Transcript The Activity-based Approach to Teaching English As a

Task-Based Language Teaching
任务型语言教学
南通大学外国语学院
吴 兴 东
Task-Based Language Teaching
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《标准》中提出的“任务型”教学途径
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参照“活动教学法”，理解“任务型”
教学途径
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“任务型”语言教学的基本思想和方法
倡导“任务型”的教学途径，
培养学生综合语言运用能力
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本《标准》以学生“做某事”的描述方式设定各级目标要求。教师应该
避免单纯传授语言知识的教学方法，尽量采用“任务型”的教学途径。
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教师应依据课程的总体目标并结合教学内容，创造性地设计贴近学生实
际的教学活动，吸引和组织他们积极参与。学生通过思考、调查、讨论、
交流和合作等方式，学习和使用英语，教师应注意以下几点：
1、活动的目的要明确并具有可操作性；
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2、要以学生的生活经验和兴趣为出发点，内容和方式要尽量真实；
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3、活动要有助于学生英语知识的学习、语言技能的发展和语言实际运
用能力的提高；
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4、活动应积极促进英语学科和其他学科间的相互渗透和联系，使学生
的思维和想象力、审美情趣和艺术感受、协作和创新精神等综合素质得
到发展；
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5、活动要能够促使学生获取、处理和使用信息并用英语与他人交流，
发展他们用英语解决实际问题的能力；
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6、活动不仅限于课堂教学，也要延伸到课堂之外学生的学习和生活之
中。
5.树立符合新课程要求的教学
观念,优化教育教学方式
课堂教学应改变以教师为中心、单纯 传授书本知
识的教学模式。教师应帮助学生发展探究知识的能力、
获取知识的能力和自主学习的能力。
教师在教学中要注意发展学生的批判能力和创新
精神。课堂教学活动的设计应有利于发挥学生的创造
力和想象力。在教学中应增加开放性的任务型活动和
探究性的学习内容，使学生有机会表达自己的看法与
观点。教师要鼓励学生学会合作，发展与人沟通的能
力。教师在设计教学任务时，可以根据不同学生的情
况设计不同的任务，使所有的学生都能进步。
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英语教学中的任务指有利于学生用英语做事的
各种语言实践活动。任务的设计一般应遵循下
列原则（1）任务应有明确的目的；（2）任务
应具有真实意义，即接近现实生活中的各种活
动；（3）任务应涉及信息的接受、处理和传
递等过程；（4）学生应在完成任务的过程中
使用英语；（5）学生通过做事情完成任务；
（6）完成任务后一般应有一个具体的成果。
Types of syllabus
A structural (or formal)syllabus
A notional/functional syllabus
A situational syllabus
A skill-based syllabus
A task-based syllabus
A content-based syllabus
The Activities-based Approach to Teaching
English As a Foreign Language
1. Definition
2. Background
3.Theoretical Assumptions
4.Goals and Objectives
5.Areas of Study
6.Method
7.Assessment and Reporting
8.Resources
Definition of An activity
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An activity involves the purposeful and
active use of language where learners are
required to call upon their language
resource to meet the needs of a given
communicative situation.
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Tasks are always activities where the
target language is used by the learner for
a communicative purpose (goal) in order
to achieve an outcome.
(Willis 1996)
Definition of the Activities-based Approach
活动教学法是以活动体现教学目标、
教学内容、教学手段和教学考核的语言教
学方法。活动涉及有目的的积极的语言使
用，学员在活动中需要利用语言材料满足
特定交际情景需求。换句话说，学员在活
动中以听、说、读、写等方式使用目的语
达到某一目的。他们对所要表达的意思和
所需用的语言没有预先的准备，必须正确
处理语言加工过程和语言技能，确保所用
语言在社会文化方面保持得体。活动教学
法是以学生为主的语言教学方法，是交际
法语言教学的分支和新发展。
Background
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Social needs
Reconciliation between Product-oriented
Communicative Approach and the Processoriented Communicative Approach
Reconciliation between three Educational Value
Systems: Classical humanism,
Reconstructionism, Progressivism
Influence of Publications
Practical Experience of Asian Countries
Reconciliation between Product-oriented Communicative Approach
and the Process-oriented Communicative Approach
产品定向交际法
1、重视语言交际行为，
2、注重社会性语言使用；
3 预先确定教学目标；
4、强调学习结果
5、以语言功能项目为纲编排教材
6、排演预定社会活动，
7、教师是总裁，
8、标准参照考核方法，
过程定向交际法
强调程序处理能力。
着眼于个性发展。
随时决定教学目标。
强调学习过程。
教材服从于活动，
建立一套程序原则
学生是主体，
学生的学习过程。
Theoretical Assumptions

