英語任務型教學 課件

Task-basedLanguageTeaching

任務型語言教學（TBLT）1PPT課件Task-basedLanguageTeaching1PHowtounderstandthesaying?Tellme,Iforget.Showme,Iremember.Involveme,Iunderstand.填鴨式translation:告訴我，我會忘記……給我展示，我能記住……讓我參與，我才能理解……

2PPT課件Howtounderstandthesaying?填Task-basedLanguageTeaching

任務型語言教學（TBLT）

TheTasksofTBLT任務型語言教學中的任務3PPT課件Task-basedLanguageTeaching3PTask-basedLanguageTeaching

任務型語言教學（TBLT）1.Thedefinition任務型語言教學的定義2.TheMainFeaturesofTask-BasedLanguageTeaching任務型教學的主要特征3.TheteachingstepsofTBLT.任務型教學的課堂步驟4.AFrameworkforTBLT.

任務型教學的基本模式

4PPT課件Task-basedLanguageTeaching

1.Task-basedLanguageTeaching

任務型語言教學（TBLT）TBLT,anewapproachtolanguageteachingthathasattractedalotofattentionoverthepast25years,isatask-basedapproachtolearningandteaching.Thefocusofactivitiesisonthetask,andultimatelyonmeaning.Itaimsatprovingopportunitiesforthelearnerstoexperimentandexplorebothspokenandwrittenlanguagethroughlearningactivitieswhicharedesignedtoengagelearnersintheauthentic,practicalandfunctionaluseoflanguageformeaningfulpurposes.5PPT課件1.Task-basedLanguageTeachin

任務型語言教學（Task-basedLanguageTeaching）就是直接通過課堂教學讓學生用英語完成各種真實的生活、學習、工作等任務（task），將課堂教學的目標真實化，任務化，從而培養(yǎng)其運用英語的能力。也就是說以具體的任務為載體，以完成任務為動力，把知識和技能融為一體，通過聽、說、讀、寫等活動，用所學語言去做事，在做事的過程中發(fā)展運用自己所學語言。它立足于學生本身，把學生作為教學的主體，教師從學生“學”的角度設計出各種教學活動。使學生在完成各種任務的過程中逐步形成運用語言的能力，能“自己站起來走路”。

6PPT課件任務型語言教學（Task-basedLanguage2.TheMainFeaturesofTask-BasedLanguageTeaching任務型教學的主要特征

1.Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.強調通過交流來學會交際2.Theintroductionofauthentictextsintothelearningsituation.將真實的語言材料引入學習的環(huán)境3.Provisionofopportunitiesforlearnerstofocus,notonlyonlanguage,butalsoonthelearningprocessitself.關注語言的本身，也關注學習的過程4.Anenhancementofthelearners’ownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.把學習者個人的經歷作為課堂學習的重要因素5.Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.

試圖把課內的語言學習與社會的語言活動結合起來。7PPT課件2.TheMainFeaturesofTask-Ba3.任務型教學的課堂步驟任務型的課堂教學一開始就應呈現任務，讓學生在任務的驅動下學習語言知識和進行技能訓練。這樣的學習過程是任務驅動（task-driven）的過程，一般按以下四步進行：1.Talent-show(屬學前熱身過程，可以展示以前學習成果，也可以是學前準備。)2.Pre-task(準備材料，任務輸入)3.While-task(采取適當形式完成任務)4.Post-task(展示任務成果，expression)8PPT課件3.任務型教學的課堂步驟8PPT課件4.AFrameworkforTBLT

Pedagogical

tasksRehearsal

tasksActivation

tasksEnabling

skillsLanguageexercisesCommunicativeactivitiesReal-world/targettasks

Nunan,D.1999.SecondLanguageTeachingandLearning.Boston:Heinle/ThomsonLearningpedagogical

adj.

教育學的,教學法的啟動,激活,復述,預習9PPT課件4.AFrameworkforTBLT

Pedag1.Thedefinitionoftask任務的定義2.Thecomponentsofatask任務的組成3.Therulesoftasksdesigning.任務的設計原則4.Thejudgeoftasks.任務型任務的判斷5.Thevarietiesoftasksdesigning

任務的設計要有多樣性6.Therealorunrealtasks.

