巧妙设计活动 优化课堂教学 培训3.docx
- 文档编号:24256370
- 上传时间:2023-05-25
- 格式:DOCX
- 页数:29
- 大小:34.12KB
巧妙设计活动 优化课堂教学 培训3.docx
《巧妙设计活动 优化课堂教学 培训3.docx》由会员分享,可在线阅读,更多相关《巧妙设计活动 优化课堂教学 培训3.docx(29页珍藏版)》请在冰豆网上搜索。
巧妙设计活动优化课堂教学培训3
3Taskcomponents
3.1Introduction:
identifyingtaskcomponents
Thedefinitionofalanguagelearningtaskrequiresspecificationoffourcomponents:
thegoals,theinput(linguisticorotherwise),theactivitiesderivedfromthisinput,andfinallytherolesimpliedforteacherandlearners.Thequestionofroleswillbeaddressedinthefollowingchapter.Thischapterlooksinturnatthefirstthreecomponentsinordertoassistyouinselecting,adapting,modifyingandcreatingyourowntasks.
Therehavebeenalternativebreakdownsofthecomponentsofthetask,fromwhichIselectthreetodrawonformyownanalysis.
Candlin(1987)suggeststhattasksshouldcontaininput,roles,set-tings,actions,monitoring,outcomesandfeedback.Inputreferstothedatapresentedforlearnerstoworkon.Rolesspecifytherelationshipbetweenparticipantsinatask.Settingreferstotheclassroomandout-of-classarrangementsentailedinthetask.Actionsaretheproceduresandsub-taskstobeperformedbythelearners.Monitoringreferstothesupervisionofthetaskinprogress.Outcomesarethegoalsofthetask,andfeedbackreferstotheevaluationofthetask.
ShavelsonandStern(1981),whoareconcernedwithgeneraleducationalplanningratherthanTESOLplanninginparticular,suggestthattaskdesignshouldtakeintoconsiderationthefollowingelements:
-content-thesubjectmattertobetaught
-materials-thethingsthatlearnerscanobserve/manipulate
-activities-thethingsthelearnersandteacherwillbedoingduringthelesson
-goals-theteachers'generalaimforthetask(thesearemuchmoregeneralandvaguethanobjectives)
-students-theirabilities,needsandinterestsareimportant
-socialcommunity-theclassasawholeanditssenseof'groupness'
(ShavelsonandStern1981:
478)
Wright(1987)suggeststhattasksneedminimallycontainjusttwoelements.Theseareinputdatawhichmaybeprovidedbymaterials,teachersorlearnersandaninitiatingquestionwhichinstructslearnersonwhattodowiththedata.Herejectsthenotionthatobjectivesoroutcomesareobligatoryonthegroundsthat,withcertaintasks,avarietyofoutcomesmightbepossibleandthatthesemightbequitedifferentfromtheonesanticipatedbytheteacher.
Wright'spointconcerningtheunpredictabilityofoutcomesiswellmade,andweshallbearinmindthisnecessarylackofdefinitionintasks,particularlywhenweconsidertheroleofthelearnerintaskplanningandimplementation.Weshalllikewisenotlosesightoftheinfluenceofsettings,includingsocialcommunity,andthenecessityforfeedback.Nevertheless,theframeworkwhichcombinessimplicitywiththepowertoanalysethemajorityoflearningtaskshasjustthreecomponents:
goals,inputandactivities.Thesethreeinturnimplycertainroles.ThediagrammaticrepresentationofthetaskanditsconstellationofelementsisrepeatedherefromChapter1.
GoalsTeacherrole
InputTASKSLearnerrole
ActivitiesSettings
Aframeworkforanalysingcommunicativetasks
3.2Goals
Defininganddescribinggoals
Goalsarethevaguegeneralintentionsbehindanygivenlearningtask.Theyprovideapointofcontactbetweenthetaskandthebroadercurriculum.Theanswerthatateachermightgivetothequestion:
'WhydidyougetlearnerstoengageinTaskX?
'willgenerallytaketheformofsomesortofgoalstatement.Possibleanswersmightbe:
'Iwantedtodeveloptheirconfidenceinspeaking.'
'Iwantedtodeveloptheirpersonalwritingskills.'
'Iwantedtoencouragethemtonegotiateinformationbetweeneachothertodeveloptheirinteractionalskills.'
'Iwantedtodeveloptheirstudyskills.'
Goalsmayrelatetoarangeofgeneraloutcomes(communicative,affectiveorcognitive)ormaydirectlydescribeteacherorlearnerbehaviour.
Anotherpointworthnotingisthatgoalsarenotalwaysexplicitlystated,althoughtheycanusuallybeinferredfromanexaminationofatask.Inadditionthereisrarelyasimpleone-to-onerelationshipbetweengoalsandtasks.Insomecasesacomplextaskinvolvingarangeofactivitiesmightbesimultaneouslymovinglearnerstowardsseveralgoals.
