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任务型教学法

The Task-based Instruction

The Literature and History Press The aims of this unit

1. Definition of task from six different views 2. Types of tasks

3. Four components of a task

4. Difference between exercises, exercise – task and taskb5E2RGbCAP 5. Difference between PPP and TBLT 6. Components of TBLT framework 7. Authentic sources of task

8. learning principles in TB theory 9.theoretical basis of TBI

10 The criteria for good tasks

11.types of tasks proposed by Wills

12.learners’ roles 13.teachers’s roles

14 the principles for task design 1. Definition of a task — Long (1985:89)

for those who undertake the task. It has the --Breen (1987:23)p1EanqFDPw (3) A task is an from given information --Prabhu(1987:24)DXDiTa9E3d in order to achieve an outcome.

--Willis (1996:23) it requires the

a drawing, a spoken summary.

Summary about a definition of a task

Task means the hundred and one things people do in It has aRTCrpUDGiT content, a specified based on a the learners undertake the task. It focused 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.5PCzVD7HxA 2. Categories of a task: real-life tasks

It includes painting a fence, dressing a child, filling out a form, buying a new 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, find a street destination, helping somebody across a road, brief notes or lists, rearrangement of jumbled items, a drawing, a spoken summary, and so on.jLBHrnAILg 3. Four components of a task

Clark, Sxarino and Brownell (1994:40) ?

? This can be real, simulated or imaginary, and involves

sociolinguistic issues such as the location, the participants and their relationship, the time and other important factors. ?xHAQX74J0X conceptualizing and communicating. ?

a letter…) or invisible (enjoy a story/ reading for fun, listen to the radio, watch TV) learning about another country, etc)LDAYtRyKfE 4. Differences between Exercises, Exercises task, and taskZzz6ZB2Ltk ? mean we may wish to such as vocabulary learning, grammar or individual skills.dvzfvkwMI1 ? A kind of activity is very common in Communicative Language Teaching, comes halfway between task and exercises.rqyn14ZNXI students to master the present continuous tense by getting them to describe what is happening in a picture.EmxvxOtOco The difference between tasks and practice ?

? Purpose: used to communicate, message delivering and problem-solvingSixE2yXPq5 ? Content for activity is a kind of contextualized, whole and authentic language materials6ewMyirQFL ?

? Purpose: to check mastery of language points, review ,consolidate and practice language forms ? Content for activity is to practice isolated language points and skillskavU42VRUs ? Forms 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- focusedy6v3ALoS89 ? Forms for activity are to fill in the forms, rewrite, translate, check their answers by the students on their ownsM2ub6vSTnP ? Result for activity is

form-oriented and consistency 一致性 or only one answer is correct.0YujCfmUCw ? E.g., A dangerous moment

? SA: Have you ever been in a situation where you felt your life is ineUts8ZQVRd ? SB: about a dangerous moment in his/her life. it.sQsAEJkW5T ? E.g., Going shopping

? Look at Mary’s shopping list. Then look at Susan’s list of items in Susan’s store.GMsIasNXkA (1) Mary’s shopping list:

Orange, eggs, flour, powdered milk (奶粉) biscuits, jam.TIrRGchYzg (2) Susan’s store: bread, salt, apples, Coca Cola, tins of fish, flour, chocolate, sugar, biscuits, powdered milk, dried beans.7EqZcWLZNX ( requirements) Work with a partner one person be Mary and the other be Susan. Make a conversation like this:lzq7IGf02E ? 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.

5. Difference between PPP model and task-based instruction model ? PPP — Presentation, Practice, ProductionzvpgeqJ1hk ? It means a typical PPP lesson would start by the teacher including a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading. Then students move on to produce the language in a more meaningful way such as a role-play, a drama, and interview. It contains five-step method:NrpoJac3v1 ? ?

5.1 A PPP cycle leads from accuracy to fluency ? form focused activities ? Context has to be invented