任務型教學2課件

初中英語任務型教學模式與方法新課程標準教學建議一、面向全體學生，為學生全面發(fā)展和終生發(fā)展奠定基礎二、關注學生的情感，營造寬松、民主、和諧的教學氛圍三、倡導“任務型”的教學途徑，培養(yǎng)學生綜合語言運用能力四、加強對學生學習策略的指導，為他們終生學習奠定基礎五、拓展學生的文化視野，發(fā)展他們跨文化交際的意識和能力六、利用現(xiàn)代教育技術，拓寬學生學習和運用英語的渠道七、組織生動活潑的課外活動，促進學生的英語學習八、不斷更新知識結構，適應現(xiàn)代社會發(fā)展對英語課程的要求九、遵循課時安排的高頻率原則。保證教學質(zhì)量和效果Whatisatask?

Thetaskisanactivityinwhichstudentsuselanguagetoachieveaspecificoutcome.Theactivityreflectsreallifeandstudentsfocusonmeaning,theyarefreetouseanylanguagetheywant.Playingagame,solvingaproblemorsharinginformationorexperiencescanallbeconsideredasrelevantandauthentictasks.

什么是任務？Shortlyspeaking,taskisanaction,intheprocessofdoingsomething,studentsarealwaysintheactivepsychologicalstate.Intheprocessofcompletingtasks,studentsactivelyparticipateinthetaskandinteractwithbothteachersandclassmates,buildingasupportiveenvironmentforlanguageacquisitionandinternalization.

Task-basedlanguageteachingistomakelanguageintheclassroommeaningfulthereforememorable,studentscanprocesslanguagewhichisbeinglearnedorrecycledmorenaturally.Theprimaryfocusofclassroomactivitiesisthetaskandlanguageistheinstrumentwhichthestudentsusetocompleteit.WhatisTask-basedlanguageteaching?

什么是任務型教學?

任務型語言教學的核心思想是要模擬人們在社會學校生活中運用語言所從事的各類活動，把語言與學習者在今后日常生活中的語言應用結合起來。任務型教學把人們在社會生活中所做的事情細分為若干非常具體的“任務”并把培養(yǎng)學生具備完成這些任務的能力作為教學目的。簡而言之，任務型教學法的就是為了實現(xiàn)在“學中用，用中學”。

任務型教學提倡以教師為主導、以學生為主體的教學活動；它倡導體驗、實踐、參與、交流和合作的學習方式。學生在參與教師或教材精心設計的任務型學習活動中，通過思考、體驗、調(diào)查、討論、交流和合作等方式，學習和使用英語認識語言，運用語言，發(fā)現(xiàn)問題，找出規(guī)律，歸納知識和感受成功。并在學習的過程中獲得情感體驗、調(diào)整學習態(tài)度和學習策略，從而提高綜合運用語言的能力。

任務型課堂模式把學生的注意力聚集在怎樣利用英語作為交流的工具來完成任務，而不只是關心自己所說的句子是否正確，任務完成的結果為學習者提供自我評價的標準，并使其產(chǎn)生成就感這些目標是為課堂教學服務的，學生是直接的受益者。它體現(xiàn)了“以學生為主體，以任務為中心和以活動為方式”的思想，有助于學生自主學習，提高學生運用語言進行交際的能力，增強學生學習的興趣和信心，是素質(zhì)教育在英語教學中的具體體現(xiàn)。任務型教學的目標列舉是口頭和書面交際中最常見的方法。我們?yōu)榱苏f明某一概念、觀點、問題，常常會列舉一些具體的事實、例證。列舉型任務是指對人或物按一定的分類或標準進行介紹。如：講故事、圖片介紹、對事物的形狀、大小、性質(zhì)、功能、特征進行描述等都屬于列舉型任務.

任務的類型(1)列舉型任務(listing)例如

Workingroups.Trytofind:

1.twopeopletallerand

twopeopleshorterthanyou;2.twopeopleheavierandtwopeoplelighterthanyou;3.theoldest,youngestboyandgirlinyourgroup.