任務型教學中的真假任務7.Goodlearningtasksshould好的任務TheTasksofTBLT任務型語言教學中的任務10PPT課件1.Thedefinitionoftask任務的定義Whatisthetask?Taskisapieceofclassroomworkwhichinvolveslearnersincomprehending，manipulating,producingorinteractinginthetargetlanguagewhiletheirattentionisfocusedonmobilizingtheirgrammaticalknowledgeinordertoconveymeaningratherthantomanipulateform.任務是一種涉及到學習者理解，運用所學語言進行交流的課堂活動。學生的注意力主要集中在語言的意義上，而不是語言的形式上。11PPT課件Whatisthetask?Taskisapie"Task"isaspecialterminlanguageteachingandit'sdifferentfromlanguageexercise.Ithasitsspecificfeatures,formsandteachingsteps.

TherearevarietiesoftasksinEnglishteaching,butthefocusofeverytaskisonsolvingacommunicativeproblem,

whichhassomeconnectionswitharealworldoflearners'livesandlearningexperience,andwhichcanarouselearners'interestandparticipation.Itstartsfromthelearners'needsandemphasizeslearninglanguagebydoingthings.Thelearnersbeginbycarryingoutacommunicativetask,withoutspecificfocusonform.Aftertheyhavedonethetask,theyreportanddiscusshowtheyaccomplishedthis.12PPT課件"Task"isaspecialterminl

任務活動與語言練習有著本質的區(qū)別。任務活動所謀求的效果不是一種機械的語言訓練，而是側重在執(zhí)行任務中學生自我完成任務的能力和策略的培養(yǎng)，重視學習者在完成任務過程中的參與和在交流活動中所獲得的經驗。13PPT課件13PPT課件ThecomponentsofataskGoalsTeacherrole

Input

TASKS

Learnerrole

ActivitiesSetting14PPT課件ThecomponentsofataskGoal:

ExchangingpersonalinformationInput

：QuestionnaireonsleepinghabitsActivity:1)Readingquestionnaire2)AskingandansweringquestionsaboutsleepinghabitsTeacherrole:

MonitorandfacilitatortospecifywhatisregardedassuccessfulcompletionofthetaskLearnerrole:

ConversationalpartnerSetting:

Classroom/pairwork15PPT課件Goal:ExchangingpersonalExamplesofthetasksListeningtoaweatherforecastanddecidingwhattowearLookatasetofpicturesanddecidewhatshouldbedoneRespondingtoapartyinvitation

Completingabankingapplication

Describingaphotographofone’sfamily16PPT課件ExamplesofthetasksListeningA:Where’sthepen?B:It’sonthedesk.It’sjustasimplepracticeoflanguagepattern.17PPT課件A:Where’sthepen?17PPT課件CheckiftheyaretasksornotActivity1:ListentoAlexandJack.Numberthepictures.Activity2:Listenagain.Fillintheblankswiththecorrectverbsfromthebox.Activity3:Lookatthepictureandchoosethewordtocompletethesentences.Activity4:Onapieceofpaper,writeaboutyourlife.Don’twriteyournameonthepaper.Putallthestudents’papertogether.Taketurnstoreadthepapers,andthenGuesswhoshe/heis.Activity5:ReadthelettertoAuntChen,andthenwritesomeadvice.18PPT課件CheckiftheyaretasksornotTasksdonotincludeactivitieswhichinvolvelanguageusedforpracticeordisplay,suchas‘Describethepictureusingthewordsandphrasesfromthelistbelow’or‘AskyourpartnerifhelikesthefoodlistedhereusingtheformsDoyoulike…?Yes,Ido/No,Idon’t.

