任务型教学2课件.ppt

1、11/18/2022生产计划部任务型教学2新课程标准教学建议新课程标准教学建议一、面向全体学生，一、面向全体学生，为学生全面发展和终生发展奠定基础为学生全面发展和终生发展奠定基础二、关注学生的情感，二、关注学生的情感，营造宽松、民主、和谐的教学氛围营造宽松、民主、和谐的教学氛围三、倡导三、倡导“任务型任务型”的教学途径，培养学生综合语言运用能的教学途径，培养学生综合语言运用能力力四、加强对学生学习策略的指导，为他们终生学习奠定基础四、加强对学生学习策略的指导，为他们终生学习奠定基础五、拓展学生的文化视野，发展他们跨文化交际的意识和能力五、拓展学生的文化视野，发展他们跨文化交际的意识和能力 六、

2、利用现代教育技术，拓宽学生学习和运用英语的渠道六、利用现代教育技术，拓宽学生学习和运用英语的渠道七、组织生动活泼的课外活动，促进学生的英语学习七、组织生动活泼的课外活动，促进学生的英语学习八、不断更新知识结构，适应现代社会发展对英语课程的要求八、不断更新知识结构，适应现代社会发展对英语课程的要求九、遵循课时安排的高频率原则。保证教学质量和效果九、遵循课时安排的高频率原则。保证教学质量和效果What is a task?The task is an activity in which students use language to achieve a specific outcome.The

3、activity reflects real life and students focus on meaning,they are free to use any language they want.Playing a game,solving a problem or sharing information or experiences can all be considered as relevant and authentic tasks.什么是任务？什么是任务？Shortly speaking,task is an action,in the process of doing so

4、mething,students are always in the active psychological state.In the process of completing tasks,students actively participate in the task and interact with both teachers and classmates,building a supportive environment for language acquisition and internalization.Task-based language teaching is to

5、make language in the classroom meaningful therefore memorable,students can process language which is being learned or recycled more naturally.The primary focus of classroom activities is the task and language is the instrument which the students use to complete it.What is Task-based language teachin

6、g?什么是任务型教学什么是任务型教学?任务型语言教学的核心思想是要模拟人们在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，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言应用把语言与学习者在今后日常生活中的语言应用结合起来。任务型教学把人们在社会生活中所结合起来。任务型教学把人们在社会生活中所做的事情细分为若干非常具体的做的事情细分为若干非常具体的“任务任务”并把并把培养学生具备完成这些任务的能力作为教学目培养学生具备完成这些任务的能力作为教学目的。简而言之，任务型教学法的就是为了实现的。简而言之，任务型教学法的就是为了实现在在“学中

7、用，用中学学中用，用中学”。任务型教学提倡以教师为主导、以学生为主体任务型教学提倡以教师为主导、以学生为主体的教学活动；它倡导体验、实践、参与、交流的教学活动；它倡导体验、实践、参与、交流和合作的学习方式。学生在参与教师或教材精和合作的学习方式。学生在参与教师或教材精心设计的任务型学习活动中，通过思考、体验、心设计的任务型学习活动中，通过思考、体验、调查、讨论、交流和合作等方式，学习和使用调查、讨论、交流和合作等方式，学习和使用英语认识语言，运用语言，发现问题，找出规英语认识语言，运用语言，发现问题，找出规律，归纳知识和感受成功。并在学习的过程中律，归纳知识和感受成功。并在学习的过程中获得情感

8、体验、调整学习态度和学习策略，从获得情感体验、调整学习态度和学习策略，从而提高综合运用语言的能力而提高综合运用语言的能力。任务型课堂模式把学生的注意力聚集在怎样利用英语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

9、动为方式以学生为主体，以任务为中心和以活动为方式”的思想，有助于学生自主学习，提高学生运用语言进的思想，有助于学生自主学习，提高学生运用语言进行交际的能力，增强学生学习的兴趣和信心，是素质行交际的能力，增强学生学习的兴趣和信心，是素质教育在英语教学中的具体体现。教育在英语教学中的具体体现。任务型教学的目标任务型教学的目标列举是口头和书面交际中最常见的方法。我们列举是口头和书面交际中最常见的方法。我们为了说明某一概念、观点、问题，常常会列举为了说明某一概念、观点、问题，常常会列举一些具体的事实、例证。列举型任务是指对人一些具体的事实、例证。列举型任务是指对人或物按一定的分类或标准进行介绍。如：讲

