英语任务型教学(TASK-based )教案模板
小学英语任务型教学设计英文范文
小学英语任务型教学设计英文范文Task-based English Teaching Design for Primary SchoolsTask-based language teaching is a student-centered approach that focuses on the use of authentic language and engaging learners in meaningful tasks. In the context of primary English education, task-based teaching can be an effective way to develop students' communicative competence and foster their interest in the language. This essay presents a sample task-based English teaching design for primary schools, outlining the key components and considerations in the planning and implementation of such an approach.Needs Analysis and Learning ObjectivesThe first step in designing a task-based English lesson is to conduct a thorough needs analysis of the target learners. This involves understanding the students' current language proficiency, their interests, and the specific language skills they need to develop. For primary school students, the focus is often on building a solid foundation in basic communication, vocabulary, and grammar.Based on the needs analysis, the learning objectives for the task-based lesson should be clearly defined. These objectives should be specific, measurable, and aligned with the curriculum standards and the students' developmental stage. For example, the learning objectives for a primary-level task-based lesson might include:1. Students will be able to introduce themselves and exchange basic personal information in simple English.2. Students will be able to follow simple instructions and commands related to classroom activities.3. Students will be able to describe familiar objects and their characteristics using basic vocabulary.Task Selection and DesignThe core of a task-based lesson is the selection and design of the task itself. The task should be meaningful, engaging, and relevant to the students' lives and interests. It should also be appropriately challenging, providing opportunities for students to use their existing language knowledge while also stretching their skills.For primary school students, tasks might involve role-playing scenarios, such as ordering food at a restaurant or making plans with a friend. Other possibilities include information-gap activities, where students work in pairs or groups to share and combine information to complete a task, or problem-solving activities that requirestudents to use their language skills to find a solution.When designing the task, it is important to consider the language input and output required. The task should provide sufficient language support, such as vocabulary lists, sentence starters, or model dialogues, to help students engage with the task successfully. Additionally, the task should be structured in a way that encourages students to use the target language, rather than relying on their native language.Task Cycle and ScaffoldingA well-designed task-based lesson typically follows a three-phase cycle: pre-task, task, and post-task. This cycle allows for scaffolding and support throughout the learning process.In the pre-task phase, the teacher introduces the topic and the task, and activates students' prior knowledge. This might involve presenting vocabulary, grammar, or language functions relevant to the task, or engaging students in a warm-up activity to build interest and motivation.During the task phase, students work individually, in pairs, or in small groups to complete the task. The teacher's role is to facilitate the task, provide guidance and support as needed, and observe the students' language use.The post-task phase is crucial for consolidating learning and providing feedback. This is where the teacher can lead a whole-class discussion, have students share their experiences or solutions, and provide targeted feedback on the language used during the task. The teacher may also use this phase to introduce additional language input or extension activities related to the task.Throughout the task cycle, the teacher should employ various scaffolding techniques to support student learning. This might include modeling language, providing visual aids or graphic organizers, breaking down the task into smaller steps, or offering strategic prompts and questions to guide students' thinking and language production.Assessment and EvaluationAssessing student learning and evaluating the effectiveness of the task-based lesson are essential components of the teaching design. Both formative and summative assessments can be used to measure student progress and inform future instructional decisions.Formative assessment can be integrated throughout the task cycle, allowing the teacher to monitor student understanding and provide immediate feedback. This might involve observing student interactions during the task, providing checklists or rubrics for self-assessment, or conducting informal checks for understanding.Summative assessment, on the other hand, is used to evaluate the students' overall achievement of the learning objectives. This could take the form of a performance-based assessment, where students demonstrate their language skills by completing a task, or a more traditional assessment, such as a written test or an oral presentation.When evaluating the effectiveness of the task-based lesson, the teacher should consider factors such as student engagement, language use, and the achievement of the learning objectives. Feedback from students can also provide valuable insights into the strengths and weaknesses of the lesson design.ConclusionTask-based English teaching can be a highly effective approach for primary school students, as it focuses on developing communicative competence through meaningful and engaging activities. By carefully designing the task, scaffolding the learning process, and incorporating both formative and summative assessments, teachers can create a dynamic and student-centered learning environment that fosters language development and a love for English.。
英语任务型教学法教案模板
一、教学目标1. 认知目标：使学生掌握本节课的词汇、语法知识，提高学生的英语听、说、读、写能力。
2. 技能目标：培养学生运用英语进行交际的能力，提高学生的实际运用能力。
3. 情感目标：激发学生的学习兴趣，培养学生的团队协作精神和自主学习能力。
二、教学内容1. 词汇：根据教学目标，挑选与本节课主题相关的词汇。
2. 语法：根据教学目标，挑选与本节课主题相关的语法点。
3. 情境：结合生活实际，设计贴近学生生活的教学情境。
