Task-Based Lessons for Senior high schools课件.ppt

Task-Based Lessons for Senior high schools;Four conditions of language learning;Theoretical background of TBLT;The Interaction Hypothesis 互动理论;Cognitive approach ;建构主义的理论;;Criteria features of a task (Ellis, 2003:9);Criteria features of a task (Ellis, 2003:9);What are tasks?;1. 任务是有非常明确目的的活动;2. 任务与人们日常生活的语言活动相似;3 任务是学习者理解，运用所学语言进行交流的课堂活动;4。 任务应该有一个成果;广义任务派;Some types of classroom work that maybe classified as enabling task;广义任务的定义;First generation tasks;Second generation tasks;Third generation tasks;Text-based tasks;Three principal phases;Pre-task phase;Pre-task phase;Pre-task phase;Pre-task phase;Pre-task phase;Teaching vocabulary ;Multiword units;Multi-word units--“chunks of language” , “lexical chunks”; ;Promote a deep level of processing;Facilitate imaging and concreteness;Three ways ;Classroom techniques and tasks;Semantic feature analysis;听力（Listening );阅读　（Reading）;Critical thinking— 22 comprehension strategies;22 comprehension strategies;22 comprehension strategies;Making judgments;Developing alternative solutions;Examining reasons;Making comparisons;Forming opinions;Organizing information;Contrasting and comparing selections;summarizing;Synthesizing （综合）;Writers craft;Writers craft;During-task phase;Traditional vs task-based; ;;Task types;Task types;The post-task phase;Repeat performance;Reflecting on the task;Focusing on forms 学习语法;The post-task phase的四种主要活动;Reviewing of learner errors;Consciousness-raising tasks;Consciousness-raising tasks;Production-practice activities;Combinations of skills;Integrating SkillsReading and Writing;Writing;Noticing activities ;