10、故或物按一定的分类或标准进行介绍。如：讲故事、图片介绍、对事物的形状、大小、性质、事、图片介绍、对事物的形状、大小、性质、功能、特征进行描述等都属于列举型任务功能、特征进行描述等都属于列举型任务.任务的类型任务的类型(1)(1)列举型任务列举型任务 (listing)(listing)例如例如 Work in groups.Try to find:1.two people taller andtwo people shorter than you;2.two people heavier and two people lighter than you;3.the oldest,youngest

11、 boy and girl in your group.它是把物体、事件、观点或步骤按时间、空它是把物体、事件、观点或步骤按时间、空间、逻辑关系、重要性的顺序排列。分类任务间、逻辑关系、重要性的顺序排列。分类任务就是把数个类似的事物按其所有具有的某种共就是把数个类似的事物按其所有具有的某种共同点进行分类。同点进行分类。例如例如 1.In your group,how many people have birthdays this month?2.How many people in your group have birthdays in January,February?(2)(2)整理性任

12、务整理性任务 (ordering;sorting;classifying)(ordering;sorting;classifying)比较型任务是指找出相同点和不同点。即将被说比较型任务是指找出相同点和不同点。即将被说明的事物与学生所熟悉的事物加以比较，使他们了明的事物与学生所熟悉的事物加以比较，使他们了解得更清楚明白。对照就是在类似的两个事物之间解得更清楚明白。对照就是在类似的两个事物之间找出不同点。找出不同点。.(3)(3)比较型任务比较型任务 (comparing;contrasting)(comparing;contrasting)例如例如1.What do you usually t

13、alk about when you meet a stranger?2.What do foreigners usually talk about when they met a stranger?3.Whats the difference?解决问题型任务是比较高级的学习任务，解决问题型任务是比较高级的学习任务，需要运用到人的智力和推理能力。其中原有需要运用到人的智力和推理能力。其中原有的知识经验和当前问题的组成必须经过重新的知识经验和当前问题的组成必须经过重新改组、转换或联合，才能达到既定目标。它改组、转换或联合，才能达到既定目标。它要求学生根据自己的知识能力，用英语解决要求学生根据自己

14、的知识能力，用英语解决现实生活中可能遇到的问题。现实生活中可能遇到的问题。.(4)(4)解决问题型任务解决问题型任务 (problem solving)(problem solving)(4)4)解决问题型任务解决问题型任务 (problem solving)(problem solving)例如例如What questions do you ask your friends when you wantto know these things:1）their age;2）their address;3）where they were born;4）theprimary school they

15、went to.它要求学生自由地谈论个人经历，分享他它要求学生自由地谈论个人经历，分享他人体验。这类经历和体验交流就像非正式的人体验。这类经历和体验交流就像非正式的交谈和闲聊。交谈和闲聊。没有具体的目标和要求，一起没有具体的目标和要求，一起取决于交谈双方的交际意愿。交流个人意见取决于交谈双方的交际意愿。交流个人意见是学生就某一具体的问题发表自己的看法，是学生就某一具体的问题发表自己的看法，听取别人意见。这是一种开放式任务，目的听取别人意见。这是一种开放式任务，目的在于引起学生的思考，有利与培养学生的多在于引起学生的思考，有利与培养学生的多元思维。元思维。(5)(5)分享个人经验型任务分享个人经

16、验型任务 (sharing personal experience)(sharing personal experience)(5)(5)分享个人经验型任务分享个人经验型任务 (sharing personal experience)(sharing personal experience)例如例如Talk with your partner.Say why you like or dont like the things,people and places in the box.创造性任务是一种高级学习任务，具有探究性、创造性任务是一种高级学习任务，具有探究性、开放性、合作性和实践性的特点，