三、教学重点与难点1. 教学重点：词汇、语法知识的掌握和运用，交际能力的培养。
2. 教学难点：语法点的运用，交际情境的创设。
四、学习者特征分析1. 了解学生的学习基础，根据学生的实际情况调整教学内容和难度。
2. 关注学生的个体差异，因材施教。
五、教学策略与设计1. 任务设计：根据教学内容和目标，设计一系列任务，引导学生完成任务。
2. 活动设计：结合任务，设计丰富多彩的课堂活动，激发学生的学习兴趣。
3. 评价方式：采用形成性评价和总结性评价相结合的方式，关注学生的学习过程和成果。
六、教学过程1. 导入（5分钟）- 利用图片、视频、歌曲等导入新课，激发学生的学习兴趣。
- 引导学生回顾已学知识，为新课做好铺垫。
2. 任务实施（25分钟）- 任务一：词汇学习- 教师展示词汇卡片，引导学生记忆单词。
- 学生通过小组合作，完成词汇接龙、猜词游戏等活动。
- 任务二：语法学习- 教师讲解语法点，学生进行例句分析。
- 学生通过小组合作，完成语法练习。
- 任务三：交际活动- 教师创设交际情境，引导学生运用所学词汇和语法进行对话。
- 学生进行角色扮演、小组讨论等活动。
3. 总结与反馈（10分钟）- 教师对本节课所学内容进行总结，强调重点和难点。
- 学生进行自我评价和互评，教师给予反馈。
4. 作业布置（5分钟）- 布置课后作业，巩固所学知识。
七、教学评价设计1. 形成性评价：观察学生在课堂上的表现，关注学生的参与度、合作能力和学习能力。
任务型教学法英语教案
任务型教学法英语教案一、教学目标1. 知识目标：学生能够掌握日常生活中的常用词汇和表达方式。
学生能够运用所学的词汇和语法知识进行简单的交流。
2. 能力目标：学生能够听懂并能够运用日常英语进行交流。
学生能够通过任务型活动提高自己的合作能力和解决问题的能力。
3. 情感目标：学生能够积极参与课堂活动，提高学习英语的兴趣。
学生能够通过与他人的交流，增强自信心。
二、教学重难点1. 教学重点：学生能够掌握日常生活中的常用词汇和表达方式。
学生能够运用所学的词汇和语法知识进行简单的交流。
2. 教学难点：学生能够正确运用所学的词汇和语法知识进行交流。
学生能够通过任务型活动提高自己的合作能力和解决问题的能力。
三、教学方法1. 任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中运用所学知识，提高语言实际运用能力。
2. 情景教学法：通过设定各种生活场景，让学生在情景中学习英语，增强学习兴趣。
3. 合作学习法：通过小组合作完成任务，培养学生的团队协作能力和解决问题的能力。
四、教学准备1. 教学材料：教材、多媒体课件、任务单、实物等。
2. 教学环境：教室、音响设备、投影仪等。
五、教学过程1. 导入：通过播放一段日常交流的视频，引起学生的兴趣，引出本课的主题。
2. 呈现：教师通过展示实物、图片或多媒体课件，呈现本课的主要词汇和表达方式。
3. practice：学生进行听力练习，听懂并能够模仿所学的词汇和表达方式。
4. 任务型活动：学生分组，根据任务单的要求，完成各种真实的任务，如购物、问路等。
5. 反馈：教师对学生的任务完成情况进行评价，指出学生的优点和需要改进的地方。
6. 总结：教师对本课的主要内容进行总结，强调学生的学习目标。
7. 作业：学生根据本课所学，完成相应的作业，巩固所学知识。
六、教学评价1. 形成性评价：在教学过程中，教师通过观察学生的参与程度、回答问题的情况等，了解学生的学习进度，及时给予鼓励和指导。
英语任务型教学法案例
英语任务型教学法案例Task-based teaching (TBT) is an approach to language learning that focuses on the completion of specific tasks as the primary unit of teaching and learning. It is an effective method for promoting language acquisition and developing communication skills. In this article, we will explore a case study of TBT in an English classroom and analyze its effectiveness.The task-based teaching approach emphasizes the importance of real-world tasks and activities in language learning. In a TBT classroom, students are given tasks that require them to use language to achieve a specific goal, such as solving a problem, making a decision, or completing a project. These tasks are designed to be meaningful and relevant to the students' lives, and they provide opportunities for authentic language use and communication.In our case study, a group of intermediate-level English learners were given the task of planning a weekend trip to a nearby city. The students were divided into small groups and given a set of tasks to complete, including researching transportation options, finding accommodation, planning activities, and creating a budget. The students were required to use English to communicate with their group members, gather information, and make decisions.Throughout the task, the teacher acted as a facilitator, providing support and guidance as needed. The students were encouraged to use a variety of language skills, including speaking, listening, reading, and writing, in order to complete the tasks. The focus was on using language in a practical and meaningful way, rather than on isolated grammar or vocabulary exercises.The results of the case study were highly positive. The students were highly engaged in the task and demonstrated a high level of motivation and enthusiasm. They were able to apply their language skills in a real-world context, and they showed significant improvement in their ability to communicate in English. The students also reported thatthey found the task to be enjoyable and rewarding, and they felt a sense of accomplishment upon completing it.Overall, the case study demonstrates the effectiveness of task-based teaching in promoting language acquisition and developing communication skills. By focusing on meaningful tasks and authentic language use, TBT provides a valuable opportunity for students to apply their language skills in a practical and relevant way. It also fosters a sense of autonomy and independence in learning, as students are required to take responsibility for their own language use and learning.In conclusion, task-based teaching is a valuable approach to language learning that can have a significant impact on students' language acquisition and communication skills. By providing opportunities for authentic language use and meaningful tasks, TBT can help students develop the language skills they need to succeed in real-world communication. This case study serves as a compelling example of the effectiveness of TBT in an English classroom, and it highlights the potential benefits of this approach for language learners.。
英语任务型教学教案初中
英语任务型教学教案初中Introduction:Task-Based Language Teaching (TBLL) is an effective approach to language learning that focuses on the completion of meaningful tasks by learners. This lesson plan is designed for intermediate-level students and aims to develop their speaking, listening, reading, and writing skills through a task-based approach.Objectives:1. To engage students in a task-based activity that promotes communication and collaboration.2. To develop students' ability to listen, speak, read, and write effectively in a real-life context.3. To enhance students' vocabulary and grammar skills through meaningful tasks.4. To foster students' confidence in using the target language and encourage autonomous learning.Materials:1. Task sheet with pictures or illustrations2. Realia (e.g., maps, tickets, brochures)3. Handouts with example sentences or dialogues4. Audio recording or video clip (optional)5. Writing materials (pens, paper, or laptops)Procedure:1. Warm-up (5 minutes)a. Start the class with a short conversation or question-and-answer session to engage students and assess their prior knowledge.b. Introduce the topic of the lesson and create interest by showing pictures or realia related to the task.2. Task Introduction (10 minutes)a. Explain the task to the students, making sure they understand the objective and the steps involved.b. Provide clear instructions and examples, if necessary, to help students grasp the task requirements.c. Encourage students to ask questions and clarify any doubts they may have.3. Task Execution (25 minutes)a. Divide students