任务型教学2课件

1、10/17/2022生产计划部任务型教学210/15/2022生产计划部任务型教学2新课程标准教学建议一、面向全体学生， 为学生全面发展和终生发展奠定基础二、关注学生的情感， 营造宽松、民主、和谐的教学氛围三、倡导“任务型”的教学途径，培养学生综合语言运用能力四、加强对学生学习策略的指导，为他们终生学习奠定基础五、拓展学生的文化视野，发展他们跨文化交际的意识和能力 六、利用现代教育技术，拓宽学生学习和运用英语的渠道七、组织生动活泼的课外活动，促进学生的英语学习八、不断更新知识结构，适应现代社会发展对英语课程的要求九、遵循课时安排的高频率原则。保证教学质量和效果新课程标准教学建议一、面向全体学生

2、， 为学生全面发展和终生发What is a task? The task is an activity in which students use language to achieve a specific outcome. The activity reflects real life and students focus on meaning, they are free to use any language they want. Playing a game, solving a problem or sharing information or experiences can a

3、ll be considered as relevant and authentic tasks. 什么是任务？What is a task? The task is an Shortly speaking, task is an action, in the process of doing something, students are always in the active psychological state. In the process of completing tasks, students actively participate in the task and inte

4、ract with both teachers and classmates, building a supportive environment for language acquisition and internalization. Shortly speaking, task is an Task-based language teaching is to make language in the classroom meaningful therefore memorable, students can process language which is being learned

5、or recycled more naturally. The primary focus of classroom activities is the task and language is the instrument which the students use to complete it.What is Task-based language teaching? 什么是任务型教学 ? Task-based language teachin 任务型语言教学的核心思想是要模拟人们在社会学校生活中运用语言所从事的各类活动，把语言与学习者在今后日常生活中的语言应用结合起来。任务型教学把人们

6、在社会生活中所做的事情细分为若干非常具体的“任务”并把培养学生具备完成这些任务的能力作为教学目的。简而言之，任务型教学法的就是为了实现在“学中用，用中学”。 任务型语言教学的核心思想是要模拟人们在社会学校生活中运用任务型教学提倡以教师为主导、以学生为主体的教学活动；它倡导体验、实践、参与、交流和合作的学习方式。学生在参与教师或教材精心设计的任务型学习活动中，通过思考、体验、调查、讨论、交流和合作等方式，学习和使用英语认识语言，运用语言，发现问题，找出规律，归纳知识和感受成功。并在学习的过程中获得情感体验、调整学习态度和学习策略，从而提高综合运用语言的能力。任务型教学提倡以教师为主导、以学生为主

7、体的教学活动；它倡导体 任务型课堂模式把学生的注意力聚集在怎样利用英语作为交流的工具来完成任务，而不只是关心自己所说的句子是否正确，任务完成的结果为学习者提供自我评价的标准，并使其产生成就感这些目标是为课堂教学服务的，学生是直接的受益者。它体现了“以学生为主体，以任务为中心和以活动为方式”的思想，有助于学生自主学习，提高学生运用语言进行交际的能力，增强学生学习的兴趣和信心，是素质教育在英语教学中的具体体现。任务型教学的目标 任务型课堂模式把学生的注意力聚集在怎样利用英语作为交流的工列举是口头和书面交际中最常见的方法。我们为了说明某一概念、观点、问题，常常会列举一些具体的事实、例证。列举型任务是

8、指对人或物按一定的分类或标准进行介绍。如：讲故事、图片介绍、对事物的形状、大小、性质、功能、特征进行描述等都属于列举型任务.任务的类型(1)列举型任务 (listing)例如 Work in groups. Try to find: 1.two people taller andtwo people shorter than you; 2.two people heavier and two people lighter than you; 3.the oldest, youngest boy and girl in your group.列举是口头和书面交际中最常见的方法。我们为了说明某一概

9、念、观 它是把物体、事件、观点或步骤按时间、空间、逻辑关系、重要性的顺序排列。分类任务就是把数个类似的事物按其所有具有的某种共同点进行分类。例如 1.In your group, how many people have birthdays this month? 2. How many people in your group have birthdays in January, February ? (2)整理性任务 (ordering; sorting; classifying) 它是把物体、事件、观点或步骤按时间、空间、逻辑关系、重要比较型任务是指找出相同点和不同点。即将被说明的事物与

