任务型教学法 TBLT
TBLT
•The practice stage may be used to cover material mentioned by the teacher in the analysis stage. It is an opportunity for the teacher to emphasize key language.
2
Advantage
• Task-based learning is advantageous to the student because it is more student-centered, allows for more meaningful communication, and often provides for practical extra-linguistic skill building. This allows them to use all the language they know and are learning, rather than just the 'target language' of the lesson. Furthermore, as the tasks are likely to be familiar to the students , students are more likely to be engaged.
任务教学法举例
任务教学法举例
任务教学法（Task-based Language Teaching, TBLT）是一种以完成具体交际任务为目标的教学方法，强调在真实的或模拟的情境中使用目的语进行有意义的交际活动。
以下是任务教学法的一个实际课堂应用举例：
情境设定：
假设教师正在教授英语中级水平的学生关于购物的相关词汇和表达。
任务设计：
任务名称：《规划一次超市购物之旅》
任务描述：
1.前期准备：教师首先提供一些商品图片、价签以及相关的购物对话范例，让
学生熟悉与购物有关的词汇和句型。
2.分组任务：将学生分成小组，每组扮演一个家庭成员角色，如父母、孩子等，
为周末的家庭聚会制定购物清单。
3.任务实施：每个小组需要讨论并列出他们认为所需购买的食物、饮料以及其
他物品，同时考虑预算限制，并用英语记录下来。
4.角色扮演：之后，各组派代表去“虚拟超市”（教师可以事先准备一张包含各种
商品信息的大海报或者使用多媒体展示），用英语询问商品价格、数量、品质
等信息，并根据清单进行选购。
5.成果展示：最后，各组向全班同学汇报他们的购物计划、选择的理由以及最
终购买的商品详情。
通过这个任务，学生不仅练习了相关词汇和语法结构，还学会了如何在实际生活场景中运用英语进行沟通交流，培养了团队协作能力和解决问题的能力，同时也体验到了语言学习的实用性。
teaching methods task任务教学
2、Background
• Task-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. • TBLL was popularized by N. Prabhu.He held that students may learn the language effectively when their minds are focused on the tasks, rather than on the language they are using.
3.Features of TBLT
• 1.An emphasis on learning to communicate through interaction in the target language. • 2. The introduction of authentic texts into the learning situation.
• This allows them to use all the language they know and are learning, rather than just the ‘target language’ of the lesson. Furthermore, as the tasks are likely to be familiar to the students, students are more likely to be engaged, which may further motivate them in their language learning.
用任务型语言教学(tblt)促进小学五年级学生英语听说能力的研究
用任务型语言教学(tblt)促进小学五年级学生英语听说能力的研究近年来，任务型语言教学(TBLT)在英语教学中的应用逐渐得到重视，尤其是在小学五年级学习英语的学生中的应用。
本文旨在针对该问题开展一项研究，探讨任务型语言教学是否能够促进小学五年级学生英语听说能力的提高。
一、任务型语言教学概述任务型语言教学(TBLT)是一种全新的语言教学模式，它将'task'和'language'两大要素有机结合在一起，以提高学习者的语言能力。
它的基本模式是将重点放在任务本身，把这些任务作为学习者获取语言知识和掌握语言技能的突破口，而不仅局限于语言本身。
这种教育理念对学习学生语言技能具有重要意义，有助于提高他们的实际运用能力。
二、任务型语言教学对小学五年级学生英语听说能力的作用1. 增强学生实际运用能力。
采用任务型语言教学，小学五年级学生学习英语就会更加实际且更加有趣，可以让学生运用语言能力完成所给的任务，充分练习和提高学生的实际运用能力，从而更好地提高他们的英语听说能力。
2. 激发学生学习兴趣。
任务型语言教学能够使学生在有趣、实用的情境中学习，而不是单纯的记忆语法、记忆单词，可以调动学生学习英语的积极性，激发他们的学习兴趣，从而帮助他们构建起英语听说能力的基础。
三、研究结论综上所述，任务型语言教学对于促进小学五年级学生英语听说能力的提高具有显著的作用。
首先，它能够激发学生学习兴趣，有助于构建英语听说能力的基础；其次，它能够增强学生实际运用能力，从而促进英语听说能力的提高。
因此，在英语教学中运用任务型语言教学，对于提高学生英语听说能力是十分有必要的。
TBLT
任务教学法在中学英语教学中的应用摘要：任务教学法是将真实的语言材料引入到学习环境中去。
通过其四个原则把课内的语言学习同课外的社会语言活动相结合。
本文基于中学英语教学实践而对任务教学法的四原则进行分析（，并得到有益的结论）。
关键词：任务教学法原则中学英语教学任务教学法最早产生于20世纪80年代的英国，主要起源于外语教学领域。
它是以具体的学习任务为学习动力，以完成任务过程为学习过程，并以展示任务成果来体现学习成就，它实际上是交际法的新发展，教学活动以学生为中心，教师设计具体的，带有明确目标的活动，让学生用目的语通过协商、讨论，达到学习目的。
【1】任务教学法的特点是将真实的语言环境材料引入到学习活动中去，通过活动体现（和重视）语言的内容和意义，最终让受教育者达到掌握和运用语言，以让受教育者达到掌握和运用语言的熟练程度，作为明确的结果定义来作为完成任务的评估标准。
任务教学法是始终以学生为主体和中心的，它不是不教词汇、语法，只让学生机械地完成任务，而是在学习中遵循从输入到输出的过程，把语言要素的教学与完成任务的过程融合在一起，安排与学习者密切相关的一些生活、学习、工作等活动，把这些活动浓缩后搬到课堂中来，作为教学活动的载体和教与学的过程，让学习者自然地、积极地投身到这些活动中去，最大限度地调动学习者的自觉性、积极性，主动地、积极地学习和体会语言的使用方法，从而通过这些特定的教学活动逐渐学会使用语言。
任务教学法的目标是培养学生在生活中自由运用所学语言的能力，让学生能用所学语言完成各种真实的学习、生活中的交流任务。
任务教学法遵循的原则如下：（1）语言情景真实原则：以学生的兴趣与生活、学习经历为出发点来引入语言学习。