它是把物體、事件、觀點或步驟按時間、空間、邏輯關系、重要性的順序排列。分類任務就是把數(shù)個類似的事物按其所有具有的某種共同點進行分類。例如

1.Inyourgroup,howmanypeoplehavebirthdaysthismonth?2.HowmanypeopleinyourgrouphavebirthdaysinJanuary,February…?(2)整理性任務(ordering;sorting;classifying)比較型任務是指找出相同點和不同點。即將被說明的事物與學生所熟悉的事物加以比較，使他們了解得更清楚明白。對照就是在類似的兩個事物之間找出不同點。

.

(3)比較型任務

(comparing;contrasting)例如1.Whatdoyouusuallytalkaboutwhenyoumeetastranger?2.Whatdoforeignersusuallytalkaboutwhentheymetastranger?3.What’sthedifference?解決問題型任務是比較高級的學習任務，需要運用到人的智力和推理能力。其中原有的知識經(jīng)驗和當前問題的組成必須經(jīng)過重新改組、轉(zhuǎn)換或聯(lián)合，才能達到既定目標。它要求學生根據(jù)自己的知識能力，用英語解決現(xiàn)實生活中可能遇到的問題。

.

(4)解決問題型任務

(problemsolving)(4)解決問題型任務

(problemsolving)例如Whatquestionsdoyouaskyourfriendswhenyouwant

toknowthesethings:1）theirage;2）theiraddress;3）wheretheywereborn;4）the

primaryschooltheywentto.

它要求學生自由地談論個人經(jīng)歷，分享他人體驗。這類經(jīng)歷和體驗交流就像非正式的交談和閑聊。沒有具體的目標和要求，一起取決于交談雙方的交際意愿。交流個人意見是學生就某一具體的問題發(fā)表自己的看法，聽取別人意見。這是一種開放式任務，目的在于引起學生的思考，有利與培養(yǎng)學生的多元思維。(5)分享個人經(jīng)驗型任務

(sharingpersonalexperience)(5)分享個人經(jīng)驗型任務

(sharingpersonalexperience)例如Talkwithyourpartner.Saywhyyoulikeordon’tlikethethings,peopleandplacesinthebox.

創(chuàng)造性任務是一種高級學習任務，具有探究性、開放性、合作性和實踐性的特點，需要小組或?qū)W習共同體在實踐中進行各種探究活動。它比其他的任務更復雜，牽涉到多個環(huán)節(jié)，需要借助列舉、排序與分類、對比與對照、歸納與演繹等手段。它能培養(yǎng)學生合作意識和團隊精神，發(fā)揮學生的想象力和創(chuàng)造性使用英語的能力。

.

(6)項目型任務(project)

或創(chuàng)造型任務（creativetasks）例如

Askyourclassmateswhattheydidlastsummervacation.Fillintheformfirst,andthenwriteareport.(6)項目型任務(project)

或創(chuàng)造型任務（creativetasks）傳統(tǒng)教學和任務型教學AtraditionalmodelfortheorganizationoflanguagelessonsintheclassroomhaslongbeenthePPPapproach

