任务型教学法英语教案

任务型教学法英语教案（共6篇）

篇1：任务型教学法英语教案

一、教材分析

《My school》中part C.Story time是PEP小学英语四年级下册第一单元的第六课。在此之前，学生们已经学习了有关楼层和学校设施的单词和词组，并了解它们的功能，本课继续学习、巩固学校设施名称和相关楼层以及如何询问设施位置的句型：This is the music room.That is the gym.Is that the lunchroom?

二、学情分析

由于教学对象是四年级的学生，为了能够帮助学生提高学习兴趣，我利用头饰、播放动画等多种教学手段来呈现教学内容，避免了枯燥无味，但这些手段和方法都是围绕教学重难点展开的，避免出现教学活动的无效性。

三、教学建议

鉴于本课的特点及学生现有的知识水平，我通过听、看达到有所思、有所得。帮助学生掌握学习重点，多表扬、勤鼓励，使不同层次的学生都有学习积极性，在能力上均有所提高。

四、教学目标

根据对教材的理解和学情地分析，我预设如下教学目标：

1、知识与技能：

(1)能够借助图片理解故事内容：

(2)在组长的带领下，能自然的表演故事。

2、过程与方法：

任务型教学方法，小组合作、自主学习方法。

3、情感态度与价值观：

通过本课的学习，让学生在活动中体验语言知识的活脱、自然;在展示中感受学习成功的乐趣。

五、教学重、难点：

教学重点：能够掌握有关学校设施的单词和词组以及询问学校设施的句型：This is the music room.Is that the lunch room?

教学难点：在实际情景中能够灵活运用stroy time部分的内容并能够大胆创编和表演相关对话。

六、教学策略

为了突破这堂课的重、难点，根据小学生好奇、好胜、好动、模仿力强、表现欲旺盛等生理和心理特点，我主要采取了以下教法和学法。

1、直观演示法：利用图片、动画等手段进行直观演示，让学生理解故事内容，激发学生的学习兴趣，活跃课堂气氛，促进学生对知识的掌握。

2、情境教学法：给学生不断创设各种真实的场景，促使学生说英语。

3、小组活动学习法： 课堂各项教学活动均以小组活动为主线，全班活动为辅，学生互相交流、探究，共同完成学习任务，在合作中感受学习英语的乐趣及交流的意义。

4、课堂评价主要以鼓励性评价为主。

英语任务型教学教案

篇2：任务型教学法英语教案

任务型教学法英语教案

（课程论文）

学 号：201421T241 专 业：学科教育（英语）学员姓名：曹丹 任课教员：苏勇

任务型英语教学教案 曹丹 201421T241 年级 ：增盛镇中学八年级4班 课题名称：Unit2 Colors and Moods 教材选自：人教版新目标英语

一、教学案例的设计与分析 1.教材分析

本单元的中心话题是“颜色与心情”，学习不同种类的颜色及其对人情绪的影响。其中重点介绍了色彩与情绪的关系，而本单元阅读部分内容正是围绕这一中心话题展开的。阅读部分向学生介绍了谈论颜色有助于引出关于情绪和情感的内容。鼓励学生运用本单元的知识开始思考他们的情绪和情感。2.学情分析：

本课授课对象是级增盛镇中学八年级4班学生，该年龄阶段的学生具有旺盛的求知欲和高涨的学习热情，所以教师一开始就应该使学生的学习成为一种令人愉快，充满趣味，富有吸引力的活动。同时绝大部分学生对英语学习具有一定的兴趣，但由于学习能力较低，学习方法不佳，学习缺少主动性，这些都给平时的教学带来较大的困难。同时,该年龄段的学生具有感知能力强的特点，通过教师有效的教学及恰当的学习指导，加上他们对英语学习应给予的更多的关注，教学的基本要求是可以达到的。3.教学目标设计

