1、学生最喜欢的课堂教学方式 86.7%86.7%的学生表示喜欢有较多的动手操作或亲身实践、的学生表示喜欢有较多的动手操作或亲身实践、讨论交流或自学等课堂教学方式，讨论交流或自学等课堂教学方式，12%12%的学生喜欢以老师讲的学生喜欢以老师讲授为主的方式。授为主的方式。引发较多的讨论交流引发较多的讨论交流其他其他有较多的动手操作或亲身实践有较多的动手操作或亲身实践大量的书面练习大量的书面练习自学自学老师讲授为主老师讲授为主教师讲授5学生阅读10视听并用20 教师演示30学生讨论50学生实践70学生教别人95 教学方式教学方式 记住率记住率教学方式教学方式采用率采用率教师讲授95学生阅读80视听并用
2、70教师演示65学生讨论45学生实践20学生教别人5现代教学目标观什么是任务？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:
3、buying a pair of shoes borrowing a 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 a
4、nd Weber 1986:289)任务：任务：人们在学习、理解、人们在学习、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 piec
5、e of classroom work which involves 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)交际型交际型任务是一种涉及任务是一种涉及到学习者理解，运
6、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。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们在社会、学校生活中人们运用
7、语言所从事的各类们在社会、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活动，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。语言应用结合起来。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是完成一个又一个的任务。把社一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会生活中所做的事情细分为若干非常具体的“任务任务”，并把培养学生具备完成这些任务的能力作为教，并把培养学生具备完成这些任务的能力作为教学目标。学目标。What are tasks?意义的表达是第一位的（me
8、aning 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 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
9、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.What about this one?Its nice.Ill take it.CHow will I deal with different student ability levels in the class?Remember:Pla
10、ce yourself at the position of your studentsBase your teaching on the majority of the studentsStart students level and experienceBe relative to students life,interests and needs 教材内容教材内容 是否恰当？是否恰当？教学方法教学方法 是否恰当？是否恰当？Yes.No.采用采用Use选用选用Adapt替换替换Replace删去删去Omit增加增加AddTeacher talkTalk：we talk for others
11、 to understand，Teacher talk：for students to learn，Function；demo，organise（transfer），comment/evaluate，要注意：Talk clearly（清楚的说）With a purpose（有目的）Clear instruction（要求要清楚）Step by step（步骤细化）Short，concise，to the point（短，精，准）Three principal phases任务型教学的主要三个阶段Pre-task phase During task phasePost-task phasePre
12、-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 activi
13、ties-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:Cla
14、ss birthday calendarTask Three:Personal calendarTask Four:History calendarDuring-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 p
15、haseThree 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）Task types1拼图式任务（jigsaw tasks）2信息差型任务（information gap tasks）
16、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 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 int
17、o 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 order.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
18、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 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 w
19、ays 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 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 m
20、ake 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（Guessing 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/sh
21、e 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/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 studi
22、es 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 different 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
23、 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）Task1: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
24、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 discussing 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:Inte
25、rview 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.When did you go there?4.What did you see?5.Who was with you?阅读教学过程阅读教学过程读前活动读前活动读中活动读中活动读后活动读后活动激活背景知识激活背景知识处理生词处理生词掌握主旨大意掌握主旨大意了解细节了解细节巩固阅读内容巩固阅读内容（读说结合，（读说结合，读写结合）读写结合）策略教学策略教学 人文素养培养人文素养培养
