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1、优秀精品课件文档资料,义务教育课程标准实验教科书 英语（新目标） Go for it! 人民教育出版社英语室 张琳琳 2003,6,29,一、教材编写背景与编写理论 1、新课程的研制和实验 全日制义务教育英语课程标 准（实验稿） 2、国际外语教学的趋势 任务型语言教学理论,任务型语言教学 (Task-based Language Teaching),语言知识的记忆不能保证语言使用的正确。 Knowledge of grammatical structures was no guarantee of being able to use those rules for communication.
2、 Learners who were able to identify instances of rule violation, and who could even state the rule, frequently violated the rules when using language for communication. David Nunan (1999),语言知识 + 交际的机会比仅仅讲语法更能提高学生使用语言的流利程度和语言的准确度。 Grammar + opportunities to communicate lead to greater improvement in
3、fluency and grammatical accuracy than grammar only. Montgomery & Einstain (1985),学习者的参与与语言熟练程度的提高关系极大。 Leaner participation in class related significantly to improvement in language proficiency. Lim (1992),基本上以“交际”为导向的课堂教学，但同时也有明确的语法讲解，要比只注重语法教学或回避语法讲解的沉浸式教学更好。 Classrooms that were basically “commun
4、icative” for explicit grammatical instruction, were superior to both traditional classroom that focused heavily on grammar, and to immersion programs that eschewed explicit grammatical instruction.,当学习者积极地参与用目的语进行交际的尝试时，语言也被掌握了。当学习者所进行的任务使他们当前的语言能力发挥至极至时，习得也扩展到最佳程度。 Language is acquired as learners
5、actively engaged in attempting to communicate in the target language. Acquisition will be maximized when learners engage in tasks that “push” them to the limits of their current competence.,全日制义务教育英语课程标准 （实验稿） 基本理念： 面向全体学生，注重素质教育 整体设计目标，体现灵活开放 突出学生主体，注重个体差异 采用活动途径，倡导体验参与 注重过程评价，促进学生发展 开发课程资源，拓展学用渠道,
6、The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes. （香港中小学英语大纲）,什
7、么是任务？ A task is a piece of work undertaken for oneself or for others, freely or for some reward. It is meant what people do in everyday life, at work, at play, and in between. (Long 1985:89),任务是人们在日常生活中所从事的 有目的的活动。,What people do in everyday life:,buying a pair of shoes borrowing a library book taki
8、ng a driving test making an airline reservation writing a check finding a street destination,TASKS,A task is an activity or action which is carried out as the result of processing or understanding language ( i.e.as a response). (Richards, Platt and Weber 1986:289),任务： 人们在学习、理解、体会语言之后所开展的活动。,What lea
9、rners do when they understand:,drawing a map while listening to a tape look at a set of pictures and decide what should be done completing a banking application,The communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the
10、 target language while their attention is focused on mobilizing their grammatical knowledge in order to convey meaning rather than to manipulate form. David Nunan (1989),交际型任务是一种涉及到学习者理解，运用所学语言进行交流的课堂活动。学生的注意力主要集中在语言的意义上，而不是语言的形式。,listening to a weather forecast and deciding what to wear exchanging
11、name cards responding to a party invitation describing a photograph of ones family,任务就是人们在日常生活、工作、娱乐活动中所从事的各种各样有目的的活动。 所谓任务型语言教学，其核心思想就是要模拟人们在社会、学校生活中人们运用语言所从事的各类活动，把语言教学与学习者在今后的日常生活中的语言应用结合起来。 任务型语言教学把人们在社会生活中所做的事情细分为若干非常具体的“任务”，并把培养学生具备完成这些任务的能力作为教学目标。,The components of a task： 目标 （Goals） 信息输入（ In
12、put Data) 语言信息（ Verbal data） 非语言信息（Non-verbal data ） 活动 （Activities） 结果 （Outcome) 语言结果（ Verbal outcome） 非语言结果（Non-verbal outcome ）,TASK,SETTING,PURPOSE,ACTION,EMOTION,OUTCOME,COMMUNICATIVE,Goal: Exchanging personal information Input: Questionnaire on sleeping habits Activity: 1) Reading questionnair
13、e 2) Asking and answering questions about sleeping habits Teacher role: Monitor and facilitator to specify what is regarded as successful completion of the task Learner role: Conversational partner Setting: Classroom / pair work,Good learning tasks should: 1. enable learners to manipulate and practi