Wherethereisnooutcomeorpurposeotherthanpracticeofpre-specifiedlanguage.Unrealtask19PPT課件TasksdonotincludeactivitieAcase:Ateacherwantedachildtopickupatowelandhangitonarail.Hisfirstthreeattemptstocommunicatehismeaningtothechildresultedonlyinconfusion:“Wouldyoupickupthetowelforme,beforesomeonestepsonit?”(Noaction)“Whatdowedowiththetowel,Jimmy?”(Stillnoaction)“Well,wouldyouhangitup?”(Noaction)“Jimmy,pickthetowelup!”(Action)Anotherone:Whatisonyourhead?頭發(fā)—帽子---破的窟窿----(ceiling)天花板Givebriefandsimpleinstructions.Gettingstudentstospeak–tousethelanguagetheyarelearning-isavitalpartofjob.Ingeneralterm,agoodteachermaximizesSTTandminimizesTTT.20PPT課件Acase:AteacherwantedachiPutatick()intheboxesifyouthinktheinstructionsaregood.

21PPT課件Putatick()intheboxesify3.Therulesoftasksdesigning任務型語言教學活動的設計原則Definiteaim有明確的活動目標Realsociety盡可能接近現或類似實生活中的真實活動Aprocess有獲得、處理和傳達信息的過程Dothings學生必須做事情（討論或實際操作等）Expressionofmeaning.學生使用語言時，重點是表達意義而不是操練語言形式（meaning-focused）Theproduct必須有具體的活動結果22PPT課件3.Therulesoftasksdesignin4、任務的判斷

廣義的任務：所有課內外學習活動都是學習任務，請大家判斷下列哪些屬于任務型語言教學中的任務？比如：

1-Role-playadialogueinthetextbook2-Readapassageandanswerquestions3-Doasurveytofindoutthefavoritefoods4-Changesentencesintopassivevoice5-Writeaboutyourfavouritesport6-Replytoanemailmessage7-Fillinthegapswithsuitablewords8-Listentoinstructionsanddrawapicture9-Makealistofdrinksandfoodforaparty23PPT課件4、任務的判斷23PPT課件5.任務的設計要有多樣性

（1）名片/地圖式----可布置一個任務：讓學生設計自己的名片，任務如下：畫一幅自己居住地的地圖，并編一個對話等。（2）辯論式----例如在學完后，可設計一個話題讓學生進行辯論（3）競賽式----學生好勝心和集體榮譽感很強，通過競賽的方式可以促使學生主動參與活動。（4）寫作式----寫作可以提高學生的語篇能力，有利于學生對自己的語言錯誤和語言方面的不足有更清楚認識，同時也可以豐富學生的想象力。（5）繪畫式----如可設計如下任務：讓學生設計自己的房間等。（6）表格式----例如：在教學了FamilyandWork后可布置如下任務：讓學生建一個家庭檔案（7）對話式----例如：讓學生看圖編對話……任務型語言教學（Task-basedLanguageTeaching)24PPT課件5.任務的設計要有多樣性（1）名片/地圖式----可布置一8)信息差任務（Information-gaptasks）

任務型語言教學（Task-basedLanguageTeaching)創(chuàng)設這樣一個信息差距：拿一個布包，里面放一個形似橘子或其它水果的lemon（生詞），向學生發(fā)出指令：Touchitandguesswhatisinthebag?然后引導學生用“Isthis…?”進行猜測，學生熱情高漲，然后布置任務，組成小組做類似的猜測游戲。

9)．調查性任務（Inquisitional-tasks）在《牛津小學英語》4A，Unit2“Inatoyshop”中，針對生詞與“Ilike….”的句型，我設計了這樣一個調查任務：教師：Iamareporter.IamfromCCTV10.(提問一名學生)Whichanimaldoyoulike?學生：Ilikethispanda.教師：Howaboutyou?(調查開始)

調查表格25PPT課件8)信息差任務（Information-gaptasks）P:Where’sthepen?R:It’sonthechair.P:Where’sthechair?R:It’snexttothetable.6.任務型教學中的真假任務Question-and-answeractivitiesbasedontheclassroomsituationrequiresthelearnerstorelatelanguagetononlinguisticreality.Nowthesetechniquesareregardedasartificialandlackofanyrelationshipwithcommunicativereality.Theteacherasksthequestions,andthelearnersmakestatementsaboutfactswhicharealreadyknowntoeverybody.26PPT課件P:Where’sthepen?6.任務型教學中的真假However,inreality,wemayaskthequestionsinthefollowingway:P:Excuseme,where’sthepostoffice?R:It’soppositethetheatre.P:Excuseme,where’sthebank?R:It’snexttothecinema.Soatthissituation,thoughtheclassroomsituationisthenonlinguisticenvironment,itisimmediatelyrealtothelearners,anditremainsaconvenientaidtowardshelpingthestudentstorelatelanguagetoexternalreality.27PPT課件However,inreality,wemayasS1:Whichdoyouprefer,teaorcoffee?

