《教学法-TBLT》PPT课件

《《教学法-TBLT》PPT课件》由会员分享，可在线阅读，更多相关《《教学法-TBLT》PPT课件（34页珍藏版）》请在装配图网上搜索。

1、 Task-based language teaching is a further development of communicative language teaching. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. It has stressed the importance to combine form-focused teaching with communication-focused teachin

2、g. What is a task? A task is a piece of work undertaken for oneself or for others, freely or for some reward. Long(1985) A task is an activity which requires learners to arrive at an outcome from given information through some progress of thought, and which allows teachers to control and regulate th

3、at progress. Prabhu(1987) Tasks are activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome Four components of a task-by Clark, Scarino, Brownell A purpose A context A process A product Exercise 2.While (During) -task phase; 3.Post-task

4、phase2.7 Three phases in a task-based lesson Introduce to topic and task Task cycleTaskPlanningRepot Language focus Analysis Practice Pre-taskWillis model for task-based instruction (Willis, 1996:127) exposure instructionuseinstructionuse instructionuse l Three purposes:-to introduce new language th

5、at learners can use while performing the task; -to mobilize existing linguistic resources;-to ease processing load, and to push learners to interpret tasks in more demanding ways. Some options:1. Participatory structure 参与方式: Whole-class vs. small group work; individual or interaction 2. Set a time

6、for completing the task.3. Vary the number of participants.4. Introduce a surprise element.5. Tell students they will have to present a report to the whole class. pair and group work are seen as central to task-based teaching; not all tasks are interactive Three major pedagogical goals: - to provide

7、 an opportunity for a repeating performance of the task（提供再做任务的机会） - to encourage reflection on how the task was performed（反思任务是怎样完成的） - to encourage attention to form（关注语言的形式） lThe way students use and experience language:all three components are genuinely free of language control and rely on their

8、 their own linguistic resources.the task supply a genuine need to use language and other components follow from the taskpractice at the planning stage is to help learners adjust for their report stage.report allow a free exchange of ideas.planning stage encourage learners to consider appropriateness

9、 and accuracy of language form. The biggest differences:Large amount of input (exposure) by listening and reading before the task; (任务前)Students plan, organize, learn and use the language during the task;（在任务中自主学习）The teacher lead students to focus on language form (by analysis or practice) to ensur

10、e accuracy. (任务后) TBLT VS. PPP (新型教学理念与传统教学的区别)perspectives TBLT PPPpurpose genuine Pedagogicalcontext Established by the task Invented for presentation of single itemsactivities Encourage Ss to think and analyze Encourage Ss to repeat, manipulate and applylanguage expousure A whole range of languag

11、e items Pre-selected single language items production Appropriateness, fluency accuracy Single form, accuracy fluencyskills integrated More focus on grammar than skills Two kinds of task specific interactional strategies specific types of language skills (grammar, vocabulary) For example: A task in

12、which two learners have to try to find between two picture. The task not encounter the real world but the interactional processes require provide useful input to language development. 1.pedagogical tasks: 2.Real-world tasks Reflect the real-world uses of languageA rehearsal for real world tasks.For

13、example: about a job interview. Six types of tasks -by Willis Listing tasks Sorting and ordering Comparing Problem-solving Sharing personal experience Creative tasks Four sets of questions1. What is the objective of the task?2. What is the content of the task?3. How is the task to be carried out? (t

14、he way/method)4. In what situation is the task to be carried out? (the advantageous conditions and limiting factors) Five steps to design tasks Step1 Think about students needs, interests, and abilities. (get to know our objects) Step2 Brainstorm .Think about a list of communicative tasks for the to

15、pics uHave communicative purpose uBe goal-oriented Step3 Evaluate the list Possible tasksFour criteria :lEducational valuelAppropriateness to the student needs, interests and abilitieslAvailability of suitable resourceslTime available Modify ReduceThe tasks that according to the students levels of d

16、ifficulty.evaluate Step4 choose the language items First stage: Consider the level of linguistic difficulty in order to decide whether to that you originally planned. Second stage: when you have drawn up your final list of tasks, you need to work out the needed to accomplish the task.If necessary, y

17、ou should prepare some . Step5: preparing materials You need to prepare the materials that the students need to carry out the tasks.The materials will give students support in the study. (movies fragments, videos, pictures ) Do you think CLT is appropriate for the Chinese context? What about TBLT? A

18、rguments about CLT small class now-different contexts Emphasis-functional purposeinteract with people Various forms of languages and functions. Age level of learners competence level of learnersCLT Ineffective for presenting new language items. Not appropriate when language exposure is not sufficien

19、t and class time is limited. Time-teachers have to prepare task-based activities very carefully Culture of learning-provided training in appropriate skills problem solving, discussing, inquiring, reasoning Level of difficulty-fully aware of the students intellectual, emotional and physical abilities

20、. 1. 2.3.4.TBLT It is important to remember that a method is effective only when it is appropriate to the teaching context. Therefore, when a new method or approach emerges, it is unwise to simply cast away the traditional and follow the new trend. The best thing to do is to develop ones own teaching methods based on the context where one teachers and integrates the merits of different methodologies to serve the purpose of ones teaching objectives and the needs of ones students.conclusion