17、需要小组或学习共开放性、合作性和实践性的特点，需要小组或学习共同体在实践中进行各种探究活动。它比其他的任务更同体在实践中进行各种探究活动。它比其他的任务更复杂，牵涉到多个环节，需要借助列举、排序与分类、复杂，牵涉到多个环节，需要借助列举、排序与分类、对比与对照、归纳与演绎等手段。对比与对照、归纳与演绎等手段。它能培养学生合它能培养学生合作意识和团队精神，发挥学生的想象力和创造性使用作意识和团队精神，发挥学生的想象力和创造性使用英语的能力。英语的能力。.(6)(6)项目型任务项目型任务 (project)(project)或创造型任务（或创造型任务（creative taskscreative

18、tasks）例如例如 Ask your classmates what they did last summer vacation.Fill in the form first,and then write a report.(6)(6)项目型任务项目型任务 (project)(project)或创造型任务（或创造型任务（creative taskscreative tasks）传统教学和任务型教学传统教学和任务型教学A traditional model for the organization of language lessons in the classroom has long be

19、en the PPP approach(presentation,practice,production).Although the grammar point presented at the beginning of this procedure may well fit neatly into a grammatical syllabus,a frequent criticism of this approach is the apparent arbitrariness of the selected grammar point,which may or may not meet th

20、e linguistic needs of the learners,and the fact that the production stage is often based on a rather inauthentic emphasis on the chosen structure.With this model,individual language items(for example,the past continuous)are presented by the teacher,then practiced in the form of spoken and written ex

21、ercises(often pattern drills)and then used by the learners in less controlled speaking or writing activities.语法翻译法是外语教学中历史最长语法翻译法是外语教学中历史最长与使用最广泛的方法之一，与使用最广泛的方法之一，其教学其教学目标是培养阅读外国文学作品的能目标是培养阅读外国文学作品的能力。为达到此目的，力。为达到此目的，教师系统地单教师系统地单方面的向学生传授词汇和语法规则方面的向学生传授词汇和语法规则，然后让学生进行语言训练。通过，然后让学生进行语言训练。通过配诵语法规则，应用语法

22、规则填空配诵语法规则，应用语法规则填空、造句，做翻译练习等，学生的语、造句，做翻译练习等，学生的语言分析能力得到了相应的提高。它言分析能力得到了相应的提高。它强调教师的主体性，忽视学生的学强调教师的主体性，忽视学生的学习的主动性，重规则，轻运用，重习的主动性，重规则，轻运用，重视知识的传授，轻技能培养。其结视知识的传授，轻技能培养。其结果是学生掌握了不少语法条条，却果是学生掌握了不少语法条条，却患上外语患上外语“聋哑聋哑”病。病。While the advantages of TBL are that language is used for a genuine purpose meaning

23、 that real communication should take place,and that at the stage where the learners are preparing their report for the whole class,they are forced to consider language form in general rather than concerning on a single form(as in the PPP)where as the aim of the PPP model is to lead from accuracy to

24、fluency,the aim of TBL is to integrate all four skills and to move from fluency to accuracy plus fluency.The range of tasks available(reading texts,listening to texts,problem-solving,role plays,questionnaires,etc)offers a great deal of flexibility in this model and should lead to more motivating act

25、ivities for the students.Students who are used to a more traditional approach based on a grammatical syllabus may find it difficult to come to terms with the apparent randomness of TBL,but if TBL is integrated with a systematic approach to grammar and lexis,the outcome can be a comprehensive,all rou

26、nd approach that can be adapted to meet the needs of all learners.任务型教学作为一种教学法，具有结构性，它由教学目标任务型教学作为一种教学法，具有结构性，它由教学目标(goals)(goals)、信息输入、信息输入(input)(input)、活动方式、活动方式(activity)(activity)、师生、师生角色角色(teacher/student role)(teacher/student role)、教学环境、教学环境(setting)(setting)等要等要素组成。素组成。任务型教学法任务型教学法与传统教学法之间的差