Theory of Language
 Theory of Education
 Theory of Language Learning
 Eight Principles
Theory of Language
1. Language is a system for the expression of
meaning.
2.The primary function of language is fo4r
interaction and communication.
3. The structure of language reflects its
functional and communicative users.
4. The primary units of language are not
merely its grammatical and structural features,
but categories of functional and communicative
meaning as exemplified in discourse. (Richards
and Rodgers, 1986: 71)
Theory of Language
语言是表达意思的系统；
语言的基本功能是交际；
语言结构反映它的功能性和交际性用
途；
语言不仅仅由基础语法结构单位组成，
还有在语篇中体现出来的基本的功能和
交际意义单位组成。
Theory of Education
The Reconstructionist concern for broad social
needs and interests. Predetermined common
objectives .
The progressivist concern for the personal needs
and interests of the individual. learnercontrolled objectives .
Predetermined common objectives in the earlier
stages and learner-controlled objectives in the
later stage of a course
Theory of Education
活动教学法阶段侧重某种语言知识和技能，以练习辅佐交际
活动，继承了古典人文主义有意识学习语言形式的传统。
语言教学前期根据重建主义的大社会需求注重共同学习目标，
后期更多地照顾学员个人的志向、兴趣和学习风格，给他们提供
择教学目标、教学内容、教学活动和教学考核方法的机会,体现了
渐进主义的宗旨。
以交际活动为纽带实现重建主义目标定向和漸进主义过程定
向的统一。
综合三种教学价值体系所长，活动教学法遵循以下八条教学
原则：
Theory of Language Learning
建构主义理论
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学习者: 不是被动的旁观者,而是主动的参与者.
教学者:不是水桶,而是一个支架.
知识:不是客观的东西,而是人在实践活动中创
造的暂定性的解释和假设.
学习: 不是简单复制和吸入信息,而是主动解释
信息和建构知识.
教学: 不是传递,而是创造理想的环境促使学生
自主建构知识.
Theory of Language
Learning
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Communication principle: Activities that
involve real communication promote learning.
 Task principle: Activities in which language is
used for carrying out meaningful tasks promote
learning.
 Meaningfulness principle: Language that is
meaningful to the learner supports the learning
process.
Theory of Language
Learning
活动教学法的提倡者认为涉及真实交际
的活动能促进学习；
 使用语言完成有意义的任务的活动能促
进学习；
 使用对学习者具有实际意义的语言能促
进学习。
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Eight Principles
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Learners learn a language best when
1. They are treated as individuals with their own needs and
interests.
2. They are provided with opportunities to participate in
communicative use of the target language in a wide range of
activities.
3. They are exposed to communicative data which is
comprehensible and relevant to their own needs and interests.
4. They focus deliberately on various language forms, skills, and
strategies in order to support the process of language acquisition.
5. They are exposed to sociocultural data and direct experience of
the culture(s) embedded within the target language.
6. They become aware of the role and nature of language and of
culture.
7. They are provided with appropriate feedback about their
progress.
8. They are provided with opportunities to manage their own
learning.
Eight Principles
1、学生为中心原则
当学生被认为具有个人需求和兴趣时，语言学习效率最高。
2、积极参与原则
当学生被提供参与大量活动进行语言交际时，语言学习效率最高。
3、沉浸原则
当学生大量接触与他们自己的需求和兴趣密切相关并可理解的交际材料时，语言学习
的效率最高。
4、重点突出原则
当学生为促进语言习得过程而有重点地突出某些语言形式，技能和策略时，语言学习
效率最高。
5、社会文化原则
当学生大量接触目的语传递的社会文化信息时，语言学习效率最高。
6、语言文化意识原则
当学生充分意识语言的性质和作用以及语言的文化内涵时，语言学习效率最高。
7、及时反馈原则
当学生的进步得到应得的反馈时，语言学习效率最高。
8、责任原则
当学生有机会自己管理自己的学习时，语言学习效率最高。
Goals and Objectives
Interrelated Broad Goals
Specific Goals of Communication
General Objectives(activity cluster)
Specific Objectives
Interrelated Broad Goals
Specific Goals of Communication
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Establish and maintain relationships an discuss topics of interest e.
g. through the exchange of information, ideas, opinions, attitudes,
feelings, experiences, and plans
Participate in social interaction related to solving a problem,
making arrangements, making decisions with others, and
transacting to obtain goods, services, and public information
Obtain information by searching for specific details in a spoken or
written text, and then process and use the information obtained.
Obtain information by listening to or reading a spoken or written
text as a whole, and then process and use the information obtained.
Give information in spoken or written form e. g. give a talk, write
an essay or a set of instructions
Listen to, read or view, and respond personally to a stimulus e. g. a
story, play, film, song, poem, picture.
Be involved in spoken or written personal expression e.g. create a
story, dramatic episode, poem, play.
Specific Goals of Communication
1、使学生能使用目的语建立和维持人际关系，
讨论有 趣的话题。
2、使学生能使用目的语参加社会交际。
3、使学生能使用目的语的口语或书面语获得
a、具体 信息；b、总体信息。
4、使学生能以目的语的口语或书面语形式提供信息。
5、使学生能使用目的语听、读、看各种文艺作品，
并作出个人反应。
6、使学生能使用目的语进行口头和书面的文艺创作。
Language Use
Activity-type
1
Establish and maintain
relationships and discuss
topics of interest e.g
through the exchange of
information ,ideas,opinions,
attitudes,feelings,
experiences,and plans.
Activity-type
2
Participate in social
interaction related to solving
a problem,making
arrangements,making
decisions with others,and
transacting to obtain goods,
services,and public
information.
3a
Activity-type
6
Be involved in spoken or
written personal expression
e.g.create a story,dramatic
episode,poem,play
Activities
(categorised into
activity-types based on
the communication
goals).
Activity-type
5
Listen to,read or view,and
respond personally to a
stimulus e.g.a story,play,
film,song,poem,picture.
Obtain information
by searching for
specific details
3b
Obtain information
by listening to or
reading a spoken or
written text
Activity-type
4
Give information in spoken
or written form e.g.give a
talk,write an essay or a set
of instructions.
Activity Types
Goals
Activity-types
1
Communication
Objectives
Activities
6
3a
3b
5
Supporting
exercises
Activities are categorised into activity-types
