任务型教学模式的理论与实践,为什么提倡任务型教学模式？ Using is learning. Tell me, and I will forget. Show me, and I will remember. Involve me and I will learn. Dick All Wright：If the language activities involve the learners in solving communicative problems in the target language，language learning will take care of itself.,什么是任务型教学模式？ Richards, Platt and Weker(1986)给任务的定义是：An activity or action which is carried out as the result of processing or understanding language (i.e. as a response). For example, drawing a map while listening to tape, listening to an instruction and performing a command, may be referred to as tasks. Tasks may or may not involve the production of language. A task usually requires the teacher to specify what will be regarded as successful completion of the task. The use of a variety of different kinds of tasks in language teaching is said to make language teaching more communicative … since it provides a purpose for a classroom activity which goes beyond the practice of language for its own sake.,什么是任务型教学模式？外语教学课堂中的任务是指学习者运用目标语进行交际以达成某一结果的活动。
感性一点的定义是，任务是学习在其中发生的活动外语教学中界定的任务具有以下五个要素：1.使用语言的目的2.产生目的的情景3.思考和行动的过程4.活动将导致结果（产品）的产生（这个结果包括具体可见的作品和问题的解决两大类别）5.学生需要借助于他们的知识、策略与技能结构来完成任务外语课堂应具有"变化性互动"的各项活动,即任务.学生在完成任务的过程中进行对话性互动,而产生语言习得(指通过交际无意识地接触语言系统而掌握语言).而不是单纯训练语言技能和学习语言知识的结果. 外语学习课堂中的活动具有以下五个方面的特征：1.具有连贯性和统一性2.有意义、有目的3.具有明确的语言学习目标4.有始有终5.学生积极参与示例1 1.导入（教师介绍课文大意） 2.放录音 3.教师就课文内容提问，学生回答 4.教师归纳各段大意 5.讲解分析课文，学习语言点 6.熟读并准备复述课文示例2 1.与课文内容有关的讨论，预测课文要谈的话题 2.学生快读课文，为课文选择一个合适的标题 3.学生较细致地阅读课文，填写图表 4.学生再次阅读并与同桌讨论，确定各段大意 5.师生讨论进一步疏通课文内容和语言点，学生作出笔记 6.学生听课文录音，准备相互提问,示例3. 1. Look at the topic and try to predict the content of the text and lead－in pair work discussion. 在这一阶段，教师要使所设计的问题尽量贴近学生的实际。
由于学生很可能已经预习了课文，predicting可能会变得乏味，所以教师可以让学生预测一下计算机的未来是什么样的，或者计算机在你的生活中的位置在这种活动中，我们可以看出：讨论是一种形式，而进行预测这一阅读的技巧训练才是活动的实质 2. Discuss in pairs or groups functions that a computer has and make a list of it. Compare your list with your friends' and the function mentioned in the text. Try to find three differences between your list and the text. （这种活动，实际上也是一种阅读技巧的训练学生练习的是通过略读和搜索阅读来查找有关信息以及学生的归纳能力3. Contextualized reading comprehension.主要练习学生凭借语境/对上下文的理解而猜词判义的能力同时也是为了消除学生在考试中对生词的焦虑感和恐惧感 4. Read and fill in a chart/table. 再次阅读文章，并填写后面表格空白处。
这里训练的是对阅读所获信息进行归纳分类的能力 5. A problem－solving activity.根据三个顾客的不同要求分别为他们选择一台电脑并解释理由这一步是总结性的归纳，也是活动的高潮，它是前四个活动中所练习的能力的综合体现任务型教学模式的理论依据 克拉申（S . D . Krashen )模式它主要描述习得过程这一模式的基本思想可以概括为:外语能力是在较低的情感过滤条件下,通过足量的可理解输入,以可预测的顺序习得的这一模式是:,任务型教学模式的理论依据Long (1983) : conversational interaction Language Acquisition Modified Interaction 1） 变化性互动可使输入成为可理解性； 2） 可理解性输入有利于语言习得； 3） 变化性互动有利于语言习得第一位将TBL体现在教学大纲和教学实践中的是Prabhu。
1979年，Prabhu在印度南部的Bangalore开始把当时看来很激进的理论假设付诸于实践的大胆教学试验他认为：Students may learn more effectively when their minds are focused on the task, rather than on the language they are using. Prabhu被认定为任务型学习活动的创始人 Jane WillisJane Willis 认为,任务型学习活动强调的是语言学习中“意义至上、使用至上”的原则，这就要求learners 为完成一个任务而在活动中以交流为目的（with some kind of communication purpose）真实地使用语言（process the text for meaning in order to achieve the goals of the task）而这种活动需要学生参与到reading, listening or reviewing之中任务的结构性: Nunan(1989) Goals Input Activity Teacher/student Role (facilitator,organizer,monitor,partner) setting (individual,pair, group, class )任务型教学的步骤：Jane Willis 把任务型学习模式分为三个阶段或三个环节：前任务(Pre-Task)－ Introduction to the topic and task.任务环(Task-cycle) － Task， planning and report.语言知识要点(Language focus)－ Analysis and practice.,Willis (1996) 认为，一般来说“任务”可分为六种类型：六种任务类型均反映了学生的认知过程，都遵循了从易到难，从简单到复杂的原则，位于上方的三种任务类型的难度低于下面的三种，,语言教学中的“任务”六种类型典例： 类型一：列举型任务(listing)1．Annie’s mother usually goes shopping early on Sunday morning. Listen to the conversation and answer the questions. Write Annie’s list of what they need.2. Work in groups Try to find: 1.two people taller and two people shorter than you;2.two people heavier and two people lighter than you;3.the oldest” youngest boy and girl in your group.3. Ask the people in your group about their pets. Who has a pet? What kind of pet do they have? Make a list.4. Work in groups. In school, what must you do, what mustn’t you do，what can you do and what needn’t you do? Make a list.5.Find five things that Fran tells Zhang Li to do or not to do.,6. Work with a partner .Read Lingshi’s uncle’s talk again and complete a mind map of the important ideas. What skills, advantages and disadvantages did he talk about? Add your own ideas.7. Write a list of things you had done before you started high school.Compare your list with a partner. What things had you both done?8. Work with a partner and make a list of the kinds of things and people you like.9. The people in the pictures are doing the wrong things. Work with a partner to decide what they are doing wrong and make a list of the right ways to study.10. Work in pairs. Think about all the things that people can do in Park and then write about what Jiamin had or hadn’t done on his earlier visits.,。