任务型教学设计.ppt

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1、什么是任务？什么是任务？A task is a piece of work undertaken for oneself or for others,freely or for some reward.It is meant what people do in everyday life,at work,at play,and in between.(Long 1985:89)任务是人们在日常生活中所从事的任务是人们在日常生活中所从事的 有目的的活动有目的的活动。What people do in everyday life:buying a pair of shoes borrowing a

2、 library book asking for advice talking with friends about a soccer team doing housework finding a street destinationTASKS A task is an activity or action which is carried out as the result of processing or understanding language(i.e.as a response).(Richards,Platt and Weber 1986:289)任务任务：人们在学习、理解、人们

3、在学习、理解、体会语言之后所开展体会语言之后所开展的活动。的活动。What learners do when they understand:draw a map while listening to a tape look at a set of pictures and decide what should be done decide which to buy know which way is the best to solve the problem The communicative task is a piece of classroom work which involves

4、learners in comprehending,manipulating,producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to convey meaning rather than to manipulate form.David Nunan(1989)交际型交际型任务任务是一种涉及是一种涉及到学习者理解，运用所到学习者理解，运用所学语言进行交流的课堂学语言进行交流的课堂活动。

5、学生的注意力主活动。学生的注意力主要集中在语言的意义上，要集中在语言的意义上，而不是语言的形式。而不是语言的形式。listening to a weather forecast and deciding what to wear exchanging name cards responding to a party invitation describing a photograph of ones family 所谓所谓所谓所谓任务型语言教学任务型语言教学任务型语言教学任务型语言教学，其核心思想就是要模拟人，其核心思想就是要模拟人，其核心思想就是要模拟人，其核心思想就是要模拟人们在社会、学校

6、生活中人们运用语言所从事的各类活们在社会、学校生活中人们运用语言所从事的各类活们在社会、学校生活中人们运用语言所从事的各类活们在社会、学校生活中人们运用语言所从事的各类活动，把语言教学与学习者在今后的日常生活中的语言动，把语言教学与学习者在今后的日常生活中的语言动，把语言教学与学习者在今后的日常生活中的语言动，把语言教学与学习者在今后的日常生活中的语言应用结合起来。应用结合起来。应用结合起来。应用结合起来。根据任务型教学的思想，我们在生活当中所做的一根据任务型教学的思想，我们在生活当中所做的一根据任务型教学的思想，我们在生活当中所做的一根据任务型教学的思想，我们在生活当中所做的一切事情实际上就

7、是完成一个又一个的任务。把社会生切事情实际上就是完成一个又一个的任务。把社会生切事情实际上就是完成一个又一个的任务。把社会生切事情实际上就是完成一个又一个的任务。把社会生活中所做的事情细分为若干非常具体的活中所做的事情细分为若干非常具体的活中所做的事情细分为若干非常具体的活中所做的事情细分为若干非常具体的“任务任务任务任务”，并，并，并，并把培养学生具备完成这些任务的能力作为教学目标。把培养学生具备完成这些任务的能力作为教学目标。把培养学生具备完成这些任务的能力作为教学目标。把培养学生具备完成这些任务的能力作为教学目标。T1:read the notice T2:when to have th

8、e meeting,who will T1:read the notice T2:when to have the meeting,who will attend,who will be invited,where to have the meeting(attend,who will be invited,where to have the meeting(对信息对信息对信息对信息的选择，分类及排序的过程的选择，分类及排序的过程的选择，分类及排序的过程的选择，分类及排序的过程)T3:who to turn to for help(T3:who to turn to for help(处理信息

9、的过程处理信息的过程处理信息的过程处理信息的过程)T4:how to get there(T4:how to get there(信息的再处理信息的再处理信息的再处理信息的再处理)What are tasks?意义的表达是第一位的（meaning is primary）需要解决交际中的问题(there is some communication problem to solve)与实际生活的活动相似(there is some sort of relationship to comparable real-world activities)最受关注的是完成任务(task completion

