1、Task-Based Language Learning-A review,Weak and strong CLT,Weak version Learners first acquire language as a structural system and then learn how to use it in communication Strong version Language is acquired through communication,Rod Ellis (1990) six criteria for communicative activities,Communicati

2、ve purpose; (information gap) Communicative desire; (real need) (Focus on ) Content, not form; (message) Variety of language; (not just one language form, free to improvise/create) No teacher intervention; (done by Ss; no correcting/evaluating how Ss do it; assessment is based on the product or on c

3、ommunicative purpose rather than on the language.) No material control.,TBLT as a Strand of CLT,Nunan (2004) places TBLT firmly within the tradition of CLT A new strand within CLT. Strong CLT (Richards and Rogers) Wills (2007, p.11) task based learning and teaching is a development on CLT. Is someti

4、mes portrayed as real CLT Focus on meaning , rather than form Ls acquire language by using it in a natural way,The components of a task,一個(gè)任務(wù)應(yīng)該包含哪些要素？ Task,Purpose Input Context Process Product,a purpose: (目的) making sure the students have a reason for undertaking the task 教師應(yīng)該事先向?qū)W生介紹該任務(wù)的目的 Input dat

5、a ：（輸入數(shù)據(jù)）Input data can be verbal, e.g. a dialogue, reading passage, etc. or non-verbal, e.g. a picture, a diagram, etc. 包含言語（對話、短文等）或非言語（圖片、圖表等）信息,a context: （語境）this can be real, simulated or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationsh

6、ip, the time, and other important factors. 任務(wù)應(yīng)該在特定的語境下被實(shí)施，應(yīng)當(dāng)包含特定場所、時(shí)間、參與者間的關(guān)系等社會(huì)語言因素。,a process: （過程）getting the students to use learning strategies such as problem solving, reasoning, inquiring, conceptualising and communicating. 在此過程中應(yīng)激勵(lì)學(xué)生運(yùn)用推理、詢問、交際等學(xué)習(xí)策略達(dá)成任務(wù) a product: （產(chǎn)出）there will be some form

7、of outcome, either visible (a written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.) 任務(wù)產(chǎn)生的結(jié)果：可視（如書面計(jì)劃、信件等）或非可視（欣賞故事、了解異國風(fēng)情等）形式,不是任務(wù)，是什么？Exercises, exercise-tasks and tasks,Task One: Consider the following sets of instructions and tell their differ

8、ences. Set A Evaluate a set of statements by deciding whether they are “true” or “false”. Study a written passage and correct the grammatical mistakes. Put some questions and answers into the correct sequence to make a conversation.,Set B Ask someone what time the next train leaves for the city. Ord

9、er a bowl of noodles. Invite a classmate to the movies.,The essential difference between task and exercise,Task A Task has a nonlinguistic outcome Exercise An exercise has a linguistic outcome,Exercise: Activities we use to focus Ss attention on individual aspects of language, such as vocabulary, gr

10、ammar or individual skills. Exercise-task: Consists of contextualised practice of language items (often a particular grammar point). For instance, it could be an activity that helps the Ss to master the present continuous tense by getting them to describe what is happening in a picture. （e.g. What w

11、ere you doing when the UFO landed?） Task: Focuses on complete act of communication.,The relationship between exercises, exercise-tasks and tasks is shown in the following figure.,Focus on individual language items,Purposeful & contextualised communication,exercise,exercise-task,task,Features of a La

12、nguage Learning Task,Context,Product,Purpose,Process,of doing/ thinking in English,Skills & knowledge,情景,成果,目的,過程,語言知識(shí),語言能力,Describe an animal in a passage,Choose a pet,Read an article about the benefit of keeping pets,Write a leaflet for a zoo,Compare animals,Give advice on how to take care of pets

13、,Identify the body parts of animals,Writing animal riddles,Learn the vocabulary about animals: appearance, habitat, nature, sounds, movements,Discuss if dogs should be allowed on public housing estates,Animals,Which of these are exercises?,Choose a pet,Write a leaflet for a zoo,Give advice on how to

14、 take care of pets,Write animal riddles,Discuss if dogs should be allowed on public housing estates,Animals,What are they?,Tasks?,Activities?,Activities,Transforming Exercises Activities Activities Tasks,Describing an animal,From Exercises to Activities,Identifying the body part of animals,Explainin

15、g how to take care of a pet,Writing animal riddles,Writing a leaflet to describe animals,Choosing a pet,Debating: Keeping pets is a good hobby for children,Giving advice on how to take care of pets,Reading about the pros & cons of keeping pets,Discussing if dogs should be banned from public housing

16、estates,Comparing animals,Writing an essay to discuss the issue of banning dogs from housing estates,From activities to tasks,Write an animal riddle,Write a leaflet about animals,Choose a pet,Give advice on how to take care of pets,Write an essay to discuss the issue of banning dogs from housing est

17、ates,Debate: Keeping pets is good,Write a Lost & Found notice about a dog found in the park,Prepare some animal fact sheets for a pet shop or zoo,Write an email to advise a lonely child to keep pets for companion,Write an advice column for the class magazine to give advice on pet care,Write an judgi

18、ng comments on dogs in a pet contest,Write a letter in response to an order banning animals from ones housing estate,A Continuum of Exercises & Tasks,Drawing & labelling an animal Describing & comparing animals Reading about the pros & cons of keeping pets Discussing if dogs should be banned from pu

19、blic housing estates,Writing animal riddles Writing a leaflet about animals / pets Speaking about the benefits of keeping pets Choosing a pet Giving advice how to take care of pets Debating if dogs should be allowed on public housing estates,Writing a Lost & Found notice about an astray dog in the p

20、ark Preparing some fact sheets for animals in a pet shop / zoo Writing an adjudicators comment sheet comparing the finalists in a beauty pageant for dogs Writing an advice column for the class magazine advising readers how to take care of pets Writing a letter in response to an order banning animals

21、 from ones housing estate,Skills-getting exercises,Skills-using activities,Language Tasks,Nowadays many people like to keep dogs as pet. You can see them walking their dogs in the park, on the streets and even in the corridor of the building where they live. The dogs often cause a lot of problem and

22、 inconvenience to the neighbours. So some housing estates put out a ban on dogs. Write a one-sided argumentative essay to express your view about this.,Is this a writing task?,You live in a housing estate where dogs are banned. Recently your sister has got a lovely Pekinese as a gift. This morning,

23、however, you received a letter from the Management Company reminding you of the estate ban against dogs. Decide what you would do and write a response to the Management letter.,You live in a housing estate that allows no dogs. However you find lately that many residents have violated the ban and yes

24、terday, your young brother was badly scared by a vicious looking dog in the elevator. You are angry and worried about the situation. Write a letter to the management company to express your feeling and concern and suggest what actions should be taken.,Are these tasks?,You live in a housing estate wh

25、ere dogs are banned. Recently your sister has got a lovely Pekinese as a gift. This morning, however, you received a letter from the Management Company reminding you of the estate ban against dogs. Decide what you would do and write a response to the Management letter.,context,purpose,product,proces

26、s of thinking & doing,knowledge & skills,Thinking: Whats the decision? Reasons? How will you present your situation & decision in the letter?,Knowledge: Language for arguing / reasoning asking for special favour apologising,+,Could be a two-sided argument within the letter,?,Tasks: What and Why,Authentic context Application of language skills and knowledge, values and attitudes, etc. in an integrated manner,Use tasks to bring real life into the classroom Help students to imagine themselves as the characters in the situation