引入的内容尽量来源于生活，与学生的生活息息相关。
使学生在真实或模拟真实的情景下学习和掌握所学语言。
例如：以四川省成都外国语学校的一名初中英语教师讲授的一堂如何询问商品价格的句式“How much is/are ... ?”及其相关商品的名词单复数变化形式的回答“It is/They are26 $.”为例，简要介绍任务教学法在语言情景真实原则中模拟真实场景的应用。
任务型教学法在初中英语听说教学中的应用研究
任务型教学法在初中英语听说教学中的应用研究The Application of Task-Based Language Teaching in Middle School English Listening and Speaking InstructionThe field of English language teaching has witnessed a significant shift in pedagogical approaches over the past few decades. One of the most prominent and widely adopted methodologies is the task-based language teaching (TBLT) approach, which has gained considerable attention in the context of middle school English education. This paper aims to explore the application of TBLT in middle school English listening and speaking instruction, examining its potential benefits and challenges.The task-based language teaching approach is founded on the principle that language acquisition is best facilitated through the engagement in meaningful, authentic tasks. Unlike traditional teacher-centered approaches, TBLT emphasizes the learners' active involvement in the learning process, where they are required to use the target language to complete a series of tasks that mimic real-world communication scenarios. This approach is particularly well-suited for the development of listening and speaking skills, as it provides students with opportunities to practice the language in a more natural and contextualized manner.In the context of middle school English education, the implementation of TBLT can offer several advantages. Firstly, it can enhance the students' motivation and engagement in the learning process. By engaging in tasks that are relevant and meaningful to their lives, students are more likely to be invested in the lesson and actively participate in the activities. This, in turn, can lead to improved language proficiency and a stronger sense of ownership over their learning.Moreover, TBLT can foster the development of critical thinking and problem-solving skills. As students work through the tasks, they are required to analyze the situation, plan their approach, and make decisions to successfully complete the task. This process encourages the students to think critically, apply their knowledge, and develop strategies for effective communication, all of which are essential skills for the 21st-century learner.Additionally, the task-based approach can promote collaborative learning and social interaction among students. By working in pairs or small groups to complete the tasks, students have the opportunity to engage in meaningful discussions, exchange ideas, and learn fromone another. This collaborative environment not only enhances language development but also fosters important interpersonal skills, such as teamwork, negotiation, and conflict resolution.However, the implementation of TBLT in middle school English listening and speaking instruction is not without its challenges. One of the primary concerns is the need for comprehensive lesson planning and task design. Effective TBLT requires teachers to carefully select and sequence tasks that are aligned with the learning objectives, the students' language proficiency, and the available resources. This can be a time-consuming and complex process, especially for teachers who are new to the approach.Another challenge is the potential for