任务型教学法完整版word
任务型教学法
任务型教学法(T a s k-b a s e dE n g l i s h t e a c h i n g m e t h o d)(总11页)--本页仅作为文档封面，使用时请直接删除即可----内页可以根据需求调整合适字体及大小--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 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 the 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 de finitions 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 help 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( . a report or presentation) or something intangible. 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, 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 method’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 or practicing 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 students needs to us e “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 communicatingmeanings 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) ofa small hotel that prides on itself on its friendly, homely atmosphere. You have asingle 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 towhere they lie along this continuum. The continuum is divided into five sections.From sectionⅠ to sectionⅤ , the content from forms to meaning is becomingstronger and . Non-communicative learning. Focusing on the structures of language, how they are formed and what they mean, . through exercise, “discovery” andawareness-raising activities. 2. Pre-communicative language practice. Practicing language with some attention to meaning but not communicating new messages to others, . in “question- and- answer” practice. 3. Communicative language practice.Practicing language in a context where it communicates new information, .information gap activities or personalized questions. 4. Structured communication.Using language to communicate in situations where elicit pre-learnt language but with some unpredictability, . in structured role-play and simple problem-solving. 5.Authentic communication. Using language to communicate in situations wheremeanings are unpredictable, . in creative role-play, more complex problem-solving and discussion. The activities at the top are obviously “exercises”. Those at thebottom 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 theterms discussed above, this 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, forexample, 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 toaspect 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 get a 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. Thequestions 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. The question-and-answer practice justdescribed would come into this category, if the questions elicit information that was previously unknown, . what students did at the