教材分析 英语(新目标)教科书 Go for it.ppt

任务型语言教学(Task-based Language Teaching) 语言知识的记忆不能保证语言使用的正确。 Knowledge of grammatical structures was no guarantee of being able to use those rules for communication. Learners who were able to identify instances of rule violation, and who could even state the rule, frequently violated the rules when using language for communication. David Nunan (1999) 语言知识 + 交际的机会比仅仅讲语法更能提高学生使用语言的流利程度和语言的准确度。 Grammar + opportunities to communicate lead to greater improvement in fluency and grammatical accuracy than grammar only. Montgomery Einstain (1985) 学习者的参与与语言熟练程度的提高关系极大。 Leaner participation in class related significantly to improvement in language proficiency. Lim (1992) 基本上以“交际”为导向的课堂教学，但同时也有明确的语法讲解，要比只注重语法教学或回避语法讲解的沉浸式教学更好。 Classrooms that were basically “communicative” for explicit grammatical instruction, were superior to both traditional classroom that focused heavily on grammar, and to immersion programs that eschewed explicit grammatical instruction. 当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极至时，习得也扩展到最佳程度。 Language is acquired 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. * * 义务教育课程标准实验教科书 英语（新目标） Go for it! 人民教育出版社英语室 张琳琳 2003,6,29 一、教材编写背景与编写理论 1、新课程的研制和实验 《全日制义务教育英语课程标 准（实验稿）》 2、国际外语教学的趋势 任务型语言教学理论 《全日制义务教育英语课程标准 （实验稿）》 基本理念： 面向全体学生，注重素质教育 整体设计目标，体现灵活开放 突出学生主体，注重个体差异 采用活动途径，倡导体验参与 注重过程评价，促进学生发展 开发课程资源，拓展学用渠道 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. （香