S2:Iprefercoffee.

Or,Iprefertea.

Or,Ilikethemboth.

Or,Idon’tlikeeither.Theactivityisnotmerelyreactingtothequestions.Butitisnotareallyrealtask.Itdependsontheteacher’schoices.28PPT課件S1:Whichdoyouprefer,teaoDirections:Youarevisitingafriend,Peter.Peter:Let’shaveadrink.Whatwouldyoulike,teaorcoffee?You:Oh,I’dratherhaveameal.Peter:Whatkindoffoodwouldyoulike?You:I’dlikeaChinesemeal.Peter:Goodidea.Let’sgo,then.However,thispracticecanbeconnectedwithrealsociety.Iftheexchangeisprovidedwithabeginningandanend,itbecomesacoherentdialogueinarecognizablesocialsetting.Inordertolearnalanguagebetter,thestudentsmayalsolearntorelatelanguagetothesocialinteraction.Forthispurpose,itisnecessarytoincreasethestudents’senseofperforminginameaningfulsocialcontext,ratherthansimplyrespondingtoprompts.29PPT課件Directions:Youarevisitinga“TheRealandUnrealWorldTasks”任務型語言教學（Task-basedLanguageTeaching)任務型教學中的真假任務Lookatthepractice:P:Johnhaswrittentheletter.R:Hewroteityesterday.P:Johnhasseenthefilm.R:Hesawityesterday.

Inthepracticethelearnersmustproducethecorrectformofthesimplepast.Butarethereanyquestionshereinthepractice?P:Bytheway,hasJohnwrittenthatletteryet?R:Yes,hewroteityesterday.P:Hasheseenthefilmyet?R:Yes,hesawityesterday.(Whatimprovementhastheconversationmade?)

30PPT課件“TheRealandUnrealWorldTas

TheRealandUnrealworldTasks”in“Task-basedTeaching影響英語課堂教學實效的“假任務”案例

“假任務”傳統(tǒng)教學模式(3P)下的“假任務”

漢語語言思維模式下的“假任務”

“情景創(chuàng)設”教學模式下的“假任務”

31PPT課件TheRealandUnrealworldT

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

May17th-21st,2007,Beijing

我國英語傳統(tǒng)教學，注重知識為本和課堂老師的講授。PeterSkehan（1998：93）曾把這種以講授為主的教學模式（presentation-basedapproach）概括為三個P，即presentation（老師講），practice（學生練）和production（學生用）。這種模式以語言形式為中心。

[個案]

[案例分析]

32PPT課件“TheRealandUnrealworld

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

[個案]：我們在課堂上見到老師指著圖畫教學生學習Thisis_____.句型，接著又用類似的下面的對話來練習：Teacher:What’sthis？Students:Thisisabook.Teacher:What’sthis?Students:Thisisabag.然后又運用替換詞，鼓勵學生學會說Thisisapen/apencil.等等。

TheRealandUnrealworldTasks”in“Task-basedTeaching33PPT課件“TheRealandUnrealworld

“TheRealandUnrealworldTasks”in“Task-basedTeaching”[案例分析]

這種脫離語境的施教方法雖可幫助學生學習語言和句型，但因學生不知其用途，很難形成印象和聯(lián)想，而且由于對話不是自然語篇，在生活中的復現率低，語言刻板蒼白，激不起學生的興趣.What’syourname?I’mlily!I’mMary!

