任务型教学模式的理论与实践

1、任务型教学模式的理论与实践任务型教学模式的理论与实践 为什么提倡任务型教学模式？为什么提倡任务型教学模式？ Using is learning. Tell me, and I will forget. Show me, and I will remember. Involve me and I will learn. Dick All WrightDick All Wright：If the language activities involve the learners in solving communicative problems in the target language，lang

2、uage learning will take care of itself. 什么是任务型教学模式？什么是任务型教学模式？ 外语教学课堂中的任务是指学习者运用目标语进行交际以达成某一 结果的活动。感性一点的定义是，任务是学习在其中发生的活动。 外语教学中界定的任务具有以下五个要素： 1.使用语言的目的。 2.产生目的的情景。 3.思考和行动的过程。 4.活动将导致结果（产品）的产生（这个结果包括具体可见的作品 和问题的解决两大类别）。 5.学生需要借助于他们的知识、策略与技能结构来完成任务。 外语课堂应具有变化性互动的各项活动,即任务.学生在完成任 务的过程中进行对话性互动,而产生语言习得(

3、指通过交际无意识地 接触语言系统而掌握语言).而不是单纯训练语言技能和学习语言知 识的结果. 外语学习课堂中的活动具有以下五个方面的特征： 1.具有连贯性和统一性。 2.有意义、有目的。 3.具有明确的语言学习目标。 4.有始有终。 5.学生积极参与。 示例示例1 1 1.导入（教师介绍课文大意） 2.放录音 3.教师就课文内容提问，学生回答 4.教师归纳各段大意 5.讲解分析课文，学习语言点 6.熟读并准备复述课文 示例2 1.与课文内容有关的讨论，预测课文要谈的话题 2.学生快读课文，为课文选择一个合适的标题 3.学生较细致地阅读课文，填写图表 4.学生再次阅读并与同桌讨论，确定各段大意

4、5.师生讨论进一步疏通课文内容和语言点，学生作 出笔记 6.学生听课文录音，准备相互提问 示例示例3.3. 1. Look at the topic and try to predict the content of the text and leadin pair work discussion. 在这一阶段，教师要使所设计的问题尽量贴 近学生的实际。由于学生很可能已经预习了课文， predicting可能会变得乏味，所以教师可以让学生预测一 下计算机的未来是什么样的，或者计算机在你的生活中的 位置。（在这种活动中，我们可以看出：讨论是一种形式 ，而进行预测这一阅读的技巧训练才是活动的实质。

5、） 2. Discuss in pairs or groups functions that a computer has and make a list of it. Compare your list with your friends and the function mentioned in the text. Try to find three differences between your list and the text. （这种活动，实际上也是一种 阅读技巧的训练。学生练习的是通过略读和搜索阅读来查 找有关信息以及学生的归纳能力。） 3. Contextualized re

6、ading comprehension.主要练习学 生凭借语境/对上下文的理解而猜词判义的能力。（同时 也是为了消除学生在考试中对生词的焦虑感和恐惧感。） 4. Read and fill in a chart/table. 再次阅读文 章，并填写后面表格空白处。（这里训练的是对阅读所获 信息进行归纳分类的能力。） 5. A problemsolving activity.根据三个顾客的 不同要求分别为他们选择一台电脑并解释理由。（这一步 是总结性的归纳，也是活动的高潮，它是前四个活动中所 练习的能力的综合体现。） 任务型教学模式的理论依据任务型教学模式的理论依据 克拉申（S . D . Kr

7、ashen )模式。它主要描述习得过程。这 一模式的基本思想可以概括为:外语能力是在较低的情感过滤条件 下,通过足量的可理解输入,以可预测的顺序习得的。这一模式是: 任务型教学模式的理论依据任务型教学模式的理论依据 Long (1983) : Long (1983) : conversational interaction conversational interaction Language Acquisition Language Acquisition Modified Interaction Modified Interaction 1 1） 变化性互动可使输入成为可理解性；变化性互动

8、可使输入成为可理解性； 2 2） 可理解性输入有利于语言习得；可理解性输入有利于语言习得； 3 3） 变化性互动有利于语言习得。变化性互动有利于语言习得。 第一位将TBL体现在教学大纲和教学实践中的是Prabhu。1979 年，Prabhu在印度南部的Bangalore开始把当时看来很激进的理论 假设付诸于实践的大胆教学试验。他认为：Students may learn more effectively when their minds are focused on the task, rather than on the language they are using. Prabhu被认定为

9、 任务型学习活动的创始人。 Jane Willis。Jane Willis 认为,任务型学习活动强调的是语 言学习中“意义至上、使用至上”的原则，这就要求learners 为 完成一个任务而在活动中以交流为目的（with some kind of communication purpose）真实地使用语言（process the text for meaning in order to achieve the goals of the task）。 而这种活动需要学生参与到reading, listening or reviewing之 中。 任务的结构性任务的结构性: : Nunan Nun

