Unit2CommunicativePrinciplesandTask-basedLanguageTeaching-精选.pptVIP

Exercises, exercise-task and tasks Exercises: focus on individual language items Tasks: Purposeful and contextualized communication Exercise-task: halfway between tasks and exercises. * Features of TBLT 1. An emphasis on learning to communicate through interaction in the target language. 2. The introduction of authentic texts into the learning situation. 3. Provision of opportunities for learners to focus, not only on language itself, but also on the learning process. 4. 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. * Task 10. Activity 1: This activity has all the characteristics of a task. The work plan specifies what the two participants in the task are supposed to do. The primary focus is on meaning. Student A has to talk about the dangerous moment and student B is free to ask questions to clarify. The language use is similar to a natural communicative event. The outcome of this task is the completion of a picture by student B. * 2.8 PPP and Task-based Language Teaching PPP teaching model: Presentation, Practice, Production The difference between PPP and TBLT * * Introduce to topic and task Task cycle Task Planning Repot Language focus Analysis Practice Pre-task Willis’ model for task-based instruction (Willis, 1996:127) * Pre-task phase: Three purposes: --to introduce new language that learners can use while performing the task; --to mobilize existing linguistic resources; --to ease processing load, and to push learners to interpret tasks in more demanding ways. * Some options: Allow the students time to plan. Provide a model Do a similar task Pre-teach key linguistic items * On general cognitive demands of the task 对任务要求的总体感知 An emphasis on linguistic factors 关注语言因素 Supporting learners in performing a task similar to the task they will perform in the during-task phase o