1、任務型教學模式的理論與實踐任務型教學模式的理論與實踐 為什么提倡任務型教學模式？為什么提倡任務型教學模式？ Using is learning. Tell me, and I will forget. Show me, and I will remember. Involve me and I will learn. Dick All WrightDick All Wright：If the language activities involve the learners in solving communicative problems in the target language，lang

2、uage learning will take care of itself. 什么是任務型教學模式？什么是任務型教學模式？ 外語教學課堂中的任務是指學習者運用目標語進行交際以達成某一 結果的活動。感性一點的定義是，任務是學習在其中發生的活動。 外語教學中界定的任務具有以下五個要素： 1.使用語言的目的。 2.產生目的的情景。 3.思考和行動的過程。 4.活動將導致結果（產品）的產生（這個結果包括具體可見的作品 和問題的解決兩大類別）。 5.學生需要借助于他們的知識、策略與技能結構來完成任務。 外語課堂應具有變化性互動的各項活動,即任務.學生在完成任 務的過程中進行對話性互動,而產生語言習得(

3、指通過交際無意識地 接觸語言系統而掌握語言).而不是單純訓練語言技能和學習語言知 識的結果. 外語學習課堂中的活動具有以下五個方面的特征： 1.具有連貫性和統一性。 2.有意義、有目的。 3.具有明確的語言學習目標。 4.有始有終。 5.學生積極參與。 示例示例1 1 1.導入（教師介紹課文大意） 2.放錄音 3.教師就課文內容提問，學生回答 4.教師歸納各段大意 5.講解分析課文，學習語言點 6.熟讀并準備復述課文 示例2 1.與課文內容有關的討論，預測課文要談的話題 2.學生快讀課文，為課文選擇一個合適的標題 3.學生較細致地閱讀課文，填寫圖表 4.學生再次閱讀并與同桌討論，確定各段大意

4、5.師生討論進一步疏通課文內容和語言點，學生作 出筆記 6.學生聽課文錄音，準備相互提問 示例示例3.3. 1. Look at the topic and try to predict the content of the text and leadin pair work discussion. 在這一階段，教師要使所設計的問題盡量貼 近學生的實際。由于學生很可能已經預習了課文， predicting可能會變得乏味，所以教師可以讓學生預測一 下計算機的未來是什么樣的，或者計算機在你的生活中的 位置。（在這種活動中，我們可以看出：討論是一種形式 ，而進行預測這一閱讀的技巧訓練才是活動的實質。

5、） 2. Discuss in pairs or groups functions that a computer has and make a list of it. Compare your list with your friends and the function mentioned in the text. Try to find three differences between your list and the text. （這種活動，實際上也是一種 閱讀技巧的訓練。學生練習的是通過略讀和搜索閱讀來查 找有關信息以及學生的歸納能力。） 3. Contextualized re

6、ading comprehension.主要練習學 生憑借語境/對上下文的理解而猜詞判義的能力。（同時 也是為了消除學生在考試中對生詞的焦慮感和恐懼感。） 4. Read and fill in a chart/table. 再次閱讀文 章，并填寫后面表格空白處。（這里訓練的是對閱讀所獲 信息進行歸納分類的能力。） 5. A problemsolving activity.根據三個顧客的 不同要求分別為他們選擇一臺電腦并解釋理由。（這一步 是總結性的歸納，也是活動的高潮，它是前四個活動中所 練習的能力的綜合體現。） 任務型教學模式的理論依據任務型教學模式的理論依據 克拉申（S . D . Kr

7、ashen )模式。它主要描述習得過程。這 一模式的基本思想可以概括為:外語能力是在較低的情感過濾條件 下,通過足量的可理解輸入,以可預測的順序習得的。這一模式是: 任務型教學模式的理論依據任務型教學模式的理論依據 Long (1983) : Long (1983) : conversational interaction conversational interaction Language Acquisition Language Acquisition Modified Interaction Modified Interaction 1 1） 變化性互動可使輸入成為可理解性；變化性互動

8、可使輸入成為可理解性； 2 2） 可理解性輸入有利于語言習得；可理解性輸入有利于語言習得； 3 3） 變化性互動有利于語言習得。變化性互動有利于語言習得。 第一位將TBL體現在教學大綱和教學實踐中的是Prabhu。1979 年，Prabhu在印度南部的Bangalore開始把當時看來很激進的理論 假設付諸于實踐的大膽教學試驗。他認為：Students may learn more effectively when their minds are focused on the task, rather than on the language they are using. Prabhu被認定為

9、 任務型學習活動的創始人。 Jane Willis。Jane Willis 認為,任務型學習活動強調的是語 言學習中“意義至上、使用至上”的原則，這就要求learners 為 完成一個任務而在活動中以交流為目的（with some kind of communication purpose）真實地使用語言（process the text for meaning in order to achieve the goals of the task）。 而這種活動需要學生參與到reading, listening or reviewing之 中。 任務的結構性任務的結構性: : Nunan Nun