10、has some priority)任务的评价取决于结果(the assessment of the task is in terms of outcome)What are not tasks?1 1不让学习者只是鹦鹉学舌2不是为了显示语言的技能3不是墨守成规与人雷同的4不是为了做机械性的操练5不是为了学习某些句型结构硬把语言安排到材料之中How do you usually go to school every day?I usually go to school by subway.What would you like to buy?I want to buy a camera.Wha

11、t about this one?Its nice.Ill take it.Three principal phases任务型教学的主要三个阶段Pre-task phase During task phasePost-task phasePre-task phaseOn general cognitive demands of the task（对任务要求的总体感知（对任务要求的总体感知,language goal）知道做什么，学什么以及为什么学知道做什么，学什么以及为什么学An emphasis on linguistic factors 关注语言因素关注语言因素 了解听的内容，听的关注点以

12、及场景了解听的内容，听的关注点以及场景 词汇短语的学习等词汇短语的学习等 （指示语要明确指示语要明确）Pre-task phase我们该如何让学生在任务前这一阶段为语言因素的关注做好准备呢？Non-task preparation activities-brain storming 大脑风暴大脑风暴激活、启动学生已有的经验和背景知识激活、启动学生已有的经验和背景知识（类似于教学步骤中（类似于教学步骤中warming-up和和lead-in部分，新目标教材的1a部分）例如：教学喜欢的学科、食物的名称、活动等-mind map 思维图思维图通过某个词汇和话题让学生将相关的词融合起来通过某个词汇和话

13、题让学生将相关的词融合起来建立联系的一个过程建立联系的一个过程例如：谈论衣服、朋友、运动、日期等例如：谈论衣服、朋友、运动、日期等 主题思维图及任务型活动主题思维图及任务型活动 DatesTask One:NumbersTask Two:Class birthday calendarTask Three:Personal calendarTask Four:History calendarPre-task phase总体效果Providing a model提供一个示范提供一个示范Asking students to observe a model of how to perform the

14、task让学生观察完成任务的模式让学生观察完成任务的模式Performing a similar task完成一些简单的任务完成一些简单的任务During-task phaseParticipatory structure 参与方式参与方式-individual or interaction 个人与互动 Pairwork and groupwork 让学生有更多接触语言的机会 合作交流以及情感态度的作用 -language learners or language users 不同阶段角色不同 角色的转换意味着注意力的转移 任务型教学中学生可以决定部分活动 The post-task phas

15、eThree major pedagogical goals:-提供再做任务的机会提供再做任务的机会（to provide an opportunity for a repeat performance of the task）-反思任务是怎样完成的反思任务是怎样完成的（to encourage reflection on how the task was performed）-关注语言的形式关注语言的形式（to encourage attention to form）The post-task phase的四种主要活动的四种主要活动Reviewing of learner errors反思错

16、误Consciousness-raising tasks语法意识Production-practice activities操练活动Noticing activities 注意语言的准确Task types1拼图式任务（jigsaw tasks）2信息差型任务（information gap tasks）3解决问题型任务（problem solving tasks）4选择决定型任务（decision making tasks）5交换观点型任务（opinion exchange tasks）Task types1编目（列单子（列单子,Listing）Make a list of what you

17、 want to buy for your party?What sports do you like?What personal traits should your friend have?2排序与分类(Ordering and sorting)Categorize the following into those which you think are grains,meat,fruits&vegetables,drinks and others.What subjects do you like or dislike?Put the sentences in the right ord

18、er.3对比(Comparing)Fill in the form to compare the Spring Festival with Christmas Day Compare your friendsu4解决问题(Problem solving)How to protect endangered animals?How to deal with the problem that people spit everywhere?u5个人经历(Sharing personal experiences)Tell us what interested you most when you were

19、 young?How your teacher helped you with your math?u6创造性任务(Creative tasks)Design a poster to introduce your school charity show.Does your class have any ways to help the poor children?u7 做调查（making a survey)Task1:Ss work in groups of four making a survey about 2008 Olympic Games.First choose a topic

