英语任务型教学.PPT课件

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1.linguistic competence语言能力是指理解语
言本身，语言形式及其意义的能力。语言能力包 含了拼写、发音、词汇、构词、语法、句型和语 义等方面的能力。语言能力是交际能力的基石， 一个不可缺少的组成部份。
2.pragmatic competence语用能力是指学习
者在特定的语境中针对特定的对象知道如何合适 清晰地表达自己的意图的能力。用 Hymes 的话 说就是知道 “何时说，何时不说，和谁，什么时
2任务链taskcycle由做任务学生分步骤执行任务计划就如何报告任务的结果做准备工作以及报告学生代表汇报任务完成情况三个环节组成3语言焦点languagefocus也叫语言分析在教师的引导下做以语言为焦点的活动如找与话题相关的单词短语句型等
Unit 2 Communicative Principles & TBLT
❖ knowing whether something is in line with social norms (appropriateness in a social context);知道是 否得体
❖ knowing whether or not something is in fact done (what the language performance entails).知道实施的 条件
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Question:
Why is CLT highly promoted in FLT?
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Questions
Q1: What are the differences between language used in real life and language taught in the traditional FLT ? Q2: What is the final goal of FLT? And how to achieve it? (P.14-15) ❖ In real life:

driver to practice
F. This includes things such as heavy traffic, bad
weather and freeways
G. However, some of them are nervous about
actually getting ou最t新o版n整理tphpt e road
day. So today I want to give you some wisdom about how to make the most of the time you spend in the kitchen. (2014课标卷II)
A. Try new things. B. Ability is easily improved. C. Make three or four instead.
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Ex 10.From my experience, there are three main reasons why people don’t cook more often: ability, money, and
time. ___3?6___ Money is a topic I’ll save for another
运用规律，进一步解决以下问题！
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牛刀小试 ：
Ex1： On the open day for parents, we felt very nervous. ___?___They want to know how we are getting along with our study.
E. Parents usually don’t care about their own eyesight.

• “What's your favorite food?
• : I like fish . Because it's tasty.
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• 在任务型的活动设计中要求学生结合实际情况了解同学们 喜欢的食物及其原因。
• 在此基础上再让学生运用所学句型了解家庭成员喜欢的食 物及其原因。
• 由于受话题和句型的限制，在课文内容的拓展上显得比较 单一。但学生对别人的私人偏好问题十分感兴趣，积极性 也很高，并且通过活动交流能够了解到多吃什么食物有益 健康。学生为了完成任务，在活动过程中无意识地、不断 重复使用这些句型。
pork beef Fish eggplant Cabbage
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• 各小组向老师及全班同学汇报实际调查结果。复习巩固 • I like ... My partner likes ... • S1: I like beef fish and potatoes . My partner likes pork
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（三） Production阶段（10分钟）
• 这个阶段老师鼓励学生运用所学八种时态进行造句、对话 交际，或通过时态专项训练，来实现语言学习结果的输出。 这过程中注重启迪思维，强化能力和灵活迁移的学习目标 的完成，进而巩固八大时态这一基本语言知识和基本语言 技能的运用。此外，3p教学模式下的卡片在中学英语教学 过程中，还应特别注重纠错和评价。
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3p教学模式即“presentation”， “practice”和“production”，
• 授课对象：初三学生
• 授课内容：初中阶段八种时态
• 授课目标：学生掌握八种时态的用法，并能举一 反三，灵活运用

• “TBLT” has stressed the importance to combine form-focused teaching with communication focused teaching.
2. 1 What is a task? P27
A task is a piece of work undertaken for oneself or for others, freely or for some reward. It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89) 任务是人们在日常生活中所从事的有目的的活 任务是人们在日常生活中所从事的有目的的活 动。
Listening to a weather forecast and deciding what to wear Looking at a set of pictures and decide what should be done Responding to a party invitation Completing a banking application Describing a photograph of one’s family
3) Learner participation in class is related significantly to improvements in language proficiency. Lim (1992)
学习者积极主动的参与与语言熟练程度的提 高关系极大。 高关系极大。
4) Classrooms that were basically “communicative” for explicit grammatical instruction, were superior to both traditional classrooms that focused heavily on grammar, and to immersion programs that eschewed explicit grammatical instruction. 基本上以“交际”为导向的课堂教学， 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， 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都更好。 回避语法讲解的沉浸式教学都更好。