according to the communication goal they realise.
2
4
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General Objectives
(activity clusters)
In relation to communication goal(1)
learners will be able to use the target language to:
 Introduce themselves and others
 Invite and thank others
 Say how they feel
 Describe their routine and that of friends and other
people
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Express likes and preferences
Topic: SHOPPING
General objects:
1.Students will be able to make a
shopping plan within a budget.
2.Students will be able to make a market
investigation.
3. Students will be able to participate in a
simulated shopping.
1
Topic : Personal Information
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General objectives:
students will be able to introduce themselves to
other people.
 Students will be able to talk about family photos.
 Students will be able to understand and write
personal resume.
 Students will be able to look for friends with
written information
Topic: Health
General
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objectives:
Students will be able to
learn to do an exercise.
learn to do a first-aid.
see a doctor and have a talk with doctor.
fill in a health form.
Topic: Interests and Hobbies
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General objectives:
Students will be able to know how to express likes
and dislikes.
 Students will be able to describe a most interesting
activity.
 Students will be able to make an interview on
their hobbies and interests.
 Students will be able to participate in a debate on
video game .
Specific Objectives
Learners will be able to :
generate questions
use the future tense
use vocabulary related to the activity
Areas of Study
--------------------------------------------------------------------Areas of Study
1. Discourse
2. Activities, Settings
3. Linguistic
Forms
and Roles
Elements
------------------------------------------------------------------------------------------------------Work
requirements
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Activities and Roles
角色
剧作家
剧中人物
演员
导演
布景员
观众
剧评家
活动
剧本
写
读
扮演
导演
换背景
看戏
评论
Activities and Discourse
语言活动是靠话语进行的，话语是通过活动体现的。但是，活
动和话语形式并不一一对应，一种语言交际活动可用多种话语形
式进行。例如：发出邀请的语言活动可以通过书信、电话、电报
或卡片话语形式进行。反之，一种话语形式也可用来进行多种活
动，例如：一封信可以用来邀请客人，进行商业询盘，表达同情，
作为文学课文等。常用的话语形式如下：
记叙文、广告、轶事、通知、论文、报刊文摘、自传、动画、
目录、挂图、戏剧、合同、会话、文艺评论、辩论、日记、讨论、
新闻、社论、散文、童话、表格、旅游指南、索要、食谱、采访
记录、标签、演讲、传说、地图、菜单、电报、小说、命令、计
划、诗歌、宣言、节目单、谚语、问卷、收据、推荐信、谜语、
履历表、台词、小故事、招牌、标语、歌曲、总结、教科书、时
间表。
Activities and Linguistic Elements
在活动教学法中，教学内容是按照活动选择和组织
的，而不是按照语法项目或词汇的难易程度安排的。
因此，根据活动需要选择语言项目，而不是按照传统
教学法的惯例，根据语言项目组织活动。语言因素根
据它们在使用中的重要性和所选话语形式或活动组合
的相关性进行选择和组织。对于信息加工至关重要的
语言因素先行练习。一些复杂的语言形式有可能相对
提前教学。但在教学中可以把这些表达方式作为公式
或常规来记，而它们的结构分析可相对推迟。语言因
素练习是为顺利进行交际活动服务的。因此，紧接在
交际活动之前，交际活动之中，或紧接在交际活动之
后的练习效率最高。
Activities and Exercises
Real communication activities
Practice communication activities
Shaping exercises
Focusing exercises
The Grading of Activities
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预测性：语境线索多，语言形式预测性强，活动简单。反之，活动复杂。
静态或动态描述：静态描述比动态描述简单。
相关经历：所用语言或活动本身与学员的经历相关性强的活动简单。
社会文化特殊性：活动的社会文化特殊性越强活动越复杂。
外援程度：语言交流对方在内容、速度等方面的体贴、谅解、照顾和帮
助越多，活动越简单。
语言加工难度：语言理解所需认知或心理语言加工过程越简单，活动也
越见单。
认知水平要求：完成活动所需的思维水平越高，活动越难。
参与者多少：参与者少的活动简单。
步骤多少：所需步骤少的活动简单。
学员相关因素：学员的信心足、动机强、学习经验丰富、学习速度快、
语言技能熟练、文化知识和语言知识广博，活动就显得容易。
The Grouping of Activities
活动可以按照主题-话题、语言技能、文体、研究项
目、课文或其它学科话题组织起来。长期教学内容可
按多种方式组织，短期教学内容以一种方式组织为好。
最常用的是主题-话题方式。交际活动组织在话题
（topic）和次话题（sub-topic）之下。话题隶属于主题
（theme）。假设“人际关系”是主题，那么“自己”、
“家庭”、“朋友”是话题，而“自己的兴趣爱好”、
“住房”、“交朋友”则分别为上述三话题的次话题。
教师应根据学生的水平和兴趣选择话题。由于语言
学习过程是循环式和螺旋式进行的过程，因此，学生
在语言学习经历中可能重复接触同一话题。教师可以
通过控制同一话题下的活动的难度和复杂性，满足学
生在不同时期的语言学习需求。
Unit Development
Target group
Organizational focus
Specific goals
Communication
Sociocultural
Time allocation
LHTL
LACA
Gen. Knowledge
General objectives
Activities and exercises
Resources
Assessment
Specific objectives
Language
Skill
Development development
Method
Sociocultural
General
knowledge
Method
The teacher/learner partnership
2. Eight principles
3. Catering for Learner Differences
4. The process approach to writing
5. Worksheets
6. Peer tutoring
7. Team teaching
8. Learning contracts
9. Use of visitor from the target language
community
10. Self-access centres
11. Learning centre approach
1.
Teaching Procedures
LC 模式：LC代表学习中心(learning center)。每单元包括一系
列的个人、对子和小组活动。一个单元内的各节课形成连贯的系
列，但程式相同。所需教学资源的名细以及活动和练习的说明都
展现在教室的学习中心。
第一课开始时，教师介绍并和学生一起完成两到三个预先计
划好的活动。然后，学员选择其中一个活动在余下的时间内完成。
在后续的每节课开头，教师组织学员重温已介绍的活动，突
出重点和难点，再向全班介绍一到三个活动以及所需的语言、知
识、技能和学习策略。接着学员自己完成已介绍过的一个或几个
活动。
所有活动和练习的名细列表张贴在学习中心，表中说明活动
和练习的类型（个人的，对子或小组的），所需的资料。活动或
练习中所需的词汇和短语应另有说明。
学员可以自己决定活动的顺序，但必须在规定时间内完成一
个单元的活动。学员每人有进步卡，记载自己的活动完成情况。
教师备有检查表，记录全班学员的完成情况，并随时向学员提醒
规定的进度。由于学员都忙于参与活动，教师有足够的时间进行
巡回辅导。
Lesson One(Chain One)
Making a shopping plan
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Pre-task
Step1: The teacher sets the scene for the task.
Step2:The teacher helps students to acquire the
necessary vocabulary items for the task.
Step3:The teacher explains the task and demonstrate
the task procedure.
While-task
Step4: Students discuss and decide on food to buy
within the budget.
Step5: Students prepare work sheets for reporting
Post-task
Step5: Students share the products by reporting with
the class.
2
PPP Approach
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Present language functions
 Practise functional expressions
 Produce functional expressions
Deep-end Approach
communicate as far
as possible with all
available resource
present language items
necessary for effective
communication
drills
necessary
Assessment and Reporting