into small groups or pairs and provide them with the necessary materials (e.g., task sheet, realia).b. Allow students to work on the task, guiding and supporting them as needed. Encourage active participation and collaboration.c. Monitor students' progress and provide individualized feedback, correcting errors without disrupting the flow of the task.d. If using audio or video materials, play them during this phase to provide additional context or examples.4. Feedback and Error Correction (10 minutes)a. Bring the class together and discuss the results of the task. Encourage students to share their experiences and observations.b. Provide feedback on the task, highlighting successful aspects and areas that need improvement.c. Correct any common errors or misunderstandings, and provide clarification on grammar or vocabulary usage.5. Language Practice (10 minutes)a. Conduct a controlled practice activity, such as a role-play or a gap-fill exercise, to reinforce the target language structures and vocabulary.b. Provide clear instructions and models, if necessary, and allow students to practice in pairs or small groups.c. Encourage students to use the target language actively and correct their errors constructively.6. Summarize and Homework (5 minutes)a. Summarize the main points of the lesson and highlight key vocabulary or grammar points.b. Assign homework that reinforces the skills and knowledge acquired during the lesson, such as a writing assignment or a language-learning task.Conclusion:Task-Based Language Teaching is an engaging and effective approach to language learning that promotes communication, collaboration, and autonomous learning. By following this lesson plan, teachers can create meaningful tasks that develop students' speaking, listening, reading, and writing skills while fostering their confidence in using the target language.。
小学英语教学中的任务型教学设计
小学英语教学中的任务型教学设计Title: Task-Based Teaching Design in Primary English EducationIntroduction:The teaching of English in primary schools plays a crucial role in laying the foundation for students' language development. Task-based teaching design is an effective approach that can engage students actively in the learning process. This article explores the significance of task-based teaching in primary English education and provides examples of task-based teaching designs that can enhance language acquisition and overall learning outcomes.Importance of Task-Based Teaching in Primary English Education:Task-based teaching approach emphasizes learning through meaningful and purposeful tasks rather than focusing solely on grammar and vocabulary drills. It encourages students to actively use English in real-life situations, promoting language acquisition and communication skills development. Task-based teaching promotes students' autonomy, critical thinking, creativity, and collaboration, making the learning process more engaging and enjoyable.Example 1: "Describing a Picture" Task:Task Description:In this task, students are given a picture and asked to describe it using complete sentences. They need to identify and describe the objects/people inthe picture, their locations, and any actions depicted. Students can work individually or in pairs to complete the task.Activity Steps:1. Present the picture to the students and give them a few minutes to observe it silently.2. Students take turns describing the picture using complete sentences.3. Encourage students to ask questions to clarify any uncertainties or seek additional information about the picture.4. Facilitate a class discussion where students compare and contrast their descriptions and discuss any differences or similarities observed.Example 2: "Planning a Trip" Task:Task Description:In this task, students are divided into groups and assigned the task of planning an imaginary weekend trip to a specific location. They need to consider various aspects such as transportation, accommodation, activities, and budget. Each group will present their trip plan to the class, explaining the reasons behind their choices.Activity Steps:1. Divide the students into groups and assign them a specific location for the trip.2. Give students time to research and gather information about their assigned location.3. Students work collaboratively within their groups to plan the trip, considering transportation options, accommodation, activities, and budget constraints.4. Each group presents their trip plan in front of the class, explaining the rationale behind their choices and answering questions from classmates.Benefits of Task-Based Teaching Design in Primary English Education:1. Increased Motivation: Task-based teaching design promotes student engagement and motivation by connecting language learning to real-life situations and meaningful tasks.2. Language Acquisition: Through task-based learning, students have ample opportunities to use English authentically, enhancing their language acquisition and fluency.3. Critical Thinking Skills: Task-based activities require students to analyze, evaluate, and make decisions, thus fostering critical thinking and problem-solving skills.4. Collaboration and Communication: Collaborative tasks encourage students to communicate in English, improving their speaking and listening skills and promoting teamwork.5. Student Autonomy: Task-based teaching empowers students to take ownership of their learning, allowing them to explore their interests and preferences within the given tasks.Conclusion:Task-based teaching design offers substantial benefits for primary English education. By incorporating authentic and purposeful tasks, students are motivated to actively participate in the learning process. The examples provided illustrate how task-based teaching fosters language acquisition, critical thinking, collaboration, and student autonomy. These approaches can significantly contribute to a comprehensive and effective English curriculum in primary schools.。
任务型教学法(Task-based English teaching method)
