任务型教学的理论与实践

1、任务型教学的理论与实践 教研室 赵建新摘要：任务型教学就是以应用为动力，以应用为目的，以应用为核心的教学途径。强调必须有产品或结果。1979年，Prabhu在印度南部的 Bangalar 将当时看来比较激进的任务型教学（Taskbased language Teaching, TBLT）理论付诸于教学实践。他认为：“Students may learn more effectively when their minds are focused on the task, rather than on the language they are using.”. 任务型教学模式正是从Bangala

2、r开始的。它是一种强调“做中学”（Learning by doing）的语言教学方法。进入21世纪后，“用语言做事”（doing things with the language）的教学途径逐渐引入我国的基础英语课堂教学。尤其是教育部制订的英语课程标准明确倡导使用，“教师应避免传授语言知识的教学方法，尽量采用任务型的教学途径.教师应依据课程的总体目标，并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。学生通过思考，调查，讨论，交流和合作等方式，学习和使用英语，完成学习任务。”摘自英语课程标准。香港中小学英语大纲指出：“The taskbased approach ai

3、ms at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.”这一段话对任务型教学作了明确的解释，即采用任务型教学就是要设计各种各样的活动，

4、为学生提供尽可能多的机会，使学生尝试使用真实的有意义的语言。 任务型的学习就是以具体的任务为载体，以完成任务为动力，把知识和技能融为一体，学生通过听，说，读，写等活动，用所学语言去做事情，在做事情的过程中自然地使用语言，在使用所学语言做事情的过程中发展和完善自己的语言能力。简单地说就是：为用而学，在用中学，学了就用。任务不同于练习和活动：任务接近人们在日常生活或工作中使用语言的真实情况，而练习和活动都是为了理解或巩固语言知识或训练语言技能而设计的步骤或做法。这些步骤和做法在日常生活或工作中通常是不会发生的。任务往往有一个明确的目标。也就是说，学生完成任务后会得出一个明确的结果或产品。学生在执行

5、任务的过程中，其主要注意力集中在如何解决问题上，而不是使用那种语言形式。一般认为， 任务与练习和活动的根本区别是：任务接近人们在日常生活或工作中使用语言的真实情况，而练习和活动都是为了理解或巩固语言知识或训练语言技能而设计的步骤或做法。这些步骤和做法在日常生活或工作中通常是不会发生的。请分别判断下属案例分别属于任务，练习，活动中的哪一种？案例1.Fill in the blanks with the words. Then listen and check your answers. to, would, drink, like, eat Waiter: What _ you_ to _ ?C

6、ustomer: Chicken and rice, please.Waiter: And something _?Customer: Orange juice, please.案例2 (project English page 67)grandpa : grandmafather : mother uncle :auntdaughter son daughterDraw your own family tree and introduce your family to your partner.Who are they ?What do they do ?Where do they work

7、 ? 案例31) Make a survey. Ask your classmate what their parents do and fill in the chart.(project English page 64)NameWhat does she/he do ?Where does she/he work?Zhou xiangs father2) Ask your partner “What would you like for breakfast/lunch/supper?” . Then fill in the form with the answers.(project En

8、glish page 72 )NameItemBreakfastLunchSupperFoodDrinkFoodDrink任务型教学的步骤： 1.前任务(pre-task) 2.任务中(while-task) 3任务后(post-task)现就义务教育课程标准实验教科书project English七年级Unit 3 What would you like to eat ? section B为例说明以上步骤：前任务复习所需语言材料，通过布置情景向学生布置任务，教师说明完成任务的要求，并示范，确保指令明确。T：Hello, boys and girls. Today we are going

9、to have a food festival. May we have a Happy Food Festival(布置任务). First lets look at a picture of a big meal.(show the picture on page72 part 4) (复习所需语言材料)。What food are on the table ?Ss: foods: hamburger, fish, rice, dumplings, noodles, eggs, chicken, beef, d rinks, apples juice, milk, water, coffe

10、e, etc.A summary about the words of foods learned today.Ask you partners What would you like for breakfast/ lunch/ supper ?(教师示范， 使学生操练更加容易，指令更加明确。)T: What would you like to eat for breakfast ?S1: _.T: What would you like to drink for breakfast ?S1: _.任务中(whiletask activities) 学生分组完成任务，尽可能地应用已学的语言知识

11、。 S4: what would you like to eat for breakfast/ lunch/ supper ? S1: _. S4: Whats your favorite drink for breakfast.? (Would you like something to drink for breakfast ?) S1: _. T: Different people have different kinds of favorite food . Now, lets make a survey in group of four. Lets see what kind of

12、food is the most liked in your group.Name ItemBreakfast Lunch SupperS1FoodS1Drink S2FoodS2DrinkS3FoodS3Drink 3. 后任务(post-task)。各小组向全班展示任务结果。 (1). What would you like to drink/eat for breakfast/lunch/supper ? (2).What do you think of coffee ?(3). How do you like the fish ?(4) Would you like something to drink ?Please tell us what is the favorite food/food in your group.(Put some posters of kinds of foods in different places of the classroom. And ask students to find his/her favorite food.)任务型教学思想因其比较适合本次课程改革中提