within two or three weeks, using the deductive method, trying to grammatical concepts through the description of a professor and sample sentences for students in a relatively short period of time to grasp the basic grammar of English.This grammar teaching method requires students to have a relatively strong interest in learning the syntax and more stubborn perseverance to learn grammar, students also need to have a relatively strong ability to concentrate. Grammar teaching method should be to some extent help to students in the end of this review and completion review, but students using the method at the start may enhance the students learning English anxiety, severe may lead to the formation of students learning English psychological barrier.This approach would separate the grammar study lessons and content learning for a long time, if the grammar knowledge of a semester is focused on teaching in the beginning of the semester, then the end of this semester will learn the syntax of a unit ofKnowledge on the possible lessons learned and learned grammar Separation of a semester long, which may affect student’s accurate information on the use of grammatical knowledge. This method at the same time separate the grammar knowledge and syntax for a long time , which is not conducive to student to master the use of grammatical knowledge in the real context and its pragmatic functions of the real.Focusing on teaching grammar can be effective to help students learn grammar more systematically, but also help students easily confuse the syntax of the knowledge to compare, such as can reasonably use, can help us to improve the quality of teaching and teaching effectiveness, but if used improperly, then the actually increased the difficulty of teaching which can affect the quality of teaching and teaching effectiveness, impact the formation of the students get to use the English language. Meanwhile, in the use of concentration methods, how to focus and concentrate what grammar, syntax and grammar knowledge, focusing on teaching knowledge and capacity-building in how to use a rational combination of organic, all should think about. Blind may not be beneficial to focus on classes taught by teachers teaching quality and teaching efficiency.5. Grammar teaching in the way of drawingA lot of teachers use drawing way of to go on English grammar teaching, because drawing the image of an intuitive, allowing student to easily grasp the teaching content, often to achieve better teaching results.However, pictures can only be used as part of the teaching of English grammar, such as the position prepositions, adverbs of teaching, when the state’s teaching.6. Grammar teaching in the method of tableForms can be a very clear to compare and classify knowledge of grammatical, which often appear in grammar teaching, and even some grammar books are all written in tabular form.As the table emphasize the consistency of the content, so the form can only give the basic elements of English grammar, for the more specific content is often cited inconsistencies in some difficulty, while the use of grammar are more difficult to cite.7. Grammar teaching by the way of computer animationComputer animation using in English grammar teaching is not widespread, a number of computer-aided teaching software often used in computer animation for grammar teaching. Computer animation has a strong dynamic, and the animation itself is popular with students which also is able to very clearly the performance of animated action, and with explanations, so this is form very much alive.With the wide range of computer-aided teaching of English to carry out, the computer animation of the teaching grammar will also be widely used.As the current most of the computer teaching software is notnetwork-oriented, resulting in grammar teaching computer animation is difficult to compare teaching among students, thus to some extent affect the teaching of computer animation effects play.8. Grammar teaching method in Communicative Language TeachingNo matter what kind of teaching principles, grammar must be taught to all students, but taught in different directions. Now the new materials have stressed to students the use of English communicative abilities, adopted a dark line on the syntax of a professor at the manner in which only a few sections per week of English classes to Chinese students into the English environment, the difficulty is relatively large . In fact, the necessary knowledge to explain the syntax is inevitable; the key is how to implement the ability to teach in the grammar principle education. Teaching grammar, we can take the following methods:A In the process of explaining the grammar, it is necessary to explain the pragmatic purpose and the contextual requirementIn fact, English grammar knowledge is not rigid, but it has its own language with the purpose and context requirements. We explain the grammar, as long as the purpose of seizing