任务型教学法(Task-based English teachingmethod)IntroductionTask-based language teaching was first invented by an English linguist Allwright in the 1970s, popularized abroad in the 1980s, and introduced into China in the 1990s.The purpose of this article is to outline the principles that underlie task-based language teaching and to give examples of classroom activities within the approach. Task-based language teaching can be regarded as one particular development within the broader “communicative approach”. It is currently much discussed in many parts of the world and, indeed, is recommended in the official curriculum documents of a growing number of countries and regions.This article has five main sections. The first looks at what is meant by t he term “task”. The second looks at the continuum from “focusing on form” to “focusing on meaning” with the continuum I hope to illuminate the distinction often made between “tasks” and other kinds of activity. The continuum is described and explored in more detail in the third section, which provides a range of examples from different parts of it. The fourth section presents a framework for looking at tasks in terms of how they contribute to the linguistic, cognitive and personality development of the students. The conclusion summarizes some of the main aims and benefits of task-based learning by means of a mnemonic base on the word “task” itself.Ⅰ. What is task?Different teachers and writers use different definitions of the term “task”, such as:1﹑…a piece of classroom work which involves learners in comprehending, manipulating, producing or interesting in the target language while their attention is principally focused on the meaning rather on the form. The task should have a sense of completeness, being also to stand alone as a communicative act in its own right. (Nahan, 1989,15)2﹑…any structured language learning endeavor which has a particular objective appropriate contents, a specified working procedure, and range of outcomes for those who undertake the task . (Breen via Brown, 1994, 83)3﹑…an activity which is designed to he lp achieve a particular goal .A number of dimensions of tasks influence their use in language teaching. (Richards Etal, 2000, 468)Most people would probably agree on certain basic characteristics:1﹑Tasks are activities in which students work purposefully towards an objective.2﹑The objective may be one that students have set for themselves or one which has been set by the teacher.3﹑Tasks may be carried out in competition with other or(more often) in collaboration.4﹑They may be carried out individually or (more often) in groups.5﹑The outcome may be something concrete( e.g. a report or presentation) or something intangible(e.g. agreement or the solution to a problem). The main area of disagreement revolves around the relationship between tasks and communication. Some teachers and writers do not see this relationship as crucial. They define a language learning task as including almost anything that students are asked (or choose) to do in the classroom, including formal learning activities such as grammar exercises and controlled practice activities, provided the objective of the activity is related to learning the language.Within this broad definition, some writers distinguish subcategories such as communication tasks and enabling tasks according to the extent to which they involve communication or focus on form.Many other teachers and writers use a more restricted definition. They exclude activities where the learners focus on formal aspects of the language (such as grammar, pronunciation or vocabulary) and reserve the term “task” for activities in which purpose is related to the communication of meanings. Willis (1996,p.23) is one writer who adopts this definition. In this book tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.Activities which focus upon and practice specific elements of knowledge, skills and strategies needed for the task are called exercises. The same distinction between tasks and exercises is supported by Ellis Nunan and Skehan. Skehan, for example, describes the criteria for a task as follows: 1﹑meaning is primary; 2﹑there is some communication problem to solve ; 3﹑there is some sort of relationship to real-world activities; 4﹑task completion has some priority; 5﹑the assessment of the task is in terms of outcome .The definition reflects the meth od’s interaction but we can’t make a clear-cut distinction between “task” and “exercises”. This will be discussed in the next section.Ⅱ﹒ Communication, Tasks and Exercises.As we’ve seen, one of the key features of a communicative task is that centers focus on communicating meanings rather than learning orpracticing forms. However it is not usually simply a question of learning focusing either on meaning or on form. More often, it is a matter of degree. For example, there are some activities in which the learner may focus mainly on the production of certain forms that are being practiced, but he or she ma still be using these forms to convey meanings to somebody. This would be the case in, for example, this “Questionnaire survey” activity, in which the stu dents needs to use “can you…?” in order to find classmates who can do certain things, such as: who can speak three languages/ use a computer/ make cakes/ ride a bike/swim? In this activity, although the students have a communicative purpose (to find classmates with particular skills) it is also clear that they are practicing specific forms. At other times, the emphasis on communicating meanings may increase but students may still pay attention to the forms they are producing (and which indeed, they may just have been taught). This might be the case in this role play if students are asked to perform it shortly after learning how to make enquiries and give information about hotel accommodation. Each student has one of the following role cards: student A: You arrive at a small hotel one evening. In the foyer, you meet the manager(ess) and 1. Ask if there is a room vacant. 