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A : Where’s the pen? B: It’s on the desk . It’s just a simple practice of language
pattern.
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Check if they are tasks or not
Activity 1 : Listen to Alex and Jack . Number the pictures.
Activity2 : Listen again. Fill in the blanks with the correct verbs from the box.
Activity3 :Look at the picture and choose the word to complete the sentences.
Learning.
PPT课件
Boston:
Heinle
/
Thoms9on
Learning
The Tasks of TBLT 任务型语言教学 中的任务
1. The definition of task任务的定义
2.The components of a task任务的组成
3.The rules of tasks designing.任务的 设计原则
Look 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
试图把课PPT内课件的语言学习与社会的语言活7动结合起来。
3.任务型教学的课堂步骤
任务型的课堂教学一开始就应呈现任务，让学生在任 务的驱动下学习语言知识和进行技能训练。这样的学 习过程是任务驱动（task-driven）的过程，一般按 以下四步进行：
1.Talent-show(属学前热身过程，可以展示以前学 习成果，也可以是学前准备。)
4.The judge of tasks.任务型任务的判断
5.The varieties of tasks designing
任务的设计要有多样性
6.The real or unreal tasks.
任务型教学中的真假任务
7.
Good PPT课件
learning
tasks
sho1ul0d好的任务
What is the task?
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2.The Main Features of Task-Based Language
Teaching任务型教学的主要特征
1. An emphasis on learning to communicate through interaction in the target language.强调通过交流来学会交 际
Task-based Language Teaching 任务型语言教学（TBLT）
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How to understand the saying?
Tell me ,I forget.
填鸭式
Show me ,I remember.
Involve me ,I understand.
translation:
2. The introduction of authentic texts into the learning situation.将真实的语言材料引入学习的环境
3. Provision of opportunities for learners to focus, not only on language, but also on the learning process itself.关注 语言的本身，也关注学习的过程
告诉我，我会忘记……
给我展示，我能记住……
让我参与，我才能理解……
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Task-based Language
Teaching 任务型语言教学（TBLT）
The Tasks of TBLT 任务型语言教学中的任务
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Task-based Language Teaching 任务型语言教学（TBLT）
accompli1s2hed
this.
任务活动与语言练习有着本质的区别。任务活 动所谋求的效果不是一种机械的语言训练，而 是侧重在执行任务中学生自我完成任务的能力 和策略的培养，重视学习者在完成任务过程中 的参与和在交流活动中所获得的经验。
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The components of a task
2.Pre-task(准备材料，任务输入)
3.While-task(采取适当形式完成任务)
4.Post-task(展示任务成果，expression)
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4. A Framework for TBLT
pedagogical adj.
Real-wor教ld育/ 学tar的ge, t教ta学sk法s的
Task is a piece of classroom work which involves learners in comprehending， manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to convey meaning rather than to manipulate form.
Pedagogical tasks
Enabling skills
复述, 预习
启动, 激活,
Rehearsal Activation Language Communicative
tasks
tasks
exercises activities
Nunan, D. 1999. Second Language Teaching and
The learners begin by carrying out a
communicative task, without specific focus on
form. After they have done the task, they report
and
dபைடு நூலகம்scuss
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how
they
1.The definition 任务型语言教学的定义
2.The Main Features of Task-Based Language Teaching任务型教学的主要特征
3.The teaching steps of TBLT.任务型教 学的课堂步骤
4.A Framework for TBLT. 任务型教学的基本模式
Learner role: Conversational partner
Setting:
Classroom / pair work
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Examples of the tasks
Listening to a weather forecast and deciding what to wear
There are varieties of tasks in English teaching, but the focus of every task is on solving a communicative problem, which has some connections with a real world of learners' lives and learning experience, and which can arouse learners' interest and participation. It starts from the learners' needs and emphasizes learning language by doing things.
2) Asking and answering questions about sleeping habits
Teacher role: Monitor and facilitator
to specify what is regarded as
successful completion of the task
learners in the authentic, practical and
functional use of language for meaningful
purposes.
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任务型 语言教学（Task-based Language Teaching）就是直接通过课堂教学让学生用英语 完成各种真实的生活、学习、工作等任务 （task），将课堂教学的目标真实化，任务化， 从而培养其运用英语的能力。也就是说以具体的 任务为载体，以完成任务为动力，把知识和技能 融为一体，通过听、说、读、写等活动，用所学 语言去做事，在做事的过程中发展运用自己所学 语言。它立足于学生本身，把学生作为教学的主 体，教师从学生“学”的角度设计出各种教学活 动。使学生在完成各种任务的过程中逐步形成运 用语言的能力，能“自己站起来走路”。
4. An enhancement of the learners’ own personal experiences as important contributing elements to classroom learning.把学习者个人的经历作为课堂学习的 重要因素