Purpose: assessing communicative competence
 Holistic approach
 Contents: communicative activities
work requirements
common assessment tasks
Reporting: grading and description
Communicative competence
 The
ability of producing correct, clear,
acceptable, and authentic discourse of
a target language.
 The
mouse the cat the dog the man
the woman married beat chased ate
had a white tail.

You were applying to a university and needed a letter
of recommendation. You went to a professor, who was
also your friend, and said：
 A. “I’d appreciate it if you could write a letter of
recommendation for me.” (正确，得2分)
 B. “I want to ask you to write a letter of
recommendation for me.”
(语法正确，不够得体，得
1分)
 C．“I wonder if you could wrete a letter
recommendation me.”(较得体，但语言有误，得1分)。
 D. “Hey, give me recommendation letter.”(语言有误，
内容不得体，不得分)。
英语课程评价的实施
评价与教学的协调统一
 以形成性考核为主
 学员参与考核
 注重综合运用语言的能力


成绩记录方式要体现以人为本
评价与教学的协调统一

Assessment is not something that is external to the
learning process and added on at the end of a
learning sequence. It should always be integrated
in the planned curriculum.

Teaching activities


work requirements

Common assessment tasks
以形成性考核为主
形成性考核着重考核如下三个方面：
1）学生是否正在认真学习所教内容并充分
发挥自己的潜力利用所教的语言知识、
技能和策略参与交际活动。2）学习过程，
包括学生对教学活动的反应和对现阶段
学习的态度。3）学生自修作业的结果。











Basic types of Authentic( formative)
Assessment in Language learning
Folios of work
End-of- unit assessment
Peer assessment
Self assessment
Progress cards and checklists
Observation checksheets relating to particular
activities, skills, strategies.etc
Informal interaction
Reading logs
Records of conferencing
Classwork and homework








Spot test
End of unit tests
Oral interview
Story or text retelling
Writing samples (with a variety of topics and
registers)
Projects and exhibitions (presenting collaborative
effort)
Experiments and demonstrations (with oral or
written reports)
Constructed-response items (to open-ended
questions)
学习档案是形成性评价的首要内容







学习档案可包含以下内容：
入学考试情况记录
学生学习行为记录，如课上的朗读课文、朗诵
诗歌、课文分角色演出等
书写作业的样本，通常由学生自己决定收入自
认为最满意的作品
教师与家长对学生学习情况的观察评语
平时测验，由教师评分或在教师指导下同学评
分或自己评分
对其学习态度、方法与效果的自我与同学评价
意见
Observation

观察。对学生表现的观察结果是教学改
革的重要依据之一。为提高观察的效率
需要预先设置观察项目和衡量的等第。
下表（进步记录）是为较正式的观察设
计的。
Informal interaction


非正式交流。通过与学生的非正式交流
教师能知道学生的需求、所需要的帮助、
感兴趣的内容以及对某种活动的态度和
进行活动的情况。下表是为非正式交流
设计的问卷。
学员参与考核
考核的主要目的之一是向学生提供有关信
息，以便他们在学习内容、速度和方法等方面
作出正确的决定。因此，有必要鼓励学生参与
考核过程，和教师共同负责考核教学情况。

学生应在多方面对自己的学习负责。就考核
而言，他们应了解考核的目的和考核活动的性
质。他们应和教师一起确定完成活动的标准和
表现优劣的等第，一起选择考核的步骤。

学生个人进步卡
 学生自评表
 学习档案
 同学互测
 自测材料 （学员在听、读、看的基础上 回答问题，填写 信息表等）

注重综合运用语言的能力








评价活动的设计原则：
1） 活动尽可能真实
2） 活动多样化
3） 活动建立在学员的需求和兴趣之上
4） 让学生了解活动的背景、角色和参与者之
间的关系
5） 活动中所需的语言应具有适当的不可测性。
6） 让学员在活动中尽可能多地使用目的语解
决问题
7） 引发学员最佳表现
活动中表现的评价
活动中表现评价指标
 活动中表现评价总标准
 活动中表现评价具体标准
 活动中表现的等第划分

成绩记录方式要体现以人为本
活动表现记录
 维多利亚学生英语成绩单，

Resources

Definition

Resources Provide Communicative data

Resources which promote communicative
use of the target language
Definition
The term ‘resources’ is used to describe any published or
unpublished material in any medium use for the purpose
of language teaching and learning. The term refers to a
variety of text-types which may or may not have been
prepared specifically for the purposes of teaching and
learning, and includes materials such as pictures, books,
maps , audio and video cassettes, films, slides, etc., as well
as hardware such as audiovisual equipment and computers,.
The term also includes human resources and resources
which are outside as well as inside the classroom. The
teacher and the learners are themselves important resources,
as are people and places in the target language community.
Resources Provide Communicative data
 Teacher talk
  Other classroom talk
  Recordings of talk (audio and video)
 Specially prepared written information
  Other classroom written information
  Realia and written texts from outside the
classroom

Communicative use of the target language is best
promoted by resources which:
 Generate activities which serve a genuine
communicative purpose and have personal
relevance or are of real interest to the learner
  Provide a context in which learners will want
and need to engage in meaningful use of the target
language
  Generate activities which involve authentic
conditions, e.g. allow the learner to employ
communicative strategies

Resources which promote communicative use
of the target language

Problem solving activities
 Information /opinion/affective gap activities
 Personalised activities
 Games
 Use of picture
 Activities involving processing information from
various sources
 Literature-based activities
 Drama activities
 Writing activities
 Focus and shaping exercises
 Integration of activities
Examples

Problem solving activities:
 “If it takes 20 minutes to go from A to B
and 30 minutes to go from B to C, and if it
takes 5 minutes to travel 2 kilometers, how
many kilometers are there between A and
C?”
The distraught Babysitter

Role A : You are a teenager. You have been
offered your first babysitting job.You really want
the money. Your mother has to give her permission.
 Role B:
Your teenager has been offered a
babysitting job. It will be his or her first job
(providing you give your permission). Will you do
so? There is an important test.coming up at school
tomorrow.
Criteria for selecting resource for whole class

Resources for whole class learning should
allow for individual differences in learners’
ability, and for all learners to be actively
involved in the learning process.
Criteria for selecting resource for groups

Does the resource provide clear directions to
enable learners to complete the task? Can the
direction be referred to if forgotten?
 Are the group members assigned specific tasks?
Are the roles of individuals in the group clearly
specified?
 Is there a challenge in the task for all learners?
 Does the resource provide a purposeful context for
problem solving,exchanging information, and
other cognitive processes involved?

