任务型理论.ppt

(TBLT任务型教学法) Definition of Tasks Background Approach Design Procedure Conclusion Definition of Tasks 1. The notion of tasks is a central unit of planning and teaching.(P224) 2. Nunan offers the communicative task.(P224) 3. Breen gives a very broad descreption of task(P233) 4. Prabhu offers the definition(P233) 5. Crooks offers the definition(P233) 什么不是任务 Tasks do not include activities which involve language used for practice or display, such as ‘ Describe the picture using the words and phrases from the list below’ or ‘ Ask your partner if he likes the food listed here using the forms Do you like…? Yes, I do/ No, I don’t. where there is no outcome or purpose other than practice of pre-specified language Background Definition of TBLT TBLT refers to approach based on the use of tasks as the core unit of planning and instruction in language teaching. The task-based approach aims at providing opportunities for the learners to experiment with 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. 在英语课堂教学中让学生用英语完成各种真实的生活、学习、工作等任务，将课堂教学的目标真实化、任务化，从而培养其运用英语的能力.” Some of its proponents(e.g. Willis 1996) present it as a logical development of CLT. It draws on several principles that formed part of the CLT movement from the 1980s. Task-based language teaching was first invented by an English linguist Allwright in the 1970s, popularized abroad in the 1980s, and introduced into China in the 1990s. TBLT was popularized by N. Prabhu（普拉布） while working in Bangalore, India[citation needed]. Prabhu noticed that his students could learn language just as easily with a non-linguistic problem as when they were concentrating on linguistic questions. Two early applications Malaysian Communicational Syllabus(1975) Bangalore Project(Beretta and Davies 1985; Prabhu 1987; Beretta 1990) Bangalore Project Prabhu(普拉布)在印度邦加罗尔进行了一个加强