1、 刘芮含 1ppt课件Classification Grammar-translation approach 语法翻译法 Audio-lingual approach 听说法 The communicative approach 交际法 The community language teaching approach交际教学法 The Task-based language teaching apprach任务型教学法 Content-based instruction teaching approach基于内容的教学法2ppt课件Task-based language teaching Ta
2、sk-based Language Teaching is,in fact,a further development of Communicative Language Teaching .It shares the same beliefs, as language should be learned as close as possible to how it is used in real life .However ,it has stressed the importance to combine form-focused注意形式 teaching with communicati
3、on-focused注意交际 teaching.3ppt课件Definitions of a task A task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.Prabhu said. Tasks are activities where the target language
4、 is used by the learner for a communicative purpose in order to achieve an outcome.Willis said.4ppt课件Four components of a task A purpose目的 A context语境 A process过程 A product输出5ppt课件Six components of tasks goals input activities teacher role learner role setting6ppt课件Goal:Exchanging personal informati
5、on Input:Questionnaire on sleeping habits Activity:1)Reading questionnaire 2)Asking and answering questions about sleeping habits Teacher role:monitor and facilitator;to specify what is regarded as successful completion of the task Learner role :conversational partner7ppt课件Exercises,exercise-tasks a
6、nd tasks When students are carrying out a task ,they are focusing on the complete act of communication .Sometimes,however ,we may wish their attention on individual aspects of language,such as vocabulary,grammar or individual skills.We can call these activities exercises.8ppt课件 Another kind of activ
7、ity ,which is very common in Communicative Language Teaching ,comes halfway between tasks and exercises .This kind of activity consists of contextualised practise of language items . For instance ,it could be an activity that helps the students to master the present continuous tense by getting them
8、to describe what is happening in a picture .This kind of activity can be called an exercise-task.9ppt课件Examples of the tasks Listening to a weather forecast and deciding what to wear Look at a set of pictures and decide what should be done Responsing to a party invitation Completing a banking applic
9、ation Describing a photograph of ones family10ppt课件The real and unreal tasks in TBLT P:Wheres the pen ? R:Its on the chair . P:Wheres the chair ? R:Its next to the table. Question-and-answer activities based on the classroom situation requires the learners to relate language to nonlinguistic reality
10、.Now these techniques are regarded as artificial and lack of any relationship. 11ppt课件 The teacher asks the questions ,and the learners make statements about facts which are already known to everybody. However,in reality,wo may ask the questions in the following way: P:Excuse me,wheres the post offi
11、ce? R:Its opposite the theatre. P:Excuse me,wheres the bank? R:Its next to the cinema.12ppt课件 So at this situation, though the classroom situation is the nonlinguistic environment , it is immediately real to the learners ,and it remains a convenient and towards helping the students to relate languag
12、e to external reality.13ppt课件 S1:Which do you prefer ,tea or coffee ? S2:I prefer coffee./I prefer tea./I like them all./I dont like either . The activity is not merely reacting to the questions .But it is not a really task .It depends on the teachers choices. 适用于我国英语教学现状的“任务型”教学法任务是可称之为“中间型”教学任务（in
13、termediate position）.这是一种即重视任务的自然性（naturalness of tasks）和真实性，也强调任务方法的选择，照顾到语言形式联系的教学模式。14ppt课件“真任务”判别的特征 Authenticity 真实性 Phatic 交际性 Life-nature 生活性 Enjoyment 趣味性15ppt课件An example in TBLT 语言结构：This is . 语言功能：指定与介绍（indentification and introduction） 1.学生模拟产品讲解员（或商店售货员）向顾客介绍产品（或商品）简单描述用途： This is a the
14、rmometer.It is used to measure temperetures. This is a hand file.It is used for removing metal from a surface .16ppt课件2.朋友参加Party,介绍相互认识，设置对话 ROLE A :JACK ROLE B :DAVE ROLE C :TOM Scene: Jack is introducing Tom to Dave. A:Dave,this is my classmate Tom. B:Hi,Tom,how are you ? C:Im fine .Thank you.And
15、 how about you? B:Im fine too.Its nice meeting you . C:Nice meeting you too.17ppt课件Task-based Language Teaching TBL can provide a context for grammar teaching and form-focused activities. In a TBL framework,the context is already established by the task itself. The process of consciousness意识 raising
16、 used in the TBL language focus activities encourages students to think and analyse,not simply to repeat .18ppt课件 A TBL framework will include a whole range of words,collocations ,lexical phrases and patterns in addition to language forms pre-selected for focus. During the TBL analysis stage,learner
17、s are free to ask about any aspects of language they notice. A TBL cycle leads from fluecy to accuracy. In TBL,all four skills,listening,speaking,reading and writing are naturally integrated.综合的19ppt课件任务型课堂教学 呈现任务，让学生在任务的驱动下学习语言知识和进行技能训练。这样的学习过程是任务驱动Task-driven的过程，一般按以下四步进行 1.Talent-show (学前热身，展示学习成
18、果，学前准备) 2.Pre-task(准备材料，任务输入) 3.While-task(采取适当形式完成任务) 4.Post-task(展示任务成果，expression)20ppt课件potential constraints潜在约束条件 As regardsTBLT ,there are also some potential constraints that teachers need to be aware of.The first is that it may not be effective for presenting new language items.The second constraint is time as teachershave to prepare task-based ativities carefully.The third is the culture of learning .The fourth is level of difficulty.21ppt课件