10、an(1989)(1989) Goals Input Activity Teacher/student Role (facilitator,organizer,monitor,partner) setting (individual,pair, group, class ) 任務型教學的步驟：任務型教學的步驟： Jane Willis 把任務型學習模式分為三個階段或三個環節： 1. 前任務(Pre-Task) Introduction to the topic and task. 2. 任務環(Task-cycle) Task， planning and report. 3. 語言知識要點(L

11、anguage focus) Analysis and practice. Willis (1996) Willis (1996) 認為，一般來說認為，一般來說“任務任務”可分為六種類型：可分為六種類型： 六種任務類型均反映了學生的認知過程，都遵循了從易到難，從 簡單到復雜的原則，位于上方的三種任務類型的難度低于下面的三 種， 語言教學中的語言教學中的“任務任務”六種類型典例：六種類型典例： 類型一：列舉型任務類型一：列舉型任務( (listing)listing) 1Annies mother usually goes shopping early on Sunday morning. Li

12、sten to the conversation and answer the questions. Write Annies list of what they need. 2. Work in groups Try to find: 1.two people taller and two people shorter than you;2.two people heavier and two people lighter than you;3.the oldest” youngest boy and girl in your group. 3. Ask the people in your

13、 group about their pets. Who has a pet? What kind of pet do they have? Make a list. 4. Work in groups. In school, what must you do, what mustnt you do，what can you do and what neednt you do? Make a list. 5.Find five things that Fran tells Zhang Li to do or not to do. 6. Work with a partner .Read Lin

14、gshis uncles talk again and complete a mind map of the important ideas. What skills, advantages and disadvantages did he talk about? Add your own ideas. 7. Write a list of things you had done before you started high school. Compare your list with a partner. What things had you both done? 8. Work wit

15、h a partner and make a list of the kinds of things and people you like. 9. The people in the pictures are doing the wrong things. Work with a partner to decide what they are doing wrong and make a list of the right ways to study. 10. Work in pairs. Think about all the things that people can do in Pa

16、rk and then write about what Jiamin had or hadnt done on his earlier visits. 類型二：整理性任務類型二：整理性任務 (ordering; sorting; classifying)(ordering; sorting; classifying) 1. In groups, answer the questions and complete box 1 of the chart.1.In your group,how many people have birthdays this month? 2.How many pe

17、ople in your group have birthdays in January” Februaryect? 2. Look at the pictures. Read the end of the story and put the pictures in the right order. Write the numbers in the boxes. 3. Mrs Zhu is very busy today. She has made notes for herself of all the things she must do. Read Mrs Zhus list and l

18、ook at the picture. What has she already finished doing and what has she not done yet? 4. Fran talks about lots of different things. Match each paragraph with one of these words or phrases. Write them in the boxes. 5. Work in pairs. In this conversation, the reporter is asking the doctor about the t

19、wo Italian football players. The sentences are not in order. Put them in order and then practise the conversation. 6.Work with a partner. Find three things that you agree about and three things that you dont agree about. 7. Look at Kellys e-mail again and fill in the hotel comments card. 8. Read the

20、 paragraphs about Sun Yat-sens life and put them in order. To find out the meanings of the new words, look at the box at the bottom of the page. 類型三：比較型任務類型三：比較型任務 ( (comparing; matching)comparing; matching) 1. Read the passage and answer the questions: What things are the same at Spring Festival an

21、d the Water Festival? What things are different? 2. Say how the things are the same and different (based on the information given.) Think of some other ways they are different and the same. Write them in your notebook. 3. Look at the pictures. They show the same place but Picture 1 shows 1950 and Pi

22、cture 2 is today. Find six things in each picture that are different. 3. Look at these signs. match the halves of the sentences. 4. What makes you feel anxious? Then in groups, compare your idea with your classmates ideas. 5. Look at these groups of things. Try to think how each thing is especially

23、different from the others. 6. Have you been to a wedding? Talk to your partner about it. then compare weddings in China with weddings in other countries. 類型四：解決問題型任務類型四：解決問題型任務 ( (problem solving)problem solving) 1. What questions do you ask your friends when you want to know these things: 1.their a

24、ge;2.their address;3.where they were born;4.the primary school they went to 2. Work in threes .Read the problem and think of an answer to help the farmer. 3. In groups ,read the story again. How can cutting down trees change the weather and change the earth? 4.Ben used to be good at making excuses f

25、or not writing letters. In pairs, decide what excuses he might give for these situations. 5. Looking for dinosaurs! Work in pairs to decide the four most important things you need for a dinosaur bone hunt. 6.Work in small groups. Look at the letters in Exercise1 again. Do you know anyone with these

