Task-Based Lessons for Senior high schools

1. Task-Based Lessons for Senior high schools 人民教育出版社 龚亚夫

2. Four conditions of language learning • Exposure ( rich, comprehensible input, language in use) • Use ( of the language to do things, exchange meanings) • Motivation ( to process and use the exposure: listen & read the language; speak and write it) • Instruction ( chances to focus on form )

3. Theoretical background of TBLT • Psycholinguistic perspective: --a task is a device that guides learners to engage in certain types of information-processing that are believed to be important for effective language use and for language acquisition --use mental processing that are beneficial to acquisition

4. The Interaction Hypothesis 互动理论 • Meaning negotiation can contribute to acquisition 当与人交流时，会在输出时不断修饰自己的语言，以增加理解) 也会在交流信息时注意语言的形式，这也有助于习得

5. Cognitive approach • Construct both exemplar-based system and rule-based system --- lexical items and ready-made formulaic chunks of language --Fluency --Accuracy --Complexity

6. 建构主义的理论 • 知识是由个人自己建构的，而不是由他人传授的。这种建构发生在交往的环境中，是社会互动的结果。 • 1 注重学生的主体作用，提供语料和语境。不令其直达结果 • 2 帮助学生理解任务的意义和目标 • 3 形成控制自己的行为的意识、信心和能力 • 4 创造适宜的心理环境

7. Learners learn what is meaningful to them • Learners learn in ways that are meaningful to them • Learners learn better if they feel in control of what they are learning • Learning is closely linked to how people feel about themselves • Learning takes places in a social context through interaction with other people

8. Criteria features of a task (Ellis, 2003:9) • A task is a work plan – a plan for learner activity. • A task involves a primary focus on meaning. • A task involves real-world processes of language use. • A task can involve any of the four language skills.

9. Criteria features of a task (Ellis, 2003:9) • A task engages cognitive processes such as selecting, classifying, ordering, and evaluating information in order to carry out the task. • A task has a clear defined communicative outcome.

10. What are tasks? 1 意义是第一位的 (meaning is primary) 2 要达到一个目的 (there is a goal which needs to be worked towards) 3 对任务的评价取决于结果 ( the activity is outcome-evaluated) 4 与实际生活相关 ( there is a real-world relationship) ( Skehan p268)

11. 1. 任务是有非常明确目的的活动 • A piece of work or an activity, usually with a specific objective, undertaken as part of an educational course, at work, or used to elicit data for research. • ( Crookes, 1986) • Tasks are activities which have meaning as their primary focus.

12. 2. 任务与人们日常生活的语言活动相似 • Success in the task is evaluated in terms of achievement of an outcome, and tasks are generally bear some resemblance to real-life language use.

13. 3 任务是学习者理解，运用所学语言进行交流的课堂活动 • The communicative task is a piece of classroom work which involves learners in comprehending， manipulating, producing or interacting in the 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)

14. 4。 任务应该有一个成果 • A task should have a non-linguistic outcome. • Success in the task is evaluated in terms of achievement of an outcome.

15. 广义任务派 • Enabling tasks • They act as support for communication tasks. Their purpose is to provide students with the necessary linguistic tools to carry out a communication task. • They can be as meaningful as possible, their main focus is on linguistic aspects (grammar, vocabulary, pronunciation, functions, discourse) rather than on meaning. • They are overt language learning experiences, whose aim is to enable students to communicate as smoothly and effectively as possible.

16. Some types of classroom work that maybe classified as enabling task • a. Presentation of necessary new language ( functions, grammar,vocabulary, phonology, discourse features checking that the new language has been understood • b. Controlled pre-communication practice or awareness-raising tasks usually focused on accuracy

17. 广义任务的定义 • A task is an activity that learners engage in further the process of learning a language. Williams and Burden (1997)

18. First generation tasks • The main aim of first generation tasks is to develop students’ communicative ability in a specific type of situation or area of language. The task is often structured around a particular set of functions or a simple problem.

19. Second generation tasks • The tasks in the second category pose challenges of a broader nature. They aim at developing not only communicative skills but also general cognitive strategies of handling and organizing information, such as analysing what information is needed in order to complete the task, collecting information,selecting relevant data…

20. Third generation tasks • With third generation tasks, the scope widens further. In addition to the communicative and cognitive strategies, they also aim to develop the personality of students through the experience of learning a foreign language. They go further than the previous tasks in aiming to fulfill wider educational objectives, such as enhancing motivation and awareness, developing creativity and interpersonal skills,

21. Text-based tasks • Text-based tasks require learners to process the text for meaning in order to achieve the goal of the task. This will involve reading, listening, or viewing with some kind of communicative purpose, and may well involve talking about the text and perhaps writing notes. • Jane willis (1996)

22. Three principal phases • Pre-task phase • During task phase • Post-task phase

23. Pre-task phase • Three purposes: ---to serve 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

24. Pre-task phase • 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

25. Pre-task phase • Supporting learners in performing a task similar to the task they will perform in the during-task phase of the lesson 让学生做一些在后面完成任务时需要的准备工作

