英语教学法chapter-7-TBLT

•闻之不若见之；•见之不若知之；•知之不若行之；•学至于行而止矣。•行之，明也•----HsunTzu•“Tellme,andIwillforget.•Showme,andIwillremember.•Teachme,andIwillunderstand.•Involveme,andIwilllearn.”•闻之不若见之；见之不若知之，知之不若行之；学至于行而止矣。行之，明也Chapter8Task-basedLanguageTeaching(TBLT)LvShenglanTask-basedLanguageTeaching(TBLT)•教师应避免单纯传授语言知识的教学方法，尽量采用“任务型”教学途径。•------《英语课程标准》•TaskVSExerciseExercise1•例1wordformation•NounAdjectiveVerb•Comfort__________•_____Strong_____•__________PerformExercise2•例2把下列主动语态句子改写成被动语态句子•Helikesmusic.(Musicislikedbyhim.)•ManypeoplespeakEnglish.(Englishisspokenbymanypeople.)Exercise3•例3writeinthecorrectwordwho/that/which/where/when/whom/whose•Icanrememberthetime___itwasdifficulttomakeinternationalphonecalls.•Wetookaphotoofarocket,thelengthof___wasabout30metres.Task•用英语Canyou...问全班同学，他们能够做哪些事情。•完成信息收集任务，把同学名字填入表格。Findsomeonewho:Namecanspeakthreelanguagescanuseacomputercanmakecakescanrideabikecanswimcandance•练习---以形式为焦点form•任务---以意义为焦点meaningTask•“Taskisagoal-orientedcommunicativeactivitywithaspecificoutcome,wheretheemphasisisonexchangingmeaningsnotproducingspecificlanguageforms.”•(Willis1996)•目标为导向意义优先注重交际•ReadthefollowingexamplesandtrytoidentifywhichonebelongstoTBLT.Andwhy•1Roleplay:一个学生扮演购物者，备有一份购物单和100元钱。另外一个学生扮演售货员，尽快售出货品。•2把动词be的所有人称形式写出来，并且用它们分别各造一个真实的句子。•3下面有一些素质，哪些是小公司经理应该有的重要素质。•Normallypatient•Strictondeadlines•Senseofhumor•Listenstoeveryone•Knowsthecompetition•Helpswithpersonalproblem•把它们按照重要程度，从上到下排列，并给出你如此排列的理由。•4Roleplay:一个学生扮演课本上对话的A，另一个学生扮演对话中的B，来台前表演时，表情、语气和动作尽量贴近实际生活。•5Jointhepairofsentencetogetherwithoutcommas.•Theroomwasverydusty.•Wetookthephotosinit.•Thepanelsarebroad.•Theelectricityismadefromthem.Fourcomponentsofatask•apurpose,•acontext,•aprocess•aproduct.•Clark,ScarinoandBrownell(1994:40)•Apurposegoal-oriented•Acontextfunction–information•Tasksareactivitieswhichemphasizemeaningorinformationratherthanlanguageform.•Aprocesspre-task,task,post-task•Aproductnon-linguisticTypesoftasks•1)brainstormingtasks（头脑风暴型任务）•2)Jigsawtasks(拼图式任务)•3)Information-gapTasks(信息差型任务)•4)Problem-solvingTasks(解决问题型任务)•5)decision-makingtasks（选择决定型任务）•6)opinionexchangetasks（交换观点型任务）Typesoftasks•2)Jigsawtasks(拼图式任务)•Story•Letter•Table3)Information-gapTasks(信息差型任务)*********************************************************************************************************•PrimaryEnglish•Book3•Unit2LookingAroundLesson1Dialogs/Vocabulary【教学目标】•：•(1)能准确认读并说出单词bus,car,spaceship,bike•（2）能听懂、会说并熟练运用对话：来询问他人交通工具的使用情况和表达自己出行的情况。•Howdoyougohome?