1）基本知识目标：学习和掌握阅读部分所涉及的新单词和词组，尤其是一些习惯用语的表达方式及用法方面的固定搭配。

2）能力智力目标：进一步训练学生的自我阅读能力，并要求能够在快速阅读后领会主要句子的意思。

3）德育情感目标：鼓励学生运用文章中所了解色彩和情绪的关系的知识思考他们的情绪和情感，并讨论在自己或别人伤心的时候，该如何帮助自己或别人。4.教学重点与难点

1）怎样来正确使用与课文有关的重要词汇短语？ 2）对文章的听读理解能力及获取具体信息的能力 3）对文章快速阅读的能力及阅读对写作的迁移能力 5.教学方法和教学工具

任务教学法（Task-Based Language Teaching），多媒体教室，录音机，教材 6.教学时间

一课时教学（共45分钟）

7.教学形式：Task-based learning, activity-based teaching(class work;individual work;pair work;group work)

二、课堂教学程序的设计 Step1.Warming up 任务设计（1）do a survey about your favorite color（2）show up（设计目的：在正式阅读文章前，给学生分组布置任务，通过五环及福娃，要求前后四名学生为一组共同讨论各自喜爱的不同颜色的福娃及其原因，体现团队合作精神。小组讨论、协商，不仅给学生提供了大量的口头练习机会，而且是个取长补短，集思广益，互相学习的过程，有助于培养学生分析问题和解决问题的能力从而发展他们的个性。）Step2.Leading-in 任务设计：As we all know, there are different colors in the world, and can you divide them into 2 parts?（设计目的：利用学生的旧知，鼓励他们把颜色分为warm colors和calm colors）Step3.Skimming 任务设计：skim “reading” within 90 seconds, try to finish the table（设计目的：在学生原有对颜色分类的认识基础上，快速阅读，抓取文章的主要信息，并对原旧知进行细化。）Step4.Scanning & Matching 任务设计：Scan the reading, and try to match the colors with what they represent.（设计目的：重要的词汇在学生理解课文后再次通过加深对词意的理解达到对词汇的掌握，学生将更多的注意力放在了语句中，单词记忆不再是孤立的，而是在句中理解词汇。）Step5.Revision 任务设计：help students revise all the information together blue---------calm calm white----------purity orange----------joy warm yellow---------wisdom energetic green-----------growth strong red-------------power（设计目的：对于输入的信息量及时地巩固，增强记忆）

Step6.任务设计1.read calm colors carefully by themselves and answer questions 1.What color can make you feel relaxed?(blue)2.Does white create a feeling of harmony?(No, blue creates a feeling of harmony.3.What else can blue represent?(sadness)4.If I’m feeling stressed, what color should I choose?(white)任务设计2.get information from warm colors and try to finish the following table 任务设计3.close books and listen to the tape, then catch the missing information about red and green.1.Green is the color of nature and represents new life and growth.It is the color of envy.2.Red is the color of heat and represents power and strong feelings.Red can also help us take action or make a decision.Step7.Discuss the passage carefully in groups, then try to fill in the table below:（设计目的：设计了创新思维能力的练习，采用不同方法，鼓励学生主动参与，展示个人才能。培养学生思考问题、表达观点的能力、引导学生运用所学的语言和知识进行交际，体现了语言为生活服务的宗旨。让学生进行一些即兴的、自由的交流活动，练习由浅入深，层层深入。）Step8.Game time 任务设计：If you tell us the correct color, you can get a present.If you can’t, you can get nothing.For example: The best color to represent 刘星 is red, because he has a strong personal and active but I think he should use blue more, it can help him calm down.1.Cui Yong Yuan used to worry a lot and often got stressed, he should use white more.2.Ying Mu Hua Dao often gets angry easily.I think he should use blue more as it can help him calm down.（设计目的:各种不同的练习使学生很快找出阅读内容的细节，听读结合，动静结合，张弛结合）Step9.Talk show 任务设计：ask students to talk about themselves, but they should mention the following points.My favorite color is.It represents.I like it because.I am.So, my favorite color match/doesn’t match my characteristics.设计目的：总结并巩固新授知识

三、教学反思

篇3：浅谈英语任务型教学与任务型作业

新课标只是提倡使用“任务型教学途径”,并没有说一定要全体英语教师使用此法,可根据实际采用任务型教学.采用任务型教学必须设计任务型教学的作业.下面谈几种任务型作业.