weekend or who their favoritesingers are. In a task-based approach, however, the practice is more likely to bestructured in some way so that there is a recognizable context, purpose andoutcome. This structuring may be achieved in a variety of ways, for example, a“guessing-game” format. Another common question proble m is to use simplequestionnaire surveys in which the information gap is created by the students’ own individual experiences and ideas. For example, who is one’s favoritesinger/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 enter a domain in which the focus shifts further on to the communication of meanings. This means that, as we move further into this domain, it becomes increasingly difficult to predict what language will be required andtherefore to associate an acting with the practice of specific linguistic structures. It is, however, possible to structure the activity in such a way that it is likely to elicit a particular range of language and, above all, so that the teacher knows that thestudents are equipped with language to perform it. Thus, in this activity, theof 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 whichstudents were asked to book hotel accommodation.5. Authentic CommunicationOne of the characteristics 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 les s 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 to understand or convey. In authentic communication, then, the students are not asked to focus on individual parts of the grammar. Rather, they are asked to draw on the whole of the grammar that they have so far internalized and use it as a means for conveyingwhatever 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 andpurposeful 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-time jobs and givereasons.2. Suggest alternatives to each one of them. Instead of taking up part-time work,what else can they do to address their needs?3. Each group will select a spokesperson to report their conclusions to the whole class.After listening to all the groups, the class will vote for the group with the bestsuggestions.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 sports equipment.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 inschool are not very good. He is polite and hardworking.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 upa part-time job because she thinks it may be fun. She loves music and plays the pianoand 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 mayconsider 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 addresshis/her problemAt 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 descr ibed as examples from the “form-focused” end of theform-to-meaning continuum . 