课程教学实践作业全英.docx
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课程教学实践作业全英.docx
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课程教学实践作业全英
CourseDesignforLanguageTeaching
EnglishCourseDesignBasedonTask-basedLearning
Name:
xxxxxxxxxx
Teacher:
xxxxxxxxxx
Number:
xxxxxxxxxx
School:
SchoolofForeignLanguage
Date:
June22,2012
Contents
1.Task-basedLanguageTeaching3
1.1Definition3
1.2BackgroundofTBLT4
1.3Maincharacteristicsofatask-basedapproachtolanguageteaching5
1.4PrinciplesofdesigningTBLT5
2.Needssurvey7
2.1Needssurveyquestionnaire8
3.Task-basedframework9
3.1Thecontent9
3.2Descriptionofpurpose9
3.3Teachingconstraints9
3.4Basicdecisions10
3.5Structureoftheframework10
4.Developmentofsyllabustype:
Proportional12
5.TableofContent13
5.1Teachingmaterial:
(GoForIt)Student’sBook(Gradeeight,RenminEducationPress)13
5.2Teachingcontents14
6.Classroomprocedures17
7.Teachingreflection24
8.Teachingevaluation24
Blackboarddesign:
25
RelatedTheory:
1.Task-basedLanguageTeaching
1.1Definition
Thereareanumberofdifferentinterpretationsintheliteratureonwhat,exactly,ataskis.Longdefinesataskas:
apieceofworkundertakenforoneselforforothers,freelyorforsomereward.Tasksarethethingspeoplewilltellyoutheydoifyouaskthemandtheyarenotappliedlinguists.Willisbelievesthat“tasksarealwaysactivitieswherethetasklearningisusedbythelearnerforcommunicativepurposeinordertoachieveanoutcome”.AccordingtoGrookes,taskisapieceofworkoranactivity,usuallywithaspecifiedobjective,undertakenaspartofaneducationalcourse,oratwork.Ellis’definitionis“anactivitywhichrequireslearnerstoarriveatanoutcomefromgiveninformationthroughsomeprocessofthought,andwhichallowsteacherstocontrolandregulatetheprogress”.Whatthesevariousunderstandingsallemphasize,however,isthecentralityofthetaskitselfinalanguagecourseand,fortaskbasedteachingasanoverallapproach,theimportanceoforganizingacoursearoundcommunicativetasksthatlearnersneedtoengageinoutsidetheclassroom.”
1.2BackgroundofTBLT
TBLTcantraceitshistorybacktothe1970s,whencommunicativeapproachwasquitepopularinlanguageeducation.Butthecommunicativeapproachwasdevelopedintoseveralbranches.Yaldencategorizedthemintosixbranches(Yalden,J.1983).Inbrief,communicativeapproachwasdevelopedintotwoversions,i.e.strongversionandweakversion.
Supportersofthestrongversioninsistonacquiringcommunicativeabilitybydirectcommunication,namely“useEnglishtolearnit”(Howatt,A.P.R.1984).Theycompletelyneglectconsciousstudyoflanguagestructure,whichisbelievedtobepickedupduringcommunication;whileadvocatorsoftheweakversionthinkthatlanguageshouldbetaughtasatoolofcommunicationandthepurposeofcommunicationisto“learntouseEnglish”(Howatt,A.P.R.1984).
TherepresentativeofthestrongversionholdersisPrabhu,N.S.,anIndianBritishlinguist,whohosted,from1979to1984,anexperimentofcommunicativeteachingreforminBanglore,thesouthernareaofIndia.Thedistinctionoftheexperimentisemphasizingonlearningbyusing,andtheorganizationofclassteachingwasthrough“activities”,whichwaspresentedintheformof“tasks”—theoriginalformoftasksofthestudyinthisthesis.
1.3Maincharacteristicsofatask-basedapproachtolanguageteaching
1.3.1Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.
1.3.2Theintroductionofauthentictextsintothelearningsituation.
1.3.3Theprovisionofopportunitiesforlearnerstofocus,notonlyonlanguage,butalsoonthelanguageprocessitself.
1.3.4Anenhancementofthelearnersownpersonalexperiencesasimportantcontributingelementstoclassroomlearning.
1.3.5Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.
1.4PrinciplesofdesigningTBLT
Whenmakingtask-baseddesigns,weshouldfollowprinciplesgivenbyNunnan:
1.4.1Authenticlanguageandcontext.Alltheactivitiesshouldhaveaperceivedpurposeandclearlanguageinformation.Languagecontextandformsshouldconformtoactualfunctionsandprinciplesoflanguagewhichwillbegoodforlearnerstolearnalanguageinanaturalandrealcontext.
1.4.2Combinationofformandfunction.Whenmakingtask-baseddesigns,thecombinationoflanguageformandfunctionshouldbelaidstresson.Studentscanself-cultivatetheabilitytomasterlanguagefunction.Ineverysection,thelead–inshouldbeaddedtotaskdesigntosomedegree.Fromaseriesoftasktraining,studentscangrasplanguagefunctiononthebasisoflanguageform.
1.4.3Step-by-steptaskcircle.Inordertofinishthefixedtasks,teachershavetobreakdownintosmallnecessaryprogressforstudentstothink.Thatistosay,theactivitiesshouldbestepbystepaccordingtothestudents’level.