(presentation,practice,production).Althoughthegrammarpointpresentedatthebeginningofthisproceduremaywellfitneatlyintoagrammaticalsyllabus,afrequentcriticismofthisapproachistheapparentarbitrarinessoftheselectedgrammarpoint,whichmayormaynotmeetthelinguisticneedsofthelearners,andthefactthattheproductionstageisoftenbasedonaratherinauthenticemphasisonthechosenstructure.Withthismodel,individuallanguageitems(forexample,thepastcontinuous)arepresentedbytheteacher,thenpracticedintheformofspokenandwrittenexercises(oftenpatterndrills)andthenusedbythelearnersinlesscontrolledspeakingorwritingactivities.語法翻譯法是外語教學中歷史最長與使用最廣泛的方法之一，其教學目標是培養(yǎng)閱讀外國文學作品的能力。為達到此目的，教師系統(tǒng)地單方面的向?qū)W生傳授詞匯和語法規(guī)則，然后讓學生進行語言訓練。通過配誦語法規(guī)則，應用語法規(guī)則填空、造句，做翻譯練習等，學生的語言分析能力得到了相應的提高。它強調(diào)教師的主體性，忽視學生的學習的主動性，重規(guī)則，輕運用，重視知識的傳授，輕技能培養(yǎng)。其結果是學生掌握了不少語法條條，卻患上外語“聾啞”病。WhiletheadvantagesofTBLarethatlanguageisusedforagenuinepurposemeaningthatrealcommunicationshouldtakeplace,andthatatthestagewherethelearnersarepreparingtheirreportforthewholeclass,theyareforcedtoconsiderlanguageformingeneralratherthanconcerningonasingleform(asinthePPP)whereastheaimofthePPPmodelistoleadfromaccuracytofluency,theaimofTBListointegrateallfourskillsandtomovefromfluencytoaccuracyplusfluency.Therangeoftasksavailable(readingtexts,listeningtotexts,problem-solving,roleplays,questionnaires,etc)offersagreatdealofflexibilityinthismodelandshouldleadtomoremotivatingactivitiesforthestudents.StudentswhoareusedtoamoretraditionalapproachbasedonagrammaticalsyllabusmayfinditdifficulttocometotermswiththeapparentrandomnessofTBL,butifTBLisintegratedwithasystematicapproachtogrammarandlexis,theoutcomecanbeacomprehensive,allroundapproachthatcanbeadaptedtomeettheneedsofalllearners.任務型教學作為一種教學法，具有結構性，它由教學目標(goals)、信息輸入(input)、活動方式(activity)、師生角色(teacher/studentrole)、教學環(huán)境(setting)等要素組成。任務型教學法與傳統(tǒng)教學法之間的差異在于前者注意信息溝通，活動具有真實性而且活動量大。它強調(diào)學習過程、學習方法和學習能力的培養(yǎng)，強調(diào)學習的民主性、協(xié)商性，充分考慮學生的學習需要、能力差異和情感因素，語言學習和運用性強，注重綜合能力的培養(yǎng)。英語課堂教學應具有“變化性互動”的各項活動，即任務。學生在完成任務過程中進行對話性互動，進而產(chǎn)生語言習得。任務型教學模式前任務（Pre-task）語言聚焦（Post-task）（Languagefocus)任務環(huán)（Taskcycle）語言聚焦（Post-task）

（Languagefocus)前任務（Pre-task）任務環(huán)（Taskcycle）Introductiontothetopicandtask.

Analysisandpractice.任務型教學模式任務環(huán)（Taskcycle）a)任務TaskAtaskdesignedbytheteacherisintroducedb)計劃Planning.

Here,thestudentsperformthetask(typicallyareadingorlisteningexerciseoraproblem-solvingexercise)inpairsorsmallgroups.Thenthestudentsprepareareportforthewholeclassonhowtheydidthetaskandwhatconclusionstheyreached.c)報告ReportingInthisstep,thestudentspresenttheirfindingstotheclassinspokenorwrittenform.語言聚焦（Post-task）（Languagefocus)-Analysisandpractice

Studentsexamineandthendiscussspecificfeaturesofthetextortranscriptoftherecording.Theycanenternewwords,phrasesandpatternsinvocabularybooks.Theteacherconductspracticeofnewwordsandpatternsoccurringinthedata,eitherduringoraftertheanalysis.Sometimeaftercompletingthissequence,studentsmaybenefitfromdoingasimilartaskwithadifferentpartner..a)分析各組執(zhí)行任務情況Analysis.b)操練語言難點Practice任務型教學模式前任務（Pre-task）

首要環(huán)節(jié)語言聚焦（Post-task）（Languagefocus)

最后環(huán)節(jié)任務環(huán)（Taskcycle）

核心部分

learningbydoing1、

任務的準備：2、

引入激發(fā)：3、

活動進行：4、

歸納反饋：任務型教學操作步驟Task:

Makingupaposteronhealthyeating

1.Tolearnabouthealthyeatingandarousethestudents’interest..2.Tocultivatethestudents’abilityofcollectinganddealingwithinformationtomakesuretheycanapplywhatthey’velearnedwhilefinishingthetask.示例Goalsofthetask:Teachingaids:

asetofslides,somepicturesandataperecorder.Gettingthestudentstolearnaboutjunkfoodandhealthyfood..1)

Thestudentstalkabouttheirfavoritefoodforbreakfast,dinnerandsupper..Onekeepsarecordofit.