the pragmatics and context ask to speak on the students of knowledge from the dead, while the ability to be inspired. For example, we have carried out the verb tense in the past when taught to the students of this tense is used to describe and explain the past, the action is taking place some time in behavior, such as reconnaissance last night to being the police about the robbery last night 6:00 What do you do to your friends to apologize because he has come to your house the day before yesterday, when you do not play football on the pitch at home and so on, and tell the students in such Pragmatic Context for such purpose, we must use in the past Continuous Tense. This approach allows students to master not only when the composition of past methods, but more important is teaching students what the purpose and context of pragmatic use of past tense, this is the real purpose of learning grammar.B. When giving an example, we should give the true semantic, contextual and pragmatic examplesIn explaining grammatical knowledge, we certainly have to give some Images to illustrate the grammar. At this point, our images must have a clear and reasonable pragmatic purpose, Images of the semantic context should be as complete as possible and reasonable, Images of the English language specification to be authentic aspossible, we should try to avoid making numbers of false sample sentences, will do may be selected from the English original sample sentence, keeping in mind that for the Chinese written in English-Chinese dictionaries, idiom dictionaries, grammar books, before the seventies the original Anglo-American dictionary, tools, books, grammarBooks, not all letters can only refer to. In recent years, teachers can refer to the introduction of the domestic rights from the Anglo-American text published in several English dictionaries, tools, books, grammar books, especially the 95-year version of the Longman Dictionary, R. Quirk, e tc., prepared an “English Grammar” and some original English materials and so on.C . In the grammar exercises, teachers should reduce the mechanical training, and strengthen pragmatic training, in order to help students consolidate what they have learned, and we certainly have to give the students the necessary training opportunities. At this time, we must resolutely abandon the traditional mechanical training methods, which provide students with a clear purpose and context of the semantic pragmatic requirements, not only let students to master the correct syntax expressions, but also let students to master using what kind of context in order to express what the purpose of the semantics, the use of learned grammatical knowledge.It is very crucial for the student’s t that the grammar exercises just after mastering the grammatical knowledge to truly grasp and understand the grammar; therefore, we must adopt standards to guide students to authentic English practice, which really master how to use theses grammar. If the practice of authentic English has not been standardized, it is very likely to enable students to form a non-standard or even the wrong using way.9. Some main problems should be avoided in the grammar teachingA Concept excessive, stressing on analysis, ignoring the pragmaticSome teachers used to teach grammar from the linguistic concept of knowledge, it seems that can not go on teaching grammar if leaving the concept of grammar , so a large scale introduction of the concept are introduced into the teaching of grammar in the classroom so that students feel that the concept is syntax, grammar learning is the concept learning. The result is that a lot of students often master grammar concepts, but still did not master the grammar, or to see a sentence, it is necessary to use grammatical concepts unpleasant.Some teachers in the teaching of grammar too much emphasis on grammaticalAnalysis, requires students to learn the English language to conduct a comprehensiveAnalysis of the syntax of each sentence must be to divide the sentence constituents.And those practices are often associated with the syntax of the concept of too muchTo require students to use a variety of grammatical concepts to analyze the Englishlanguage.These teachers ignore the teaching of grammar in teaching pragmatics, not explain grammar in the use of language , not request and train students from the using ability, the result is often the students learned a lot the concept and learned grammatical analysis, but they did not learn how to the use the grammatical knowledge. This grammar teaching, I believe that it is a failure and not consist with the purpose of grammar teaching.B. Examples are lack of the necessary contextIn the teaching of grammar the statements that some teachers using is often lack the necessary context so that these sentences can not be a true expression of a semantic, but in order to explain the grammar, teachers often endowed them with a semantics, the results