27、异在于前者与传统教学法之间的差异在于前者注意信息沟通，活动具有真实性而且活动量大。它强调学注意信息沟通，活动具有真实性而且活动量大。它强调学习过程、学习方法和学习能力的培养，强调学习的民主性习过程、学习方法和学习能力的培养，强调学习的民主性、协商性，充分考虑学生的学习需要、能力差异和情感因、协商性，充分考虑学生的学习需要、能力差异和情感因素，语言学习和运用性强，注重综合能力的培养。英语课素，语言学习和运用性强，注重综合能力的培养。英语课堂教学应具有堂教学应具有“变化性互动变化性互动”的各项活动，即任务。学生的各项活动，即任务。学生在完成任务过程中进行对话性互动，进而产生语言习得。在完成任务过程

28、中进行对话性互动，进而产生语言习得。任务型教学模式任务型教学模式前任务前任务（Pre-task）语言聚焦语言聚焦（Post-task）（Language focus)任务环任务环（Task cycle）语言聚焦语言聚焦（Post-task）（Language focus)前任务前任务（Pre-task）任务环任务环（Task cycle）Introduction to the topic and task.Analysis and practice.任务型教学模式任务型教学模式任务环任务环（Task cycle）a)a)任务任务 Task Task A task designed by the

29、 teacher is introducedb)b)计划计划 Planning.Planning.Here,the students perform the task(typically a reading or listening exercise or a problem-solving exercise)in pairs or small groups.Then the students prepare a report for the whole class on how they did the task and what conclusions they reached.c)c)报

30、告报告 ReportingReportingIn this step,the students present their findings to the class in spoken or written form.语言聚焦语言聚焦（Post-task）（）（Language focus)-Analysis and practice Students examine and then discuss specific features of the text or transcript of the recording.They can enter new words,phrases an

31、d patterns in vocabulary books.The teacher conducts practice of new words and patterns occurring in the data,either during or after the analysis.Sometime after completing this sequence,students may benefit from doing a similar task with a different partner.a)a)分析各组执行任务情况分析各组执行任务情况 Analysis.Analysis.

32、b)b)操练语言难点操练语言难点 PracticePractice任务型教学模式任务型教学模式前任务前任务（Pre-task）首要环节首要环节语言聚焦语言聚焦（Post-task）（Language focus)最后环节最后环节任务环任务环（Task cycle）核心部分核心部分 learning by doing1 1、任务的准备：任务的准备：2 2、引入激发：引入激发：3 3、活动进行：活动进行：4 4、归纳反馈：归纳反馈：任务型教学操作步骤任务型教学操作步骤 Task:Making up a poster on healthy eating 1.To learn about health

33、y eating and arouse the students interest.2.To cultivate the students ability of collecting and dealing with information to make sure they can apply what theyve learned while finishing the task.示例示例Goals of the task:Teaching aids:a set of slides,some pictures and a tape recorder.Getting the students

34、 to learn about junk food and healthy food.1)The students talk about their favorite food for breakfast,dinner and supper.One keeps a record of it.(group work)2)The students discuss whether what they eat is junk food or healthy food.(group work)3)The speakers from each group give a report to the clas

35、s.(class work)4)The teacher shows pictures of healthy food and junk food to help the students know how they affect peoples health.(class work)1.Pre-taskCollecting information about healthy eating.1)The students in groups of four work together to discuss how different nutrients benefit peoples health

36、 and find out the related food eaten in daily life.(group work)2)The speakers from each group report their result of the discussion.(group work)3)The students read the text and check their work.(individual work)4)The students in groups discuss other factors that decide their choices of food and come

37、 to a conclusion that what is healthy eating based on their understanding of the text.(group work)2.While-task5)The speakers from some groups give tips on healthy eating.The teacher and the class evaluate their work.(class work)6)The students listen to the tape and read the text aloud.(class work)Ma

38、king up a poster on healthy eating.(The students will finish the task individually after the class.)1)Make up a poster on healthy eating.2)Present their posters in the next class.3.Post-task任务型教学任务型教学 在英语教学中的实际应用在英语教学中的实际应用(一一)任务型教学的课堂设计：任务型教学的课堂设计：例例 1 1Unit 3Why do you like koalas?Section ASection

39、 A案例展示一案例展示一 七年级七年级 Period 1Lets go to the zoo!panda/pnd/Why do you like pandas?pandasBecause they are cute./kju:t/koala/ku:l/koalastiger/taig/tigersgiraffe/drf/,/dir:f/giraffesinterestingelephant/elifnt/lion/lan/elephantslions/d:lfn/pegwin/penguinsdolphinsDo you want to see these animals?Why?1a 1a