10、an(1989)(1989) Goals Input Activity Teacher/student Role (facilitator,organizer,monitor,partner) setting (individual,pair, group, class ) 任务型教学的步骤：任务型教学的步骤： Jane Willis 把任务型学习模式分为三个阶段或三个环节： 1. 前任务(Pre-Task) Introduction to the topic and task. 2. 任务环(Task-cycle) Task， planning and report. 3. 语言知识要点(L

11、anguage focus) Analysis and practice. Willis (1996) Willis (1996) 认为，一般来说认为，一般来说“任务任务”可分为六种类型：可分为六种类型： 六种任务类型均反映了学生的认知过程，都遵循了从易到难，从 简单到复杂的原则，位于上方的三种任务类型的难度低于下面的三 种， 语言教学中的语言教学中的“任务任务”六种类型典例：六种类型典例： 类型一：列举型任务类型一：列举型任务( (listing)listing) 1Annies mother usually goes shopping early on Sunday morning. Li

12、sten to the conversation and answer the questions. Write Annies list of what they need. 2. Work in groups Try to find: 1.two people taller and two people shorter than you;2.two people heavier and two people lighter than you;3.the oldest” youngest boy and girl in your group. 3. Ask the people in your

13、 group about their pets. Who has a pet? What kind of pet do they have? Make a list. 4. Work in groups. In school, what must you do, what mustnt you do，what can you do and what neednt you do? Make a list. 5.Find five things that Fran tells Zhang Li to do or not to do. 6. Work with a partner .Read Lin

14、gshis uncles talk again and complete a mind map of the important ideas. What skills, advantages and disadvantages did he talk about? Add your own ideas. 7. Write a list of things you had done before you started high school. Compare your list with a partner. What things had you both done? 8. Work wit

15、h a partner and make a list of the kinds of things and people you like. 9. The people in the pictures are doing the wrong things. Work with a partner to decide what they are doing wrong and make a list of the right ways to study. 10. Work in pairs. Think about all the things that people can do in Pa

16、rk and then write about what Jiamin had or hadnt done on his earlier visits. 类型二：整理性任务类型二：整理性任务 (ordering; sorting; classifying)(ordering; sorting; classifying) 1. In groups, answer the questions and complete box 1 of the chart.1.In your group,how many people have birthdays this month? 2.How many pe

17、ople in your group have birthdays in January” Februaryect? 2. Look at the pictures. Read the end of the story and put the pictures in the right order. Write the numbers in the boxes. 3. Mrs Zhu is very busy today. She has made notes for herself of all the things she must do. Read Mrs Zhus list and l

18、ook at the picture. What has she already finished doing and what has she not done yet? 4. Fran talks about lots of different things. Match each paragraph with one of these words or phrases. Write them in the boxes. 5. Work in pairs. In this conversation, the reporter is asking the doctor about the t

19、wo Italian football players. The sentences are not in order. Put them in order and then practise the conversation. 6.Work with a partner. Find three things that you agree about and three things that you dont agree about. 7. Look at Kellys e-mail again and fill in the hotel comments card. 8. Read the

20、 paragraphs about Sun Yat-sens life and put them in order. To find out the meanings of the new words, look at the box at the bottom of the page. 类型三：比较型任务类型三：比较型任务 ( (comparing; matching)comparing; matching) 1. Read the passage and answer the questions: What things are the same at Spring Festival an

21、d the Water Festival? What things are different? 2. Say how the things are the same and different (based on the information given.) Think of some other ways they are different and the same. Write them in your notebook. 3. Look at the pictures. They show the same place but Picture 1 shows 1950 and Pi

22、cture 2 is today. Find six things in each picture that are different. 3. Look at these signs. match the halves of the sentences. 4. What makes you feel anxious? Then in groups, compare your idea with your classmates ideas. 5. Look at these groups of things. Try to think how each thing is especially

23、different from the others. 6. Have you been to a wedding? Talk to your partner about it. then compare weddings in China with weddings in other countries. 类型四：解决问题型任务类型四：解决问题型任务 ( (problem solving)problem solving) 1. What questions do you ask your friends when you want to know these things: 1.their a

24、ge;2.their address;3.where they were born;4.the primary school they went to 2. Work in threes .Read the problem and think of an answer to help the farmer. 3. In groups ,read the story again. How can cutting down trees change the weather and change the earth? 4.Ben used to be good at making excuses f

25、or not writing letters. In pairs, decide what excuses he might give for these situations. 5. Looking for dinosaurs! Work in pairs to decide the four most important things you need for a dinosaur bone hunt. 6.Work in small groups. Look at the letters in Exercise1 again. Do you know anyone with these