20、from the following and discuss with your partners.Then fill in the chart below.After that,each groupleader should report their discussion work.Task2:Ss make a survey about their dream jobs in groups of four.Then fill in the chart below.After that,have the group leader report the result.u8 猜测类游戏（Gues

21、sing games）Task1：Students work in pairs.One student uses the body language to describe the actions in the cards while the other students guess what he/she is doing.Task2：Choose one movie star,singer or someone else people are familiar with and describe his/her appearance.The others try guess who he/

22、she is.u9 编故事（making chain stories）Task1：Students work in groups and use Kates photos to make a story of her trip.S1:Kate is my best friend and she studies in NO.1 High School.S2:This Sunday she went to the zoo by bus with her parents.S3:They arrived there at half past nine.S4:Kate saw many differen

23、t animals,such as elephants,tigers,monkeys and so on.u10 辩论（Debate）Task 1.Which do you prefer,living in the city or the country?Task 2.Do you think it is good to keep animals in cages?why?Task 3.Which do you like better,American fast food or traditional Chinese food?u11 描述与设计（Description&Design）Task

24、1:Please design a new image for your classmate.Try to draw a picture for him or her and write down a brief introduction.Task2:Fill in the chart and then write an article about one of your family members.Name:_ Age:_Height:_ Build:_Hair:_Job:_Likes and dislikes:_My motto:_Task3:Ss work in groups disc

25、ussing the weather in different cities according the information on the map.Then predict the weather for the 24 hours in China.u12 采访（interview）Task:Interview your partners about one of their unforgettable trips.Following information should be included.1.Where did you go?2.How did you go there?3.Whe

26、n did you go there?4.What did you see?5.Who was with you?0556-5193952QQ:496199393138651182481、The authenticity principle言语、情境真实性原则言语、情境真实性原则 The linguistic data that learners work with are authentic.The relationship between linguistic form and communicative function are clear to the learner.任务的设计要提供

27、给学习者明确、真实的语任务的设计要提供给学习者明确、真实的语言信息。学习者应该清楚语言形式和语言功能之言信息。学习者应该清楚语言形式和语言功能之间的关系。使学习者在一种自然、真实或模拟真间的关系。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。实的情境中体会语言、掌握语言的应用。2、The form-function principle 形式形式-功能性原则功能性原则 Teaching language in ways that make form and function relationships transparent.任务的设计注重语言形式和功能的结合，旨在使任务的

28、设计注重语言形式和功能的结合，旨在使学习者掌握语言形式的同时，培养其自我把握语言学习者掌握语言形式的同时，培养其自我把握语言功能的能力。每一阶段任务的设计都具有一定的导功能的能力。每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。言的功能，并在交际中进行真实运用。3、The task dependency principle 阶梯型任务原则阶梯型任务原则 A series of tasks in a le

29、sson or unit of work forms a kind of pedagogical ladder,each task representing a rung on the ladder,enabling the learner to reach higher and higher levels of communicative performance.学习单元中任务的设计由简到繁，由易到难，层学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务向高级任务以及高级任层深入，并形成由初级任务向高级任务以及高级任务涵盖初级任务的循环。在语言技能方面，遵循先务涵盖初级任务的

30、循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层听、读，后说、写的设计顺序，使教学阶梯式地层层递进。层递进。4、Learning by doing 做中学原则做中学原则 Learning by doing motivates students to fulfill their potential.Learners master the language by using it communicatively in the classroom,although they still have to learn grammar and memorize vocabulary.自始至终引导学生通过完成具体的任务活动来学自始至终引导学生通过完成具体的任务活动来学习语言，让学生为了特定的学习目的去实施特定的习语言，让学生为了特定的学习目的去实施特定的语言行动，通过完成特定的交际任务来获得和积累语言行动，通过完成特定的交际任务来获得和积累相应的学习经验。相应的学习经验。