Is there an information, opinion, or affective gap
to promote communicative use of the target
language?
 Is there a result required form the group? Is a
conclusion to be presented for the teacher and the
rest of the class?
 Is there provision for learners to evaluate the task?
Criteria for selecting resource for individual work

Can the resource be organized in a self-access
centre, and be graded and marked in an
appropriate way for easy access buy individual
learners?
 Does the resource assist learners to assess their
own needs, to plan their own learning program,
and to assess their own progress?

Does the resource have a self-correction
facility(e.g. an answer key)
 Are the objectives of each activity or unit of work
clear to learners?
 Are there clear instructions for the activities that
learners are required to perform?
Criteria for selecting textbooks






Is the textbok appropriate for :
-- the target group, considering the Stage at which
they will be working, their language development,
interests, etc?
-- the purpose for which it is to be used?
--the needs and preferences of the teacher?
-- other practicalities and general considerations?
Does the textbook allow for meaningful,
purposeful, and individual use of the target
language?

Does the textbook cover the five goals?What are
the gaps? What imbalance will need to be
redressed for the particular learning group?
 Does it contain a combination of activities an
exercises?
 Do the activities involve combinations of reading,
writing, speaking, and listening skills for language
use (I.e. does it have a global approach to
language learning)?

What will the learners think of the textbook? Will
they find it easy to follow, helpful, boring? Does it
cover what they want to learn?
 Does the textbook allow for individualization?
 Does it present information in such a way that
learners are able to work independently with it?

Does the textbook deal with the learning needs of
the particular learning group? What will be needed
to supplement the textbook in this regard? Is
supplementation feasible?
 Does the textbook allow for flexible use?
评价教材的设计

Aural and/or visual clues and other
contextual props, to help learners predict
meaning and make sense of the text.
 The text should not be too long.
Criteria for selecting, adapting
and creating resources

the nature of the learner group
 the purposes for which the resource is to be
used
 teacher needs and preferences
 Practicalities and general considerations
Learning group
Yes No
Is the resource appropriate for the proficiency
level of learners at this Stage?
Does the resource make cognitive demands on
the learners without causing frustration?
Does the resource meet the immediate
language learning needs of the learners?
Do learners find the resource appealing and
interesting?
Does the resource cater for differences in
learning styles?
Purpose of the resource

Yes
Does the resource help promote communicative use of
the target language?
Does the resource increase learners’ knowledge and
understanding of the target language community and
culture?
Does the resource encourage learners to take
responsibility for their own learning ?
Does the resource help promote awareness of the role
and nature of language and culture and their influence
on human behavior?
Does the resource contribute to the development of
learners’ general knowledge?
No
Teacher needs and
preferences

Does the resource extend my own
contributions?
Does the resource exploit rather than
restrain my own expertise?
Can I work with the resource?
Is the resource compatible with my
philosophy of language teaching and
learning?
Do I find the resource interesting?
Yes
No
Practicalities and general considerations
Is the resource economical in terms of
preparation time?
Is the resource practical?
Is the resource versatile? Can it be adapted
and be used again and again?
Is the resource easy for learners to follow?
Is the resource free from racial bias and
sex-stereotyping?
Is the resource culturally appropriate?
Does the resource provide for all learners
to be involved in its use?
Materials design

In reality, the teacher and textbook writer will
probably juggle topic, text and task elements in
creating materials, beginning, perhaps with a topic
such as ‘finding accommodation, collecting aural and
written texts relating to the topic, and then creating
activities which reflect the communicative needs of the
learners in relation to the topic. This procedure is one
which can be readily adopted/adapted by teachers with
access to authentic sources of data. As an example of
the procedure, consider the development of the
following unit of work from a set of draft materials
based on topic, text and task.
An example of the procedure of developing of a unit of work from a
set of draft materials based on topic, text and task.









Step1:
Select topic—Finding accommodation
Step 2: Collect data
Step 3: Determine what learners will need to do
in relation to the texts
Step4: Create pedagogical activities /procedures
Step 5: Analyse texts and activities to determine
the language elements
Step 6: Create activities focusing on language
elements
Step 7: Create activities Focusing on learning
skills/strategies
Step 8: Create application tasks
An example of the procedure of developing of a unit of work from a
set of draft materials based on topic, text and task.

Step 1: Select topic—Finding accommodation







Step 2: Collect data
Recorded conversation between estate agent and
client
Newspaper advertisements
Pictures/illustrations of different types of housing
Reading passage from real estate institute
brochure







Step 3: Determine what learners will need to do in
relation to the texts
For example:
Read newspaper ‘To Let’ advertisements
Make enquiries about homes to let
Talk about housing and furniture
Get basic information from newspaper articles

Step4:

Create pedagogical
/procedures
 For example:
 Listening for gist
 Role play
 Information gap
activities








Step 5: Analyse texts and activities to determine
the language elements
For example:
Cohesion: I’m ringing about a semi. Is it still
available?
Adjectives: big, close, cheap, small, new,
expensive
Present continuous: I’ m looking for a flat
Wh-questions: who, what, where, how much/many
Existential ‘there’: There is/are

Step 6: Create activities focusing on
language elements
 For example:
 Cloze passage
 Sentence sequencing exercise
 Match question and answer exercise

Step 7: Create activities Focusing on
learning skills/strategies
 For example:
 Think about the tasks in this unit in small
groups decide which useful/not useful.
 Discuss your answers with the rest of the
class.