language proficiency gaps within the classroom. TBLT relies on the students' ability to use the target language to complete the tasks, but some students may struggle with the linguistic demands, particularly in the early stages of implementation. Teachers must be prepared to provide appropriate scaffolding and differentiated support to ensure that all students can actively participate and benefit from the tasks.Furthermore, the assessment of student learning in a TBLT context can be more complex than in traditional language instruction. While TBLT emphasizes the development of communicative competence, measuring and evaluating this type of learning can be moresubjective and require the use of alternative assessment methods, such as performance-based assessments or rubrics.Despite these challenges, the potential benefits of TBLT in middle school English listening and speaking instruction make it a worthwhile approach to consider. By fostering a learner-centered environment, promoting critical thinking and collaboration, and aligning with the demands of the 21st-century learner, TBLT can contribute to the development of well-rounded and proficient English language users.To successfully implement TBLT in middle school English classrooms, it is crucial for teachers to receive comprehensive training and support. This may include professional development workshops, collaborative planning sessions, and access to resources and materials that can guide the design and implementation of effective task-based lessons. Additionally, schools and districts should provide the necessary infrastructure, such as access to technology and language learning resources, to facilitate the successful integrationof TBLT.In conclusion, the application of task-based language teaching in middle school English listening and speaking instruction holds great promise. By embracing this approach, educators can create engaging, meaningful, and effective learning experiences that empowerstudents to develop their language skills and become confident, communicative individuals. As the educational landscape continues to evolve, the adoption of TBLT can contribute to the ongoing efforts to enhance the quality and relevance of English language education in middle school settings.。
任务型语言教学模式在初中英语教学中的应用
任务型语言教学模式在初中英语教学中的应用任务型语言教学模式(Task-Based Language Teaching, TBLT)是一种以任务为核心的语言教学模式，其目的是培养学生运用语言解决问题的能力。
在初中英语教学中，任务型语言教学模式具有以下几方面的应用价值。
任务型语言教学模式可以提高学生的语言实际运用能力。
传统的语法-翻译法教学模式注重学生对语法规则的掌握和写作技巧的演练，而忽略了学生的实际运用能力。
而任务型语言教学模式注重学生在实际情境中运用英语进行沟通和交流的能力，通过教师设置的任务，如询问路线、讨论问题等，让学生在实际情境中迅速运用所学的语言知识进行沟通，从而提高学生的语言实际运用能力。
任务型语言教学模式可以提高学生的学习动机和学习兴趣。
传统的教学方法往往是教师主导，学生被动接受，学生很容易失去学习兴趣和动力。
而在任务型语言教学模式中，学生在完成任务的过程中，能够充分发挥自己的主动性和创造性，更容易激发学习的兴趣和动机。
在学习英语时，教师可以设置一些与学生生活相关的任务，如制作英文菜谱、举办英语晚会等，让学生通过完成任务来提高英语能力，同时也增强了学习的乐趣和动力。
任务型语言教学模式可以培养学生的合作意识和团队精神。
在任务型语言教学中，学生通常需要以小组为单位完成任务，通过小组合作来解决问题。
这种学习方式激发了学生的合作意识和团队精神，学生在合作中互帮互助，相互协作，从而提高了学习效果。
在学习英语口语时，教师可以组织学生进行角色扮演或小组演讲等活动，让学生通过合作来提高英语口语能力。
任务型语言教学模式可以培养学生的问题解决能力和思维能力。
在任务型语言教学中，学生需要通过自我调研、信息搜集、问题解决等活动来完成任务，这需要学生具备一定的问题解决和思维能力。
通过这种学习方式，学生能够培养自主学习和自我解决问题的能力，提高自主学习和创新意识。
任务型语言教学模式在初中英语教学中具有重要的应用价值。
Taskbased language teaching任务型教学法.ppt
任务型语言教学
Definition Features Three stages Advantages & Disadvantages Comments
Definition
TBLT’s Definition
• It is an approach based on the use of tasks as the core unit of planning and instruction in language teaching.