(groupwork)

2)

Thestudentsdiscusswhetherwhattheyeatisjunkfoodorhealthyfood.(groupwork)3)

Thespeakersfromeachgroupgiveareporttotheclass.(classwork)

4)

Theteachershowspicturesofhealthyfoodandjunkfoodtohelpthestudentsknowhowtheyaffectpeople’shealth.(classwork)1.Pre-taskCollectinginformationabouthealthyeating.

1)

Thestudentsingroupsoffourworktogethertodiscusshowdifferentnutrientsbenefitpeople’shealthandfindouttherelatedfoodeatenindailylife.

(groupwork)2)

Thespeakersfromeachgroupreporttheirresultofthediscussion.

(groupwork)3)

Thestudentsreadthetextandchecktheirwork.

(individualwork)

4)

Thestudentsingroupsdiscussotherfactorsthatdecidetheirchoicesoffoodandcometoaconclusionthatwhatishealthyeatingbasedontheirunderstandingofthetext.(groupwork)2.While-task5)Thespeakersfromsomegroupsgivetipsonhealthyeating.Theteacherandtheclassevaluatetheirwork.

(classwork)

6)Thestudentslistentothetapeandreadthetextaloud.

(classwork)

Makingupaposteronhealthyeating.(Thestudentswillfinishthetaskindividuallyaftertheclass.)

1)

Makeupaposteronhealthyeating.

2)

Presenttheirpostersinthenextclass.3.Post-task任務型教學在英語教學中的實際應用(一)任務型教學的課堂設計：

例1Unit3

Whydoyoulikekoalas?SectionA案例展示一七年級Period1Let’sgotothezoo!panda/'p?nd?/

Whydoyoulikepandas?pandasBecausetheyarecute./kju:t/

koala/k?u'ɑ:l?/

koalastiger/'taig?/

tigersgiraffe/d??'r?f/,/d?i'rɑ:f/giraffesinterestingelephant/'elif?nt/

lion/'la??n/

elephantslions/'dɑ:lf?n/

/'pe?gwin/penguinsdolphinsDoyouwanttoseetheseanimals?Why?1a

1.tiger_____2.elephant_____3.koala_____4.dolphin_____5.panda_____6.lion_____7.penguin_____8.giraffe_____befgchdgPairworkPracticetheconversation.Thenmakeconversationsabouttheotheranimalsinthepicture.Usethewordsbelow.cuteinterestingfunsmartA:Let’sseethelions.B:Whydoyouwanttoseethelions?A:Becausethey’recute.Acompetition

Onweekends,weusuallygotothezoo.Whichanimalshouldwegotoseefirst.Why?Youcanusethesewords:smart,cute,interesting,fun,scary,boring,beautiful,big,small,funny,friendly,quiet……Workingroupsandtellthereasons.Thenhaveacompetitionbetweenboysandgirls教師評價Writing

Writeseveralsentencesaboutyourfavoriteanimalsandgivereasons.

Ioftengotothezootoseesomeanimals.Ilike…__________________________________________________________________________________________________________.

WhatwereyoudoingwhentheUFOarrived?SectionA

ByShenJing

Unit3UFO:UnidentifiedFlyingObject

案例展示二八年級Period1inthelivingroominthekitchenwatchingTV

cooking

Whatwereyoudoingwhen…?inthebedroomsleepinginthebathroomtakingashowergettingoutoftheshowerinthebarbershopcuttinghair3412pairworka.standinginfrontofthelibrary/studyinginthelibraryb.cleaningmyroom/sleepinglatec.makingasmoothie/cookingdinnerd.gettingoutoftheshower/talkingonthephonee.eatinglunch/cuttinghair1blistening

January202008

Whatwereyoudoingwhenthesnowdisasterhappenedinourcountry?

groupworkWhichgroupisthebest?Studentspresenttheirconversations評論Whatphrasesandsentencesdidtheyuse?Unit5Canyoucometomyparty?SectionA

Byshenjing案例展示三八年級第一課時-CanyoucometomypartyonFriday?-Sure,I’dloveto.MakeinvitationsAcceptinvitations-Great!I’dloveto.Sorry,Ican’t.Ihaveapianolesson.Canyoucometomyparty?DeclineinvitationsCanyoucometotheparty?Sorry,Ican’t.Ihavetostudyforatest.TalkaboutobligationspairworkCanyoucometomyparty?1234561aMatchthewordswiththepictures.studyforatest________helpmyparents_______gotothedoctor________visitmyaunt________haveapianolesson_____bcdea1bListening

TedTimKayAnnaWilsonA:CanyoucometomypartyonWednesday?B:Sure,I’dloveto.C:Sorry,Ican’t.Ihaveapianolesson.D:I’msorry,too.Ihavetogotothedoctor.ExampleinvitationIt’saChristmasParty.Fromwhom:LindaTime:Friday,December24,atseven-thirtyPlace:Linda’shouse,No11MiddleschoolComeandjoinus!

