任 务 与 评 价

1. 任 务 与 评 价 — 对小学英语课堂教学设计的思考

2. Question 1 What is a task? Question 2 How to use tasks to promote language development?

3. Q1：What is a task? • Find out what collective experience you have of task-based teaching and learning (Briefly) • EITHER Find out what – in your experience – makes for a successful task? On a piece of paper, list what you feel are the three main factors / “ingredients”; • OR Find three ways to complete this sentence: A successful task is one which …

4. Q 1.1: Why task-based teaching? Jane Willis 2012 • To learn the language, learners need --- exposure to the language in use --- opportunities to communicate, engaging in lots of meaning-focused interaction, using whatever language they have at their disposal. ‘Use it to learn it.’

5. Q 1.1:Why task-based teaching? --- (Effective tasks) generate meaning-focused language use and help to increase learners’ motivation. Jane Willis 2012 • To learn the language, learners need --- exposure to the language in use --- opportunities to communicate, engaging in lots of meaning-focused interaction, using whatever language they have at their disposal. ‘Use it to learn it.’

6. Q 1.1:Why task-based teaching? • Use it to learn it. (Jane Willis 2012) • Learn it by doing it. experiencing • Can do it.

7. A successful task:Children’s Day around the world ·Students are assigned Children’s Day in one of the countries in the world. Using the Webquest links provided (optional) sts research their children’s days. ·Sts design posters / bring realia to describe the children’s day and / or give PPT presentations to inform other sts about their children’s days.

8. Questions: Q 1.2:What factors help to make the task successful? • Would the activity engage learners’ interest? • Is there a primary focus on meaning? Are learners free to use whatever language forms they choose to? • Does it have a clear outcome for learners to achieve? • Is success judged in terms of outcome rather than accuracy of language? • Does it relate to real world activities? Jane Willis 2012

9. Characteristics of effective tasks • The activity would engage learners’ interest; • There is a primary focus on meaning; • It has a clear outcome for learners to achieve; • Success is judged in terms of outcome rather than accuracy of language; • It relates to real world activities. Jane Willis 2012

10. The features of tasks A task should have a purpose. It involves learners in using language for the kinds of purposes that are described in the chapter on Learning Targets and Objectives. A task should have a context from which the purpose for using language emerges. A task should involve learners in a mode of thinking and doing. A task should lead towards a product. A task should require the learners to draw upon their framework of knowledge and skills.

11. A successful task:Children’s Day around the world ·Students are assigned Children’s Day in one of the countries in the world. Using the Webquest links provided (optional) sts research their children’s days. ·Sts design posters / bring realia to describe the children’s day and / or give PPT presentations to inform other sts about their children’s days.

12. Use the questions to evaluate the two tasks. Q 1.3:Which is more task-like? • Would the activity engage learners’ interest? • Is there a primary focus on meaning? • (Are learners free to use whatever language forms • they choose to?) • Does it have a clear outcome for learners to achieve? • Is success judged in terms of outcome rather than accuracy of language? • Does it relate to real world activities？ Jane Willis 2012

13. Task 1 Q 1.3: Which is more task-like? • Say sth. about your favourite animal and ask your partner to guess; • Complete the sentences. • They are ________________. • They have _______________. • They like ________________. • What are they? Complete the table;

14. Task 2 Q 1.3:Which is more task-like? • Make a report in class. Do a survey of your friends favourtie animals.

15. Q1.3:Which is more task-like? Task 1 Task 2 • Complete the table; • Do a survey of your • friends’ favourtie animals. • Say sth. about your favourite animal and ask your partner to guess; • Complete the sentences. • Make a report in class. They are ________________. They have _______________. They like ________________. What are they?

16. Conclusion 0% 100% I…………………………………………………………………….I The more confidently we can answer YES to each of these questions, the more likely it is to become a successful task. We can use these questions to evaluate any task-like activity.

17. Q 1.4:How to upgrade / ‘taskify’ an activity? Give the topic a specific slant that will engage learners, or make a quiz or puzzle; Think of a clear outcome / goal / final product for learners to achieve by the end; Build up a sequence of tasks --- from simple to more complex --- with a purpose.