Oneclassificationofgoalscomesfromarecentlarge-scalelanguagecurriculumprojectinAustralia(theAustralianLanguageLevels,orALL,Project):
GoalTypeExample
_____________________________________________________
Communicative-establishandmaintaininterpersonalrelations,
andthroughthistoexchangeinformation,
ideas,opinions,attitudes,andfeelings,andto
getthingsdone
Socio-cultural-havesomeunderstandingoftheeverydaylife
patternsoftheircontemporaryagegroupin
thetargetlanguagespeechcommunity.This
willcovertheirlifeathome,atschoolandat
leisure
Learning-how--tonegotiateandplantheirworkoveracertain
to-learntimespan,andlearnhowtosetthemselves
realisticobjectivesandhowtodevisethe
meanstoattainthem
Languageand-tohavesomeunderstandingofthesystematic
culturalnatureoflanguageandthewayitworks
awareness
_________________________________________________________
(AdaptedfromClark1987:
227-32)
Howcomprehensivearethesegoals?
Towhatextentdotheycoincidewiththesortsofgoalswhichareeitherexplicitlystatedorimpliedinyourownsyllabus(es)?
Notethatthegoalsarenotnecessarilymutuallyexclusive,andthattheremaybetaskswhichcovermorethanonegoal.Forexample,asmallgroupdiscussiononasocio-culturalthememightrelatetobothcommunicativeandsocio-culturalgoals.
Sinceweareparticularlyconcernedwithcommunicativeoutcomes,itisworthnotingthattheALLProjectsubcategorisescommunicativegogoalsintothreegoalareas:
1.Establishingandmaintaininginterpersonalrelationships,andthroughthistoexchangeinformation,ideas,opinions,attitudesandfeelings,andtogetthingsdone.
2.Acquiringinformationfrommoreorless'public'sourcesinthetargetlanguage(e.g.books,magazines,newspapers,brochures,documents,signs,notices,films,television,slides,tape,radio,publicannouncements,lecturesorwrittenreportsetc.)andusingthisinformationinsomeway.
3.Listeningto,reading,enjoyingandrespondingtocreativeandimaginativeusesofthetargetlanguage(e.g.stories,poems,songs,rhymes,drama)and,forcertainlearners,creatingthemthemselves.
(AdaptedfromClark1987:
226)
Howcomprehensivearethesegoalareas?
Canyouthinkofanycommunicativetaskswhichdonotfitintoanyofthesecategories?
Specialisedandgeneralpurposegoals
InChapter2,welookedatthenatureoflanguagefromamacroskillperspective,andlookedatsomeoftheskillswhichcontributetothemasteryofasecondlanguage.Thisinformationcanbedrawnonindevisinglearninggoals.Forexample,wesawthatabroaddistinctioncanbedrawnbetweengeneral'everyday'EnglishandEnglishforspecificpurposes.Inasimilarway,wecandistinguishbetweengoalsandteachingprogrammeswhichareaimedatteachinggeneral'everyday'English,andthosewhosepurposeistodevelopskillsinspecificspecialisedareassuchasEnglishforscienceandtechnologyorEnglishfortertiarystudy.Differentpurposeswillbereflectedinprogrammegoals.
Thebroaddistinctionbetweengeneralandspecificoutcomescanbeappliedtoallfourmacroskillareas.AswesawinChapter2,areadingprogrammecanbedesignedtoprovidelearnerswithskillstocarryoutthehundredandonereadingtasksthatoccurindailylife;fromlookingupaprogrammeintheT.V.guide,toreadingthesportingpageoftheafternoonnewspaper.Ontheotherhand,itmightbedesignedtodevelopthespecialisedreadingskillsneededforstudyingsuccessfullyinasecondlanguage.GiventheimportancethroughouttheworldofEnglishasamediumofinstructionatthetertiarylevel,itisnotsurprisingthatagreatdealhasbeenwrittenaboutthissecond,specialisedreadinggoal.Coursesormodulesfordevelopinglisteningskillscanalsobedividedintothosefocusingongenerallistening(forexampleunderstandingspokenmedia)andthoseforspecialisedlistening(understandinguniversitylectures).
Writingcoursescanbesimilarlydividedintothosewhichrelatetobasicfunctionallanguageskillsandthoseconcernedwiththedevelopmentofmoreformalwritingskills.Basicfunctionalwritingskillswillincludesuchthingsaswritingnotestoone'steacher,writingshoppinglists,completingpostcardsandsoon.Formalwritingskillswillincludeessayandreportwriting,writingbusinessletters,andnotetakingfromlecturesandbooks.
Arethelanguageprogrammesyouareinvolvedwithdirectedprimarilytowardsthedevelopmentofgeneral,everydaylanguageskills,specialisedlanguageskillsorboth?
Whatmightbethegoal(s)ofthefollowingtask?
Whatparticularskillsisthetasktryingtodevelop?
3.3Input
Inputreferstothedatathatformthepointofdepartureforthetask.Infact,inputforcommunicativetaskscanbederivedfromawiderangeofsources.Hover(1986)suggeststhefollowing:
-letters(formal/informal)-caloriecounter
-newspaperextracts-recipe
-picturestones-extractfromaplay
-Telecomaccount-weatherforecast
-driver'slicence-diary
-missingperson'sdeclaration-bustimetable
form-noticeboarditems
-socialsecurityform-housingrequestform
-businesscards-starsigns
-memonote-hotelentertainment
-photographsprogramme
-familytree-tenniscourtbookingsheet
-drawings-extractsfromfilmscript
-shoppinglists-highschoolyearbook
invoices-notetoafriend
-postcards-seminarprogramme
-hotelbroch
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 巧妙设计活动 优化课堂教学 培训3 巧妙 设计 活动 优化 课堂教学 培训