第四组任务型教学法

Thefirstpersonsaysthefollowingsentence:I’msohungry!Ihaveonlyeatenanorangetoday!Thesecondpersonrepeatsthefirstonesentence,addinganextraitemoffood:I’msohungry!I

haveonlyeatenanorangeandsomenoodlestoday!Everyoneinthegrouprepeatsthesentence,eachtimeaddinganextraitemoffood.Allthefooditemsmustberepeatedinthecorrectorder.Anyonewhomissesoneoftheitemsisoutofthegame.Thewinneristhelastpersonleftinthegame.Mini-GameTask-basedlanguageTeachingApproach

任务型教学法Groupmembers:彭继慧潘丽娟

潘文艺娄婧婷宁莎马晗秋陆先伟DefinitionbackgroundinformationTheoreticalbasis

TeachingproceduresTask-basedlanguageTeachingApproachOutline

TeachingcharacteristicsThedefinitionoftaskEvaluationDefinition

Task-basedlanguageteachingapproachTask-basedlanguageteachingapproachreferstoanapproachbasedontheuseoftasksasthecoreunitofinstructioninlanguage任务型教学就是以具体的任务为学习动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式（而不是以测试的分数）来体现教学的成就。backgroundinformation

Task-basedlanguageteachingapproach

任务型教学是20世纪80年代兴起的一种强调在“做中学”（learningbydoing)的语言教学方法。进入21世纪以后，这种“用语言做事”（doingthingswiththelanguage)的教学理论逐渐引入我国的基础英语课堂教学，尤其是教育部制定英语课程标准明确倡导任务型的教学途径，这说明任务型教学是我国外语课堂教学改革的一个走向。Theoreticalbasis1.languageacquisitionstudy语言习得研究2.Psycholinguistics心理语言学3.Socialbuildingtheory社会构建理论4.curriculumtheory课程理论Task-basedlanguageTeachingApproach语言习得研究：

语法知识的记忆不能保证语言使用的正确，必须有大量的语言输入才能使得学生掌握所学得的知识，即语言的真实使用。社会构建理论：

学习和发展是社会的合作活动，这种活动是无法被教会的。知识是由自己构建而不是由他人传递的，这种构建发生在与他人交往的环境中，是社会互动的结果，它强调人的学习与发展发生在与其他人的交往和互动中。Teachingprocedures

Task-basedlanguageteachingapproach

1)前任务(pre-task)-教师引入任务。2）任务环（taskcycle)a.任务（task)-学生分组执行任务。

b.计划（planning)-各组学生准备如何向全班报告任务完成的情况

。

c.报告（reporting)-学生报告任务完成的情况。3)后任务（post-task）

a.分析（analysis）-学生分析其他各组执行任务的情况。

b.操练（practice)-学生在教师指导下练习语言难点。ThedefinitionoftaskTaskisapieceofclassroomworkwhichinvolveslearnersincomprehending,manipulating,producingorinteractinginthetargetlanguage任务是一种涉及到学习者理解，运用所学语言进行交流的课堂活动。Teachingcharacteristics

Task-basedlanguageteachingapproach

Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.(强调通过交流来学会交际)Theintroductionofauthentictextsintothelearningsituation.(将真实的语言材料引入学习的环境）Provisionofopportunitiesforlearnerstofocus,notonlyonlanguage,butalsoonthelearningprocessitself.(关注语言本身，也关注学习的过程）Anenhancementofthelearners’ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning(把学习者个人的经历作为课堂学习的重要因素

Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom（试图把课内的语言学习与社会的语言活动结合起来）abcdeevaluationAdvantages:Stimulatingstudents'interestinlearning.

Combininglanguageknowledgewithlanguageskills,cultivatingstudents'usingabilityofcomprehensivelanguage.Promotingthepositivityofstudents,stimulatingtheirimaginationandcreativity.

advantagesThelargeamountofinformationandvariouskindsofactivitieshelptobroadenthestudents’knowledge.Cultivatingthestudents'interpersonalcommunication,thinking,decisionmakingandstraincapacity.Eachstudenthastheopportunitytothinkindependentlyandparticipateactively

Theclassroomefficiencyislow.Itisdifficulttoguaranteethecompletionoftasksoflargeamountofclassroom

.Classroomorganization,

taskdesignandimplementationrelyingtoomuchonteachers'teachingabilityandteachinglevel.Therefore,atpresentitisdifficulttoguaranteeteachingqualityoflargearea.Itisdifficultforteacherstosuperviseandcontrolstudents’individualactivitiesefficiently.disadvantages

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