TheRealandUnrealworldTasks”in“Task-basedTeachingMynameisxxx(realname)Designasituation

ofmeetingnewclassmate.34PPT課件“TheRealandUnrealworld

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

漢語語言思維模式下的“假任務”

個案個案案例分析35PPT課件“TheRealandUnrealworld

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

[個案]：教授《NSE》（供三年級起使用）Module9Children’sDay。其實這一模塊的主要語言功能是識別數字13—100；在活動中計算得分。在這堂課教學中，為了運用剛學過的數字，教師竟然安排了，要求學生用英語去數一些漢字的筆畫數，并完全按照漢字計數的傳統(tǒng)方式寫“正”字的方式去數，以達到“學以致用”的目的。

[案例分析]：這樣的活動任務設計看似“洋為中用”，而事實上，是在用漢語的思維方式學習英語，用漢語思維來代替英語思維。其結果，只是使中國學生知道“英語數字”的又一用處就是能數筆畫，而別無其它。想想看，我們在日常生活中是這樣使用“數字”的嗎？如果去教老外這樣數數，恐怕他一輩子也不會真正明白，為什么要去寫“正”字數數！更何況我們中國人除了在計數選票時用“正”字外，平常也是不用的。這樣的施教方法不但不利于學生正確使用語言，而且使得學生不能親身體會到所學語言的“語用”功能，與“真實”的任務型教學“大相徑庭”！36PPT課件“TheRealandUnrealworld

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

“情景創(chuàng)設”教學模式下的“假任務”

[個案]

[案例分析]

37PPT課件“TheRealandUnrealworld

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

[個案]：

有些教師在施教“現在進行體”的用法時，往往一邊表演，一邊解說，比如，他一邊往門口或窗的方向走，一邊說“I’mwalkingtothedoor/window.”。

38PPT課件“TheRealandUnrealworld

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

[案例分析]：雖然教師設計了如上所述的一種情景,但這種情況不真實,不具有交際性：既然大家都看見你往門口或窗口走，你就沒有必要宣布了。再比如吃飯時，某人離席往廚房門口走，他絕不可能說“I’mwalkingtothedoor.”，他很可能會說“I’mgoingtothekitchentoseeifthedinnerisready.”或者說“Excusemeforamoment.Imustgotothekitchen.”。因此，情景的設計一定要合情合理，不僅要具有命題意義，而且要具有交際意義，否則會使學生體會不到該時體“現場解說”的語用功能。當然，如果情景設計的不夠真實自然，就不能讓學生學到真實的語言知識，言行不一，致使教學收效甚微。

39PPT課件“TheRealandUnrealworld

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

適合于“任務型”教學的“真任務

”“中間型”教學任務

“任務型”教學之“真任務”

40PPT課件

“TheRealandUnrealworl

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

“中間型”教學任務既重視任務的“自然性”和真實性，也強調要通過任務的設計與方法的選擇，照顧到語言形式的練習的一種教學模式。

實質及內涵判別特征41PPT課件

“TheRealandUnrealworld

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

適合于我國英語教學現狀的“任務型”教學法的“任務”，是一種可稱之為“中間型（intermediateposition）”的教學任務?！爸虚g型”教學任務（intermediatepositiontasks）是指既重視任務的“自然性（naturalnessoftasks）”和真實性，也強調要通過任務的設計與方法的選擇，照顧到語言形式的練習的一種教學模式。這種模式既強調了語言形式，又注重了它的意義和功能，把語言的用法和用途融為一體，具有較強的操作性，且能對我國當前一些傳統(tǒng)的教學模式形成補充。

42PPT課件“TheRealandUnrealworld

May17th-21st,2007,Beijing

“真任務”判別的特征：1、是否具有“真實性”2、是否具有“交際性”3、是否具有“生活性”

4、是否具有“趣味性”43PPT課件May17th-21st,2007,Beijin

兩則英語課堂教學中的“真任務”設計

[個案1]

[個案2]

語言結構2

語言結構1

44PPT課件

兩則英語課堂教學中的“真任務”設計[個案1][

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

[語言結構1]：Thisis....[語言功能]：指定與介紹

(identificationandintroduction)

運用任務建議

45PPT課件

“TheRealandUnrealworl

May17th-21st,2007,Beijing

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

1、學生模擬產品講解員(或商店售貨員)向顧客介紹產品(或商品),并簡單描述其用途,引導他們生成下列語篇：Thisisathermometer.Itisusedtomeasuretemperatures...Thisisahandfile.Itisusedforremovingmetalfromasurface.Itismadeofhardenedsteel...