3aReadtheinvitation.3aFillintheblanks.Lisa:Hi,Simon,____youcometomy______________?Simon:______isit?Lisa:It’s_________________at__________.Simon:Great!I’dloveto!birthdaypartyWhenonFriday,June30four-thirtycan3bWritingFillinthecardwithdetailsofanevent.It’sa_____________.Forwhom:________Time:_____________Place:_____________Comeandjoinus!

Kindsofparty

BirthdayPartyNewYear’sPartyChristmasPartyWelcomePartyBarbecueParty任務型教學在英語教學中的實際應用（二）任務型教學的課堂設計：

八上unit9Whenwasheborn?設計任務：制作海報例1

Todaywearegoingtomakeaposter.Pleasewritethenameofapersonyouadmire,asinger,anathlete,amoviestar,awriter,ascientist...Youalsowritedownhis/herbirthday,birthplace,lifestoryandsoon.把學生分組，每個小組選擇各界的一位名人，收集他/她的有關資料，做進一步了解，目的是讓學生們認識到成就一番事業(yè)需要付出艱辛，以此來激勵學生的學習熱情。收集內(nèi)容需包括：人物名字、職業(yè)、出生年月、生平事跡，個人評價等。操作步驟2.課前把每組的海報掛出，上課時每組選一名講解員上臺，依次講出自己小組的名人的生平事跡，讓全班同學有一個了解。例1學生講解中例1學生講解中例1學生講解中例1學生講解中例13.全班同學自由參觀，每個講解員回答同學們有關名人的提問，其他的同學對自己感興趣的名人生平事跡做記錄。4.學生帶著記錄本回到自己的座位上，兩人一組，講講自己今天了解到的東西。最后請幾位同學上臺發(fā)言。5.教師歸納所用到的Languagepoints，并進行操練

例2七年級下Unit10Wheredidyougoonvacation?分享經(jīng)驗型任務1.利用圖片，學習了過去式短語和句型：

例2

句型:

Wheredidyougoonvacation?Iwenttothesummercamp.Howwasyourvacation?Itwasprettygood.Didyoulikeyourvacation?

Yousee,itisanewsemester.Didyouhaveagoodsummervacation?Nowpleasetalkaboutyoursummervacationwithyourfriends.Inthegroupyoucantellyourfriendstheplacesyouwent.Andwhatdidyoudothere?

2.任務導入3.學生活動4.記錄整理，匯報展示5.總結歸納4.記錄整理，匯報展示4.記錄整理，匯報展示5.總結歸納任務型教學在英語教學中的實際應用（三）任務型閱讀課的課堂設計：

例1Askthepersonnexttoyou:2)HowdomoststudentsfeelaboutreadinginEnglish?3)Whyarereadingexercisesdifficultforstudents?1)Doyouenjoyteachingreading?Isitachallenge?STUDENTSFEEL….It’shelpful!“Readingisthecore（核心）