• Formalized by J. Willis, it views learning as a set of communicative tasks in which communication and interaction are as important as accuracy and fluency.
3. Language form should be considered in general rather than in single form.
4. The four language skills are integrated in doing tasks. (listening, speaking, reading and writing)
Disadvantages:
•It might weaken the input and language form practice. •It is confined to the class size and limited class time. •It is hard to select and sequence the tasks.
英语教学论文范文(精选6篇)(4)
英语教学论文范文（精选6篇）（4）一、任务型教学法在初中英语课堂中的应用研究摘要：随着我国英语教学改革的不断深入，任务型教学法作为一种有效的教学方法，逐渐受到广大英语教师的关注。
本文以初中英语课堂为研究对象，探讨任务型教学法在实践中的应用及其成效。
1. 任务型教学法的概述任务型教学法（Taskbased Language Teaching，简称TBLT）是一种以任务为核心的教学模式，强调学生在完成任务的过程中自然习得语言。
这种教学法主张将语言学习与实际生活相结合，让学生在真实语境中运用英语，提高他们的语言运用能力。
2. 任务型教学法在初中英语课堂的应用实例案例一：《新目标英语》七年级上册Unit 7 “How much are these socks?”（1）任务设计：教师设计了一个“购物”任务，让学生在模拟的购物场景中运用本单元所学词汇和句型进行交流。
（2）任务实施：将学生分成若干小组，每组扮演不同的角色（顾客、售货员等）。
学生在完成任务的过程中，需要运用目标语言进行沟通，达成购物目标。
（3）任务评价：教师根据学生在任务过程中的表现，评价他们的语言运用能力、团队协作能力和问题解决能力。
3. 任务型教学法在初中英语课堂的应用成效（1）提高学生的英语学习兴趣：任务型教学法将课堂知识与实际生活相结合，使学生在轻松愉快的氛围中学习英语，增强了他们的学习兴趣。
（2）培养学生的语言运用能力：通过完成各种任务，学生将所学知识应用于实际情境，提高了他们的英语口语和听力水平。
（3）增进学生之间的合作与交流：任务型教学法强调团队合作，学生在完成任务的过程中，相互帮助、共同进步，增进了彼此间的友谊。
4. 结论任务型教学法在初中英语课堂中的应用具有显著成效，有助于提高学生的英语学习兴趣和语言运用能力。
教师在实际教学中，应根据学生的实际情况和教学内容，灵活设计任务，以充分发挥任务型教学法的优势。
二、任务型教学法在初中英语课堂中的应用策略1. 注重任务的真实性在设计任务时，教师应确保任务的真实性，使其贴近学生的生活实际。
欧洲 第二外语主流教学方法
欧洲第二外语主流教学方法在欧洲，学习第二外语已成为教育体系的重要组成部分。
为了提高教学效果，教育者们不断探索并实践各种教学方法。
本文将为您详细介绍欧洲第二外语的主流教学方法。
一、沉浸式教学法沉浸式教学法（Immersion Method）是一种将学生完全置于目标语言环境中的教学方法。
在这种教学法中，学生不仅在语言课堂上，而且在课外活动和日常生活中，都尽量使用目标语言进行沟通。
这种方法有助于学生迅速提高语言能力，增强语感。
二、交际式教学法交际式教学法（Communicative Language T eaching，CLT）强调语言的交际功能，注重培养学生的实际运用能力。
在这种教学法中，教师会组织各种交际活动，如角色扮演、小组讨论等，让学生在真实或模拟的情境中运用语言。
这种方法有助于提高学生的听说能力，培养他们的跨文化交际能力。
三、任务型教学法任务型教学法（Task-based Language Teaching，TBLT）以任务为核心，将语言学习与完成任务相结合。
教师会设计各种真实或接近真实情境的任务，让学生在完成任务的过程中学习语言。
这种方法有助于激发学生的学习兴趣，提高他们的语言实践能力。
四、内容型教学法内容型教学法（Content-based Instruction，CBI）将语言学习与学科知识相结合。
在这种教学法中，教师会使用目标语言教授其他学科的知识，如历史、地理等。
这种方法有助于提高学生的语言水平，同时拓宽他们的知识面。
五、翻转课堂翻转课堂（Flipped Classroom）是一种将传统课堂内外教学活动颠倒的教学模式。
在这种教学模式中，学生在课前通过在线资源自主学习语言知识，课堂时间主要用于讨论、实践和解决问题。
这种方法有助于提高学生的自主学习能力和课堂参与度。
六、多媒体辅助教学多媒体辅助教学（Multimedia-assisted Language Learning）利用计算机、网络、音视频等多种媒体资源，为学生提供丰富的学习材料。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
Outline
1 2
• Introduction In practice
Pre-task Task Planning Report Analysis Practice
3 4
Advantage Disadvantage
Introduction
Disadvantage