Step 8: Create application tasks
For example:
Think about a place you would like to rent,
What area is it in? How many bedrooms has it got?
Ls it a house.. or flat. Or a
Condominium? How much per week is it?
Buy a newspaper. Find the classified
advertisements.
Find the ‘To Let’ section. Find a place you would
to rent.
Task-Based Language Teaching
任务型语言教学
1.
2.
3.
4.
5.
6.
7.
8.
Second Language Acquisition and TBLT
What Are Tasks?
What is TBLT
Goals of TBLT
Contents of TBLT
Method of TBLT
Assessment and evaluation
Resources of TBLT
1. Second Language
Acquisition Research
“Practice makes perfect” does not always apply to
learning grammar.
 They( students) often fail to use it correctly when
expressing themselves freely. This temporary
mastery seems to happen when they are paying
conscious attention to form, but not when they are
trying to communicate and paying attention to
meaning.

Jane Willis

根据语言习得的规律
1) 语法知识的记忆不能保证语言使用的正确


Knowledge of grammatical rules was no
guarantee of being able to use those rules for
communication. Learners who were able to
identify instances of rule violation, and who
could even state the rule, frequently violated
the rules when using language for
communication.
David Nunan (1999)
2)语言知识加交际的机会比仅仅讲语法更
能提高学生使用语言的流利程度与语法的
准确度
 Grammar +
opportunities to
communicate lead to greater
improvements in fluency and
grammatical accuracy than
grammar only.
Montgomery & Eisenstein (1985)

(1985年作了一个实验，实验组教语法，但课
外有实践的机会。另一组只讲语法。结果实验
组交际能力强。而语法测试的成绩也比单讲语
法的班好，虽然他们学的语法少。）
3) 学习者的参与与语言熟练程度的提高关系极
大
 Learner participation
in class is
related significantly to
improvements in language
proficiency.
Lim (1992)
4) 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，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
 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.
5)当学习者积极地参与用目的语进行交际
的尝试时，语言也被掌握了。当学习者所
进行的任务使他们当前的语言能力发挥至
极点时，习得也扩展到最佳程度

Language is acquired as learners actively
engaged in attempting to communicate in
the target language. Acquisition will be
maximized when learners engage in tasks
that “push” them to the limits of their
current competence.
Four conditions of language
learning

Exposure ( rich, comprehensible input,
language in use)
 Use ( of the language to do things,
exchange meanings)
 Motivation ( to process and use the
exposure: listen & read the language; speak
and write it)
 Instruction ( chances to focus on form )
社会建构理论
社会建构主义认为，学习和发展是社会和合作
活动。这种活动是无法被教会的。知识是由学
习者个人自己建构的， 而不是由他人传递的。
 这种建构发生在与他人交往的环境中，是社会
互动的结果。它强调人的学习与发展发生在与
其它人的交往和互动之中。
 它强调学习者个人从自身经验背景出发，建构
对客观事物的主观理解和意义，重视学习过程
而反对现成知识的简单传授。
 教学应置于有意义的情景中，而最理想的情景
是所学的知识可以在其中得到运用

What are tasks?

Tasks are always activities where the
target language is used by the learner for a
communicative purpose (goal) in order to
achieve an outcome. (Willis 1996)
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
有目的的活动。
What people do in everyday life:
painting a fence,
dressing a child,
filling out a form,
buying a pair of shoes,
borrowing a library book
taking a driving test
making an airline reservation
writing a check
finding a street destination,
The communicative task

The communicative 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.

交际型任务是一种涉及到学习者理解，运用所学语言
进行交流的课堂活动。学生的注意力主要集中在语言
的意义上，而不是语言的形式上。
Examples of the communicative task
Listening to a weather forecast and deciding what to wear
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
什么不是任务

Tasks do not include activities which
involve language used for practice or
display, such as ‘ Describe the picture using
the words and phrases from the list below’
or ‘ Ask your partner if he likes the food
listed here using the forms Do you like…?
Yes, I do/ No, I don’t. where there is no
outcome or purpose other than practice of
pre-specified language.
The essential difference between
task and exercise
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。
The components of a task
Goals
Input
Activities
Teacher role
TASKS
Learner role
Setting
Goal:
Exchanging personal information
Input:
Questionnaire on sleeping habits
Activity: 1) Reading questionnaire
2) Asking and answering
questions about sleeping habits
Teacher role: Monitor and facilitator
to specify what is regarded as
successful completion of the task
Learner role: Conversational partner
Setting:
Classroom / pair work
What is Task-Based
Language Teaching

Focuses on the construction, sequencing,
and evaluation of particular goal-related
action complexes that learners carry out
either by themselves (see Prabhu’s model
1987) or jointly (see Kumaravadivelu 1993)
 (Candlin & Murphy 1987; Nunan 1989)

The task-based approach aims at proving
opportunities for the learners to experiment
with and explore both spoken and written
language through learning activities which
are designed to engage learners in the
authentic, practical and functional use of
language for meaningful purposes. （香港
中小学英语大纲）
Main Features of Task-Based Language
Teaching
1. 强调通过交流来学会交际
An emphasis on learning to communicate through interaction in the
target language.
2. 将真实的语言材料引入学习的环境
The introduction of authentic texts into the learning situation.
3. 关注语言的本身，也关注学习的过程
Provision of opportunities for learners to focus, not only on
language, but also on the learning process itself.
4. 把学习者个人的经历作为课堂学习的重要因素
An enhancement of the learners’ own personal experiences as
important contributing elements to classroom learning.
5. An attempt to link classroom language learning with language
activation outside the classroom.
试图把课内的语言学习与社会的语言活动结合起来。
教学目标
九级课程目标体系
普通高中毕
业要求
9年级结束
时的要求
6年级结束
时的要求
九级
八级
七级
六级
五级
四级
三级
二级
一级
为什么采用9级目标体系？
语言课程的目的是发展学生的语言能力；
能力有高低之分，可以用级别来描述；
 9级目标体系有利于保证基础教育阶段英
语课程的整体性和连续性
 9级目标体系适合我国不平衡的英语教育
发展现状
 9级目标体系对各阶段、各层次的教学具
有指导作用（包括出口级和过度级）