RoleA：JackRoleB：DaveRoleC：TomScene：JackisintroducingTomtoDave...A：Dave，thisismyclassmateTom.B：Hi,Tom,Howareyou?C：I’mfine.Thankyou.Andhowaboutyou?B：I’mfinetoo.It’snicemeetingyou.C：Nicemeetingyoutoo.

2、朋友參加一個“party”,介紹朋友之間相互認識。設置情景對話如下：

46PPT課件May17th-21st,2007,Beijin

語言結構

2...bedoing...

語言功能

談論正在發(fā)生的事情（talkingaboutactivitiestakingplacenow）即“現場解說”

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

運用任務建議

47PPT課件

語言結構2語言功能“TheRealandU

“TheRealandUnrealworldTasks”in“Task-basedTeaching”

1、學生扮演偵探，在電話亭里向另一方人員描述和報告他所監(jiān)視的嫌疑犯的動態(tài)，讓他學會說“Thesuspectiscrossingtheroad.Heistalkingtothenewspaperselleronthecorner....”。這樣的句子，不但具有命題意義，而且具有交際意義，能使學生體會到該時體的“現場解說”的語用功能。2、

類似效果的教學設計：SampleT:Whatwereyoudoing?S:Iwasinpub…(2)S:Iwasinpub…T:Inthepub?S:Yeh,andIwasdrinkingbeerwithmyfriend.48PPT課件

“TheRealandUnrealworld7.Goodlearningtasksshould:1enablelearnerstomanipulateandpracticespecificfeaturesoflanguage2allowlearnerstorehearse,inclass,communicativeskillstheywillneedintherealworld3activatepsychological/psycholinguisticprocessesoflearning4besuitableformixedabilitygroups5involvelearnersinsolvingaproblem,comingtoaconclusion49PPT課件7.Goodlearningtasksshould:6bebasedonauthenticornaturalisticsourcematerial7involvelearnersinsharinginformation8allowlearnerstothinkandtalkaboutlanguageandlearning9promoteskillsinlearninghowtolearn10haveclearobjectivesstatingwhatlearnerswillbeabletodoasaresultoftakingpartinthetask11utilizethecommunityasaresource50PPT課件6bebasedonauthenticorna12givelearnersachoiceinwhatwaytheydoandtheorderinwhichtheydoit.13involvelearnersinrisk-taking14requirelearnerstorehearse,rewriteandpolishinitialefforts15enablelearnerstoshareintheplanninganddevelopmentofthetask16havebuiltintothemameansofevaluatingthesuccessorotherwiseofthetask51PPT課件12givelearnersachoiceinWhatisagoodrealtask?任務型語言教學（Task-basedLanguageTeaching)52PPT課件Whatisagoodrealtask?任務型Thankyou外語系:劉慧琴53PPT課件Thankyou外語系:劉慧琴53PPT課件TheUnderstandingofSpokenLanguage54PPT課件TheUnderstandingofSpokenLaWhenyousayyou'understand'whatotherssays,doyouthinkyoureallyunderstand?55PPT課件Whenyousayyou'understand'“Iunderstandwhatyousaid.”Doyouthinkyoureallyunderstandtheother’smeaning?Forexample:“It’scoldinhere.”MikeandAnnieareinthelivingroom.Thewindowisopen.Mikesays,“It’scoldinhere.”1:Thetemperatureinthisplaceisfrigid.2.Annie,pleaseshutthewindow.“Johnlikesafish.”1.Johnswimswell.(swimming)2.Johncandrinkalotofwine.(party)56PPT課件“Iunderstandwhatyousaid.”MThelevelofunderstanding

thefirstlevelofunderstandingLiteralmeaning字面意義thesecondlevelofunderstandingImplyingmeaning隱含意義Understandingspokenlanguagefullymay,therefore,involvetwolevelsofcomprehensionIntentional