is that the students thought that the Citation has a semantics, but in the real context of reading, students can not be able to establish an organic link between the syntax of this semantic and the real context , or a true expression the phrase used to express their learning in the grammar access to this semantics, but it led to expressions of the recipient can not understand or can not be an accurate understanding of their true semantic, because this statement is true at this point can not express the Context of the students want to express the semantics.Some teachers in the teaching of grammar can fully explain the use of some of the concept of a grammar or syntax can be used for the analysis of a sample sentence.Which is often Images of this teaching of grammar in order to prepare specifically,These Images are usually not for real Context for the true expression of the pragmatic functions.Teaching grammar is a knowledge-based teaching and we separated once theKnowledge and ability, will affect the quality of teaching and teaching effectiveness.C . Segmenting too small, ignoring the semantics of the wholeIn grammar teaching, some teachers in order to teach grammar, syntax is often carried out in accordance with the overall semantic split, rather than from the semantic to the teaching of the whole result, students see the trees without seeing the forest, understood the grammatical structures, but not understood semantics.Teaching methods of Written Expression1. Expanding the teaching of writingExpanding the teaching of writing from the students have already mastered the words, sentences ,teaching her students gradually extended sentences, and gradually train the students form the ability to write a chapter . Expansion method is commonly used in writing the teaching method which is generally more effective. Controlled expansion and expansion can be divided into two kinds of non-controlling extensions. Controlled expansion requires students according to the terms, statements, content, or the required forms, etc. the purpose of expansion, control the formation of chapters. Non-controlling extension is to allow the students according to their proficiency in English and writing will be extended.Written extension from the initial year of teaching can begin.2. Classifying the teaching of writingT the writing of teaching of classification is usually written in the form of the plug into writing, according to the materials, writing, letter writing, journal writing and other categories, and then follows the teaching of writing in different categories. Classification of the teaching of writing different types of chapters will usually form requirements.Classification of the teaching of writing and expanding the teaching of writing can be cross-cutting use.Writing is also an important result of the genre classification pedagogy.3. The writing teaching from oral to written compositionThis way of teaching, the students are usually first be an initial focus on the collective oral composition, and then ask the students to write essay from oral,, essay writing is usually the improvement of oral and additions.This approach is conducive to a good basis for students to play the whole class of exemplary and leading role; form the initial year of primary school Chinese writing instruction is widely used.Methods of teaching cultureCross-cultural education is one of the requirements essences of English courses, the “new standard English,” much comprehensively reflect the cross-cultural education ideas. For the cultural content of teaching, we can take the following methods:1. Dominant cultural teachingFor the dominant culture of teaching content, we should be take a very explicit way of teaching so that students can observe and analyze, the students have some English language capabilities, to encourage student discussion.In the dominant culture teaching, we need to pay attention to the students’ emotional experience for observing and analyzing the culture, it is necessary to encourage students to understand the foreign culture and Chinese culture, a completely different place, tolerance those culture which seems to be unreasonable foreign culture phenomenon in the Chinese, 10 million to avoid the formation of the concept of cultural discrimination.At the same time the most important thing is, we should encourage students to form an open cultural attitude, there can not form belittle, or arrogance of these two diametrically opposed but there are unreasonable cultural mentality.2. Implicit cultural teachingUsing the culture of English-speaking countries as English language teaching texts, in teaching we only carry on language teaching, not carry on non-dominant culture teaching directly, this is the hidden culture teaching because the students through the understanding of discourse, in fact already understand the culture.In hidden culture teaching, teachers should closely monitor the students access to theCultural experience, if there is cross-cultural misunderstanding, discrimination and other cultural mentality; it should be timely go to dominant culture teaching.。