40、1.tiger _2.elephant _3.koala _ 4.dolphin _5.panda _6.lion _ 7.penguin _8.giraffe _befgchdgPair workPractice the conversation.Then make conversations about the other animals in the picture.Use the words below.cute interestingfun smartA:Lets see the lions.B:Why do you want to see the lions?A:Because t

41、heyre cute.A competition On weekends,we usually go to the zoo.Which animal should we go to see first.Why?You can use these words:smart,cute,interesting,fun,scary,smart,cute,interesting,fun,scary,boring,beautiful,big,small,funny,boring,beautiful,big,small,funny,friendly,quietfriendly,quietWork in gro

42、ups and tell the reasons.Then have a competition between boys and girls教师评价教师评价WritingWriting Write several sentences about your favorite animals and give reasons.I often go to the zoo to see some animals.I like_.What were you doing when the UFO arrived?Section A By Shen Jing Unit 3Unit 3UFO:Unident

43、ified Flying Object 案例展示二 八年级Period 1in the living roomin the kitchenwatching TV cooking What were you doing when?in the bedroomsleepingin the bathroomtaking a showergetting out of the showerin the barber shopcutting hair3 34 41 12 2pairworka.standing in front of the library/studying in the libraryb

44、.cleaning my room/sleeping late c.making a smoothie/cooking dinner d.getting out of the shower/talking on the phonee.eating lunch/cutting hair1b listening January 20 2008 What were you doing when the snow disaster happened in our country?group workWhich group is the best?Students present their conve

45、rsations评论评论What phrases and sentences did they use?Unit 5Can you come to my party?Section A By shenjing案例展示案例展示 三三 八年级八年级第一课时第一课时-Can you come to my party on Friday?-Sure,Id love to.Make invitationsAccept invitations-Great!Id love to.Sorry,I cant.I have a piano lesson.Can you come to my party?Decli

46、ne invitationsCan you come to the party?Sorry,I cant.I have to studyfor a test.Talk about obligationspairworkCan you come to my party?1234561a Match the words with the pictures.study for a test _ help my parents _ go to the doctor _ visit my aunt _ have a piano lesson _bcdea1b Listening TedTimKayAnn

47、aWilsonA:Can you come to my party on Wednesday?B:Sure,Id love to.C:Sorry,I cant.I have a piano lesson.D:Im sorry,too.I have to go to the doctor.ExampleinvitationIts a Christmas Party.From whom:LindaTime:Friday,December 24,at seven-thirtyPlace:Lindas house,No 11 Middle schoolCome and join us!3a Read

48、the invitation.3a Fill in the blanks.Lisa:Hi,Simon,_ you come to my _?Simon:_ is it?Lisa:Its _at _.Simon:Great!Id love to!birthday partyWhenon Friday,June 30four-thirtycan3b Writing Fill in the card with details of an event.Its a _.For whom:_Time:_Place:_Come and join us!Kinds of party Birthday Part

49、y New Years Party Christmas Party Welcome Party Barbecue Party任务型教学任务型教学 在英语教学中的实际应用（二）在英语教学中的实际应用（二）任务型教学的课堂设计：任务型教学的课堂设计：八上八上 unit 9 When was he born?unit 9 When was he born?设计任务：制作海报设计任务：制作海报例例 1 1 Today we are going to make a poster.Please write the name of a person you admire,a singer,an athlet

50、e,a movie star,a writer,a scientist.You also write down his/her birthday,birth place,life story and so on.把学生分组，把学生分组，每个小组选择各界的一位名每个小组选择各界的一位名人，收集他人，收集他/她的有关资料，做进一步了解，她的有关资料，做进一步了解，目的是让学生们认识到成就一番事业需要付目的是让学生们认识到成就一番事业需要付出艰辛，以此来激励学生的学习热情。收集出艰辛，以此来激励学生的学习热情。收集内容需包括：人物名字、职业、出生年月、内容需包括：人物名字、职业、出生年月、生平事迹，