26. Pre-task phase • Non-task preparation activities --- brain storming 大脑风暴 --- mind map 思维图 Addressing linguistic demands of a task --predicting, i.e. asking learners to brainstorm a list of words related to the task title or topic

27. Pre-task phase • Providing a model提供一个示范 • Asking students to observe a model of how to perform the task让学生观察完成任务的模式 • Performing a similar task完成一些简单的任务 （simply observing others perform a task can help reduce the cognitive load on the learner) Skehan

28. Teaching vocabulary • Readers need to work out which words belong together and form units of meaning– a ‘phrasing’ or ‘chunking’ process. They also need to recognize key words and phrases

29. Multiword units • The most fundamental guiding principle (for) those who are anxious to be proficient in foreign conversation… is this: Memorizing perfectly the largest number of common and useful word-groups!” Palmer (1925) • As a way of quickly developing fluency and of picking up native-like expressions, groups of words should be learned as units. Nation (2003)

30. Multi-word units--“chunks of language” , “lexical chunks” • Collocations 习惯搭配 • Phrasal verbs 常用短语 • Sentence frames 句子结构 • Social formulae 社交套话 • Discourse markers 语段连接词

31. Lexico-semantic theory– • a net work of associations, a web-like structure of interconnected links (Aitchison, 1987) Connect the word with already known words, the links is created, the learning takes place (Sŏkmen ) 当词汇增加到一定程度时，头脑就会建立一个系统，使词汇有机地组织起来，以便提取。

32. Promote a deep level of processing --- When students are asked to manipulate words, relate them to other words and to their own experiences, and then justify their choices, these words associations are reinforced. (Sŏkmen) What is it? A stirrup is silver. A stirrup is strong. A stirrup is made of iron. A stirrup has a flat bottom. We can find a stirrup on a horse. A stirrup is used to put your foot into when you ride a horse. (Nation, 1990)

33. Facilitate imaging and concreteness • a network of verbal and imaginal representations for words (Clark & Paivio) • Vocabulary instruction which relates new vocabulary to past experience has the potential of enhancing memory ( Clark & Paivio in Sŏkmen )

34. Three ways • 1. Predicting– asking learners to brainstorm a list of words related to the task title or topic; • 2. Cooperative dictionary search; allocating different learners words to look up in the dictionary • 3.words and their definitions;matching

35. Classroom techniques and tasks • Create a range of 5-16 encounters with a word in order for student to truly acquire it • Dictionary work: • Semantic elaboration • Meaning-focused input activities • Deliberate learning activities • Meaning-focused output activities • Fluency activities Sŏkmen

36. Semantic feature analysis

37. 听力（Listening ) • 学生听的困难来自三个主要的方面。 • 语言方面: 语音、语调、单词发音在句中的变化，如连读、同化、弱化、失去爆破, 还有重音、语调以及口语习惯表达方法、语法结构等。 • 听的技能: 听文段大意和细节、确定中心思想、理解人物关系、推断作者意图、懂得因果关系、做出结论等等。 • 文化背景知识: 如历史、地理、社会常识、思维方式、社交礼仪、价值观念、禁忌幽默、文化习俗等

38. 阅读　（Reading） • Unknown words and phrases • Common words with less common meanings • Complex phrases or clause structures • Reading strategies • Background knowledge

39. Critical thinking—22 comprehension strategies • Drawing conclusions • Understanding cause and effect • Making connections • Comparing view points • Evaluating ideas • Reading between the lines • Making judgments

40. 22 comprehension strategies • Making comparisons • Interpreting meaning • Making inferences • Comparing characters • Reading a map • Interpreting graphs and charts • Making calculations • Examining reasons

41. 22 comprehension strategies • Separating facts from opinion • Identifying the main idea • Organizing information • Sequencing • Summarizing • Recalling details • Synthesizing

42. Making judgments Highlight the three pieces of information in the text that you think everyone should know. Most important_________________ Second most important___________ Least important__________________

43. Developing alternative solutions • With a group, brainstorm three different solutions to ..’s problem. A __________________ B __________________ C ___________________ When you brainstorm, everyone contribute ideas. Write down every idea. ….

44. Examining reasons • Why do you think it’s necessary in this experiment to collect…? ____________________________ • How do you think the author says to use…? _____________________________ • Why do you think…? ____________________________

45. Making comparisons • Similarities ____________________________ ____________________________ • Differences ____________________________

46. Forming opinions • How do you think the author of this article feel about…? ___________________________ • Do you think these.. are fair or unfair? In your notebook, write a paragraph explaining your opinion about what happens to… _____________________________ _____________________________

47. Organizing information • In the text, the author talks about three kinds of problems: environmental, animal and human. For each statement below, label the kind of problem being described _______________________________________________________________________________

48. Contrasting and comparing selections • When you contrast selections you think about how they are different. • When you compare selections you think about how they are the same.

49. summarizing • To summarize is to make a brief statement giving the main points of a text. Check off the three sentences below that you think best summarize “…”.

50. Synthesizing （综合） When you synthesize information, you combine bits of information into a complex whole. • The first step in synthesizing is to identify your topic. • The second step is to find information about your topic in a text • The third step is to think about all the information you have found. • Ask yourself: what does this mean? Why is it important