小学英语任务型教学
小学英语任务型教学作者：张莉来源：《读与写·上旬刊》2014年第02期摘要：当今的社会迅猛发展要求高素质、全方面的人才，这就要求我们小学英语教师要不断更新观念、调整自己的思维模式，把传统的以教师为主体的教学方式转变为教师为主导、学生为主体的教学方式，而任务型教学模式则是我国基础教育英语新课程标准基本教学理念中所倡导的一种教学模式。
关键词：任务型；英语教学；发展中图分类号：G623.31 文献标识码：B 文章编号：1672-1578（2014）03-0116-01《英语课程标准》强调英语课程"从学生的学习兴趣、生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径。
"其中任务型教学途径是具有一定影响的学习理论，它以具体任务为学习动机，以完成任务的过程为学习过程，以展示任务成果的方式而不是以分数来体现教学的成就。
任务型教学（task-based instruction）给小学英语课堂注入新的活力。
任务型语言学习在最新的国家英语课程标准中首次提出，它的重点是帮助学生成为真正的语言学习者。
简单地说，任务就是运用英语做事。
1.任务型教学活动以学生的兴趣和生活经验为出发点教学内容方式要尽量真实。
在每课时的任务设计中，通过听、说、练等活动，把抽象的、枯燥的语言文字与有趣的实际生活应用联系起来，使学生在完成任务的过程中体验成功。
在这样的教学氛围中学生愿学、乐学，有很高的积极性。
这种教学方式摆脱了传统的教材以知识为中心的枯燥无味的教学模式，使课堂语言活动近似于习得过程。
如在一年级let's acl.中Clap yourhands.Wave your arms.wash yourface.等等句子时，必须要求学生先跟着学发音，后边学边做动作，最后跟着带子的节奏边说边做动作，还可以通过变换节奏的快慢调节课堂内的气氛。
这样，学生学习英语的积极性很高，学习效率也会随之提高。
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1.1 Task-Based Language Teaching Task● The task-based approach aims at proving 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）
1.1 Task-Based Language Teaching Task● Focuses on the construction, sequencing, and evaluation of particular goal-related action complexes that learners carry out either by themselves (see Prabhu’s model 1987) or jointly (see Kumaravadivelu 1993) (Candlin & Murphy 1987; Nunan 1989)
Peter Skehan
Selected Publications ● Researching Pedagogic Tasks: Second language learning, teaching and testing, (co-ed), Longman 2001. ● A Cognitive Approach to Language Learning, Oxford University Press, 1998, Winner, Kenneth W. Mildenberger Prize. ● Individual Differences in Second-Language Learning, Arnold, 1989. ● Task based instruction, Language Teaching, 36, 1-14, 2003. ● Reconceptualising foreign language aptitude, In P.Robinson (Ed.), Individual Differences and Second Language Instruction, New York: Erlbaum, 69-94, 2002.
Outline
1 2 3 4
About the author
Main contents
Critical thinking
Questions for discussion
1
Introduction
1.0 Approach, Method and Technique
● Language teaching is usually discussed in terms of three related aspects: Approach(教学路子), Method（教学模式） and Techniques（具体方法). ● Different theories about the nature of language and how languages are learned (the approach) imply different ways about teaching and learning a language (the method), and different methods make use of different kinds of classroom activity (the technique).
1.2 How TBLT started
Communicative Approach
● Some of its proponents (e.g., Willis, 1996) believe that TBLT develops from communicative Language Teaching (CLT), the predominant language teaching approach since the 1970s, because TBLT shares the same several principles with CLT. ● From the 1980s, “task” and “taskbased language teaching/instruction” have become increasingly preferred terms to those of “communicative activity” or
1.3 Defining Tasks
● A task is a piece of work undertaken for oneself or for others, freely or for some reward(任务是人们为自己或为他人所做的、 作为义务性的或有报酬的一项工作). It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89)
1.3 Defining Tasks
● Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome. (Willis 1996) 任务指的是有目标的交际活动或学生为达到 具体某一目标而进行交际活动的过程
2003; Long & Crooks, 1992; Shehadeh, 2005). From then on, TBLT began to be
recognized and widely discussed in language teaching and research in SLA.
1.3 Defining Tasks
Contrary to CLT, which has never been assigned a clear definition in the field of SLA, “task” in TBLT has been defined albeit in various ways. From the 1980s to now, more than 20 definitions of task have been offered in the literature by the researchers from different research perspectives. From its initial use in the literature in the early 1980s up to today, the concept has been associated with relating with real world activities, focusing on meaning and focusing on form, and finally comes to the comprehensive definitions after 2000.
CLTΒιβλιοθήκη TBLT“communicative language teaching” . (Bygate, Skehan, & Swain, 2001; Crooks & Chaudron, 2001; Kumaravadivelu, 2006; Skehan, 2003).
1.0 Approach, Method and Technique
An approach (路子，途径）is the perception, essential concept and basic guiding principle about how languages are taught and learned. In other words, it is the theory, philosophy and principles underlying a particular set of teaching practices.
1.2 How TBLT started
● TBLT started in the 1970s when scholars argued that language instruction should teach both grammar and meaning (Skehan, 2003). The field widely takes Prabhu as one of the first proponents for tasks or TBLT when he started the approach in teaching secondary school classes in Bangalore, India in the 1970s(Ellis,
There have been the following approaches: The aural-oral approach The natural approach The cognitive code approach The functional-notional approach The communicative approach The task-based approach