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 isEnglish, 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 Englishclassroom, 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 subsecti ons contained clearly “tasks”; the last two subsections contained clearly “tasks”; and the middle subsection was a transition or mixedcategory. 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 thecommunicative, cognitive and personality development of the students. Thediscussion will take us through three “generations” of tasks, from relatively small-scale tasks in which students practice aspects of communication, through taskswhich demand greater cognitive input from the students, to larger-scale tasks which also develop 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 ask politely 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 wayprocess 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. Studentstherefore need to draw on a wider range of language. They also need to engage in continuous processing of input and output (reading for information producingreports, etc.). For example, “Through foreigners’ eyes”. The objective of this task is to collect and analyze information on what tourists of different nationalities think of students’ country/city/town.1. Students decide (a) what they need to know; (b) how to get this information(interviews, questionnaires, tourist brochures, etc) (c) where to get the information (airport, beach, library, tourist information office, etc) (d) when to obtain theinformation (e) what grids/database format they want to use to collate theinformation (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 and put the informationtogether.3. Students select relevant data, decide on a format (posters, dossiers, etc) for theirpresentation.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 foreignlanguage. They go further than the previous tasks in aiming to fulfill widereducational objectives, such as enhancing motivation 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, :Designing an alternative world1. Students and teachers brainstorm aspects of the environment they like and thosewould 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. The groups identifythe 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 intoextended project work.The notion 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 be expected that learners and teachers will not start with second or third generation tasks but begin with thesimpler, 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 .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 alldomains of experience). 