任務(wù)型教學(xué)模式的理論與實(shí)踐

1、任務(wù)型教學(xué)模式的理論與實(shí)踐任務(wù)型教學(xué)模式的理論與實(shí)踐 為什么提倡任務(wù)型教學(xué)模式？為什么提倡任務(wù)型教學(xué)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(wù)型教學(xué)模式？什么是任務(wù)型教學(xué)模式？ 外語教學(xué)課堂中的任務(wù)是指學(xué)習(xí)者運(yùn)用目標(biāo)語進(jìn)行交際以達(dá)成某一 結(jié)果的活動(dòng)。感性一點(diǎn)的定義是，任務(wù)是學(xué)習(xí)在其中發(fā)生的活動(dòng)。 外語教學(xué)中界定的任務(wù)具有以下五個(gè)要素： 1.使用語言的目的。 2.產(chǎn)生目的的情景。 3.思考和行動(dòng)的過程。 4.活動(dòng)將導(dǎo)致結(jié)果（產(chǎn)品）的產(chǎn)生（這個(gè)結(jié)果包括具體可見的作品 和問題的解決兩大類別）。 5.學(xué)生需要借助于他們的知識(shí)、策略與技能結(jié)構(gòu)來完成任務(wù)。 外語課堂應(yīng)具有變化性互動(dòng)的各項(xiàng)活動(dòng),即任務(wù).學(xué)生在完成任 務(wù)的過程中進(jìn)行對(duì)話性互動(dòng),而產(chǎn)生語言習(xí)得(

3、指通過交際無意識(shí)地 接觸語言系統(tǒng)而掌握語言).而不是單純訓(xùn)練語言技能和學(xué)習(xí)語言知 識(shí)的結(jié)果. 外語學(xué)習(xí)課堂中的活動(dòng)具有以下五個(gè)方面的特征： 1.具有連貫性和統(tǒng)一性。 2.有意義、有目的。 3.具有明確的語言學(xué)習(xí)目標(biāo)。 4.有始有終。 5.學(xué)生積極參與。 示例示例1 1 1.導(dǎo)入（教師介紹課文大意） 2.放錄音 3.教師就課文內(nèi)容提問，學(xué)生回答 4.教師歸納各段大意 5.講解分析課文，學(xué)習(xí)語言點(diǎn) 6.熟讀并準(zhǔn)備復(fù)述課文 示例2 1.與課文內(nèi)容有關(guān)的討論，預(yù)測課文要談的話題 2.學(xué)生快讀課文，為課文選擇一個(gè)合適的標(biāo)題 3.學(xué)生較細(xì)致地閱讀課文，填寫圖表 4.學(xué)生再次閱讀并與同桌討論，確定各段大意

4、5.師生討論進(jìn)一步疏通課文內(nèi)容和語言點(diǎn)，學(xué)生作 出筆記 6.學(xué)生聽課文錄音，準(zhǔn)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(shè)計(jì)的問題盡量貼 近學(xué)生的實(shí)際。由于學(xué)生很可能已經(jīng)預(yù)習(xí)了課文， predicting可能會(huì)變得乏味，所以教師可以讓學(xué)生預(yù)測一 下計(jì)算機(jī)的未來是什么樣的，或者計(jì)算機(jī)在你的生活中的 位置。（在這種活動(dòng)中，我們可以看出：討論是一種形式 ，而進(jìn)行預(yù)測這一閱讀的技巧訓(xùn)練才是活動(dòng)的實(shí)質(zhì)。

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(dòng)，實(shí)際上也是一種 閱讀技巧的訓(xùn)練。學(xué)生練習(xí)的是通過略讀和搜索閱讀來查 找有關(guān)信息以及學(xué)生的歸納能力。） 3. Contextualized re

6、ading comprehension.主要練習(xí)學(xué) 生憑借語境/對(duì)上下文的理解而猜詞判義的能力。（同時(shí) 也是為了消除學(xué)生在考試中對(duì)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(xùn)練的是對(duì)閱讀所獲 信息進(jìn)行歸納分類的能力。） 5. A problemsolving activity.根據(jù)三個(gè)顧客的 不同要求分別為他們選擇一臺(tái)電腦并解釋理由。（這一步 是總結(jié)性的歸納，也是活動(dòng)的高潮，它是前四個(gè)活動(dòng)中所 練習(xí)的能力的綜合體現(xiàn)。） 任務(wù)型教學(xué)模式的理論依據(jù)任務(wù)型教學(xué)模式的理論依據(jù) 克拉申（S . D . Kr

7、ashen )模式。它主要描述習(xí)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(yù)測的順序習(xí)得的。這一模式是: 任務(wù)型教學(xué)模式的理論依據(jù)任務(wù)型教學(xué)模式的理論依據(jù) Long (1983) : Long (1983) : conversational interaction conversational interaction Language Acquisition Language Acquisition Modified Interaction Modified Interaction 1 1） 變化性互動(dòng)可使輸入成為可理解性；變化性互動(dòng)

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(xí)得；可理解性輸入有利于語言習(xí)得； 3 3） 變化性互動(dòng)有利于語言習(xí)得。變化性互動(dòng)有利于語言習(xí)得。 第一位將TBL體現(xiàn)在教學(xué)大綱和教學(xué)實(shí)踐中的是Prabhu。1979 年，Prabhu在印度南部的Bangalore開始把當(dāng)時(shí)看來很激進(jìn)的理論 假設(shè)付諸于實(shí)踐的大膽教學(xué)試驗(yàn)。他認(rèn)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(rèn)定為