课程目标的5个方面
情感态度
学习策略
兴自 合 祖 国
趣信 作 国 际
动意 精 意 视
机志 神 识 野
认调 资 交
知控 源 际
策策 策 策
略略 略 略
语言技能
听说 读 写
综合语言
运用能力
文化意识
文
化
知
识
文
化
理
解
跨
文
化
交
际
语言知识
语词 语 功 话
音汇 法 能 题
为什么要把学习策略列为英语
课程目标之一？
1、学生使用学习策略能够提高英语学习的
效果
2、发展学习策略有利于学生形成自主学习
的能力
学会学习  自主学习  终身学习
3、培养学习策略有利于实现个性化学习
4、学习策略与教学策略相互影响
学习策略的分类
1) 根据策略与认知过程的关系分类： 认知
策略、元认知策略、情感策略、交际策略等
2）根据策略与语言学习的关系分类
听、说、读、写的策略；语法学习策略；
词汇学习策略等
3）根据策略使用者进行分类：
成功学习者与不太成功学习者的策略
初级学习者与高级学习者的策略
认知策略与元认知策略的比较
认知策略：我把单词按词性进行分类。
元认知策略：我认为把单词按词性进行
分类有利于加深记忆。
认知策略：我阅读时特别注意主题句。
元认知策略：我认为阅读时注意主题句
有
利于抓住文章大意。
普通高中课程
要求
九年级结束时的
要求
六年级结束时的
要求
自
主
选
修
课
程
九级
必
修 八级
课
七级
程
六级
五级
四级
三级
二级
一级
一门外语过关
2400-2500 单词
400-500 习惯用语
1500-1600 单词
200-300 习惯用语
600-700 单词
50 习惯用语
有条件的地区或学校可以提高相应级别的要求；条
件暂不具备的地区或学校可以适当降低相应级别的
目标总体描述（1 级）

对英语有好奇心，喜欢听他人说英语。
能根据教师的简单指令做游戏、做动作、
做事情（如涂颜色、连线）。能做简单
的角色扮演。能唱简单的英文歌曲，说
简单的英语歌谣。能在图片的帮助下听
懂和读懂简单的小故事。能交流简单的
个人信息，表达简单的情感和感觉。能
写字母和单词。对英语学习中接触的外
国文化习俗感兴趣。
目标总体描述（2 级）
对英语学习有持续的兴趣和爱好。能用简单的英
语互致问候、交换有关个人、家庭和朋友的简
单信息。能根据所学内容表演小对话或歌谣。
能在图片的帮助下听懂、读懂并讲述简单的故
事。能根据图片或提示写简单的句子。在学习
中乐于参与、积极合作、主动请教。乐于了解
异国的文化和习俗。
目标总体描述（5级）
有较明确的英语学习动机和积极主动的学习态度。能听
懂教师有关熟悉话题的陈述并参与讨论。能就日常生
活的各种话题与他人交换信息并陈述自己的意见。能
读懂供初中学生阅读的简单读物和报刊、杂志，克服
生词障碍，理解大意。能根据阅读目的运用适当的阅
读策略。能根据提示起草和修改小作文。能利用多种
教育资源进行学习，能与他人合作，解决问题并报告
结果，共同完成学习任务。能对自己的学习进行评价，
总结学习方法。进一步增强对文化差异的理解与认识。
目标总体描述（7级）
有明确和持续的学习动机和自主学习意识。能就熟悉的
话题交流信息，提出问题并陈述自己的意见和建议。
能读懂供高中学生阅读的英文原著简写本及英语报刊。
具有初步的实用写作能力，例如，事务通知和邀请信
等。能在教师的指导下，主动参与计划、组织和实施
语言实践活动。能主动扩展和利用学习资源，从多渠
道获取信息，并能利用所获得的信息进行清楚和有条
理的表达。具有较强的自我评价和自我调控能力，基
本形成适合自己的学习策略。理解交际中的文化差异，
初步形成跨文化交际意识。
目标总体描述（8 级）
有较强的自信心和自主学习能力。能就熟悉的话题与讲
英语的人士进行比较自然的交流。能就口头或书面语
言材料的内容发表评价性见解。能写出连贯且结构完
整的短文。能自主策划、组织和实施各种语言实践活
动，例如，商讨和制定计划、报告实验和调查结果。
能有效利用网络等多种教育资源获取和处理信息，并
根据需要对所获得的信息进行整理、归纳和分析。能
自觉评价学习效果，形成有效的英语学习策略。了解
交际中的文化内涵和背景，对异国文化能采取尊重和
包容的态度。
目标总体描述（9 级）

能独立、自主地规划并实施学习任务。能听懂有关熟
悉话题的演讲、讨论、辩论和报告的主要内容。能就
国内外普遍关心的问题（例如环保、人口、和平与发
展等）用英语进行交谈，表明自己的态度和观点。能
做日常生活方面的口头翻译。能利用各种机会用英语
进行真实交际。能借助词典阅读题材较为广泛的科普
文章和文学作品。能用常见的应用文体完成一般的写
作任务，并具有初步使用文献的能力。能自主开拓学
习渠道，丰富学习资源。能关注时事，具有较强的世
界意识。
内容标准：
一级教学目标：
听做
说唱
玩演
读写
视听
一级：
听、做

能根据听到的词语识别或指认图片或实物

能听懂课堂指令并做出相应的反应

能根据指令做事情，比如：指图片、涂颜色、
画图、做动作、做手工等

能在图片和动作的提示下听懂小故事并做出反
应
能
一级： 说、唱

能 听录音并进行模仿

能 相互问候

能 交流简单的个人信息，如：姓名、年龄

能 表达简单的情感和感觉，如喜欢和不喜欢

能根据表演猜意思、说词语

能演唱简单的英文歌曲15-20首，说歌谣15-20
首

能根据图、文说出单词或短语
能
一级：
玩、演
 能用英语做游戏并在游戏中用英语
进行交际
 能做角色表演
 能表演英文歌曲及简单的童话剧
能
一级：
读、写
 能看图识字
 能在指认物体的前提下认读所学词
语
 能在图片的帮助下读懂小故事
 能正确书写单词和句子
能
一级：
视听
 能看懂语言简单的英文动画片或
程度相当的英语教学节目，视听
时间每学年不少于10小时（平均
每周20-25分钟）
能
二级教学目标：
听
说
读
写
玩演视听
二级
听
 能在图片、手势的帮助下，听懂语速
较慢但语调自然的话语或录音材料
能
听懂简单的配图小故事
 能听懂课堂活动中简单的提问
能
 能听懂常用指令和要求并作出适当的
反应
二级
说