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 learningcommunity. The activity that takes place is not unguided “busy-work” but purposeful movement 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 boundarybetween 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, who held 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, . Teaching Oral English. London: Longman2. Freed-Booth, D. Work. Oxford:Oxford University Press.3. Ellis, R 2000. Task-based research and language pedagogy. Language TeachingResearch: 193-220.4. William Littlewood 1981. Communicative Language Teaching: An Introduction.Cambridge University Press.5. Harmer, J. and Learning Grammar. Longman.6. Skehan, P. 1998 A Cognitive Approach to Language Learning. Oxford UniversityPress.7. Nunan, D. 1989. Designing Tasks for the Communicative Classroom. CambridgeUniversity 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
（一）任务型教学法的定义及其基本理念任务型教学（T ask-based Language Teaching）是指教师通过引导语言学习者在课堂上完成任务来进行的教学。
这是20世纪80年代兴起的一种强调“在做中学”(learning by doing）的语言教学方法，是交际教学法的发展.Skehan在“Task—based instruction”中对任务做了如下描述:“意义优先，任务完成为主,评估基于任务完成与否。
”也就是说,任务重视学生如何沟通信息,而不是强调学生使用何种语言形式;任务具有在现实生活中发生的可能性，而不是“假交际”；学生应把学习的重点放在如何完成任务上,对任务进行评估的标准是任务是否成功完成。
我们可以把任务型语言教学定义为：任务就是人们在日常生活、工作、娱乐活动中所从事的各种各样有目的的活动。
任务型语言教学的核心思想是要模拟人们在社会学校生活中运用语言所从事的各类活动，把语言与学习者在今后日常生活中的语应用结合起来任务型语言教学的理论依据来自许多方面，有心理学、社会语言学、语言习得研究等等.其中一个理论基础是“输入与互动假设”(input and interaction hypothesis)。
掌握语言大多是在交际活动中使用语言的结果，而不是单纯训练语言技能和学习语言知识的结果。
学生掌握语言必须通过“可理解性的输入”，这有利于学生掌握所学语言。
英语课堂教学应具有“变化性互动"的各项活动，即任务。
学生在完成任务的过程中进行对话性互动，进而掌握所学语言。
社会建构主义理论也是任务型教学法的重要理论基础之一。
社会建构主义理论认为，学习和发展是社会的合作活动.这种活动是无法被教会的。
知识是由学习者自己建构的，而不是有他人传递的。
这种建构发生在与他人交往的环境中，是社会互动的结果.它强调学习者个人从自身经验背景出发，建构对客观事物的主观理解和意义，重视学习过程而反对现成知识的简单传授.它强调人的学习与发展发生在与其他人的交往和互动中。
任务型教学法教案英语(3篇)
第1篇一、教学目标：1. 学生能够听懂、会说、会写与日常生活相关的单词和句子。
2. 学生能够运用所学语言进行简单的日常对话。
3. 培养学生的语言交际能力和合作精神。
二、教学重点：1. 单词：English book, math book, Chinese book, story-book2. 句型：What is this? It is a/an…; What do you like? I like…三、教学难点：1. 单词的拼写和发音。
2. 句型的运用。
四、教学过程：（一）导入1. 教师展示各种书籍，引导学生说出它们的名称。
2. 引导学生观察书籍的封面，发现它们分别属于不同的学科。
（二）新课学习1. 教师展示单词卡片，引导学生认读和拼写。
2. 教师播放与单词相关的图片，让学生说出单词的中文意思。
3. 教师引导学生用所学句型进行对话练习。
（三）巩固练习1. 教师设置情境，让学生运用所学知识进行对话。
2. 学生分组进行角色扮演，巩固所学知识。
（四）拓展延伸1. 教师播放一段与书籍相关的视频，让学生谈谈自己的看法。
2. 学生分享自己喜欢的书籍，并说明原因。
五、教学评价：1. 课堂参与度：观察学生在课堂上的表现，评价其参与度。
2. 对话能力：评价学生在对话中的语言表达能力和交流能力。
3. 知识掌握情况：通过课堂提问和作业检查，评价学生对知识的掌握程度。
六、教学反思：1. 教师应注重学生的个体差异，因材施教。
2. 教师应创设真实的语言环境，让学生在实际情境中运用所学知识。
3. 教师应鼓励学生积极参与课堂活动，培养学生的合作精神。
第2篇课时：2课时年级：八年级教学目标：1. 学生能够掌握购物场景中的基本词汇和句型。
2. 学生能够运用所学词汇和句型进行简单的购物交流。
3. 培养学生的实际运用能力，提高学生的口语表达能力。
教学重点：1. 掌握水果店购物场景中的基本词汇和句型。
2. 能够运用所学词汇和句型进行简单的购物交流。
任务教学法教案模板
课时：2课时年级：五年级教材：《英语》人教版五年级下册教学目标：1. 知识与技能：学生能够掌握本课的核心词汇和句型，如：What’s this?/It’sa.../What are these?/They are...等。
2. 过程与方法：通过任务型教学，培养学生运用英语进行交流的能力，提高学生的合作意识和团队协作能力。