26、problems? do you know anyone with similar problems? Do you agree with Auntie Wangs advice? 7.Some tourists shopping in China need your help with these prices. About how much does each thing cost in the different dollars? 8.Now talk about these problems with other students. Try to think of things YOU

27、 can do about each problem. 9. Work in pairs. Jiamins mother is asking him why he didnt do the things he said he would do. think of excuses for him. 类型五：分享个人经验型任务类型五：分享个人经验型任务 ( (sharing personal experience)sharing personal experience) 1. Talk with your partner. Say which is your favourite season an

28、d why. 2. Talk with your partner. Say why you like or dont like the things, people and places in the box, using because. 3. Find out what your partner did yesterday. Write their answers in the box. Now change partners and tell your new partner about your friends day yesterday. 4.Do you write a diary

29、? In your groups, talk about who writes a diary, what you write in it and why. 5. Work in threes. Tell your friends about your holiday. 6. Would you like to live in shanghai? Why” Why not? Which do you like better- living in a city, or living in a small village? Why? 7. Work in groups. What are you

30、interested in? When did you first become interested in it? Tell your group. Does anyone in your group have an interest no one else has? 8. Work in groups. Is there anything you, your friends or your family no longer do, eat, play or.? Tell the group. 9. Have you or has someone you know ever lost som

31、ething? What happened? Did you find it again? How? Where? Tell the group. 10. People learn in different ways. Work in a small group and talk about the ways you learn things: by reading, listening, doing or. 类型六：项目型任务类型六：项目型任务 ( (project)project) 这些任务要求学生围绕某一主题，通过查找资料、与别人交谈等 方法获得知识，其学习成果可通过回答教师问题、编辑手

32、抄报等形 式表现出来。这些任务为学生提供了一个很好的学以致用的机会， 一个很广阔的自由发挥的空间，它是素质教育落实到英语课堂教学 之中去的一个极有效的途径。 例如：Littlejohn提出了一种新的任务型学习活动的模式： Question Posters How long do crocodiles sleep? Where do birds go in the winter? How do birds know where to go? Animal World What do whales eat? How can insects fly? 任务型教学模式的注意事项：任务型教学模式的注意事

33、项： 第一第一, 牢记教学目标，切忌追求花哨形式。 第二第二，任务的设计一定要与输入的内容和语言相关联。 第三第三，在进行任务型学习活动时，不少教师对同桌活动或小组活动的有效 使用缺乏过细的考虑。实际上，在进行同桌/小组活动前，应先花上2至3分钟的 时间，让学生自己考虑一下，并列出要讲的提纲。这样，接下来的讨论就不至于 冷场。此外，讨论、对比彼此所列的提纲也会使活动变得更个性化，能激发学生 的兴趣。 第四第四，我们的教师对小组活动中小组内部成员在活动中的作用还缺乏深层次 的认识，而只是把小组活动简单地看作是几个人围在一起讨论就行了。实际上有 些小组活动开展得好，有些不好，这恐怕和小组成员在活动

34、中担任的不同角色有 关。国外学者把小组活动中各个成员的自然角色分成：组织者（Organizer）， 鼓励者（Encourager），协调者（Harmonizer），贡献者（Contributor），煽 情者（Agitator），搞笑者（Joker），随大流者（Follower）和旁观者（ Observer）。每个人对自己心理角色的认同是与其个性以及他在集体中的位置和 责任有关的。但是，如果小组成员能在某种程度上都能了解自己的心理角色，并 在一定程度上有意识地去完善它，小组活动的教育意义就会远远大于活动本身。 任务型教学模式的实例任务型教学模式的实例； Teaching procedure: I

35、. Pre-task Teacher introduces the topic and tries to motivate the students by talking about their problems. Brainstorm on words, phrases expressing problems and their solutions. II. Task cycle Task 1Task 1:1) Skimming & matching Ask the Ss to skim the Ss five letters and Auntie Wangs answers in 3 mi

36、nutes to get the main ideas. Then matching those letters asking for advice about their problems to Aunite Wans answers. Discuss in pair. 2)Planning and report 1 Ask the Ss to plan brief oral report for whole class, to compare their answers. Task 2Task 2: 1) Scanning, listing & problem-solving Ask th

37、e Ss to scan the materials in 2 minutes to make sure of the Ss problems and Auntie Wangs answers. Work in small group. Finish the chart by listing the specific information in 1 or 2 sentences. Then discuss the problems again and write down your own answers to those problems in 1 or 2 sentences. Some Ss are asked to plan oral report for whole class first, and then to exchange lists, to compare their own solutions to the problem. Teacher makes comment on them. Task 3Task