10、学生所熟悉的事物加以比较，使他们了解得更清楚明白。对照就是在类似的两个事物之间找出不同点。 . (3) 比较型任务 (comparing; contrasting)例如1.What do you usually talk about when you meet a stranger? 2.What do foreigners usually talk about when they met a stranger? 3.Whats the difference?比较型任务是指找出相同点和不同点。即将被说明的事物与学生所熟解决问题型任务是比较高级的学习任务， 需要运用到人的智力和推理能力。其中原有

11、的知识经验和当前问题的组成必须经过重新改组、转换或联合，才能达到既定目标。它要求学生根据自己的知识能力，用英语解决现实生活中可能遇到的问题。 . (4) 解决问题型任务 (problem solving)解决问题型任务是比较高级的学习任务， (4) 解决问题型任务(4) 解决问题型任务 (problem solving)例如What questions do you ask your friends when you wantto know these things:1） their age; 2）their address; 3）where they were born; 4）theprim

12、ary school they went to.(4) 解决问题型任务 例如它要求学生自由地谈论个人经历，分享他人体验。这类经历和体验交流就像非正式的交谈和闲聊。 没有具体的目标和要求，一起取决于交谈双方的交际意愿。交流个人意见是学生就某一具体的问题发表自己的看法，听取别人意见。这是一种开放式任务，目的在于引起学生的思考，有利与培养学生的多元思维。(5)分享个人经验型任务 (sharing personal experience)它要求学生自由地谈论个人经历，分享他人体验。这类经历和体验交(5)分享个人经验型任务 (sharing personal experience)例如Talk with

13、 your partner. Say why you like or dont like the things, people and places in the box.(5)分享个人经验型任务例如 创造性任务是一种高级学习任务，具有探究性、开放性、合作性和实践性的特点，需要小组或学习共同体在实践中进行各种探究活动。它比其他的任务更复杂，牵涉到多个环节，需要借助列举、排序与分类、对比与对照、归纳与演绎等手段。 它能培养学生合作意识和团队精神，发挥学生的想象力和创造性使用英语的能力。 . (6) 项目型任务 (project) 或创造型任务（creative tasks） 创造性任务是一种高级

14、学习任务，具有探究性、开放性、合作性和例如 Ask your classmates what they did last summer vacation. Fill in the form first, and then write a report.(6) 项目型任务 (project) 或创造型任务（creative tasks）例如(6) 项目型任务 (project)传统教学和任务型教学A traditional model for the organization of language lessons in the classroom has long been the PPP a

15、pproach (presentation , practice, production).传统教学和任务型教学A traditional model Although the grammar point presented at the beginning of this procedure may well fit neatly into a grammatical syllabus, a frequent criticism of this approach is the apparent arbitrariness of the selected grammar point, whic

16、h may or may not meet the linguistic needs of the learners, and the fact that the production stage is often based on a rather inauthentic emphasis on the chosen structure. With this model, individual language items (for example, the past continuous) are presented by the teacher, then practiced in th

17、e form of spoken and written exercises (often pattern drills) and then used by the learners in less controlled speaking or writing activities.Although the grammar point pre语法翻译法是外语教学中历史最长与使用最广泛的方法之一， 其教学目标是培养阅读外国文学作品的能力。为达到此目的， 教师系统地单方面的向学生传授词汇和语法规则，然后让学生进行语言训练。通过配诵语法规则，应用语法规则填空、造句，做翻译练习等，学生的语言分析能力得

18、到了相应的提高。它强调教师的主体性，忽视学生的学习的主动性，重规则，轻运用，重视知识的传授，轻技能培养。其结果是学生掌握了不少语法条条，却患上外语“聋哑”病。语法翻译法是外语教学中历史最长与使用最广泛的方法之一， 其教 While the advantages of TBL are that language is used for a genuine purpose meaning that real communication should take place, and that at the stage where the learners are preparing their re

19、port for the whole class , they are forced to consider language form in general rather than concerning on a single form (as in the PPP ) where as the aim of the PPP model is to lead from accuracy to fluency , the aim of TBL is to integrate all four skills and to move from fluency to accuracy plus fl

20、uency.The range of tasks available (reading texts, listening to texts, problem-solving, role plays , questionnaires, etc) offers a great deal of flexibility in this model and should lead to more motivating activities for the students. Students who are used to a more traditional approach based on a g

21、rammatical syllabus may find it difficult to come to terms with the apparent randomness of TBL, but if TBL is integrated with a systematic approach to grammar and lexis, the outcome can be a comprehensive ,all round approach that can be adapted to meet the needs of all learners. While the advantages