一、动手制作类作业

教育家苏霍姆林斯基说过:“教师如果不想方设法使学生产生情绪高昂和智力振奋的内心状态,而只是不动感情的脑力劳动,就会带来疲倦.”教师可设计制作类作业让学生享受“I can do it in English!”的乐趣.圣诞节和元旦前夕,可让学生制作圣诞卡和贺年卡并填上祝福语,如“Best wishes!Merry Christmas!Happy New Year!”学完祈使句后,让学生为校园的各个场所设计英语警示牌.这样校园花草树木旁有了“Don’t pick the flowers!”垃圾筒旁有了“Please put rubbish in the bin!”的警示牌.这些作业让学生复习和强化所学知识,培养了学生动手能力和审美情趣,同时引起学生保护环境、关心他人,培养了学生的责任感.

二、实践型作业

《英语课程标准》指出:具有实践性的家庭作业不仅有利于开发学生的智力,帮助学生形成良好的性格、坚强的意志和高尚的品格,而且有利于培养学生的自我管理能力和多元认知能力.

1. 专题调查

教师可利用初中生求知欲强的特点,让他们对感兴趣的问题进行分析探究.调查任务就是其中的一种.生活中的方方面面都可以成为学生调查的对象.如个人爱好、父母或朋友的工作、同学用什么样的交通工具上学等.如学了shopping之后,让学生调查大超市商品的价格,为消费者购物提供参考.学生以小组为单位,在周末完成.通过完成调查任务、汇报交流调查结果等形式,学生在学、说、做中实现了知识的内化和英语的综合运用.

2. 观察生活,应用语言

任务型教学认为:要培养学生在真实生活中运用语言的能力,就应该让学生在教学活动中参与和完成真实的生活任务.如学完有关天气的形容词后,让学生观察本地区一周的天气情况并作记录,下一周在课堂上用英语汇报记录结果.还可让学生收集、摘抄自己周围的英文商标、中英文广告、标牌,学生会发现身边有如此多的英语,如No smoking!与Made in Japan等.学生在完成作业的过程中,通过了解生活、观察自然,增强了参与意识,养成了良好的观察习惯和自觉学习的意识.

三、创新类作业

在大力推行素质教育的今天,重点是培养学生的创新精神和实践能力,为了学生的长远发展,教师应设计创新作业,激发学生学英语的积极性,培养创新能力,发挥创新的潜能并从中体验成功的愉悦.如让学生编辑英语手抄报,手抄报活动以培养学生能力为目的,让学生把学到的知识运用到实际生活中去,真正做到学以致用.如学习了方位介词之后,联系there be句型,让学生以此句型为主题编写手抄报,内容可以是:为自己设计一个卧室、一个教室、一个学校等,要求图文并茂.学生在编辑手抄报的过程中,加深了对there be句型的理解,运用能力大大提高,同时培养了学生的创新能力.

篇4：浅析英语任务型教学

关键词：任务型教学 英语 学生

作为一线教师，觉得自己身上的担子很重。对于新教材心里没底，又没有现成的经验可以借鉴，只能是边学习边教学。新课改倡导以人为本，强调课程要促进每个学生身心健康的发展，培养学生良好的品质和终身学习的能力；新课改提倡交流与合作，自主创新学习。课程改革的成败关键在于教师，教师是课程改革的直接实施者。而以前教授时笔者针对课文内容常作如下的安排：1. 学生听录音，感知课文；2. 听音，识图；3. 听音，重复课文；4. 分角色朗读课文。上完课后笔者发现学生非常地听话，总是按照所给指令完成任务。老师让做什么，他们就做什么，学生始终处于被动中。可是这样的学习是不会有利于学生的长远发展的。每次期末统考笔者班上英语成绩平平，笔者和学生都有种事倍功半的感觉。

2010年9月笔者大胆实践了任务型语言教学法，并持之以恒，期中考试本班的英语成绩居年级前茅，比第二名班级的平均成绩多出近10分。当然成绩不一定能说明问题，关键是有很多学困生都有了很大的改变。因此，认为任务型教学法会影响教学进度，课堂不好控制，教师备课量大等的同仁们不妨勇于实践，尝试一下！下面笔者就什么是任务型教学以及它的步骤、优点、特点、意义以及需要改进的几个方面等谈谈个人的观点体会，仅供大家参考。

