taskbased language teaching任务型教学法市公开课金奖市赛课一等奖课件.pptxVIP

Task-Based Language Teaching 任务型语言教学 第1页 第2页 Definition It is an approach based on the use of tasks as the core unit of planning and instruction in language teaching. Formalized by J. Willis, it views learning as a set of communicative tasks in which communication and interaction are as important as accuracy and fluency. TBLT’s Definition 第3页 Features 1. An emphasis on learning to communicate through interaction in the target language. 2. The introduction of authentic texts into the learning situation. Language form should be considered in general rather than in single form. The four language skills are integrated in doing tasks. (listening, speaking, reading and writing) 第4页 Three Stages Pre-task stage 2. “Task cycle” stage / While -task stage 3. “Language focus” stage / Post-task stage T: introduce and define a topic S: learn new words T: control the process S: perform the task T: collect feedback, analyze and comment A balance between fluency and accuracy. 第5页 Advantages: Students are more involved in the class. It improves students’ communicative ability. It is intrinsically motivating. Disadvantages: It might weaken the input and language form practice. It is confined to the class size and limited class time. It is hard to select and sequence the tasks. 第6页 Comments We should have a proper attitude towards TBLT. Considering its advantages and disadvantages mentioned before, we know that we should adapt TBLT to our concrete conditions rather than copy it mechanically. 第7页 第8页