3. 情感态度与价值观：激发学生学习英语的兴趣，培养学生的自信心和合作精神。
教学重点：1. 核心词汇和句型的掌握。
2. 任务型教学法的运用。
教学难点：1. 学生在完成任务时，能够正确运用所学词汇和句型进行交流。
2. 学生在合作过程中，能够充分发挥自己的优势，共同完成任务。
教学准备：1. 多媒体课件。
2. 任务卡片。
3. 小组活动所需物品。
教学过程：第一课时：一、导入1. 教师用英语进行自我介绍，引导学生用What’s this?/It’s a.../What are these?/They are...等句型进行问答。
2. 学生进行小组活动，互相介绍自己的名字和物品。
二、新课学习1. 教师展示课件，展示本课的核心词汇和句型，如：apple, banana, orange, pen, book等。
2. 学生跟读、模仿，掌握词汇和句型。
3. 教师引导学生用所学词汇和句型进行问答，巩固所学知识。
三、任务型教学1. 教师将学生分成若干小组，每组发放任务卡片。
2. 任务卡片内容：每组需用所学词汇和句型描述卡片上的物品，并完成一个小对话。
3. 学生进行小组讨论，完成任务。
4. 各小组展示任务成果，教师进行点评。
四、总结与拓展1. 教师对本课所学内容进行总结，强调核心词汇和句型的运用。
2. 学生进行拓展练习，用所学词汇和句型描述自己家里的物品。
第二课时：一、复习导入1. 教师带领学生复习上一节课所学词汇和句型。
2. 学生进行小组活动，互相提问和回答。
二、新课学习1. 教师展示课件，展示本课的核心词汇和句型，如：What’s this?/It’sa.../What are these?/They are...等。
任务型教学法
任务教学法，也叫任务型教学法，是美国教育家杜威以实用主义作为教育理论基础而提出的“学生中心，从做中学”的教学模式，他主张教育的中心应从教师和教科书转到学生，教学应引导学生在各种活动中学习。
课堂教学中始终围绕既定的教学任务展开，使每节课目的明确、内容实在、效果最佳。
这种课堂教学模式，被概括为任务教学模式。
任务教学法的的步骤具体的任务教学模式有所差别，但它们所依据的都是英国语言学家JaneWillis(1996)提出的任务学习法的理论框架。
概括地讲，它分为以下三个步骤。
（1）前任务：教师引入任务,呈现完成任务所需的知识，介绍任务的要求和实施任务的步骤。
（2）任务环：以个人、双人、小组等形式执行各项任务，小组向班级报告任务完成的情况。
（3）后任务：由分析（学生分析并评价其他各组执行任务的情况）和操练（学生在教师指导下练习语言难点）两部分组成。
任务型教学的关键在于任务设计。
任务的设计必须具有意义性、可操作性、真实性、差距性和拓展性等。
任务教学模式的基本原则：1、教师主导作用和学生主体性相结合原则；2、任务适中原则；3、和谐民主原则；4、合作学习原则。
四、教学流程图五、教学过程1.Warm-up and preview设计意图通过轻松的对话、具有竞争性的游戏复习已有知识，以最短的时间调动起学生脑海中的知识储备，并通过实际生活中存在的问题提出本节课的任务。
T: Good afternoon boys and girls. Today I’m very happy to talk about our favourite food with you. You can call me Ms Zhang. Nice to meet you.….T: First, let’s play a game-- “Magic Eyes”. Look at the screen, say the words as quickly as you can. Are you ready?Ss: Ready.T: Let’s go.简析大屏幕中依次闪出几组食物的图片，学生看到图片后快速说出英文单词，学生通过游戏的环节快速在脑海中积累本节课所需要的食物词汇，既能激发学生的兴趣，提高注意力，也为本课的学习做好词汇上的铺垫。
任务型教学法
进行回顾并分析其他组执行任务的情况，旨在使学生注意到 自己在语言表达能力上的欠缺； （2）操练（practice）:学生在教师指导下练习语言难点， 巩固和掌握前阶段所运用的语言的某些特征。例如教师可根
据教学内容围绕重点和难点设计一些口头或笔头的语言运用
12
Approach: Theory of language
关于语言本质的假想：
1. 语言主要是一种可以创造意义的工具。
任务教学法重视意义在语言使用中的中心位置。
2. 语言的多种模型促进任务教学法的进程。
任务教学法=结构模型+功能模型+交际模型
（1）结构模型：确定语言的复杂度 （2）功能模型：划分任务类型
径，包括应用的语言是可选择的、不固定的、非限制
性的。 （4）任务通常会产生非语言性结果，如根据所听天气 预报的信息决定怎样安排野炊、根据火车和汽车的时 刻表选择哪几班车能快捷地赶到某地开会。而练习总 是产生语言性结果，如用短语造句、用介词填空。
11
练习 VS 任务
练习 关注点 情景 结果 语言 错误 形式 无场景 正确的形式 练习既定的语言形式 即时修改 任务 意义 真实交际场景 任务的完成 选择语言形式和内容 延时修改
21
常用大纲
图表：列出课文的人物、情节、事物发展的顺序
时间表：根据信息提示，绘制表格 画图：看图说话、看图作文 地图：描述位置 互补阅读 列举 排序
比较
预测
22
Design: Type of learning and teaching activity
1. Pica等人根据完成任务过程中所产生的互相影响把任务分 为五类：
第五章 任务型教学
任务型教学法的学习理论与功能法（交际 法）基本相同。
二、产生背景
任务型教学法原本是英语交际教学的教学 技巧之一。20世纪80年代外语教学和第二 语言习得的研究者将研究的中心学习者的 学习策略和认知过程领域。他们认为通过 设计任务，让学生完成任务可以给学习者 提供学习情景和学习机会，从而促进学习 进程，较好地习得目的语。
第五章 任务型教学法和其他
第一节 任务型教学法
（Task-based Language Teaching Approach）
任务型教学法是20世纪80年代兴起的一种 “在做中学”（learning by doing）的语言 教学法。