任务型的教学模式是20世纪90年代提出的具有重要影响的语言学习理论和学习模式，它把语言应用的基本理念转化成具有实践意义的课堂教学方式。新的英语课程标准明确指出：“倡导任务型教学模式，要求教师避免单纯传授语言知识的教学方法，尽量采用任务型的教学途径。”

一、什么是任务型教学

任务型教学就是设定一个任务，即做事，让学生在完成任务的过程中习得语言，在此过程中，学生始终处于一种积极的、主动的学习心理状态。它重视的是学生在执行任务过程中的能力培养和在完成任务过程中的参与和交流活动。任务型教学强调在完成任务的过程中通过交流来学会交际，将真实的语言材料引入学习的环境，既关注语言本身，也关注学习过程；把学生个人的经历作为课堂学习的重要因素，把课内的语言学习与社会的语言活动相结合。任务型教学提供了一种由语法训练转向交际训练的机会。它以实现特定的学习目标为任务(taskbased)，学生通过参与活动在没有失败、没有他人纠错的情况下去运用语言进行交际。课堂活动的任务化是英语教学培养创造性思维的具体手段。有了任务，学生的思维、直觉和想象就会遵循一定的方向展开，就能在很短的时间内表达较多的思想；有了任务，语言学习就能从知识的讲解和规则的理解发展到意义的表达和能力的培养。“活动、任务、操作”是任务型教学活动的三要素。任务化的教学活动是优化交际性教学的具体手段，在设计上应当高于单纯的用来解释语言认知意义的直观手段。

二、任务型课堂教学的基本步骤

1. Pre-task：呈现话题，进入任务，介绍任务的要求和实施任务的步骤。

2. While-task：学生以个人、伙伴或小组形式完成各项任务，并进行汇报和评价其完成情况。

3. Post-task：学生巩固和操练语言知识。

比如在教高中二年级英语上册第2单元时，根据教学目标，笔者设计了四个任务：1. 根据图片学习、了解电视节目种类，并用对话谈论自己的喜好。复习What kind of TV shows do you know？2. 对不同种类的电视节目发表意见。根据以下句型进行练习：What do you think of soap operas / sitcoms / comedies etc.？以及表达I love it / them. I like it / them. I don’t like it. I can’t stand it. I don’t mind it. etc. 3. 完成练习，并根据听力内容进行对话。4. 进行调查，并能做口头及书面报告。

在充满“变化性互动”的英语课堂上，从接受任务，准备任务，执行任务，报告任务到分析任务，学生一直处于积极、活跃、变化的活动中。活动越多，学生可理解的输入就越多，语言习得就越多。富有挑战性的问题争论往往使学生闪现出富有独到见解的、与众不同的思维火花。任务的挑战性刺激着学生的思维，激励着学生创造性的活动。就是在不断的挑战、刺激和激励中，学生的创造性思维和创新意识逐步得到训练、培养、加强和巩固并发展成为良好的习惯。

三、任务型教学具有三个特点

1. 给学生带来愉悦的情感体验；2. 能促进学生之间的合作与交流；3. 把静态学习变为动态学习。

四、任务型教学的意义

1. 在任务型教学中，教师是从学生“学”的角度来设计教学活动的，学生的活动具有明确的目标指向和具体的操作要求。在教学活动中，学生大脑始终处于一种激活状态，他们获得的不仅是语言知识，还获得了运用语言的能力。随着学习任务的不断深化，学生语言能力的不断提高，整个语言学习的过程就越趋于自动化和自主化，学生就越能创造性地表达自己的思想。

2. 由于有意义的任务活动贴近学生的生活、学习经历和社会实际，所以能引起学生的共鸣，并能激发学生的学习兴趣。

3. 小组讨论不仅给学生提供了大量口头操练的机会，而且给他营造了一个集思广益和互相学习的环境，有助于培养学生分析问题和解决问题的能力；有助于发展学生的个性，提高其智力水平。

