中学英语教学法 第二次导学课4.pptVIP

中学英语教学法第二次导学课 主讲：陈道明（华南师范大学外文学院）chendm@ 学习建议 要利用网络课件学习； 要在线听“导学课”（共四次），或通过学习中心下导学课的录像(也可以在我给你们开的公共邮箱gdchendm@下载) ，重看录像； 在BBS（交流园地）的“资源区 ”上下载 “导学课”的 PPT ，复习PPT上的内容； 学习《英语教学法教程》的相关章节； 在BBS上下载“自测题”，解压，做题。理解题目的意思； 经常访问BBS，提出问题，参与讨论； 按时完成网上作业。 第二次导学课内容 Task-based Language Teaching Teaching Pronunciation Teaching Grammar Teaching Vocabulary Task-based Language Teaching (TBLT) Approach and Method What is a “task”? According to M. H. Long (1985:89): A task is “ a piece of work for oneself or for others, freely or for some reward.” e.g. painting a fence; dressing a child; filling out a form; buying a pair of shoes; making an airline reservation; borrowing a library book; taking a driving test; typing a letter; weighing a patient; sorting letters; taking a hotel reservation; writing a cheque; finding a street destination; helping someone across a road; etc. Pedagogical tasks defined by David Nunan (1989: 8) : … a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. Will, J. (1996: 23) Tasks are activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome. Clark, Scarino and Brownell (1994: 40):Four main components of a task A purpose: a reason for undertaking the task. A context: can be real simulated or imaginary (location, participants, time, etc.) A process: to use learning strategies (problem solving, reasoning, inquiring, conceptualising, communicating, etc.) A product: some form of outcome, visible (a written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.) Exercises, exercise-tasks, and tasks Tasks: focusing on the complete act of communication. Exercises: focusing on individual aspects of language, such as vocabulary, grammar or individual skills. Exercise-tasks: halfway between tasks and exercises