一般认为，该法是由Prabhu针对印度的语言 教学提出来的，他提出应该在语言教学中设 计一系列活动，让学生的注意力放在语言的 意(pre - task) 。呈现和学习完 成任务所需知识,介绍任务的要求和实施任务的 具体步骤。
4. 任务的实施阶段(whole task) 。设计出数个 小任务构成任务链,学生以个人或小组形式完成 各项任务。
5. 报告(report) 。各小组向全班展示执行任 务的结果。
全身反应法简称TPR，它和自然法都强调听 力理解，主张口头表达推后。全身反应法产 生于60年代初期的美国，盛行于70年代， 创始人是心理学教授James T. Asher。
这是一种用身体动作教授外语的方法，只适 用于外国儿童。
此法注重充分理解性的听，主张通过动作 来理解指令，不强迫学生说话。自然法是 指70年代后期在美国出现的自然法，于直 接法前身的自然法不同，代表人物是 Stephen Krashen及其同事Tracy Terrell。 它的教学目标是个人的交际技能，也就是 日常会话能力。主要特点是重视理解性输 入，推迟口语表达，指导言语“出现” （speech “emerges”），一般不纠正学生 的错误。
任务型教学法
任务型教学法定义：Task-based Language Teaching is a meaning-focused teaching method, aiming at fulfilling language communicative tasks.The teacher accords on the goal of curriculum and combines course content, designs concrete teaching activities,to attract and organize the students to participate these activities. The students can learn and use English and complete the study task by thinking, investigation and discussion, communication and cooperation way任务型教学就是教师依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。
学生通过思考、调查、讨论、交流和合作方式，学习和使用英语，完成学习任务。
背景：“任务型”教学模式的研究于20世纪80年代开始。
Prabhu自1979年至1984年连续五年在印度南部的Bangalore进行了一项强交际法的实验（Bangalore Project），该实验的突出特点是强调“用中学”，提出了许多任务类型，并把学习内容设计成各种交际任务，让学生通过完成任务进行学习。
Prabhu的这项实验可以看作是把任务作为课堂设计的单元的第一次尝试。
以后众多语言学家纷纷投入此项研究的热潮中，他们都把任务作为研究的中心元素。
随着研究的深入，任务型教学于90年代在理论上逐步成熟。
任务教学法是从20世纪80年代逐渐发展起来，广为应用语言学家和外语教学实践者认可和接受的一种外语教学方法，也是教育部制定的中学英语课程标准所推荐和提倡的外语教学法。
任务型英语教学操作程序及教案实例word资料6页
任务型英语教学操作程序及教案实例引言20世纪末在应用语言学上开始流行“以任务为本的教学模式”，它是建立在当时备受国际外语界推崇的语言教学理论――交际理论之上的。
它所提倡的交际能力的培养为新时期外语教学的主要目标。
它强调在课堂教学中让学生通过交际习得语言(using to learn)。
这种通过让学生做语言任务来习得语言的模式既符合语言习得规律，又极大地调动了学生的学习积极性，并具有极强的实践操作性，因此很受教师和学生的欢迎。
任务型教学以学生为中心，以教师为指导，以任务为途径，以动力、刺激、目标、手段为内容，学生利用各种教学资源、情景、协作、交互等要素，通过一系列的活动，检验和体验已有的知识和技能，同时获得新的知识和技能，并最终获得语言行为能力。
英国语言学家Jane Willis(1996)提出了任务型课堂教学的三个步骤：任务实施前的准备、任务型教学的实施及语言的焦点。
根据她的理论，在大量的教学实践基础上，本文归纳了符合我国高职学生英语学习特点的任务型教学操作程序，并提供教案实例供广大同仁参考。
一、教学操作程序1.启动和导入教师在设计启动问题时，要充分考虑学生当前已有的知识水平及已具备的技能水平，并注意从学生的视角去思考，这样便于吸引学生的注意力，激发学生的学习兴趣，进而使任务的导人能水到渠成。
2.语言材料的输入教师在要求学生运用目的语执行任务前，首先要向学生输入新的语言材料，让学生对所学话题、语言形式及功能获得初步感知。
在教师的指导下，学生通过阅读、看录像或多媒体课件、听录音等方式了解新的语言材料的音、形、义及语言使用环境，再通过一些口头或笔头问答来检验学生对新的语言材料的理解程度。
3.新的语言形式的操练学生做新的语言形式的操练是为了完成交际性任务的语言基础。
因此，这种活动成功与否的标准并非在于学生是否传达了某种意图，而在于他是否输出可接受的语言。
这种操练可分为机械性操练和意义性练习这两类。
4.任务的执行阶段任务的执行阶段又可分为三个子阶段：任务实施、计划和汇报。
任务型教学法
任务型教学法
任务型教学法是一种以解决实际问题和完成实际任务为主要目标的教学方法，它强调学生自主学习，重视学生的学习能力和实践能力的培养。
任务型教学法以让学生完成实际任务为主要目标，强调学生自主学习，重视学生的学习能力和实践能力的培养。
它不仅要求学生学习知识，还要求学生学会如何运用所学知识，从而达到学以致用的教学目的。
它的主要特点是：
1、以任务为中心：任务型教学法的核心是任务，即通过完成
某种实际任务来实现学习的目的。
2、自主学习：任务型教学法强调学生的自主学习，学生可以
根据自己的兴趣、能力和需要，自行选择任务，自主完成任务。
3、重视实践能力：任务型教学法重视学生的实践能力，关注
学生如何运用知识，学以致用。
4、灵活多样：任务型教学法灵活多样，可以以各种形式和方
式实施，任务可以是实际问题，也可以是模拟问题，可以是团队任务，也可以是个人任务。