2. Ask the price, including the breakfast.3. Say how many nights you would like to stay.4. Say what time you would like to have breakfast; student B: You are the manager(ess) of a small hotel that prides on itself on its friendly, homely atmosphere. You have a single and a double room vacant for tonight. The prices are: ＄100 for the single room, ＄160 for the double room. Breakfast is ＄15 extra per person. For guests with cars, there is a free car park. Since it is impossible to draw a clear dividing line between activities where the focus is on form (exercise) and activities where the focus is ion meaning (task), it is useful to think of a continuum with varying degrees of focus on form and/or meaning. Activities can then be classified according to where they lie along this continuum. The continuum is divided into five sections. From sectionⅠ to sectionⅤ , the content from forms to meaning is becoming stronger and stronger.1. Non-communicative learning. Focusing on the structures of language, how they are formed and what they mean, e.g. through exercise, “discovery” and awareness-raising activities. 2. Pre-communicative language practice. Practicing language with some attention to meaning but not communicating new messages to others, e.g. in “question- and- answer” practice. 3. Communicative language practice. Practicing language in a context where it communicates new information, e.g. information gap activities or personalized questions. 4. Structured communication. Using language to communicate in situations where elicit pre-learnt language but with some unpredictability, e.g. in structured role-play and simpleproblem-solving. 5. Authentic communication. Using language to communicate in situations where meanings are unpredictable, e.g. increative role-play, more complex problem-solving and discussion. The activities at the top are obviously “exercises”. Those at the bottom are obviously “tasks”. Those in the middle (2-4) have features of both.Ⅲ. From Non-Communicative Learning to AuthenticCommunication.The section will elaborate on the previous one by giving examples of activities from five parts of the continuum from “focus on form” to “focus on meaning”. In the terms discussed above, thi s corresponds also to a progression from clearly defined ‘exercises” to clearly defined “tasks”.1. Non-Communicative Learning.It is in this category that there is the least element of communication.Here, for example, students are involved in “discovering” a rule of grammar on the basis of examples. In the examples below, look carefully at the position of the adverbs “always”, “often”, “sometimes”, “usually”, and “never”.What are the rules?A. We are usually hungry when we come home.John is always late.His parents were often tired in the evening.I never sure whether this word is correct.B. I sometimes go to the cinema on Fridays.We never eat much in the morning.Jane often arrives at school early.They always come home late at night.C. They have never written to me again.You can always come and visit me.I will never know why he did it.Pat has often seen him with two dogs.The students are then required to apply this rule to a new set of examples: Put the adverbs into the right places in the sentence below.A. We play football in the evening (often).I can catch the first bus in the morning (never).Jack and Jill are very happy (always).They visit me (sometimes).You write very good English (usually).B. They have been to Jinan (often).We drink tea for breakfast (always).You are cheerful (usually).John can keep a secret (never).He has refused to speak to me (sometimes)2. Pre-Communicative Language Practice.In this category the focus is still on the practice of discrete items of language but, in order to produce the appropriate forms, the students have to pay attention to aspect of meaning. In the first activity, they have to find out what Richard and Fiona “have to do” and what they “would like to do”. Richard’s obligations are cleaning floors, washing windows and emptying the bins. His desires are to go to evening school, to geta better job and to marry Fiona. Fiona’s obligations are typing letters,answering the telephone and doing photocopying. Her desires are to earn more money, to take holiday abroad and to marry her boss.The best known type of activity that belongs to this category is the familiar “question-and-answer practice” in which students have to answer (and sometimes ask) questions about a situation, picture, or topic.The answers are already known but students have to pay attention to meaning in order to produce them. The questions are as follows: How many students are there in the class? Are there more boys than girls? Who is sitting next to Jane? Which lesson is this now? etc.3. Communicative Language PracticeThe main difference between this category and the previous one is that there is now some kind of “information gap”, that is, the language conveys meanings that were not previously known to everybody. Thequestion-and-answer practice just described would come into this category, if the questions elicit information that was previously unknown, e.g. what students did at the weekend or who their favorite singers are. In a task-based approach, however, the practice is more likely to be structured in some way so that there is a recognizable context, purpose and outcome.This structuring may be achieved in a variety of ways, for example, a “guessing-game” format. Another common question probl em is to use simple questionnaire surveys in which the information gap is created by the students’ own individual experiences and ideas. For example, who is one’s favorite singer/actor/actress etc.?As a written follow- up task, students may be asked (individually or in groups) to write a short report on what they have found out about their classmates’ preferences.4. Structured CommunicationIn the examples given so far, it has been possible to predict the exact language that is needed in order to perform the exercise or task. These activities therefore offer clear ways to practice specific areas of grammar. As we move to the next category along the continuum, we entera domain in which the focus shifts further on to the communication ofmeanings. This means that, as we move further into this domain, it becomesincreasingly difficult to predict what language will be required and therefore to associate an acting with the practice of specific linguistic structures. It is, however, possible to structure the activity in sucha way that it is likely to elicit a