Unit 2 Part 2 Task-based Language Teaching 英语教学法课件_精品.pptVIP

Learning by doing做中学原则 Learning by doing motivates students to fulfill their potential. Learners master the language by using it communicatively in the classroom, although they still have to learn grammar and memorize vocabulary. * 2.8 Activity types Information-gap activity Reasoning-gap activity (deciding what to do after listening or reading, working out a plan, a timetable or something else ) Opinion-gap activity (story completion, social issue discussion, etc) * Homework What are the limitations of CLT and TBLT under the Chinese foreign language teaching setting? * Reference books 魏永红. 任务型外语教学研究—认知心理学视角. 上海:华东师范大学出版社, 2004. Skehan, P. 1996. Second language acquisition research and task-based instruction, in Willis, J. Willis, D. Challenge and Change in Language Teaching. UK: Macmillan Publishers Limited. Willis, J. 1996. A flexible frramework for task-based learning, in Willis, J. Willis, D. Challenge and Change in Language Teaching. UK: Macmillan Publishers Limited. * * Unit 2 Part 2Task-Based Language Teaching任务型语言教学 * I. Revision 1) What are the differences between the traditional foreign language teaching and language use in real life? 2) What is the ultimate goal of foreign language learning? 3) How can we bridge the big gap between these two? * II. Task-based Language Teaching Besides CLT, there has been another language teaching approach which has become more and more popular from late 1980s, that is, Task-based Language Teaching (TBLT). * “TBLT” is a further development of CLT. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. “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 oth