structural57PPT課件ThelevelofunderstandingtheThesewordsandphrase–sentencelevelsofunderstandingareseenbypsycholinguistsasafirstlevelofunderstandingthat’snecessaryforthecomprehensionofspokenlanguage.ThislevelofprocessiscalledtheConstructionProcessbyClark(1977)andtheStructuralLevelbyFossandHakes(1978).Bothsuggestthatatthislevelwhatlisteners(Ls)aretryingtodo,istounderstandthepropositionorpropositionsaccordingtoitsliteralmeaningexpressedbyspeakers’(Ss)sentence.Normalsentencescanexpressoneormorepropositions.(statement命題)Forexamples:Constructionprocess\structurallevel構建過程/結構層次58PPT課件Thesewordsandphrase–

i)Applesareexpensive.(Asingleproposition.)

ii)Yourcoatisonthefloor.(2propositions:

Youhaveacoat.Itisonthefloor.)

iii)It'scoldinheretoday.(2propositions:

It'scoldtoday.It'scoldhere.)

iv)Thoseniceredapplescostalot.(3propositions:

Theapplesarenice.Theyarered.Theycostalot.)

v)Peter'sfriendMark,whoisateacher,likesapples.

(4propositions:

Peterhasafriend.ThefriendiscalledMark.Markisateacher.Marklikesapples.)

AtthisfirstlevelofunderstandingtheLstrytounderstandtheliteralmeaningofwhatSsaresaying.59PPT課件i)Applesareexpensive.(AsUtilisationProcess\Intentionallevel利用過程/意圖層次AtthesecondleveltheLsneednotonlytounderstandtheliteralmeaningofwhatissaid,butmustalsounderstandwhatSsintend

tomeanintheparticularsituationinwhichSsandLsareinteracting.Insuchacasethereisthesecondlevelofmeaningtobedealtwith:whatClarkandClark(1977)calledtheUtilizationProcessandFossandHakes(1978)calledtheIntentionalLevel.

Forexample,let’slookattwooftheabovesentences:60PPT課件UtilisationProcess\Intentiona(i)Yourcoatisonthefloor--thiscouldjustbealiteralstatementoffactoranswertoaquestion;butitcouldalsobeacriticism,arequestoranordertopickthecoatup.

(ii)It'scoldinheretoday--againthiscouldalsobeastraightforwardstatement;butincertaincontextsitcouldalsobeunderstoodasacriticism,arequestforaction,asuggestiontomoveelsewhere.

Ssdonotwantwhattheysaytobetakenliterally,whiletheyexpectLstounderstandtheintentionsunderlyingtheliteralmeaning.61PPT課件(i)Yourcoatisontheflooreither[aie?][i:e?]clerk[kla:k][kl?:k]ate[et][eit]tomato[t?ma:t?u][t?meit?u]…a.Notconsistentlyfollowthestandardrulesofpronunciation.(omission略音)b.notjustlistentoasinglewordorsentencebutlistenitinsomecontext.（語境）c.addtheinputtingofthebackgroundinformation(增加信息輸入)ForexampleseniorEnglishbookI:unit62PPT課件either[aie?]1)以輔音結尾的單詞+以元音開始的單詞---念成輔音+元音

*I’llthink

it

over.*I’mworkingon

it.2)以某音結尾的單詞+同音的單詞---只發(fā)一次.*Youatetoomuch.*Idon’tknowwhattodo.3)以[t],[d][k][g][p]和[b]+輔音開始的單詞---前面的發(fā)音點到為止,舌頭不送氣.*Lendmeyourblackbag.*Idon’t

like

peopleaskingmeformoney.*Doyouwantthat

magazine?*Doyouneed

that

pencil?*Ask

Bob

tosit

behindme.63PPT課件1)以輔音結尾的單詞+以元音開始的單詞---念成輔音+元2.Theprocessofbuildingupthephoneticpicture語音圖象的構建的過程speakerstreamofsoundPhoneticpictureWordpictureConstituentpictureMeaningMentallexicongrammarrulesatwords&sentenceleveltopic,situation,generalknowledgelistener[tu:]two,to,toobank,(lake,money)Igotothebankanddepositamountofmoney.64PPT課件2.Theprocessofbuildingsaw(n)鋸bear熊，忍耐ear耳朵，穗

pupil瞳孔,小學生sound健全,聲音,測探

tiev.系，扎，n.領帶…

ManchesterUnitedtiedLeeds2:2.

sew縫紉sow播種，

dear親愛的deer鹿，

meet遇見meat肉，

right正確write寫,

wright工人rite儀式

weather,whether;steel,steal;

here,hear;sight,site….