particular range of language and, aboveall, so that the teacher knows that the students are equipped with language to perform it. Thus, in this activity, the students will need to makethe use of role-play in which the students are given general instructions as to what views or ideas they should express but left to decide for themselves on the exact meanings and language. An example of this was the role-play described earlier, in which students were asked to book hotel accommodation.5. Authentic CommunicationOne of the characteristi cs of “authentic communication” is that the language that is used depends on the meanings that arise naturally in the course of communication. The teacher still “controls” the activity, by creating a situation which he or she thinks is suitable, but has even less control than in “structured communication” over the actual language that students will need. Students may need to activate any part of their language knowledge that is relevant to the meanings they want tounderstand or convey. In authentic communication, then, the students are not asked to focus on individual parts of the grammar. Rather, they areasked to draw on the whole of the grammar that they have so far internalized and use it as a means for conveying whatever meanings may arise. There was always also a strong element of this in structured communication, but there the students were more “protected” from the unpredictable needs that arise in natural communication.In authentic communication activities it is important to have a context and purposeful developments towards an outcome. They are therefore often larger in scope than those discussed earlier. This is not necessarily the case, however, as we see from this example:I Love Music!How do you feel when you listen to music? Why do you like music? Discuss with your partner. Write down five reasons.Here is an example which is larger in scope and also illustrates the principle of “task-dependency”, in which individual tasks are connected with each other to form a more extended task or project:Module: Study, School Life, Work.Unit: Part-time work?Task: Making the Right Choice, Part 1The following are 4 case students of fellow students who wish to take part-time work.1. In groups of four, discuss whether they should take up part-timejobs and give reasons.2. Suggest alternatives to each one of them. Instead of taking uppart-time work, what else can they do to address their needs?3. Each group will select a spokesperson to report theirconclusions to the whole class. After listening to all the groups, the class will vote for the group with the best suggestions.Case 1: MichaelMichael is tall and strong and spends a lot of time on sports activities in school. He lives far away from school. His grades are average.He wants a part-time job so that he can buy more expensive sportsequipment.Case 2: PansyPansy is very smart and is the best student of the form. She is quiet and shy. She wants to take up a part-time job to gain some work experience and develop more confidence when working with other people. She has strong computer skills.Case 3: NickNick’s father has been out of work for a long time and his mother may soon lose her job. Nick wants very much to earns some money for the family. His grades in school are not very good. He is polite andhardworking.Case 4: LucyLucy has average grades in school. She is the only child in the family and her parents are busy at work all the time. She feels bored at home. She wants to take up a part-time job because she thinks it may be fun. She loves music and plays the piano and violin.Module: Study, School Life and WorkUnit: Part-time work?Task: Making the Right Choice, Part 2The 4 people in Part 1—Michael, Pansy, Nick and Lucy—have read the following 8advertisements for part-time work and have made the following choices:Michael: Distributing leafletsPansy: Chinese Character Input.Nick: Poster DistributionLucy: Fish and Chips ShopYou think one of them has selected a job highly unsuitable for him/her. Write a letter about 150 words to persuade him/her not to take up the job. You may consider the factors discussed in Part 1, such as: his/her need for a part-time job, the working hours, traveling time, the pay, effects on his/her health and studies, nature of the work, his/her personality and skills and alternatives which may address his/her problem At the beginning of this section, two examples of “grammar discovery” activities were given, one relating to the placement of adverbs and the other to the use of the passive. These were described as examples from the “form-focused” end of the form-to-meaning continuum (i.e. as “exercises”), because the students’ purpose was to discover grammar rules rather than communicate with each other. If, however, the students are asked to discover the rule in groups and the language which they use is English, then the activity fulfils the criteria for a “task”: the discussion has a context, a communicative purpose and an outcome. Indeed, in the context of the English classroom, discovery tasks related to grammar are a natural component, comparable to discovery tasks in science and other so-called “content” subjects.Ⅳ Three “generations” of taskIn the previous section we moved from the domain of exercise and into the domain of tasks: the first two subsections contained clearly “tasks”; the last two subsections contained clearly “tasks”; and the middle subsection was a transition or mixed category. Now we will start in the “task” part of the continuum and look at tasks from another perspective, namely, the ways in which they contribute to the communicative, cognitive and personality development of the students. The discussion will take us through three “generations” of tasks, from relatively small-scale tasks in which students practice aspects of communication, through tasks whichdemand greater cognitive input from the students, to larger-scale tasks which also deve lop other aspects of students’ personality.This framework is the one presented by Ribé and Vidal (1993). The examples are also taken from the same source.First Generation TasksThe main aim of “first generation” tasks is develop students’ communicative ability in a specific type of situation or area of language.The task is often structured around a particular set of functions or a simple problem (often involving an “information gap”). Here are two examples:SimulationYou are a customer in a big store. You want to buy the following items:a pair of slippers, two compact-discs, and a filofax. Walk around and askpolitely for directions to the departments/counters you need. Buy the items. Use the language you have practices in class.Problem-solvingThe students have a map of London with bus underground routes. They discuss and select the best route for going from one point to another according to a set of given variables (price, time, distance, comfort, etc.)Second Generation TasksThe tasks in the second category pose challenges of a broader nature.They aim at developing not only communication skills but also general cognitive strategies of handling and organizing information, such as:1. analyzing what information is needed in order to complete the task.2. deciding on procedures3. collecting information.4. selecting relevant data5. presenting data in an organized way6.analyzing process and resultsThe language is now a medium for carrying out a “real” piece of work, similar to what students may also need do outside their language course. Students therefore need to draw on a wider range of language. They also need to engage in continuous processing of input and output (reading for information producing reports, etc.). For example, “Throu ghforeigners’ eyes”. The objective of this task is to collect and analyze information on what tourists of different nationalities think ofstudents’ country/city/town.1. Students decide (a) what they need to know; (b) how to get thisinformation (interviews, questionnaires, tourist brochures, etc) (c) where to get the information (airport, beach, library, touristinformation office, etc) (d) when to obtain the information (e) whatgrids/database format they want to use to collate the information (f) the kind of questionnaires/interviews they want to devise (g) the language they need to carry out the interviews.2. Students carry out the research, transcribe the interviews andput the information together.3. Students select relevant data, decide on a format (posters,dossiers, etc) for their presentation.4. Students make a report and present itThird Generation TasksWith third generation tasks, the scope widens further. In addition to the communicative and cognitive strategies mentioned above, they also aim to develop the personality of the students through the experience of learning a foreign language. They go further than the previous tasks in aiming to fulfill wider educational objectives, such as enhancingmotivation and awareness, developing creativity and interpersonal skills, etc. they also go further than the previous tasks in their degree of authenticity and the extent to which they involve all aspects of the students’ personality and experience. Here is the example given by Ribé and Vidal (1993, p.3):Designing an alternative world1. Students and teachers brainstorm aspects of the environmentthey like and those would like to see improved. These may include changes to the geographical setting, nature, animal-life, housing, society, family, leisure activities, politics, etc.2. Students are put into groups according to common interests. Thegroups identify the language and information they need. The students carry out individual and group research on the selected topics. The students discuss aspects of this “Alternative reality” and then report back. They decide on the different ways (stories, recordings, games, etc) to link all the research and present the final product.3. Students present the topic and evaluate the activity.The three generations of tasks and their contribution to the students’ development are summarized below:▲ First generation task: communicative development▲ Second generation task: communicate development and cognitive development.▲ Third generation task: communicative development cognitive development and global personality development.Second and (particularly) third generation tasks will often be integrated into extended project work.The n otion of “generations” of tasks implies that each category has developed out of the preceding one and is thus in some way more advanced in the demands it makes on learners and teachers alike. It may thus beexpected that learners and teachers will not start with second or third generation tasks but begin with the simpler, first generation tasks and as they gain in experience, gradually extend their repertoire to include those which are more advanced.Within this framework, student and teacher are no longer two separate poles (i.e. the teacher gives information and the students receives it) as in the more traditional type of teaching, but two entities working together, planning, taking decisions, carrying out the task and sharing the final sense of achievement.Ⅴ ConclusionTo conclude this article, I would like to use a simple mnemonic, based on the word “task” itself, to summarize some of the aims and benefits that we can hope for task-based learning to achieve: T (together: speaking or silently) A (activate: purposefully) S (skills: communicative, cognitive and interpersonal) K (knowledge: from all domains ofexperience). The message is self-explanatory. Together, over coming the isolation of the traditional classroom, students with their teacher activate their skills and knowledge. Often this togetherness may take the form of overt speaking, but even in silent tasks students may keep a sense of the classroom as a learning community. The activity that takes place is not unguided “busy-work” but purposeful mov ement towards targets and objectives (both in the overall direction of learning and in terms of specific learning activities). The skills which students perform and develop are communicative and also —particularly as they move into the second and third generations of tasks—cognitive and interpersonal.Finally the boundary between the classroom and the outside world is increasingly reduced, as the tasks encourage students to relate learning to