22、 of TBL 任务型教学作为一种教学法，具有结构性，它由教学目标(goals)、信息输入(input)、活动方式(activity)、师生角色(teacher/student role)、教学环境(setting)等要素组成。任务型教学法与传统教学法之间的差异在于前者注意信息沟通，活动具有真实性而且活动量大。它强调学习过程、学习方法和学习能力的培养，强调学习的民主性、协商性，充分考虑学生的学习需要、能力差异和情感因素，语言学习和运用性强，注重综合能力的培养。英语课堂教学应具有“变化性互动”的各项活动，即任务。学生在完成任务过程中进行对话性互动，进而产生语言习得。 任务型教学作为一种教学法，具

23、有结构性，它由教学目标(goal任务型教学模式前任务（Pre-task）语言聚焦（Post-task） （Language focus)任务环（Task cycle）任务型教学模式前任务（Pre-task）语言聚焦（Post-语言聚焦（Post-task） （Language focus)前任务（Pre-task）任务环（Task cycle）Introduction to the topic and task. Analysis and practice.任务型教学模式语言聚焦（Post-task）前任务（Pre-task）任务任务环（Task cycle）a)任务 Task A task

24、designed by the teacher is introducedb) 计划 Planning. Here, the students perform the task (typically a reading or listening exercise or a problem-solving exercise) in pairs or small groups. Then the students prepare a report for the whole class on how they did the task and what conclusions they reach

25、ed.c) 报告 ReportingIn this step, the students present their findings to the class in spoken or written form.任务环（Task cycle）a)任务 Task A tas语言聚焦（Post-task）（Language focus)- Analysis and practice Students examine and then discuss specific features of the text or transcript of the recording. They can ent

26、er new words, phrases and patterns in vocabulary books.The teacher conducts practice of new words and patterns occurring in the data, either during or after the analysis. Sometime after completing this sequence, students may benefit from doing a similar task with a different partner. . a) 分析各组执行任务情况

27、 Analysis.b) 操练语言难点 Practice语言聚焦（Post-task）（Language focus任务型教学模式前任务（Pre-task） 首要环节语言聚焦（Post-task） （Language focus) 最后环节任务环（Task cycle） 核心部分 learning by doing任务型教学模式前任务（Pre-task）语言聚焦（Post-1、 任务的准备：2、 引入激发：3、 活动进行：4、 归纳反馈：任务型教学操作步骤 1、 任务的准备：2、 引入激发：3、 活动进行：4、Task: Making up a poster on healthy eating

28、 1. To learn about healthy eating and arouse the students interest. . 2. To cultivate the students ability of collecting and dealing with information to make sure they can apply what theyve learned while finishing the task.示例Goals of the task:Teaching aids: a set of slides, some pictures and a tape

29、recorder.Task: Making up a poster on heGetting the students to learn about junk food and healthy food. . 1) The students talk about their favorite food for breakfast, dinner and supper. .One keeps a record of it. ( group work) 2) The students discuss whether what they eat is junk food or healthy foo

30、d. (group work) 3) The speakers from each group give a report to the class. (class work) 4) The teacher shows pictures of healthy food and junk food to help the students know how they affect peoples health . ( class work)1. Pre-taskGetting the students to learn Collecting information about healthy e

31、ating. 1) The students in groups of four work together to discuss how different nutrients benefit peoples health and find out the related food eaten in daily life. (group work) 2) The speakers from each group report their result of the discussion. ( group work) 3) The students read the text and chec

32、k their work. ( individual work) 4) The students in groups discuss other factors that decide their choices of food and come to a conclusion that what is healthy eating based on their understanding of the text. (group work)2. While-taskCollecting information about h5) The speakers from some groups gi

33、ve tips on healthy eating. The teacher and the class evaluate their work. (class work) 6) The students listen to the tape and read the text aloud. (class work) Making up a poster on healthy eating. ( The students will finish the task individually after the class.) 1) Make up a poster on healthy eati

34、ng. 2) Present their posters in the next class.3. Post-task5) The speakers from some grou任务型教学 在英语教学中的实际应用 (一)任务型教学的课堂设计： 例 1任务型教学任务型教学的课堂设计： 例 1Unit 3Why do you like koalas?Section A案例展示一 七年级 Period 1Unit 3Why do you like koalas?Lets go to the zoo!Lets go to the zoo!panda /pnd/ Why do you like pand

35、as?pandasBecause they are cute./kju:t/ panda /pnd/ Why do you likekoala /ku:l/ koalastiger/taig/ tigerskoala /ku:l/ koalastiger/giraffe/drf/, /dir:f/giraffesinterestinggiraffe/drf/, giraffesinteelephant/elifnt/ lion/lan/ elephantslionselephant/elifnt/ lion/lan/d:lfn/ /pegwin/penguinsdolphins/d:lfn/