18. Let’s design. 三年级 设计活动

19. Let’s design. 设计活动 任务预设： 学生能够熟练地向别人介绍自己朋友的姓名、年龄，并对他们的五官、外形等作一些简单的描述。

20. Q2：How to use tasks to promote language development? Task Cycle

21. Q 2.1:How to design a task sequence?

22. Focuses: Q 2.2: How to design the 1st section? Lead-in How to … • engage sts interest • introduce the topic

23. A task for you! 1. Warming-up Sing a song with the video. 2. Revision Play a video and then have sts to tell what animals they’ve seen. 3. Lead-in Introduce the picture of a zoo. Ask some questions on the animals to have sts use the language they have learnt. Design the activities for ‘Pre-task preparations

24. Q 2.3: How to design in 2nd section? Focuses: Elicitation How to … • elicit the new knowledge in the context • Attract sts’ attention

25. Focuses: Q 2.3: How to design in 2nd section? Practice How to … • make mechanical practice more vivid • help students’ from ‘know’ to ‘remember’, then to ‘understand’ • create mini-tasks / meaningful practice

26. A task for you! 1. Elicitation Ss watch the video and follow. Then T may show the key patterns. 2. Practice · Sts practice the patterns with the pictures shown. · In pairs, sts piont to the pictures and do ‘Ask and answer’. · Sts describe the animals by doing building-up game. Design the activities for ‘While-task procedures’.

27. Focuses: Q 2.4: How to design in 3rd section? Use of the target language How to … • have a clear and proper outcome • have sts use the language in an authentic / life-like situation • have sts report back

28. A task for you! • Complete the table; • Say sth. about your favourite animal and ask your partner to guess; • Complete the sentences. They are ________________. They have _______________. They like ________________. What are they? Improve the activities for ‘Post-task activities’.

29. A task for you! • Complete the table: • Say sth. about your favourite animal and ask your partner to guess. • Make a mind map and talk about it. Improve the activities for ‘Post-task activities’.

30. Conclusion 2 --- GOALS • How to learn • Learn the language by doing / experiencing --- PROCEDURES • What to learn • Learn the language the learners need --- CONTENTS • Why to learn Use the language to learn the language

31. Let’s design. 设计活动 任务预设 学习目标 过程设计（3段）

32. Let’s share. 设计分享 任务预设 学习目标 过程设计（3段） Task Cycle

33. Review What is a task? Q1： A successful task is one which … Q1.1： Why task-based teaching? A successful task:Children’s Day around the world Q1.2： What factors help to make the task successful? 5 questions Characteristics of effective tasks

34. Review What is a task? Q1： Q1.3： Which is more task-like? Conclusion Q1.4： How to upgrade / ‘taskify’ an activity? 3 points

35. Review 问题： • 在语言教学中，任务是…? • 语用任务的特点是…？ • 在教学设计时，任务与目标的关系是…?

36. Review 问题： • 在语言教学中，任务是…？ ·促进语言使用 ·使用中体验语言 ·提供运用所学语言进行交际的机会 ·引发以意义为核心的语言运用，增强学 生学习积极性

37. Review 问题： • 在语言教学中，任务是…? • 语用任务的特点是…？ 1、活动能够引起学生的兴趣 2、活动主要聚焦在语言的意义上 3、有一个让学习者去完成的清晰的显性成果 4、成功与否的评定主要看成果完成的情况 5、与真实世界紧密联系的活动

38. Review 问题： • 在语言教学中，任务是…? • 语用任务的特点是…？ • 在教学设计时，任务与目标的关系是…? • 任务应该直接与课程---课时目标相联系，并 • 服务于课程目标的任务； • 不同层级任务的完成过程构建了英语学习的过 • 程和达成目标的途径； • 学生学习目标的达成是通过完成与目标相匹配 • 的课堂交际任务的情况来评定的。

39. Review Q2： How to use tasks to promote language development? A task cycle Q2.1： How to design a task sequence? 3 sections Q2.2： How to design the 1st section? Lead-in

40. Review Mechanical Practice Meaningful Q2： How to use tasks to promote language development? Q2.3： How to design the 2nd section? Elicitation Q2.4： How to design the 3rd section? Use of the target language

41. Review • 目标 --- 学以致用 • 过程 --- 体验中学习(做中学) • 内容 --- 因需要而学

42. THANK U!