教育教学设计：成功的任务型教学活动的基本步骤.docxVIP

成功的任务型教学活动的基本步骤 What Are the Steps for a Successful Task-based Teaching Activity? Before even stepping into the classroom and using a task-based activity, it is important to have a firm?objective?in mind: Why are you using this activity? What do you want your students to learn and accomplish through it? Is it designed so that they can meet those goals? If you can answer each of these questions logically or positively, then you are well on your way to success in the classroom! What steps do you need to take there in order for your students to succeed? 1. Start with a pre-task activity. This stage starts with the instructor explaining to her students what will be expected in the task cycle and post-task review stages. In a lower-level class, it will likely include an introduction or review of key vocabulary or grammatical concepts the students will need to accomplish the assigned task. This is very much in line with the PPP (presentation,?practice,?performance) approach to instructional design. In a higher-level class, where the grammar and vocabulary have already been introduced, the students might be asked to brainstorm as to what language and linguistic features they would expect to need in order to complete the task successfully. 2. Follow the actual task cycle. In this stage, the students complete the task either in pairs or small groups. The instructor is generally reduced to the role of observer, stepping in only when the students seem to be going too far astray from the assignment at hand. 3. Classroom work ends with the post-task review. This is where the students present their work in some fashion. They might report their findings to the class as a whole. They might perform a dialog or skit. They might share their written story or video or poster with their classmates. Depending on your goals and the time available, you can ask your students to perform some type of peer assessment at this point. This also assures you that your students pay attention to the p