Unit 2.2 Communicative Principles and Task

这是一篇关于Unit 2.2 Communicative Principles and Task的思维导图，包含differences between language used in real life and language taught in the classroom。

Communicative Principles and Task

• 7. Task-based Language Teaching
  • Definition 1.TBLT refers to an approach based on the use of tasks as the core unit of instruction in language 2.TBLT is a further development of CLT. 3.It shares the same beliefs.as language should be learned as close as possible to how it is used in real life. 4.However,it has stressed the importance to combine form focused teaching and communicaton focused teaching
  • A Definition a task is an activity which requires learners to arrive at an outcome from given information through some processof thought and which allows teachers to control and regulate that process
  • components (ppp+c purpose,product,process,context,)
    • purpose: making sure the students have a reason for undertaking the task
    • process: getting the students to use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating
    • Product:there will be some form of outcome, either visible or invisible
    • context: this can be real, simulated or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factors
  • task V.S exercise
    • task: focus on the complete act of communkation (fluency)
    • exercise:focus on individual aspects of language.such as vocabulary.grammar or indenidual skills (accuracy)
    • exercise-task:this kind of activity consists of contextualised practice of language items
  • How to design tasks
    • 1 Think about students’ needs, interests, and abilities Suitable appropriate。Accessible
    • 2.Brainstorm possible tasks Have communicate purpose.be goal oriented
    • 3 Evaluate the list :Educational value/ Appropriateness to students'needs,interests andabilities/Availability of suitable resources/Time available
    • 4 Choose the language items: 1.consider the level of linguistic difficulty in orderto decide whether to accept reject or modify a task taht you originally planned 2.work out possible language knowledge and skillsneeded to accomplish the task(pre task languagepractce to prepare ss linguistically)
    • 5 Preparing materials : prepare the materials that the ss need to carry outthe tasks
  • three stages
    • pre-task Teachers introduce the topic and task task cycle task,planning.report language focus analysis and practice 参考31页六边形图
• 9. PPP
  • Presentation, Practice and Production
    • Presentation Teachers introduce new language items in a context
    • Practice controlled practice,such as drilling, repetition. dialogue reading,etc.
    • Production produce language in more meaningful ways,such as role play,a drama,an interview,etc.
  • 参考P32页，三角形图谱
  • Five step teaching method
    • revision+presentation.practice production+consoildation
• 10. Differences between PPP and TBL
  • the way students use and experience the language in TBLT is radically diffrernt from PPP in 3 aspects
    • task/planning/report
  • TBLT can provide a context for grammar teaching and form-focused activities. PPP is different in this aspect.
    • context/natural language exposure/activities/skills
• 11. Appropriateness of CLT and TBLT in the Chinese context
  • CLT
    • 1.culturally appropriate 2.the design of syllabus for teaching purposes 3.suitability for all age level of learners or allcompetence level
  • TBLT
    • 1.ineffectiveness for presenting new language items 2.time consuming 3.culture of learning (difficult-skills) 4.level of difficulty (linguistic resources to handle)