36、/pegwin/penguinsdDo you want to see these animals? Why ?Do you want to see these anima1a 1. tiger _2. elephant _3. koala _ 4. dolphin _5. panda _6. lion _ 7. penguin _8. giraffe _befgchdg1a befgchdgPair workPractice the conversation. Then make conversations about the other animals in the picture. Us

37、e the words below.cute interestingfun smartA: Lets see the lions.B: Why do you want to see the lions?A: Because theyre cute.Pair workPractice the conversaA competition On weekends, we usually go to the zoo. Which animal should we go to see first. Why ?You can use these words:smart, cute, interesting

38、 , fun, scary, boring, beautiful, big, small, funny, friendly, quietWork in groups and tell the reasons. Then have a competition between boys and girlsA competition On weekends, we教师评价教师评价Writing Write several sentences about your favorite animals and give reasons. I often go to the zoo to see some

39、animals. I like_. Writing Write several sente What were you doing when the UFO arrived?Section A By Shen Jing Unit 3UFO: Unidentified Flying Object案例展示二 八年级Period 1 What were you doing Section in the living roomin the kitchenwatching TV cooking What were you doing when?in the living roomin the kitch

40、in the bedroomsleepingin the bedroomsleepingin the bathroomtaking a showerin the bathroomtaking a showergetting out of the showergetting out of the showerin the barber shopcutting hairin the barber shopcutting hair3412pairwork3412pairwork任务型教学2课件a. standing in front of the library/ studying in the l

41、ibraryb. cleaning my room/ sleeping late c. making a smoothie/ cooking dinner d. getting out of the shower/ talking on the phonee. eating lunch/ cutting hair1b listening a. standing in front of the liJanuary 20 2008January 20 2008 What were you doing when the snow disaster happened in our country? g

42、roup work What were you Which group is the best?Students present their conversations评论What phrases and sentences did they use?Which group is the best?StudenUnit 5Can you come to my party?Section A By shenjing案例展示 三 八年级第一课时Unit 5Can you come to my part-Can you come to my party on Friday ?-Sure, Id lo

43、ve to.Make invitationsAccept invitations-Great ! Id love to.-Can you come to my party on FSorry , I cant . I have a piano lesson.Can you come to my party?Decline invitationsSorry , I cant . Can you comeCan you come to the party?Sorry, I cant.I have to studyfor a test.Talk about obligationsCan you co

44、me to Sorry, I cantpairworkCan you come to my party?123456pairworkCan you come to my par1a Match the words with the pictures.study for a test _help my parents _go to the doctor _visit my aunt _have a piano lesson _bcdea1a Match the words with the p1b Listening TedTimKayAnnaWilson1b Listening TedTimK

45、ayAnnaWilA: Can you come to my party on Wednesday?B: Sure, Id love to.C: Sorry, I cant. I have a piano lesson.D: Im sorry, too. I have to go to the doctor.ExampleA: Can you come to my party oninvitationIts a Christmas Party.From whom: LindaTime: Friday , December 24, at seven-thirtyPlace: Lindas hou

46、se , No 11 Middle schoolCome and join us! invitationIts a Christmas Pa3a Read the invitation.3a Read the invitation.3a Fill in the blanks.Lisa: Hi, Simon, _ you come to my _?Simon: _ is it?Lisa: Its _at _.Simon: Great! Id love to!birthday partyWhenon Friday, June 30four-thirtycan3a Fill in the blank

47、s.Lisa: 3b Writing Fill in the card with details of an event.Its a _.For whom: _Time: _Place: _Come and join us!3b WritingIts a _ Kinds of party Birthday Party New Years Party Christmas Party Welcome Party Barbecue Party Kinds of party任务型教学 在英语教学中的实际应用（二）任务型教学的课堂设计： 八上 unit 9 When was he born ? 设计任务

48、：制作海报例 1任务型教学任务型教学的课堂设计： 八上 unit 9 W Today we are going to make a poster. Please write the name of a person you admire, a singer, an athlete, a movie star, a writer, a scientist . You also write down his/her birthday, birth place, life story and so on.把学生分组， 每个小组选择各界的一位名人，收集他/她的有关资料，做进一步了解，目的是让学生们认识

