任务型教学法在初中英语口语教学中的应用及反思ppt课件.ppt

《任务型教学法在初中英语口语教学中的应用及反思ppt课件.ppt》由会员分享，可在线阅读，更多相关《任务型教学法在初中英语口语教学中的应用及反思ppt课件.ppt（23页珍藏版）》请在得力文库 - 分享文档赚钱的网站上搜索。

1、火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去The Application And Reflection of Task-based Language Teaching Approach To Oral English Teaching in Middle School任任务务型型教教学学法法在在初初中中英英语语口语教学中的应用及反思口语教学中的应用及反思火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去I.IntroductionII.The Theoretical Ba

2、sisIII.The Necessity of Applying TBLT to Oral English Teaching in Middle SchoolV.The Reflection of TBLT to Oral English Teaching in Middle SchoolVI.ConclusionIV.the Application of TBLT to Oral English Teaching in Middle School 火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去I.IntroductionTBLT:

3、an approach based on the use of tasks as the core unit of planning and instruction in language teaching.Underthepressureofexaminations,theEnglishteachingusuallyfocusesongrammarratherthancommunication.Inordertochangeit,TBLTismuchnecessary.ThispaperismainlyabouttheapplicationandreflectionofTBLTtooralE

4、nglishteachinginjuniormiddleschool.火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去By LauraConstructivismSecond language acquisition Input Hypothesis II.The Theoretical Basis for TBLT火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去ConstructivismDefinition:Constructivism is a theory ofkno

5、wledge that argues that humans generateknowledge and meaning from an interactionbetweentheirexperiencesandtheirideas.Constructivism claims that knowledge should beconstructed through interaction and cooperationand emphasizes particularly learning by socialinteractionandcooperation.火灾袭来时要迅速疏散逃生，不可蜂拥而

6、出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去Second Language AcquisitionDefinition:Itreferstoasystematicstudyofhowonepersonacquiresasecondlanguagesubsequenttohisnativelanguage.Themodel:Apperceived input-Comprehendedinput-intake-integration-output.火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去Input Hy

7、pothesisDefinition:Learnersprogressintheirknowledgeofthelanguagewhentheycomprehendlanguageinputthatisslightlymoreadvancedthantheircurrentlevel.“i+1”Thelearnerimprovesandprogresseswhenhe/shereceivessecondlanguageinputthatisonestepbeyondhis/hercurrentstageoflinguisticcompetence火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物

8、，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去 III.The Necessity of Applying TBLT to Oral English Teaching in Middle School 3.The Necessity of Applying Task-based Language Teaching in Oral Class1.Current Situation of Chinese Oral English Teaching in Middle School2.The Comparison of Task-based Language Teaching and

9、Traditional Teaching Methods火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去Oral English Teaching in Middle School.1.LoworalEnglishlevelofmiddleschoolteacher.2.StudentspsychologicalescapeoforalEnglish.3.SocialignoranceoforalEnglishteaching.火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去

10、The Comparison of Task-based Language Teaching And Traditional Teaching Methods 1.EnglishteacherignorestheaimoforalEnglishThe traditional oral English teaching2.traditionalteachingmethodsappearinflexibleandrigid Taskbased language teaching1.TheaimoforalEnglishteachingisclearly.2.Studentorientedteach

11、ingmethods火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去The Necessity of Applying Task-based Language Teaching in Oral Class1.TBLThelpstodevelopstudentslanguagecompetence.2.TBLThelpstobroadenstudentshorizonandenlargetheirknowledge3.TBLTcanmakefulluseftheteachingmaterials.4.TBLTcanchangetheph

12、enomenonofdumbEnglish 火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去IV.The Application of TBLT Approach in Middle Oral English Teaching 1.TBLT on Oral English Teaching2.Framework of TBLT to Oral English Teaching3.Case Study of TBLT火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去 Tasks

13、are activities where the target language is used by the learner for communicative purpose in order to achieve an outcome(Jane Willis 1996).Task-based Language Teaching on Oral English Teaching火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去 Willis(1996)and Ellis(2003)both proposed a three-phas

14、e framework of TBLT.That can be used to design activies of Oral English Teaching.Pre-taskWhile-taskPost-task1.introduction to the task topic by the teacher.2.Necessary input and preparation for the task.1.Tasking2.Planning3.Reporting1.Analysis2.PracticeStudent-centeredFramework of TBLT to Oral Engli

15、sh Teaching火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去Case study of TBLT(“what did you do on your vocation?”)Pre-task1.Teacher introducts the task topic my vocation2.Teacher gives students a dialogue between the boy and his Chinese friend who talk about their vocation,and then picks up so

16、me relevant words,phrases and cultural background about vocation for students to get ready for the task.While-task1.Learners will be asked to complete the following task:what did you do on your vocation?2.Learners of each group get ready for how to report their finished task.3.ReportingPost-task1.Le

17、arners analyze other groups performance in this task.2.Learners can practice the task again after the task analysis in order to enhance the influence of learning.火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去V.The Reflection of TBLT to Oral English Teaching in Middle SchoolAdvantages of TBLT

18、Disadvantages of TBLT火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去Advantages of TBLT1.This learning-while-doing method not only helps students learn English,but also helps students learn to use the language in a real world.2.Task-based spoken English teaching can improve spoken English prof