Inaword,atypicaltaskistoencouragestudentstofocusonmeaningprimarilybutnotform.AcentralhypothesisputbyPrabuisthat“structurecanbestbelearnedwhenattentionisfocusedonmeaning.”Itrequiresstudentstocompleteapracticaltask,suchasfillinginanapplicationform,registeringahotelroom,etc.Theconcernofataskishowstudentscompletethetaskbycommunicatingandinteracting.
Theroleoftask-basedlearningistostimulateanaturaldesireinlearnerstoimprovetheirlanguagecompetencybychallengingthemtocompletemeaningfultasks.Task-basedlanguageteachingisateachingapproachinwhichtaskisthecoreofthewholeteachingandlearningprocess.Tasksenablelearnersnotonlytolearnlanguagebutalsotodevelopthemselves.
2.Needssurvey
Ateacherwillneedtogetmoredetailed,morespecificinformationaboutthelearnersinordertohavetheirinputwhenselectingthemodulestobeusedaswellasinchoosingandpreparingclassroomactivities.
Togathertheinformation,theteachercanuse
----observation
----discussionandnegotiation
----questionnaires
----interviews
Therearethreecategories:
(1)Generalbackgroundinformationaswellasinformationabouteducationallevel,previouslanguagelearningexperience,andcurrentproficiencyinthetargetlanguage.
(2)Languageneeds.Mostfrequently,theoverallpurposeforthecourseisknown(job-specific,orgeneraleducation,orfordailylife,forexample).
(3)Learningstylesandpreferences.Aslongasteachersdonotbelieveinimposingastandardapproachtolearning(andonewouldhopethattheywouldnot),itisnotonlyreasonablebutalsonecessarytocollectthiskindofinformation.
2.1Needssurveyquestionnaire
a)Background
(1)HowmanyyearshaveyoustudiedEnglish?
(2)CanyouintroduceyourselfinEnglish?
(3)CanyoutalkwithothersfreelyinEnglish?
(4)WheredoyoustudyEnglishexcepttheschoolinwhichyouarestudying?
b)Languageneeds
(1)WhyareyoulearningEnglish?
(2)Willyouneedtolisten,read,speak,write?
(3)Inwhatsituationwillyouusethelanguage?
c)Learningstylesandpreferences
(1)Doyoulikegroupwork?
Whyorwhynot?
(2)Doyouoftenpreviewtheunitbeforeclass?
(3)Doyouoftenaskteachersquestionsinclass?
(4)Howdoyoufeelaboutmakingmistakeswhilelearninganewlanguage?
(5)WhatdoyouthinktheroleofteacherisinEnglishteaching?
(6)Doyouthinklearninghappensonlyintheclassroom?
(7)Doyouprefertolearnbytrialanderror,orbyimitation?
(8)Doyoulearnbetterthroughtheear,theeye,ortheearandeyetogether?
3.Task-basedframework
3.1Thecontent
Theframeworkistoprovidefortechnicalsecondaryschoolstudentswhomustbetrainedadequatelyinallfourbasiclanguageskills:
listening,speaking,reading,andwriting.Specially,thestudentsistrainedtobeautomaticinlearninginsteadofbeingpassive,makingstudentstakeanactivepartinorganizedactivities,duringtheprocess,theycanlearnmore.
3.2Descriptionofpurpose
(1)TeacherswillhelpstudentsbuildtheirconfidenceoflearningEnglishandcultivatetheirinterestinEnglish.
(2)TeacherswillhelpstudentsenhancetheiroveralllevelofEnglish.
(3)TeacherswillhelpstudentsmakethesenseofthepurposeofEnglishlearningandhowtolearnEnglisheffectively.
(4)TeacherswillhelpstudentstoexpressthemselvesinEnglishandcommunicatewithothersfreelyandconfidently.
3.3Teachingconstraints
Learnersaretobetaughtononebyonebasisorinverysmallgroups.Thecoursesaretobeofferedinclassroomwithmap,tapeandmultiple-media.Theseatingisarrangedbyfourpersonsagroupsothatstudentscanbeeasytoindulgeintheactivities;theroomisasuitablesizeforsmallgroupwork.
3.4Basicdecisions
(1)Identifyinglearner’sneeds
(2)Definingsyllabuscontent
(3)Organizinglanguageacquisitionopportunities
(4)Measuringstudentachievement
3.5Structureoftheframework
3.5.1Pre-taskPhase
Onthisstage,teacherexploresthetopicwithstudents,highlightsusefulwordsandexpressionsbutwithoutdetailedexplanation,helpsthestudentsbetterunderstandtaskinstructionsandprepare.Thepurposeistogiveprominencetothetopicofthetask,activaterelatedknowledgetothetopic.
3.5.2TheTaskCycle
Atthebeginningofthisstage,teachercreatesalotofopportunitiesforstudentstoexpressthemselvesandunderstandtheothers,andfluencyoflanguageisemphasized.Studentsdothetaskinpairsorsmallgroups.Teachermonitorsfromadistance,encouragingallattemptsatcommunication,notcorrecting.Sincethissituationhasa“private”feel,studentsfeelfreetoexpressthemselves.Mistakesdonotmatter.Thenstudentsprepareforthereportoftheprocessortheresultofthetask.Theypaymoreatten
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