4. 任务完成的结果为学生提供了自我评价标准，并使其产生成就感，可转化为后续学习的动力。

五、任务型学习活动的优点

1. 任务型学习活动的一大优点是能激励学困生的学习积极性，尽快大面积地提高学困生的成绩。这是以往各种英语教学改革收效甚微的症结所在。

2. 任务型学习活动的第二个优点就是能使学生真正成为学习的主人。他们从学习中看到提高，从提高中形成能力。这一过程完全是学生自己完成的，教师只起一个引导的作用。

3. 任务型语言教学的课堂是以学生为中心，教师只是组织者、引导者和学生的助手。在这样的课堂里，学生有更多参与合作的机会，可以互相帮助。每一个学生都有机会练习英语，表达自己的思想。学生通过各种各样的活动，如信息转换、配对活动和小组活动等，不仅掌握了基本语法知识，而且得到了更多的实践机会，提高了听、说等运用语言的技能。学生的积极性提高了，一切活动都是主动的，教师只是参与者和指导者。

“任务型学习活动与形成性评价”的课题研究现已取得了阶段性的成果，它的优势是以往任何教学改革都不能替代的。它有利于促进学生综合语言运用能力的提高和健康人格的发展，促进教师不断提高教学水平，促进英语课程的不断发展与完善。

当然，笔者也发现了一些需要改进的地方，主要有以下几点：

第一、完成一项大型的学习任务需要占用大量的课堂时间，从短期效果看，在消耗的同等时间内可以通过其它方式帮助学生取得更大的进步。因此，教师如何更新观念，如何合理安排教学进度，如何正确处理能力培养和考试成绩的关系，都是值得探讨的问题。

第二、任务的系统性和延续性难以把握。比如，任务的难易程度，任务之间的衔接等问题。

第三、任务型教学中，学生习惯小组讨论，相对而言，学生独立思考的能力消弱，依赖他人的意识增强。

最后，任务型教学仅是教学的一种手段。它既涉及教师教学方式的改变，也涉及学生学习习惯的改变。教学相长，才是我们教育改革的目的。

参考文献

1. 王景和. 英语教学名家谈 [M]. 吉林教育出版社，1998.

篇5：教案 任务型教学

用多媒体打开一个画面引出本节课的话题，吸引学生的注意力。借助生动的画面和视觉信息进行导入的效果比教师的“独白”效果好。

T: Mike is an American boy.His father is a professor.He is invited to teach English in Ningde Teachers’s College.And Mike comes to China with his father.Now Mike is your new classmate.It is the first time for Mike to come to Ningde.What do you think he must know about Ningde?

(Get students to discuss in pairs.Then ask some pairs to report.Elicit “clothing, food, living and transportation” by discussing the question)

2.A further discussion(After eliciting “clothing, food, living and transportation’’, I divide the class into four groups, each group discuss one question.The group competition would encourage them to think creatively 引出衣、食、住、行四个方面后，将学生分成四组，每组讨论一个方面，活动性形式是小组竞赛，有利于调

动学生完成任务的积极性)

(1)divide the class into four groups and have a group competition.The first group has to discuss: Where do you think Mike can buy his clothes? Why? The 2nd group has to discuss: Where do you think Mike can eat? Why? The 3rd group has to discuss: Where do you think Mike can live? Why? The 4th group has to discuss: Where do you think Mike can go on weekends? Why?

(The teacher give each group their grade according to their performance.)

(2)Get the four groups to take out their maps(the teacher should ask the each student to bring a map of Ningde with them in advance)and discuss.Ask them to underline the most proper places they think for Mike to go to.Ask each group to choose one place and then report and explain the reason.Give each

group their grade according to their performance.(after setting the task , get the students to look at the pictures with English explanation in them presented by multimedia visual aids, the English words like ladies’room, library church, cafe)此任务布置后，让学生看并讨论由多媒体呈现的附有英文解释的图片，即表示某些地点的生词：ladies’room, library church, café、、、、、、、T:(show the slides of ladies’ room and men’s room on slides)Hers is a place.In it there are a lot of different kinds of books.We can borrow books from it.But we have to return them on time.We call this place “library”.(display the picture of church in slide shows to present the word)