19、iciency effectively.3.After implementing TBLT,learners linguistic and communicative competence and thinking ability etc.are developed very well.4.TBLT can also help students learn to think about a question,learn to make a decision and deal with an emergency.5.TBLT involves the collaboration between

20、teacher and learners,and among learners.6.TBLT can greatly improve the integrated ability of a student.火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去Disadvantages of TBLT1.The tasks or questions chosen in task-based or procedural syllabus are lack of convincible foundation or criterion.2.TBL

21、T cant tell the inner relationship between certain activities and learners current needs.3.Before the task begins,if teachers dont explain any concerned language knowledge,learners will have many language obstacles when they carry on the task.4.Students tend to neglect the language forms and they wi

22、ll 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 systematization and sequence of tasks.7.The classroom is difficult to control.8.Evaluation of TBLT can be difficult.火灾袭来时要迅速疏散逃生，不

23、可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去VI.ConclusionTeacher a creator of language environment an organizer of the taskStudent more opportunities to speak out confidence creativity TBLT has exerted positive influence on oral English teaching in Junior Middle School.And TBLT will be continuing to exe

24、rt fundamental influence on spoken English teaching and learning in China.火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去Reference1Doughty,C.&Pica,T.1986.InformationGapTasks:DoTheyFacilitateSecondLanguageAcquisition?J.TESOLQuarterly,20(2):305325.2 Dulay,H.M,BurtandKrashen,S.1982.LanguageTwoM.

25、NY:OUP.3 Ellis,R.2000a.Task-based research and language pedagogy J.LanguageTeachingResearch,4(3):193-220.4Ellis,R.2009b.Task-basedlanguageteaching:SortingoutthemisunderstandingJ.InternationalJournal.OfAppliedlinguistics,19:221-46.5Ellis,R.2013c.Task-basedLanguageLearningandTeachingM.Shanghai:Shangha

26、iForeignLanguageEducationPress.6Ellis,R.1997d.TheStudyofSecondLanguageAcquisitionM.Oxford:OxfordUniversityPress.7Fosnot,C.T.1996.Constructivism:Theory,Perspectives,andPracticeM.NewYork:TeachersCollegePress.8Gass,S.M.&Selinker,L.1994.SecondLanguageAcquisition:AnIntroductoryCourseM.NewJersey:LawrenceE

27、rlbaumAssociates.9 Harmer,J.2001.The Practiceof English Language Teaching(3rd ed.)M.Essex:PearsonEducation.10Larsson,J.2001.Problem-BasedLearning:Apossibleapproachtolanguageeducation?D.PoloniaInstitute,JagiellonianUniversity.火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去11Long,M.H.&Norris,J.

28、M.1996.Task-basedlanguageteachingandassessmentM.London:RoutledgeEncyclopediaofLanguageTeaching.12 Loschky,L.&Bley-Vroman,R.1993.Grammar and Task-BasedMethodology.InCrookes,G.&Gass,S.TasksandLanguageLearning:IntegratingTheoryandPractice.Philadelphia:MultilingualMatters.13Nunan,D.2004.Task-basedLangua

29、geTeachingM.Cambridge:CambridgeUniversityPress.14 Pica,T.;Kang,Hyun-Sook;Sauro,S.2006.Information gap tasks:TheirmultiplerolesandcontributionstointeractionresearchmethodologyJ.StudiesinSecondLanguageAcquisition28:301338.15Plews,J.L.&Zhao,Kangxian.2010.Tinkeringwithtasksknowsnobounds:ESL Teachers Ada

30、ptations of Task-Based Language-TeachingJ.TESL CanadaJournal.16Skehan,P.A.1996.Frameworkfortheimplementationoftask-basedinstructionJ.AppliedLinguistics.17:38-62.17 Willis,D.&Willis，J.2007.Doing Task-based Teaching M.Oxford.UK:OxfordUniversityPress.Reference火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛

31、毯、湿被褥勇敢地冲出去Reference18 毕 会 英,张 琦.2011.On Task-based Syllabus J.Overseas English.(10):30.19陈文化.2009.任务型教学法在口语教学中的应用.科技信息.(8):97.20 戴莉新.2009.任务型教学的主题设计.辽宁教育行政学院学报.(7):36.21 丁文.2002.任务型教学在初中英语课堂中的运用.中小学英语教学与研究.(7):40.22 李正全,郝慧珍.2009.中国语境下的英语教学：理论与实践.河北教育出版社.23 罗蓉.2011.任务型语言教学文献综述.理论探讨.(15):14.24 潘乐.2010.英语听力课堂里任务型教学的问题与对策初探.中国商界(9):30.25 铁梅.2007 任务型英语课堂教学模式研究与实践.辽宁教育研究.(9):9395.26 夏纪梅.现代外语课程设计与理论.上海:上海外语教育出版社.27 张文静.2009.实施任务教学提高学生英语口语能力.芜湖职业技术学院学报.(9):81-82.火灾袭来时要迅速疏散逃生，不可蜂拥而出或留恋财物，要当机立断，披上浸湿的衣服或裹上湿毛毯、湿被褥勇敢地冲出去