the whole domain of their experience.Acknowledgement:This paper would not have been possible without Mr. Li Zhiqiang, whoheld the light of understanding while explored the darkness. It was his patience and sound advice that saw me through.It would be impossible to name Mr. Xie Hongming and other friends who offered their advice and great help.Sincerely thank you all.References:1. Byrne, D.1986. Teaching Oral English. London: Longman2. Freed-Booth, D. 1986.Project Work. Oxford:Oxford UniversityPress.3. Ellis, R 2000. Task-based research and language pedagogy.Language Teaching Research: 193-220.4. William Littlewood 1981. Communicative Language Teaching: AnIntroduction. Cambridge University Press.5. Harmer, J. 1987.Teaching and Learning Grammar. Longman.6. Skehan, P. 1998 A Cognitive Approach to Language Learning.Oxford University Press.7. Nunan, D. 1989. Designing Tasks for the Communicative Classroom.Cambridge University Press8. Ribē,R. and N. Vidals. 1993. Project Work: step by Step.Oxford, Heinemann.9. 鲁子问. Task-based Language Teaching Design（《任务基础上的语言教学设计》 2002）10. 杨树香. On designing Tasks.（《浅议任务设计》2003.）。
任务型教学法英语课例
任务型教学法英语课例英文回答：Task-Based Language Teaching (TBLT) is a teaching method that emphasizes the practical use of language in real-world situations. The primary goal of TBLT is to develop learners' fluency, accuracy, and communicative competence. It achieves this through a focus on meaningful tasks that require learners to use language to complete specific goals or solve problems.TBLT lessons typically involve the following key components:Needs analysis: The teacher identifies the learners' specific language needs and goals.Task design: The teacher designs tasks that are relevant to the learners' needs and that require them to use language in a meaningful way.Task implementation: The learners complete the tasksin groups or individually.Feedback: The teacher provides feedback to thelearners on their performance, focusing on both accuracyand fluency.TBLT offers several advantages over traditionallanguage teaching methods. It helps learners to:Become more fluent and confident in using the language. Develop better communicative skills.Apply language knowledge to real-world situations.Foster collaboration and teamwork.Enhance motivation and engagement.Here is an example of a TBLT lesson plan:Lesson Plan: Ordering Food at a Restaurant.Level: Intermediate English learners.Objectives:Students will be able to order food from a menu.Students will be able to communicate with awaiter/waitress.Students will be able to use appropriate language for ordering food.Materials:Menu.Pen and paper.Procedure:1. Needs analysis: Ask students about their experiences ordering food at restaurants.2. Task design: Divide students into pairs. Give each pair a menu and instruct them to role-play ordering food at a restaurant.3. Task implementation: Students complete the role-play.4. Feedback: Provide feedback to students on their performance, focusing on their use of language and their ability to communicate effectively.Assessment:Students will be assessed on their ability to:Use appropriate language for ordering food.Communicate with a waiter/waitress.Complete the task successfully.中文回答：任务型教学法（TBLT）是一种强调在现实生活中实际运用语言的教学方法。
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教学设计
一、教材分析
本课围绕Betty 与Lingling 的对话展开活动。
掌握现在完成时的用法，同时养成关爱他人的情感素质。
根据《新课程标准》，现在完成时为基础时态，其主要功能是现在完成时的应用，起总结作用。
Unit 1 为对话课，对完成学习任务起到工具性的作用。
二、学情分析
初二学生已具备一定的捕捉信息的能力，有了表达的欲望,已具备一定的知识基础，这为本节课学习过程的顺利开展创造了较好的条件。
三、学习目标
1、知识目标：理解对话（To understand conversations about what Project Hope has done.）
2、能力目标：谈论经验（To talk about experiences with how long. ）
3、情感态度价值观：（To study hard in order to help others at any necessary time ）
四、学习重点难点1、How long… ? 句式及其答语。
2、暂时性动词与延续性动词的相互转换。
五、学习策略第一块为听力训练，完成1、2 两部分；
第二块为阅读分析，训练学生实践能力，完成3、4、6 三部分；
第三块为口语训练及书面表达，完成7、8、9三部分；
第四块为能力训练，适当增加阅读材料并完成5，目的是培养学生自主学习，合作交流，创新探究的学习品质。
六、课前准备 1、教具准备：多媒体录音机自制图片小测试卷
2、知识准备：复习现在完成时的有关知识
3、能力准备：在对话练习中应注意什么技巧？怎样说话才能吸引人呢?
4、情感准备：做一名光荣的青年志愿者。
七、学习过程
（一）情景导入、明确任务
学习过程：1、以一曲《Heart of Feeling Grateful》开场，然后转为背景音乐至消失。
2、画外音，用一段深情的英语：It’s such a moving song ,we all know there are still some
poor areas in our country .Thank to the Project Hope, many poor children have a
chance to go to Hope School .Have you ever heard ahout Hope School? Yes,In
fact,since 1989 Project Hope has built schools all over China.Our head
teacher has studied the Hope School since three years ago.He said that
we should get on well with the children from the poor areas.I have been
an English teacher for fifteen years.So I’m looking forward to teaching
English in one of the Hope Schools. Do you want to do the same thing when
you grow up ?…介绍Project Hope.把本课的生词、句式等学习目标用自编的
一个短文串起来，以故事的形式展示给学生。
运用多媒体，幻灯机，图片等展示
生词。
板书学习目标，感知How long … ?及其答语。
设计目的：激发学生善心，以感恩的心态主动学习。
开课即抓住学生思绪，掀起
第一次学习高潮。
运用头脑风暴集中识词，为以下学习扫清障碍。
（二）分组合作、展现提升
1、听力训练（完成1、2）
学习过程：⑴准备：学生自读题目⑵实施：播放听力内容两遍
⑶检查：小组交流检查⑷核对：分组以问答形式给出答案
设计目的：培养听力能力与技巧，进一步认识How long句型。
初步形成合作交流，为学习对话做好过渡。
2、操练对话（完成
3、
4、6）
环节过渡：Well done.We’ve known Ms James quite well .Oh, listen! Who are Betty and Lingling talking about ? How long has Lingling known her ?
学习过程：⑴听录音，回答以上两题（感知对话）
⑵速读，完成4 （扫清对话前的知识障碍）
1自主完成2小组交流3全班检查4教师点拨
⑶跟读，模仿标准音（做好语音准备）
⑷分角色训练，合作学习，鼓励学生开口，教师巡回指导
⑸课堂展示：情景再现，给课文动画配音
⑹能力提升：精读，完成6 ，归纳连词，because ,so ; although ,but , yet .⑺分组归纳，展示交流。
探究暂时性动词与延续性动词的相互转换。
例句：The film has begun, it has been on for ten minutes now .
I have had this book since I bought it.小组竞赛：引导学生说出更多例句。
设计目的：本环节为重要内容，突出重点，解决难点，有的放矢，做好中考链接。
引入竞争机制，激发学生学习热情，增强学习信心。
新颖的形式掀起第二次
学习高潮，要求尽量背诵，可进行必要提示，以尊重学生个性，彰显人性化
教学。
（三）穿插巩固，创新探究环节过渡：We know a lot about Sally. Now let’s make a project.
学习过程：1、新闻采访，重点在于内化How long 句型，回应课题
2、拓展阅读，⑴配乐朗诵：《I Want to Be a Student》⑵电影片段：《No One Less》
设计目的：扩展学生视野，启迪心智，掀起第三次学习高潮。
进一步加强合作学习，培养学生口头及书面表达能力，完成信息输出功能。
（四）课堂总结，达标测评总结本节重点考点，给出一些小测试题，当堂完成并评价。
设计目的：梳理知识使之系统条理化，养成良好学习习惯。
（五）渗透情感，布置作业
We are moved by the students who study hard from the poor area , so we should treasure our happy life and study harder . Would you like to know more about Project Hope ？Go on line and find out some information about it.
播放歌曲《One Word One Dream》，课堂结束。
设计目的：进一步增强学生的民族意识，学会关爱他人，学会感恩。
五、课后反思（一）情景导入，激活课堂。
这是语言课开口说的前提。