T:(show the picture of cafe)Here is a place.We can drink coffe in it.we call this place “cafe”.3.Set up a new situation:

完成以上任务后，又设计一个新情景，目的是帮助学生复习

以前学过关于“问路”的表达。

(after the completion of the above task, the teacher needs to set up a new situation to help the student review the useful expressions on how to ask the way)T: Mike is new in Ningde.So it is easy for him to get lost on his way to these places.（过渡）If he gets lost, what can he do?(help the students to answer: he can ask a policeman or a passerby on the way.)(get the students to review the following sentences about asking the way.)

-----Excuse me, where is downtown library ?-----Excuse me, is there a police station near here?

(elicit the following sentence pattern through revision 在复习基础上，又引出两个新句型 ,)

T: when we ask the way , we can also say: Excuse me , can you tell ne the way to the men’s room?

Excuse me, which is the way to the hospital? 4.Introduce the main task:

有了前面的铺垫，很自然地引出了本节课的主任务

(It is natural to introduce the main task of this lesson after finishing the previous task.The students have laid a solid foundation for the further learning.)

T: so today’s main task is to help Mike ask the way and tell him the way so that he can reach the places he wants to go in Ningde.5.Ask the students to listen to a model dialogue(Section 2 lesson 61)

T: now let’s listen to the tape and pay attention to the way people ask the way and give the way in the dialogue.Listen first and try to answer the question:

How can A get to the library?

(the question is presented on slide)

Step 2 : Task cycle

(任务循环是任务型教学的一个重要环节。学生以小组竞赛的形式进行活动，她体现了合作学习的必要性，又通过引

入竞争机制反映出活动的真实性)

1.students work in groups and read the map

T: suppose Mike starts from our school, he wants to go to the place you discuss just now.give him the direction.The sentence patterns in section 3, lesson 61 can help you.Then each group will choose a member to get ready to report.The reporter should try his best to say it correctly and fluently.2.Get each reporter to report.T: Other groups check their presentation while they are reporting and write down their mistakes but don’t interrupt them.(the teacher gives them prompts if necessary, but doesn’t

interrupt them.After their oral presentation, the groups evaluate each other’s performance and correct mistakes.And then the teacher offers feedbacks, evaluating their performance, correcting their mistakes if there are some left and giving each group their grades.)(教师要求各小组成员听汇报的同时，要关注汇报者指路的用语是否明确，是否最终能帮助麦克到达目的地,是否有语

言、语法错误。等四组汇报完后，小组先讨论，得出结论，并向全班公布结果。此后老师做总结并按照情况结合各组打分。)

3.Set up four situations Mike may be in.(multimedia visual aids)(Get each group to choose a situation and make a dialogue.Then get each group to act out their dialogue)Situation1: one evening, after having dinner in a restaurant with his family , Mike wants to go to People’s Cinema to see a film, but he doesn’t know the way.What will he do? Please imagine and make a proper dialogue.Situation2: one day Mike goes to Nanji park((multimedia visual aids)by bike.but makes a mistake, he goes to Jintai mountain , what can he do ? Please imagine and make a proper dialogue.Situation3: one Sunday morning , Mike’s family want to go to the church(multimedia visual aids).Is there a church in Ningde? How can they get there? Please make a proper dialogue.Situation4: one day Mike and his mother are shopping in Walmart shopping mall.Suddenly Mike’s find her handbag is stolen.Her money ,mobile-phone and ID card are all in it.Mike

doesn’t take any money with him.what can they do? How can they get home ? please imagine what the situation is and make a proper dialogue.Step 3:post-task 一．language focus and summary 1.Talk about the differences among the words “cross, across and crossing”.（1）get the students to translate the following three sentences and pay attention to the meaning of the underlined words(with the multimedia visual aids)1)turn left at the second crossing.2)go across the bridge.3)cross the bridge(2)ask the students to find out the difference of the three words based on their meanings, parts pf speech and usage.(I f one student gets the right answer, his group will get 10 points)(3)the teacher draw a conclusion Cross:v

Across: prep

Crossing:n 2.Ask the students to tell these building correctly ,quickly and fluently, then the teacher shows again the pictures of some places such as church……………

3.get the students to summarize the useful sentences about asking the way and giving the way.(if a student tells a right sentences, his group will get 5points)1)Excuse me, which is the way to the hospital?.Where’s the(nearest)…, please?