9、 任務(wù)型學(xué)習(xí)活動(dòng)的創(chuàng)始人。 Jane Willis。Jane Willis 認(rèn)為,任務(wù)型學(xué)習(xí)活動(dòng)強(qiáng)調(diào)的是語 言學(xué)習(xí)中“意義至上、使用至上”的原則，這就要求learners 為 完成一個(gè)任務(wù)而在活動(dòng)中以交流為目的（with some kind of communication purpose）真實(shí)地使用語言（process the text for meaning in order to achieve the goals of the task）。 而這種活動(dòng)需要學(xué)生參與到reading, listening or reviewing之 中。 任務(wù)的結(jié)構(gòu)性任務(wù)的結(jié)構(gòu)性: : Nunan Nun

10、an(1989)(1989) Goals Input Activity Teacher/student Role (facilitator,organizer,monitor,partner) setting (individual,pair, group, class ) 任務(wù)型教學(xué)的步驟：任務(wù)型教學(xué)的步驟： Jane Willis 把任務(wù)型學(xué)習(xí)模式分為三個(gè)階段或三個(gè)環(huán)節(jié)： 1. 前任務(wù)(Pre-Task) Introduction to the topic and task. 2. 任務(wù)環(huán)(Task-cycle) Task， planning and report. 3. 語言知識(shí)要點(diǎn)(L

11、anguage focus) Analysis and practice. Willis (1996) Willis (1996) 認(rèn)為，一般來說認(rèn)為，一般來說“任務(wù)任務(wù)”可分為六種類型：可分為六種類型： 六種任務(wù)類型均反映了學(xué)生的認(rèn)知過程，都遵循了從易到難，從 簡單到復(fù)雜的原則，位于上方的三種任務(wù)類型的難度低于下面的三 種， 語言教學(xué)中的語言教學(xué)中的“任務(wù)任務(wù)”六種類型典例：六種類型典例： 類型一：列舉型任務(wù)類型一：列舉型任務(wù)( (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(wù)類型二：整理性任務(wù) (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(wù)類型三：比較型任務(wù) ( (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(wù)類型四：解決問題型任務(wù) ( (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(gè)人經(jīng)驗(yàn)型任務(wù)類型五：分享個(gè)人經(jīng)驗(yàn)型任務(wù) ( (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(xiàng)目型任務(wù)類型六：項(xiàng)目型任務(wù) ( (project)project) 這些任務(wù)要求學(xué)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(shí)，其學(xué)習(xí)成果可通過回答教師問題、編輯手

32、抄報(bào)等形 式表現(xiàn)出來。這些任務(wù)為學(xué)生提供了一個(gè)很好的學(xué)以致用的機(jī)會(huì)， 一個(gè)很廣闊的自由發(fā)揮的空間，它是素質(zhì)教育落實(shí)到英語課堂教學(xué) 之中去的一個(gè)極有效的途徑。 例如：Littlejohn提出了一種新的任務(wù)型學(xué)習(xí)活動(dòng)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(wù)型教學(xué)模式的注意事項(xiàng)：任務(wù)型教學(xué)模式的注意事

33、項(xiàng)： 第一第一, 牢記教學(xué)目標(biāo)，切忌追求花哨形式。 第二第二，任務(wù)的設(shè)計(jì)一定要與輸入的內(nèi)容和語言相關(guān)聯(lián)。 第三第三，在進(jìn)行任務(wù)型學(xué)習(xí)活動(dòng)時(shí)，不少教師對(duì)同桌活動(dòng)或小組活動(dòng)的有效 使用缺乏過細(xì)的考慮。實(shí)際上，在進(jìn)行同桌/小組活動(dòng)前，應(yīng)先花上2至3分鐘的 時(shí)間，讓學(xué)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(duì)比彼此所列的提綱也會(huì)使活動(dòng)變得更個(gè)性化，能激發(fā)學(xué)生 的興趣。 第四第四，我們的教師對(duì)小組活動(dòng)中小組內(nèi)部成員在活動(dòng)中的作用還缺乏深層次 的認(rèn)識(shí)，而只是把小組活動(dòng)簡單地看作是幾個(gè)人圍在一起討論就行了。實(shí)際上有 些小組活動(dòng)開展得好，有些不好，這恐怕和小組成員在活動(dòng)

34、中擔(dān)任的不同角色有 關(guān)。國外學(xué)者把小組活動(dòng)中各個(gè)成員的自然角色分成：組織者（Organizer）， 鼓勵(lì)者（Encourager），協(xié)調(diào)者（Harmonizer），貢獻(xiàn)者（Contributor），煽 情者（Agitator），搞笑者（Joker），隨大流者（Follower）和旁觀者（ Observer）。每個(gè)人對(duì)自己心理角色的認(rèn)同是與其個(gè)性以及他在集體中的位置和 責(zé)任有關(guān)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(shí)地去完善它，小組活動(dòng)的教育意義就會(huì)遠(yuǎn)遠(yuǎn)大于活動(dòng)本身。 任務(wù)型教學(xué)模式的實(shí)例任務(wù)型教學(xué)模式的實(shí)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