oflanguageinstruction”-NeilAnderson,AmericanELTresearcherREADINGListening

Vocabulary

Speaking

Grammar

Writing

HowtoTeachReadingABIndependentReadingSkills+ClassroomActivitiesJingzhou,ChinaMay.18th,2011JustinKaleyUnit10.GoForIt!EnglishClassTravelDiariesNicetomeetyou!TeacherTrainerMyHomeMyTripMyTripMyTripMyTripMyTripMyTripMyTripMyTripCHINA!!!JingzhouReadMyTravelDiary!Whatwasgood?Whatwasbad?1.Pre-task(Beforereading)TheGreatWallItwasvery…beautiful!TheGreatWallTheweatherwas…..sunnyandhot.Iwalkedup.tired.Itmademefeel….TheGreatWallIdidn’thaveany…..water.TheGreatWallSo…Icried!TheGreatWallMyTravelDiarySunday,August10th1.Today,theweatherwassunnyandhot.2.IwenttotheGreatWall,itwasbeautiful!3.Iwalkedup,anditmademefeeltired.4.Ididn’thaveanywater.5.So,Icried!(A)(B)(C)(D)(E)CEABDTravelDiaryWeatherThingstodoFeelingsGotoaMuseumPlaysportsGoshoppingSunnyGothebeachRainyBoringFunTiredHappyColdHot2.While-task(Whilereading)TuesdayWednesdayStudentAStudentBWhat’sgood?

What’sbad?StudentAStudentBSharewhatyoufound!

Whatwasgood?Whatwasbad?StudentAThebadthingswere/Thegoodthingswere…StudentBCloseyourbooks!WorkwithapartnerWritetheverbs!PASTTENSEReadingGame!Monday,July15th

GreatWeather!Itwassunnyandhotallday.Wewenttoabeautifulbeach.Wehadgreatfunplayinginthewater.Intheafternoon,wewentshopping.Theshopsweretoocrowded,soIdidn’tenjoyit.Talktoapartner:WhatcanyoudoinJingzhouwhenit’sHot?Rainy?Cold?NowwriteJustin’sDiary!HelpmewriteaboutadayofmytripinJingzhou.Writeonegoodthingandonebadthing.NowWrite!Today,SoI…Itwas/Ifelt…OnegoodthingOnebadthingPASTTENSEVERBS!Readyourpartner’sdiaryandcheckDidtheywriteadate?Didtheyusepasttenseverbs?Didtheywriteabouttheweather?Didtheywriteaboutwhattheydid?Didtheywriteabouttheirfeeling?3.Post-task(Afterreading)HomeworkWriteanothertraveldiaryYoucanmakeitlikethis:Monday,September3rdToday,theweatherwas…So,wedecidedto….Itwasvery….Unit9Whenwasitinvented?

ReadingDoyouknowwhenbasketballwasinvented?

九年級任務型閱讀課的設計BeforereadingWhat’sthemostpopularsportinourclass?Whatdoyouknowaboutbasketball?Beforereading（Pre-task環(huán)節(jié)）閱讀前任務設計Whilereading:

Readingformeaning（While-task環(huán)節(jié)）閱讀中任務設計：

Whilereading:

ReadingfordetailspairworkTrueorFalse.WriteTfortrueorFforfalse.

()1.BasketballisverypopularinChina.()2.Basketballisplayedbylessthan100milloinpeopleintheworld()3.JamesNaismithwasbornin1861.()4.BasketballbecameanOlympiceventin1891.()5.ChineseteamwonthematchinBerlinOlympics.T

F

T

F

FIII.Matchtherightpronunciationandmeaningforeachwordbelow.groupwork1.create

d)/kri′eit/

i)tomakesomethingnewororiginal

2.divide

e)/di′vaid/

l)breakintoparts3.metal

b)/′metl/

j)somekindofmaterialsuchasCu,Fe,Au?4.rise

a)/raiz/

h)reachahighorhigherlevel5.hoop

c)/hu：p/

k)alargeringofwoodormetal6.court

g)/k?:t/

m)indoororoutdoorspaceforballgames7.shoot

f)/∫u:t/

n)trytokicktheballintothegoalWhilereading:

Readingfordetailsgroupwork1.Wasthesportofbasketballinventedlessthan100years?2.WheredidDr.Naismith’sstudentsplaybasketballatfirst?

3.WhyweretheBerlinOlympicsimportantforbasketball?4.Whatistheaimofthebasketballgame?5.Writedowntwooftheprefessionalbasketballorganizationsintheworld?Whilereading:

ReadingfordetailsgroupworkNo,itwasn’t.It’sover100years.Theyplayedonthehardwoodenflooratfirst.BecausebasketballbecameanOlympicevent.

Theaimofitisforplayerstogetaballintothe“basket”NBA,CBA

1.Basketballispopularnowandpeople_________itforfunandexercise.2.ACanadiandoctor_________JamesNaismithinventedbasketball.3.Abasketballgameisplayed___________twoteams.4.AteamfromChina