14、ce specific features of language; 2. allow learners to rehearse, in class, communicative skills they will need in the real world; 3. activate psychological/psycholinguistic processes of learning; 4. be suitable for mixed ability groups; 5. involve learners in solving a problem, coming to a conclusio
15、n;,6. be based on authentic or naturalistic source material; 7. involve learners in sharing information; 8. require the use of more than one macro skill; 9. allow learners to think and talk about language and learning; 10. promote skills in learning how to learn; 11. have clear objectives stating wh
16、at learners will be able to do as a result of taking part in the task; 12. utilize the community as a resource;,13. give learners a choice in what way they do and the order in which they do it; 14. involve learners in risk-taking; 15. require learners to rehearse, rewrite and polish initial efforts;
17、 16. enable learners to share in the planning and development of the task; 17. have built into them a means of evaluating the success or otherwise of the task.,任务型语言教学的特点: 1. 强调通过交流来学会交际 An emphasis on learning to communicate through interaction in the target language. 2. 将真实的语言材料引入学习的环境 The introdu
18、ction of authentic texts into the learning situation.,3. 关注语言的本身，也关注学习的过程。 Provision of opportunities for learners to focus, not only on language, but also on the learning process itself. 4. 把学习者个人的经历作为课堂学习的 重要因素。 An enhancement of the learners own personal experiences as important contributing elem
19、ents to classroom learning.,5. 试图把课内的语言学习与社会的语言活动 结合起来。 An attempt to link classroom language learning with language activation outside the classroom. ( David Nunan 1991),二、本套教材特点： 强调语言运用 注重能力培养 突出兴趣激发 进行双向交流 融合学科内容 重视灵活拓展 实现整体设计 提供系列配套,三、教材中任务设计的原则：,以结构 - 功能 话题有机结合为编写主线,1、The authenticity principle
20、 言语、情境真实性原则 The linguistic data that learners work with are authentic. The relationship between linguistic form and communicative function are clear to the learner. 任务的设计要提供给学习者明确、真实的语言信息。学习者应该清楚语言形式和语言功能之间的关系。使学习者在一种自然、真实或模拟真实的情境中体会语言、掌握语言的应用。,2、The form-function principle 形式-功能性原则,Teaching languag
21、e in ways that make form and function relationships transparent. 任务的设计注重语言形式和功能的结合，旨在使学习者掌握语言形式的同时，培养其自我把握语言功能的能力。每一阶段任务的设计都具有一定的导入性，学生在学习语言形式的基础上，通过系列任务的训练，能够自己进行推理和演绎，从而理解语言的功能，并在交际中进行真实运用。,3、The task dependency principle 阶梯型任务原则,A series of tasks in a lesson or unit of work forms a kind of pedago
22、gical ladder, each task representing a rung on the ladder, enabling the learner to reach higher and higher levels of communicative performance. 学习单元中任务的设计由简到繁，由易到难，层层深入，并形成由初级任务向高级任务以及高级任务涵盖初级任务的循环。在语言技能方面，遵循先听、读，后说、写的设计顺序，使教学阶梯式地层层递进。,4、 Learning by doing 做中学原则,Learning by doing motivates students
23、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. 自始至终引导学生通过完成具体的任务活动来学 习语言，让学生为了特定的学习目的去实施特定的 语言行动，通过完成特定的交际任务来获得和积累 相应的学习经验。,四、教材体例 ： Section A ： 为目标句型提供分步示 例和指导性练习。,Page 1、2: 听、
24、读、说 Grammar focus Page 3： 基础语言运用 Speaking, writing,Section B: 使学生能够对已经学过 的目标句型运用自如。,Page 4, 5: 知识扩展； 新旧语言知识综合运用； 各类同步阅读； 循序渐进的写作练习； 创造性活用所学语言的各类课堂活动。,Self check 自我评价、词汇知识的评价、语言应用能力的评价、幽默的卡通。,文化单元（学生用书第二、三册） Culture Units 阅读语篇（学生用书第四、五册） Reading Materials,五、教材配套用书：,学生用书 (含录音磁带） 教师用书 练习册 评价手册 ( 含录音磁带）,六、教材使用情况及研究课题： 已在北京、广东、吉林、内蒙古、天津、广西、贵州、江苏、浙江、山西、新疆、湖北等省、市、地区实验使用。,研究课题： 课题类别：全国教育科学规划“十五”国家重点课题 课题名称：新基础教育课程教材开发的研究与实验 课题内容：1 任务型语言教学教材的设计与语言行为 表现评价方式的运用； 2 自主学习与多元智能开发。,人民教育出版社英语室 张琳琳 Tel: (010)64016633-6602 Fax: (010)64010370 E-mail: ,Thank you!,