1、教師培訓 江蘇省通州高級中學張 淳 第一部分 前言 一、課程性質(zhì) 二、基本理念 三、課程設(shè)計思路第二部分 課程目標附錄 一、語音項目表 二、語法項目表 三、功能意念項目表 四、話題項目表 五、詞匯表第四部分 實施建議 一、教學建議 二、評價建議 三、課程資源的開發(fā)與利用 四、教材的編寫和使用建議第三部分 內(nèi)容標準 一、語言技能 二、語言知識 三、情感態(tài)度 四、學習策略 五、文化意識42424242424242424242 什么是“任務(wù)” ？ 什么是交際型任務(wù)？A communicative task is a piece of classroom work which involves lea

2、rners in comprehending, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to convey meaning rather than form. (Nunan 1989:10)什么是任務(wù)型語言教學The task-based approach aims at proving opportunity for learners to experiment with

3、 and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes. (香港中小學英語大綱)4. 當學習者積極地參與用目的語進行交際的嘗試 時，語言也被掌握了。當學習者所進行的任務(wù) 使他們當前的語言能力發(fā)揮至極點時，習得也 擴展到最佳程度。 Language is acquir

4、ed as learners actively engaged in attempting to communicate in the target language. Acquisition will be maximized when learners engage in tasks that “push” them to the limits of their current competence.“任務(wù)型教學”的基本要素目標(Goal)信息輸入 (Input data) 語言信息 (Verbal data) 如：dialogue, reading, etc 非語言信息 (Non-ver

5、bal data) 如：pictures, etc活動 (Activity)成果 (Outcome)TASKPURPOSESETTINGACTIONEMOTIONOUTCOMECOMMUNICATION“任務(wù)型教學”的基本要素任務(wù) 的設(shè)計原則The authentic principleThe form-function principleThe task dependency principleLearning by doing在設(shè)計“任務(wù)型”教學活動時，教師應(yīng)注意以下幾點: 1、活動要有明確的目的并具有可操作性； 2、活動要以學生的生活經(jīng)驗和興趣為出發(fā)點，內(nèi)容 和方式要盡量真實； 3、活動

6、要有利于學生學習英語知識、發(fā)展語言技能， 從而提高實際語言運用能力； 4、活動應(yīng)積極促進英語學科和其他學科間的相互滲 透和聯(lián)系，使學生的思維和想像力、審美情趣和 藝術(shù)感受、協(xié)作和創(chuàng)新精神等綜合素質(zhì)得到發(fā)展； 5、活動要能夠促使學生獲取、處理和傳遞信息，用 英語與他人交流，發(fā)展用英語解決實際問題的能力； 6、活動不應(yīng)該僅限于課堂教學，而要延伸到課堂之外 的學習和生活之中。示例1. Making a telephone directory2. Giving comments on the characters任務(wù)型語言教學的特點：強調(diào)通過交流來學習;將真實語言材料引入學習的環(huán)境;關(guān)注語言本身，也關(guān)

7、注學習的過程;把學習者的個人經(jīng)歷作為學習的重要因素;試圖把課內(nèi)的學習與社會語言活動結(jié)合起來。GymnasticsPPPC簡介簡介 PPPC閱讀法是英國語言專家Ged Neary介紹的一種積極閱讀技巧。PPPC 指閱讀過程中的四種技巧，即Prediction, Pattern, Personalizing 和 Context。可以作如下預(yù)測：1). 文章的出處可能是報紙或雜志（newspapers or magazines）；2). 文章的話題是討論校服問題(school uniform)；3). 文章要討論的相關(guān)內(nèi)容可能有：款式、顏色、 時髦、設(shè)計、材料、質(zhì)量、價格、特色、尺寸、 決定權(quán)等等方

8、面(style, colour, fashion, design, material, quality, price, character, size, decision- making)。預(yù)測Prediction “SCHOOL UNIFORMS NOT COOL ENOUGH?”結(jié)構(gòu) PatternParagraph: Topic Sentence Supporting Sentence Supporting Sentence Supporting Sentence Concluding SentenceEssay: Introduction paragraph Body paragrap

9、hs Concluding paragraphTopic SentenceSupporting SentenceSupporting SentenceSupporting SentenceTopic SentenceSupporting SentenceSupporting SentenceSupporting SentenceTopic SentenceSupporting SentenceSupporting SentenceSupporting SentencePPPC內(nèi)化內(nèi)化 Personalizing (What part of the story do you like best?

10、 What do you think of the article? etc)語境語境 Context幾點技巧How to be happy1. Game 2. Flexible class3 .直觀 4 .懸念5 .挑戰(zhàn) 6 .給學生空間7 .適當調(diào)動學生競爭欲望drivekeysFloapy diskBill GatesmonitorscreenbytehardwaresoftwareITcybercafeinternetmouseBrain-stormingcomputerSteps to learningBloom divides the verbs into six categori

11、es. All the verbs in a group indicate a kind of thinking skill needed to complete an assignment. The verbs denote what a student is to do.STEPS TO LEARNING 6 EVALUATION 5 SYNTHESIS 4 ANALYSIS 3 APPLICATION 2 COMPREHENSION1 KNOWLEDGE1. KNOWLEDGEdefine, fill in the blank, identify, label, list, locate

12、, match, memorize, name, recall, spell, state, tell, underlineStudents repeat, or memorize. When you memorize something, you only memorize it. If you dont practice, youll lose 70% of it. Memorizing is not learning.2. COMPREHENSIONconvert, describe, explain, interpret, paraphrase, put in order, resta

13、te, retell in your own words, rewriteRewrite in your own words, paraphrase3. APPLICATIONapply, conclude, demonstrate, determine, draw, find out, give an example, illustrate, make, showGive an example4. ANALYSISanalyze, classify, compare, debate, differentiate, distinguish, examine, infer, specify, debateDebate5. SYNTHESISchange, combine, compose, construct, create, design, generate, invent, originate, plan, predict, pretend, produce, rearrangeWrite a paper6. EVALUATION