• There have been criticisms that task-based learning is not appropriate for beginning students. The major disadvantage for beginning students is that the focus of task-based language learning is on output, when beginning language learners often go through a silent period requiring massive amounts of comprehensible input. Others claim that students are only exposed to certain forms of language, and are being neglected of others, such as discussion or debate.
During the task phase, the students perform the task, typically in small groups, although this is dependent on the type of activity. And unless the teacher plays a particular role in the task, then the teacher's role is typically limited to one of an observer or counselor— thus the reason for it being a more studentcentered methodology.
•The practice stage may be used to cover material mentioned by the teacher in the analysis stage. It is an opportunity for the teacher to emphasize key language.
• Task-based language teaching (TBLT), also known as task-based language learning (TBLL) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence.
In practice
Report •The students then present this information to the rest of the class. Here the teacher may provide written or oral feedback, as appropriate, and the students observing may do the same. Analysis •Here the focus returns to the teacher who reviews what happened in the task, in regards to language. It may include language forms that the students were using, problems that students had. Pra The core of the lesson is, as the name suggests, the task. All parts of the language used are deemphasized during the activity itself, in order to get students to focus on the task. Here is a rather comprehensive framework suggested by Jane Willis.
Advantage
• Task-based learning is advantageous to the student because it is more student-centered, allows for more meaningful communication, and often provides for practical extra-linguistic skill building. This allows them to use all the language they know and are learning, rather than just the 'target language' of the lesson. Furthermore, as the tasks are likely to be familiar to the students , students are more likely to be engaged.
In practice
Pre-task In the pre-task, the teacher will present what will be expected of the students in the task phase. The instructor may also present a model of the task by either doing it themselves or by presenting picture, audio, or video demonstrating the task. Task
Planning
Having completed the task, the students prepare either a written or oral report to present to the class. The instructor takes questions and otherwise simply monitors the students.