65PPT課件saw(n)鋸bear熊，忍耐BuildingthewordpictureMentalLexicon大腦詞庫asmall,finitesetoffunctionwords,stableovertime(storeinthesurface)少量的固定功能詞afarlarger,morerapidlychanging,contentwords(storeinsemanticfield)大量的變換內容詞Alsothewordswasstoredingroupsofaparticularareaofmeaning(colors,school,hospital,etc.)Wordswhichhavebeenheardrecently,areidentifiedmostquickly.66PPT課件BuildingthewordpictureMenta……67PPT課件……67PPT課件Exercises:Dialogues1.Thewomanwouldlike______.a.acupofteab.atinofmilkpowderc.ajarofinstantcoffee--CanIhelpyou?--yes,please.I’dlikesomeinstantcoffee.--Certainly,Howmuchwouldyoulike?--Alargejar,please.foodanddrink68PPT課件Exercises:Dialogues1.Thewomfoodbanana,grapes,peach,sausage,bacon,egg,bread,steak,pizza,pie,specialty,leftover,springroll…blackcoffee清咖啡greencoffee生咖啡instantcoffee速溶咖啡ice–coffee冰咖啡ice–cream,tomatosoupbeer,wine,soup,tea...香腸咸豬肉drink69PPT課件foodbanana,grapesThankyou外語系:劉慧琴70PPT課件Thankyou外語系:劉慧琴70PPT課件Agoodteachermusthaveagoodpersonalquality謎底是star。因為star從后往前讀，正好是rats。英語中有不少單詞左右有講，堪稱翻然成趣。deer(鹿)-----reed（蘆葦）

not-----tap（水龍頭）------rail（鐵軌）------part-----

pets（寵物）-------...ton（噸）pat（輕拍）liar（說謊者）trap（陷阱）；steplive倒過來就是evil?？梢姟吧睢辈荒茴嵉梗嵉惯^來就是“罪惡”——儼如警世通言！

又如，鼠輩造反（猜一英語單詞）71PPT課件AgoodteachermusthaveagooTask-basedLanguageTeaching

任務型語言教學（TBLT）72PPT課件Task-basedLanguageTeaching1PHowtounderstandthesaying?Tellme,Iforget.Showme,Iremember.Involveme,Iunderstand.填鴨式translation:告訴我，我會忘記……給我展示，我能記住……讓我參與，我才能理解……

73PPT課件Howtounderstandthesaying?填Task-basedLanguageTeaching

任務型語言教學（TBLT）

TheTasksofTBLT任務型語言教學中的任務74PPT課件Task-basedLanguageTeaching3PTask-basedLanguageTeaching

任務型語言教學（TBLT）1.Thedefinition任務型語言教學的定義2.TheMainFeaturesofTask-BasedLanguageTeaching任務型教學的主要特征3.TheteachingstepsofTBLT.任務型教學的課堂步驟4.AFrameworkforTBLT.

任務型教學的基本模式

75PPT課件Task-basedLanguageTeaching

1.Task-basedLanguageTeaching

任務型語言教學（TBLT）TBLT,anewapproachtolanguageteachingthathasattractedalotofattentionoverthepast25years,isatask-basedapproachtolearningandteaching.Thefocusofactivitiesisonthetask,andultimatelyonmeaning.Itaimsatprovingopportunitiesforthelearnerstoexperimentandexplorebothspokenandwrittenlanguagethroughlearningactivitieswhicharedesignedtoengagelearnersintheauthentic,practicalandfunctionaluseoflanguageformeaningfulpurposes.76PPT課件1.Task-basedLanguageTeachin

任務型語言教學（Task-basedLanguageTeaching）就是直接通過課堂教學讓學生用英語