•Bycar/bus/spaceship.Onfoot.4)Problem-solvingTasks(解决问题型任务)•PrimaryEnglish•Book8•Unit5Shopping•flour,meat,salt,lettuce,•Whatdo…need?…needsome…Howmuchisthe…?It’s…yuanakilo.•5)decision-makingtasks（选择决定型任务）•6)opinionexchangetasks（交换观点型任务）TBLT•Pre-task前任务阶段•Taskcycle任务环•LanguageFocus语言聚焦•Unit6•SECTIONA•WherearethejazzCDs?•教学目标•区分和描述不同类型的音乐•谈论自己喜好；询问他人喜好•重点词汇：•dance,classical,jazz,country,pop,rock,rap•重点句型：•Whatisyourfavouritekindofmusic?•Myfavouritemusicis...•whereis/are...?••T:Hello,boysandgirls.•Todaywearegoingtohaveamusicfestival.MayyouhaveaHappyMusicFestival.WenamethisfestivalHappyEnglishHappyMusicFestival.•OK?Let’sstart.pre-task•T:Let’swatchTheSmith’sFamilyShowonTVandguesswhatkindofmusictheyareplaying.•Ss:(Watchashortwhileandguess,thenlearntheword.)CountryMusic.•(Inthesameway,BoysFromBrazilshowsJazz.BostonMusicGroupshowsClassicalMusic.BackstreetBoysshowsDance)•Asummaryaboutthewordslearnedtoday.Pre-task:•Introductiontotopicandtask•1)教师通过设置情境，向学生布置任务•2)教师向学生提供完成任务所必须的语言支持taskcycle•task1:Asurvey.What’syourfavouritekindofmusic?•T:Well,we’velearnedmanywordsaboutthekindsofmusic.Amongallofthem,IlikeJazzverymuch.Inanothersaying,myfavoritekindofmusicisJazz.•SA:Myfavoritekindofmusicis…•T:Good.DoyouwanttoknowSB’sfavoritekindofmusic?Askher,please.•SA:Whatisyourfavoritekindofmusic?•SB:Myfavoritekindofmusicis…(ThenaskSC)•T:Differentpeoplehavedifferentfavoritekindofmusic.Now,let’smakeasurveyingroupofsix.Let’sseewhatkindofmusicismostlikedinyourgroup.•Ss:(Dothegroupworkasusual.)Thenoneofthegroupmemberreportstheresulttothewholeclass.•Task2:Goingtotheconcert.•T:Allofyouarefullofinterestsinmusic.Doyouwanttogotothemusicconcert?•Ss:Yes.•T:(Putsomepiecesofpaperwithdifferentkindsofmusicinitindifferentplaces.)•Now,let’shaveawaitertoshowustheway.SD,wouldyoubethewaiter?•SD:OK.•T:Excuseme,whereistheJazzMusic?•SD:(Pointingtothepaper).Goupstairsandturnleft.•T:Boysandgirls,askhimthewaytofindyourfavoritekindofmusic.•Ss:(Threeofthemasktheway)…•T:Findawaiterorwaitressinyourgroupandtrytodothesamework.•Task3:Smith’sCDsandVideos.•T:Welldone.Allofyouhavefoundtheconcertofyourfavouritemusic.•Now,let’svisitSmith’sCDsandVideostofindsomethinginteresting.•SE:(ActasMrSmithwhotriestoshowtheotherstudentswhattheywant.)•Ss:TellSmiththeirfavoritekindofmusic.•Taskcycle:•Task任务•Planning计划•Report报告•任务（task）：教师说明完成任务的要求并示范，以确保所有学生都明确任务的要求。学生以结对子或小组的形式完成任务，老师在远处监督，鼓励各种交流的尝试，不打断学生，纠正他们的错误，从而使学生有一种自由表达的安全感。•计划（planning）：各小组选出代表，准备以口头或书面的形式向全班汇报任务的完成情况。由于要向全班学生公开汇报，所以学生自然力求表达准确。这时，老师可以给与适当的指导。•报告（reporting）：学生报告任务完成的情况。各小组可以向全班呈现他们的报告，也可以相互交换书面报告，比较结果。这时，老师充当主席的角色，评价各组任务的完成。La