英语教学法之communicative method.pptVIP

Unit 2 Communicative Principles and Task-based Language Teaching (Part 2) I Ss’ practice II Task-based Language Teaching任务型语言教学 III Assignment further development same beliefs: language should be learned as close as possible to how it is used in real life combine form-focused teaching with communication-focused teaching 2.2 Definition of task P27 学习者应用目的语所进行的促进语言学习的，涉及信息理解、加工，或解决问题、决策问题的一组相互关联的、具有目标指向的课堂交际或互动活动。 2.3 Differences between exercise and task Tasks do not include activities which involve language used for practice or display 2.5 Features of TBLT 1. An emphasis on learning to communicate through interaction in the target language. 强调通过用目标语交流来学会交际 2. The introduction of authentic texts into the learning situation. 将真实的语言材料引入学习的环境 Qs: What are the limitations of TBLT under the Chinese foreign language teaching setting? 任务型教学就是以具体的任务为学习动力或动机，以完成任务的过程为学习的过程，以展示任务成果的方式（而不是以测试的分数）来体现教学的成就。 2.1 What is the relationship between TBLT and CLT? P26 tasks exercises focus situation outcome error form meaning no situation real-life situation correct form accomplishment of task immediate correction delayed correction Task-based Language Teaching (TBLT) refers to an approach based on the use of tasks as the core unit of instruction in language. 2.4 Definition of TBLT Four dimensions of teaching and learning tasks represented by the “four eyes” : Involvement (参与), Inquiry (探究), Induction(归纳), Incorporation (整合). TBLT Incorporation Induction Inquiry Involvement learning by using learning for using learning by doing 3. Provision of opportunities for learners to focus, not only on language itself, but also on the learning process. 关注语言的本身，也关注学习的过程 4. An attempt to link classroom language learning with language activation outside the classroom. 试图把课内的语言学习与社会的语言活动结合起来。 Introduce to topic and task Task cycle Task Planning Report Language focus Analysis Pr