1、关于Main Task教学的几点思考Xiaguan District In-Service Training School for Teachers Gu Wansheng 2005年11月21日,基础教育阶段英语课程的任务是： 使学生掌握一定的英语基础和听、说、读、写技能，形成一定的综合语言运用能力； 牛津初中英语教材的Main Task旨在发展学生的各种语言技能和综合运用语言的能力。而这个任务是围绕本单元的话题，让学生通过体验、实践、参与、合作、交流和探究等方式，学习和使用英语，完成学习任务的。,牛津初中英语按照“话题功能结构任务”相结合的思想编排，以话题为主线，任务为主导，辅以功能和结
2、构项目，有效培养学生综合运用英语的能力。各单元的中心任务（Main task）贯穿始终，各类活动均围绕中心任务（Main task）展开，为完成中心任务（Main task）做铺垫。中心任务（Main task）属于输出（Production），旨在培养学生口、笔头综合运用英语的能力。,Main Task,Reading,Vocabulary,Grammar,Integrated Skills,Study Skills / Pronunciation,A main task lesson would proceed in the following manner: First, the tea
3、cher presents an item of language in a clear context to get across its meaning. This could be done in a variety of ways: through a text, a situation build, a dialogue etc.,Students are then asked to complete a controlled practice stage, where they may have to repeat target items through choral and i
4、ndividual drilling, fill gaps or match halves of sentences. All of this practice demands that the student uses the language correctly and helps them to become more comfortable with it.,Finally, they move on to the production stage, sometimes called the free practice stage. Students are given a commu
5、nication task such as a role play and are expected to produce the target language and use any other language that has already been learnt and is suitable for completing it.,In a main task lesson the teacher doesnt pre-determine what language will be studied, the lesson is based around the completion
6、 of a central (main) task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages:,Pre-task The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the stude
7、nts to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.,Task The stu
8、dents complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.,Planning Students prepare a short oral or written report to tell the class what happened during their task. They then practice what they are going to say in their gr
9、oups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.,Report Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the st
10、udents some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.,Analysis The teacher then highlights relevant parts from the text of the recording for the students to analyse. They may ask students to notice in
11、teresting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.,Practice Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The st
12、udents then do practice activities to increase their confidence and make a note of useful language.,教学建议： 1. 了解每单元的重要内容，特别是话题和中心任务。 2. 研究教材，适应新的教材教法，优化教学环节：对教材内容进行适当的补充和删减；替换教学内容和活动；扩展教学内容或活动步骤；调整教学顺序；调整教学方法；总结教材使用情况。,3. 学生主体必须真实参与言语过程；必须为言语活动提供“真实的”言语环境。在英语课堂中为话题和中心任务设法营造“真实的”、“生活化”的言语环境。把生活中的某些要素“引入”课堂，从而实现课堂内与课堂外的沟通，变课堂为言语交际的场景和处所。“生活化”的实践活动有：人文活动，如会话、采访、自我介绍、订计划等；解决问题，如描述工作程序、完成指定任务、根据图表进行讨论；游戏，如猜谜、竞赛；学科活动，如报告会、研讨会、新闻广播等等。,