能在口头表达中做到发音清楚、重音正确、语
调达意

能就所熟悉的个人和家庭情况进行简短对话

能恰当运用一些最常用的日常套语（如问候、
告别、致谢、致歉等）

能在教师的帮助下讲述小故事
能
二级
读

能认读所学词语

能 根据拼读规律读出简单的单词

能读懂教材中简短的要求或指令

能
能读懂问候卡等中的简单信息

能借助图片读懂简单的故事或短文， 养成
按意群阅读的习惯

能正确朗读所学故事或短文
二级
写

能根据要求为图片、实物等写出标题或描述

能 模仿范例写句子

能写出简单的问候语

写句子时能正确使用大小写字母和标点符号
能
二级
玩演视听
能

能按要求用英语做游戏

能 在教师的帮助下表演小故事或童话剧

能表演歌谣或简单的诗歌30-40首

能演唱英文歌曲30-40首

能看懂英文动画片和程度相当的英语教学
节目，每学年不少于10小时（平均每周不
少于20-25分钟）
听（5级）
 能根据语调和重音理解说话者的意图

能听懂有关熟悉话题的谈话，并能从中提取信息和观
点

能借助语境克服生词障碍、理解大意

能听懂接近正常语速的故事和记叙文，理解故事的因
果关系

能在听的过程中用适当方式做出反应

能针对所听语段的内容记录简单信息
能
5级 说

能就简单的话题提供信息，表达简单的观点和
意见，参与讨论

能与他人沟通信息，合作完成任务

能在口头表达中进行适当的自我修正

能有效地询问信息和请求帮助

能根据话题进行情景对话

能用英语表演短剧

在以上口语表达中，语音、语调自然，语气恰
当
能
读（5级）

能根据上下文和构词法推断、理解生词的含义

能理解段落中各句子之间的逻辑关系

能找出文章中的主题，理解故事的情节，预测故事
情节的发展和可能的结局

能读懂常见体裁的阅读材料

能根据不同的阅读目的运用简单的阅读策略获取信
息

能利用字典等工具书进行学习

能
除教材外，课外阅读量应累计达到15万词以上
写（5级）

能
能根据写作要求，收集、准备素材

能独立起草短文、短信等，并在教师的
指导下进行修改

能使用常见连接词表示顺序和逻辑关系

能简单描述人物或事件

能根据所给图示或表格写出简单的段落或
操作说明
Contents of TBLT
1
2
3
4
5
6
7
8
9
1 语言技能 √
√
√
√
√
√
√
√
√
2 语言知识
√
√
√
3 情感态度
√
√
√
4 学习策略
√
√
√
5 文化意识
√
√
√
Method of TBLT
是否应该明确倡导一种教学思想？
 为什么要倡导任务型语言教学途径？
为用而学，用中学，学了就用。
有利于发展语言运用能力
有利于提高学习动机
 并不排除其他教学途径和教学方法

任务型语言教学活动的5个要
素
1.
2.
3.
4.
5.
尽可能真实：接近或类似现实生活中的
活动。
有明确的目标或目的
必须有做事情的过程：involve doing
必须使用语言并通过使用语言来获取、
处理和传达信息
必须有一个明确的结果(product)
Good learning tasks should:
1 enable learners to manipulate and practice specific
features of language
2 allow learners to rehearse, in class,
communicative skills they will need in the real
world
3 activate psychological/psycholinguistic processes
of learning
4 be suitable for mixed ability groups
5 involve learners in solving a problem, coming to a
conclusion
6 be based on authentic or naturalistic source
material
7 involve learners in sharing information
8 require the use of more than one macroskill
9 allow learners to think and talk about
language and learning
10 promote skills in learning how to learn
11 have clear objectives stating what learners
will be able to do as a result of taking part
in the task
12 utilize the community as a resource
13 give learners a choice in what way they do and
the order in which they do it.
14 involve learners in risk-taking
15 require learners to rehearse, rewrite and polish
initial efforts
16 enable learners to share in the planning and
development of the task
17 have built into them a means of evaluating the
success or otherwise of the task
Assessment and evaluation
建立能激励学生学习兴趣和自主学习能力发展的评价体
系

评价体系由形成性评价和终结性评价构成。强
调在英语教学过程中应以形成性评价为主，注
重培养和激发学生学习积极性和自信心。终结
性评价应着重检测学生综合语言技能和语言应
用能力。评价要有利于促进英语课程的不断发
展与完善；促进教师不断提高教育教学水平；
促进学生综合语言运用能力和健康人格的发展,
促进学生全面发展。
注意小学英语教学评价的特殊性

三、四年级的期末或学年评价基本不采用书面测试方
式，应采用与平时教学活动相近的方式进行，通过对
学生的观察和与学生交流等方式对学生作出评价。五、
六年级的期末或学年考试可采用口笔试结合的方式。
口试要考查学生实际运用所学语言的能力，考查内容
要贴近学生生活。笔试主要考查学生听和读的技能。
终结性评价可采用等级制或达标的方法记成绩，不用
百分制。不要对学生的考试成绩排队并以此作为各种
评比或选拔的依据。
Resources

教材的编写原则
– 增加了发展性和拓展性原则
教材的选择权问题（不包括在标准中）
 教材的使用问题
 重新认识教材价值：消除对教材的迷信
 根据需要对教材进行合理的取舍
 重新认识教材与终结性考试之间的关系

广泛运用课程资源
课程资源
教材，以及学生家庭、学校和社会生活中
所有有利于学生英语能力发展的各种资源。
学
校
教
育
资
源
图书馆
语言实验室
音像设备及资料
社
会
英
语
资
源
广播电视英语节目
英语报刊杂志
各种形式的活动
网教
络育
和资
远源
程
谢谢大家
吴兴东
南通大学外国语学院 226007
E-mail: wuxingdong @ sina.com.cn
Tel: 0513—3578179 (H)
0513—5015886 (O)