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目标语言教学最基本的目标是培养学生综合运用语言的能力。
不仅仅追求语言的活动量与学生的参与，而且还把语言的准确性和有效性放在重要的位置上。
也发展一般的认知策略、处理信息与组织信息的能力。
教学大纲"Ellis首先依据学习者需求和认知能力来选择任务类型主题,然后根据任务难度,信息量等来编排任务,同时按照完成任务的需要,列出学习者要掌握的语言形式和功能,以任务为基本分析单位,以对学习者现实生活中可能面临的交际任务的分析(需求分析)为基础,鉴别出目标任务,然后对目标任务进行逐层分解,以二语习得理论为依据衍生出教学任务,经过排序,组成任务大纲。
Long是较早研究任务型语言教学理论和实践的学者之一"他认为:任务是我们为自己或
他人无偿或有偿地做的一些事情,换句话说,任务就是人们在生活!工作和娱乐中所做的各
种各样的事情"其主要目的就是要培养和发展学生用语言进行交际的能力"所以,在课堂教学活动中应该用相当的时间来模拟生活中的任务,这就是开展任务型语言教学的依据之一" Nunan从交际的角度认为:任务是学习者使用目的语来理解!领悟!处理问题!发挥创造!相互交流的课堂教学活动"他特别强调，,学习者的注意力主要集中在表达意义上,而不是操练语言形式上" Long对任务下的定义主要指的是社会生活中的任务,没有涉及课堂教学的活动因此,Nunan把Long的任务称为真实世界的任务，就是说,这类任务是我们培养学生离开学校最终要做的事情,是学生学习外语最终要达到的目标"
真实性任务和教学型任务"前者是
真实性任务模拟真实世界为理据的任务,它要求学习者扮演或模仿教室以外的真实世界的言语行为活动,进行真实的语言交际"他强调直接通过课堂让学生用英语完成各种真实的生活!学习!工作等任务从而培养用英语做事的能力",如问路!指路,写简历!通过电话获取信息!预定房间以及填写诸如注册登记表!留学申请表!旅馆住宿登记表等类似这种现实生活中语言使用的实际情况。
教学型从教学角度出发的任务指学习语言知识的活动,它是课堂这一环境所特有的,即为教学而设计的活动,学习者走出课堂在真实外部世界中并非经常遇到这些活动,但任务的实施能促进语言学习"任务型教学要求教学活动有利于学生学习语言知识,发展语言技能,从而提高语言实际运用能力"
Crookes(1986:1):认为它是一项有特定目标的工作或活动。
Prabhu(1987:17)认为:任务是学习者根据所给信息和经过思考得出某种结论或结果的活动"在完成任务时,学习者能够对自己的思考过程进行控制和调整"在这个定义中,Prabhu特别强调两点:思考过程和得出某种结论或结果"任务不是简单的语言实践活动,而是要经过思考过程才能完成的活动"例如让学生朗读对话的活动不能称为任务,因为朗读没有明确的结论或结果。
也没有思考的过程。
Breen(1987)从语言学习的角度认为:一个任务是精心组织的,以促进语言教学为目的的
一系列教学活动"这些活动有自己特定的目标!适当的内容!特有的学习程序以及各种不同
的成果"
Long和Crookes(1991)强调:任务必须同现实社会的语言需要有明确地联系,要根据现
实社会的要求来设计"任务可以催化有意义的语言使用,同时在一种有利的环境中理解和
重构意义可以帮助目的语语言结构的发展"因此,他们认为教学中最重要的是:(1)着重通过
处理!解决意义使学习者习得语;但任务的两个主要特征:避免特定结构和注重意义,使它有别于传统教学法"
willis(1996)认为:任务是学习者为了做成某件事情用目的语进行的有交际目的的活动"
1)罗列型任务(listing tasks) 指教师要求学生在阅读或听一篇文章之后,根据一定的顺序或关系,罗列有关的事实" 例如,在给学生听有关一家人谈论最喜欢的电视节目时,教师要求学生
们在听完后,为这家人写出一个节目播放时间表,并且标明谁喜欢什么,为什么"
2)排序!分类型任务(ordering and sorting tasks)这类学习任务包括教师要求学生
把物品!动作或事件按逻辑!时间顺序排列或分类; "例如,在学习一般现在时的时候,叙述一同学一天的事情,教师可以让学生按事情发展的先后顺序分类记忆"
3)比较型任务(comparing task)
这一类型的学习任务要求学生用英语将类似的东西进行比较,以找出它们之间相似之处及不同之处""例两个作家的写作特点。
4)解决问题型任务(problemsolving tasks)
解决问题的任务就是要求学生根据自己的知识和分析问题的能力,用英语来解决生活中
现存的或可能出现的问题"例如,进行采访!调查!应聘!广告设计。
5)创造性学习任务(creativetasks)
它常常需要学生们以两人小组或多人小组合作此类任务一般要求学生课外完成"因此,组织技能!团队精神在完成这类学习任务时是十分重要的"例如,感恩节让学生自己制作卡片，又如:通过广告的学习,让学生为自己的产品写广告"锻炼学生的创造力
五种类型：根据活动的特点和交际的目的,Pica等人把任务分为五种类型:拼插型，问题解决型,做出决定型!交换意见型和信息差型。
1)拼插型
2)做决定任务
做决定任务要求学生通过协商,讨论后做出选择,达成一致意见"例如,给学生话题,让他们分组讨论给出结论"
3)观点交换型任务,指学习者参与讨论!交换意见,不必达成统一意见"
4)信息差任务,指两人或两人以上互相交际时,有些信息只有一方知道,另一方不知道,形成信息差距"例如让学生分头阅读教师事先准备发的写有不同信息的字条,然后交流信息"
其它角度分类,Richard把任务分为:单向或双向式!收敛式或发散式!合作式或竞争式!一种或多种结果!具体语言或抽象语言!简单过程或复杂过程!简单语言或复杂语言!具有现实或非现实意义的任务"
任务难度
在任务型语言教学中,任务的设计必须考虑任务的难度"
.学生参加任务的人数;任务的抽象性;信息了解,时间准备"因此,在教学中选择任务时,应充分考虑任务的难度,任务过于简单会使学生感到无聊,;任务太难会挫伤学生的信心"任务的难度要适中,以便学生能顺利地完成任务"
任务型语言教学法的特点
却特别强调学生运用所掌握的语言知识去表达有意义的思想,从而完成任务,将注意力集中
在意义上而非语言形式上"所以说,/任务型语言教学的核心思想是要摹拟人们在社会!学校
生活中运用语言所从事的各类活动,把语言教学与学习者在今后日常生活中的语言应用结合起来"。