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,单击此处编辑母版标题样式,单击此处编辑母版文本样式,第二级,第三级,第四级,第五级,*,学生最喜欢的课堂教学方式,86.7%的学生表示喜欢有较多的动手操作或亲身实践、讨论交流或自学等课堂教学方式，12%的学生喜欢以老师讲授为主的方式。,引发较多的讨论交流,其他,有较多的动手操作或亲身实践,大量的书面练习,自学,老师讲授为主,学生最喜欢的课堂教学方式 86.7%的学生表示喜欢有较,1,教师讲授,5,学生阅读,10,视听并用,20,教师演示,30,学生讨论,50,学生实践,70,学生教别人,95,教学方式,记住率,教学方式,采用率,教师讲授,95,学生阅读,80,视听并用,70,教师演示,65,学生讨论,45,学生实践,20,学生教别人,5,教师讲授5 教学方式 记住率教学方式采用率,2,现代教学目标观,过程与方法,新课程,情感,态度,价值观,知识与技能,转 变 课 程 的 功 能,传授知识,现代教学目标观过程与方法新课程情感知识与技能转 变 课 程,3,什么是任务？,A task is a piece of work undertaken for oneself or for others,freely or for some reward.,It is meant what people do in everyday life,at work,at play,and in between.,(,Long 1985:89,),任务是人们在日常生活中所从事的,有目的的活动。,什么是任务？任务是人们在日常生活中所从事的,4,What people do in everyday life:,buying a pair of shoes,borrowing a library book,asking for advice,talking with friends about a soccer team,doing housework,finding a street destination,TASKS,What people do in everyday lif,5,A task is an activity or action which is carried out as the result of processing or understanding language(i.e.as a response).,(Richards,Platt and Weber 1986:289),任务：,人们在学习、理解、体会语言之后所开展的活动。,A task is an activity or acti,6,What learners do when they understand:,draw a map while listening to a tape,look at a set of pictures and decide what should be done,decide which to buy,know which way is the best to solve the problem,What learners do when they,7,The communicative task is a piece of classroom work which involves learners in comprehending,manipulating,producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to convey meaning rather than to manipulate form.,David Nunan(1989),交际型,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。学生的注意力主要集中在语言的意义上，而不是语言的形式。,The communicative task is a p,8,listening to a weather forecast and deciding what to wear,exchanging name cards,responding to a party invitation,describing a photograph of ones family,listening to a weather foreca,9,所谓,任务型语言教学,，其核心思想就是要模拟人们在社会、学校生活中人们运用语言所从事的各类活动，把语言教学与学习者在今后的日常生活中的语言应用结合起来。,根据任务型教学的思想，我们在生活当中所做的一切事情实际上就是完成一个又一个的任务。把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标。,所谓任务型语言教学，其核心思想就是要模拟人们在社会,10,What are tasks?,意义的表达是第一位的（,meaning is primary,）,需要解决交际中的问题,(there is some communication problem to solve),与实际生活的活动相似,(there is some sort of relationship to comparable real-world activities),最受关注的是完成任务,(task completion has some priority),任务的评价取决于结果,(the assessment of the task is in terms of outcome),What are tasks?意义的表达是第一位的（mean,11,What are not tasks?,1,不让学习者只是鹦鹉学舌,2不是为了显示语言的技能,3不是墨守成规与人雷同的,4不是为了做机械性的操练,5不是为了学习某些句型结构硬把语言安排到材料之中,How do you usually go to school every day?,I usually go to school by subway.,What would you like to buy?,I want to buy a camera.,What about this one?,Its nice.Ill take it.,What are not tasks?1不让学习者只是鹦鹉学,12,Teachers have to consider following questions when making their teaching plans:,Why should I teach this lesson?,How well do I understand the content of the lesson?What do I want my students to learn from this lesson?,What should I focus to cultivate the students,comprehensive ability from this lesson?,What activities will be included in the lesson?,How will the lesson connect to what students already,know?,How much time will I need for each activity?,How will I deal with different student ability levels in,the class?,共识：“目标”是课堂教学的“灵魂”,Teachers have to consider f,13,Remember:,Place yourself at the position of your students,Base your teaching on the majority of the students,Start students level and experience,Be relative to students life,interests and needs,Remember:Place yourself at th,14,教材内容,是否恰当？,教学方法,是否恰当？,Yes.,No.,采用,Use,选用,Adapt,替换,Replace,删去,Omit,增加,Add,教材内容教学方法Yes.No.采用选用替换删去增加,15,Teacher talk,Talk：we talk for others to understand，,Teacher talk：,for students to learn,，,Function；demo，organise（transfer），comment/evaluate，,要注意：,Talk clearly（清楚的说）,With a purpose（有目的）,Clear instruction（要求要清楚）,Step by step（步骤细化）,Short，concise，to the point（短，精，准）,Teacher talkTalk：we talk for o,16,Three principal phases任务型教学的主要三个阶段,Pre-task phase,During task phase,Post-task phase,Three principal phases任务型教学的主,17,Pre-task phase,On general cognitive demands of the task,（对任务要求的总体感知,language goal,）,知道做什么，学什么以及为什么学,An emphasis on linguistic factors,关注语言因素,了解听的内容，听的关注点以及场景,词汇短语的学习等,（,指示语要明确,）,Pre-task phaseOn general cogni,18,Pre-task phase,我们该如何让学生在任务前这一阶段为语言因素的关注做好准备呢？,Non-task preparation activities,-brain storming,大脑风暴,激活、启动学生已有的经验和背景知识,（类似于教学步骤中,warming-up,和,lead-in部分，新目标教材的1a部分,）,例如：教学喜欢的学科、食物的名称、活动等,-mind map,思维图,通过某个词汇和话题让学生将相关的词融合起来建立联系的一个过程,例如：谈论衣服、朋友、运动、日期等,Pre-task phase我们该如何让学生在任务前这一阶段,19,主题思维图及任务型活动,Dates,Task One:,Numbers,Task Two:,Class birthday calendar,Task Three:,Personal calendar,Task Four:,History calendar,主题思维图及任务型活动 DatesTask One:,20,During-task phase,Participatory structure,参与方式,-individual or interaction 个人与互动,Pairwork and groupwork,让学生有更多接触语言的机会,合作交流以及情感态度的作用,-,language learners or language users,不同阶段角色不同,角色的转换意味着注意力的转移,任务型教学中学生可以决定部分活动,During-task phaseParticipatory,21,The post-task phase,Th
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