26、problems? do you know anyone with similar problems? Do you agree with Auntie Wangs advice? 7.Some tourists shopping in China need your help with these prices. About how much does each thing cost in the different dollars? 8.Now talk about these problems with other students. Try to think of things YOU

27、 can do about each problem. 9. Work in pairs. Jiamins mother is asking him why he didnt do the things he said he would do. think of excuses for him. 類型五：分享個人經驗型任務類型五：分享個人經驗型任務 ( (sharing personal experience)sharing personal experience) 1. Talk with your partner. Say which is your favourite season an

28、d why. 2. Talk with your partner. Say why you like or dont like the things, people and places in the box, using because. 3. Find out what your partner did yesterday. Write their answers in the box. Now change partners and tell your new partner about your friends day yesterday. 4.Do you write a diary

29、? In your groups, talk about who writes a diary, what you write in it and why. 5. Work in threes. Tell your friends about your holiday. 6. Would you like to live in shanghai? Why” Why not? Which do you like better- living in a city, or living in a small village? Why? 7. Work in groups. What are you

30、interested in? When did you first become interested in it? Tell your group. Does anyone in your group have an interest no one else has? 8. Work in groups. Is there anything you, your friends or your family no longer do, eat, play or.? Tell the group. 9. Have you or has someone you know ever lost som

31、ething? What happened? Did you find it again? How? Where? Tell the group. 10. People learn in different ways. Work in a small group and talk about the ways you learn things: by reading, listening, doing or. 類型六：項目型任務類型六：項目型任務 ( (project)project) 這些任務要求學生圍繞某一主題，通過查找資料、與別人交談等 方法獲得知識，其學習成果可通過回答教師問題、編輯手

32、抄報等形 式表現出來。這些任務為學生提供了一個很好的學以致用的機會， 一個很廣闊的自由發揮的空間，它是素質教育落實到英語課堂教學 之中去的一個極有效的途徑。 例如：Littlejohn提出了一種新的任務型學習活動的模式： Question Posters How long do crocodiles sleep? Where do birds go in the winter? How do birds know where to go? Animal World What do whales eat? How can insects fly? 任務型教學模式的注意事項：任務型教學模式的注意事

33、項： 第一第一, 牢記教學目標，切忌追求花哨形式。 第二第二，任務的設計一定要與輸入的內容和語言相關聯。 第三第三，在進行任務型學習活動時，不少教師對同桌活動或小組活動的有效 使用缺乏過細的考慮。實際上，在進行同桌/小組活動前，應先花上2至3分鐘的 時間，讓學生自己考慮一下，并列出要講的提綱。這樣，接下來的討論就不至于 冷場。此外，討論、對比彼此所列的提綱也會使活動變得更個性化，能激發學生 的興趣。 第四第四，我們的教師對小組活動中小組內部成員在活動中的作用還缺乏深層次 的認識，而只是把小組活動簡單地看作是幾個人圍在一起討論就行了。實際上有 些小組活動開展得好，有些不好，這恐怕和小組成員在活動

34、中擔任的不同角色有 關。國外學者把小組活動中各個成員的自然角色分成：組織者（Organizer）， 鼓勵者（Encourager），協調者（Harmonizer），貢獻者（Contributor），煽 情者（Agitator），搞笑者（Joker），隨大流者（Follower）和旁觀者（ Observer）。每個人對自己心理角色的認同是與其個性以及他在集體中的位置和 責任有關的。但是，如果小組成員能在某種程度上都能了解自己的心理角色，并 在一定程度上有意識地去完善它，小組活動的教育意義就會遠遠大于活動本身。 任務型教學模式的實例任務型教學模式的實例； Teaching procedure: I

35、. Pre-task Teacher introduces the topic and tries to motivate the students by talking about their problems. Brainstorm on words, phrases expressing problems and their solutions. II. Task cycle Task 1Task 1:1) Skimming & matching Ask the Ss to skim the Ss five letters and Auntie Wangs answers in 3 mi

36、nutes to get the main ideas. Then matching those letters asking for advice about their problems to Aunite Wans answers. Discuss in pair. 2)Planning and report 1 Ask the Ss to plan brief oral report for whole class, to compare their answers. Task 2Task 2: 1) Scanning, listing & problem-solving Ask th

37、e Ss to scan the materials in 2 minutes to make sure of the Ss problems and Auntie Wangs answers. Work in small group. Finish the chart by listing the specific information in 1 or 2 sentences. Then discuss the problems again and write down your own answers to those problems in 1 or 2 sentences. Some Ss are asked to plan oral report for whole class first, and then to exchange lists, to compare their own solutions to the problem. Teacher makes comment on them. Task 3Task