49、到成就一番事业需要付出艰辛，以此来激励学生的学习热情。收集内容需包括：人物名字、职业、出生年月、生平事迹，个人评价等。操作步骤 Today we are going to make2.课前把每组的海报挂出， 上课时每组选一名讲解员上台，依次讲出自己小组的名人的生平事迹，让全班同学有一个了解。2.课前把每组的海报挂出， 上课时每组选一名讲解员上台，依次例 1学生讲解中例 1学生讲解中例 1学生讲解中例 1学生讲解中例 1学生讲解中例 1学生讲解中例 1学生讲解中例 1学生讲解中例 13.全班同学自由参观，每个讲解员回答同学们有关名人的提问，其他的同学对自己感兴趣的名人生平事迹做记录。4.学生带着

50、记录本回到自己的座位上，两人一组，讲讲自己今天了解到的东西。最后请几位同学上台发言。5.教师归纳所用到的Language points， 并进行操练 例 13.全班同学自由参观，每个讲解员回答同学们有关名人的提例 2七年级下 Unit 10 Where did you go on vacation? 分享经验型任务1.利用图片，学习了过去式短语和句型： 例 2 例 2七年级下 Unit 10 Where did you 句型: Where did you go on vacation? I went to the summer camp. How was your vacation? It w

51、as pretty good. Did you like your vacation? You see, it is a new semester. Did you have a good summer vacation? Now please talk about your summer vacation with your friends. In the group you can tell your friends the places you went. And what did you do there? 2.任务导入3.学生活动句型: Where did you go on vac

52、ati4.记录整理，汇报展示5.总结归纳4.记录整理，汇报展示5.总结归纳4.记录整理，汇报展示4.记录整理，汇报展示4.记录整理，汇报展示5.总结归纳4.记录整理，汇报展示5.总结归纳任务型教学 在英语教学中的实际应用（三）任务型阅读课的课堂设计： 例 1任务型教学任务型阅读课的课堂设计： 例 1Ask the person next to you:2) How do most students feel about reading in English? 3) Why are reading exercises difficult for students? 1) Do you enjoy

53、 teaching reading? Is it a challenge?Ask the person next to you:2) STUDENTS FEEL.STUDENTS FEEL.Its helpful!“Reading is the core（核心） of language instruction”-Neil Anderson, American ELT researcherREADINGListening Vocabulary Speaking Grammar Writing Its helpful!“Reading is the cHow to Teach ReadingABI

54、ndependent Reading Skills+Classroom Activities How to Teach ReadingABIndependJingzhou, ChinaMay. 18th, 2011Justin KaleyUnit 10. Go For It! English ClassTravel DiariesJingzhou, ChinaUnit 10. Go ForNice to meet you! Teacher TrainerNice to meet you! Teacher TraiMy HomeMy HomeMy TripMy TripMy TripMy Tri

55、pMy TripMy TripMy TripMy TripMy TripMy TripMy TripMy TripMy TripMy TripMy TripMy TripCHINA!JingzhouCHINA!JingzhouRead My Travel Diary!What was good? What was bad?1. Pre-task(Before reading)Read My Travel Diary!What was The Great WallIt was verybeautiful!The Great WallIt was verybeauThe Great WallThe

56、 weather was.sunny and hot.The Great WallThe weather wasI walked up. tired.It made me feel.The Great WallI walked up. tired.It made me I didnt have any.water.The Great WallI didnt have any.water.The So I cried!The Great WallSo I cried!The Great WallMy Travel DiarySunday, August 10th1. Today, the wea

57、ther was sunny and hot. 2. I went to the Great Wall, it was beautiful! 3. I walked up, and it made me feel tired. 4. I didnt have any water.5. So, I cried!(A)(B)(C)(D)(E)CEABDMy Travel DiarySunday, August Travel DiaryWeatherThings to doFeelingsGo to a MuseumPlay sportsGo shoppingSunnyGo the beachRai

58、nyBoringFunTiredHappyColdHotTravel DiaryWeatherThings to d2.While-task(While reading)2.While-task(While reading)任务型教学2课件TuesdayWednesdayTuesdayWednesdayStudent AStudent BWhats good ?Whats bad?Student AStudent BWhats good Student AStudent BShare what you found!What was good? What was bad?Student AStu

59、dent BShare what yStudent AThe bad things were/The good things wereStudent AThe bad things were/TStudent BStudent BClose your books!Work with a partnerWrite the verbs!PAST TENSEClose your books!Work with a pReading Game!Monday, July 15th Great Weather!It was sunny and hot all day.We went to a beauti

60、ful beach.We had great fun playing in the water.In the afternoon, we went shopping.The shops were too crowded, so I didnt enjoy it.Reading Game!Monday, July 15thTalk to a partner:What can you do in Jingzhou when itsHot?Rainy?Cold?Talk to a partner:Hot?Rainy?CoNow write Justins Diary!Help me write ab