英语教学论Chapter2 Approahesand Methods of Language Teaching2.pptVIP

(3) Characteristics of a task a. There is some sort of relationship to comparable real-world activities; b. Meaning is primary; c. Task completion has some priority; d. The assessment of the task is in terms of outcomes. (4) Characteristics of a task-based teaching and learning a. An emphasis on learning to communicate through interaction in target language; b. The introduction of the authentic texts into the learning situation; c. An attempt to link classroom language learning with language activation outside the classroom; d. An enhancement of the learners own personal experiences as the contributing elements to the classroom learning; e. Provision of opportunities for learners to focus, not only on language ,but also on the learning process itself. (5) The components of a task e.g. Goal: Exchanging personal information ??? ? Input: Questionnaire on sleeping habits Activity: Reading questionnaire Asking and answering questions about sleeping habits Teacher role: Monitor and facilitator Learner role: Conversational partner Setting: Classroom/pair work? (Nunan 1989:11) (6) Basic Principles ? a. The authenticity principle; ? b. The form-function principle; ? c. The task-dependency and the task-chain principle; ? d. Learning by doing; ? e. Scaffolding. (cited from Gong and Luo 2003: 39-41) (7) Usual Classroom teaching ways: a. Pre-task b. Task cycle (While-task/During-task) ● Task ● Planning ● Reporting c. Post-task ● Analysis ● Check ● Practice ● Project/homework ? (Willis 1996) (8). PPP and task-based language teaching 1)What is PPP? Presentation, Practice and Production 2) Differences A) The way students use and experience language in TBLT is radically from PPP. B) TBLT can provide a context for grammar teaching and form-focused activities. PPP is different. (9) How to design tasks? Step 1: Think about students’ needs, interests, and abilities Step 2: Brainstorm possible tasks Step 3: Eva