.Is there a … near here?

.Which is the way to …?

.How can I get to …?

.Can you tell me the way to …?

.Do you know the way to …?

.Can you tell me how to get to …?

2)•Go along this road and …

•Go up this road to the end.•Go on until you reach the end.•Turn left at the … crossing.•Take the second turning on the left.•Go across the bridge.•It’s between the … and the …

•You will see … in front of you.•You can’t miss it.Ask the students to read these sentences correctly

4.Ask them to choose a place and work in pairs to ask and answer and make sure that they can further practice the useful sentence patterns.二 :Conclusion

Work out each group’s total grades to see which group gets the highest mark an give the winners some bookmarks as a prize.Meanwhile encourage other groups to work harder next time and not to be discouraged.Step 4： Homework

篇6：教案 任务型教学 Step 1

(Get students to discuss in pairs.Then ask some pairs to report.Elicit “clothing, food, living and transportation” by discussing the question)（用多媒体打开一个画面引出本节课的话题，吸引学生的注意力。借助生动的画面和视觉信息进行导入激发学生学习兴趣，引发学生积极思考。）

2.A further discussion（each of the four groups discusses one of the four aspects of living）

(After eliciting “clothing, food, living and transportation’’, I divide the class into four groups, each group discuss one question.The group competition would encourage them to think creatively 引出衣、食、住、行四个方面后，将学生分成四组，每组讨论一个方面，活动性形式是小组竞赛，有利于调动学生完成任务的积极性)

(1)divide the class into four groups and have a group competition.The first group has to discuss: Where do you think Mike can buy his clothes? Why? The 2nd group has to discuss: Where do you think Mike can eat? Why? The 3rd group has to discuss: Where do you think Mike can live? Why? The 4th group has to discuss: Where do you think Mike can go on weekends? Why?

(The teacher give each group their grade according to their performance.)

(2)Get the four groups to take out their maps(the teacher should ask the each student to bring a map of Ningde with them in advance)and discuss.Ask them to underline the most proper places they think for Mike to go to.Ask each group to choose one place and then report and explain the reason.Give each group their grade according to their performance.(after setting the task , get the students to look at the pictures with English explanation in them presented by multimedia visual aids, the English words like ladies’room, library church, cafe)此任务布置后，让学生看并讨论由多媒体呈现的附有英文解释的图片，即表示某些地点的生词：ladies’room, library church, café、、、、、、、T:(show the slides of ladies’ room and men’s room on slides)Hers is a place.In it there are a lot of different kinds of books.We can borrow books from it.But we have to return them on time.We call this place “library”.(display the picture of church in slide shows to present the word)

T:(show the picture of cafe)Here is a place.We can drink coffe in it.we call this place “cafe”.3.Set up a new situation(what should Mike do when he gets lost?)

完成以上任务后，又设计一个新情景，目的是帮助学生复习以前学过关于“问路”的表达。(after the completion of the above task, the teacher needs to set up a new situation to help the student review the useful expressions on how to ask the way)T: Mike is new in Ningde.So it is easy for him to get lost on his way to these places（过渡）.If he gets lost, what can he do?(help the students to answer: he can ask a policeman or a passerby on the way.)(get the students to review the following sentences about asking the way.)

-----Excuse me, where is downtown library ?-----Excuse me, is there a police station near here?

(elicit the following sentence pattern through revision 在复习基础上，又引出两个新句型)

T: when we ask the way , we can also say: Excuse me , can you tell ne the way to the men’s room?

Excuse me, which is the way to the hospital? 4.Introduce the main task:(help Mike ask the way and tell him the way)有了前面的铺垫，很自然地引出了本节课的主任务

(It is natural to introduce the main task of this lesson after finishing the previous task.The students have laid a solid foundation for the further learning.)

T: so today’s main task is to help Mike ask the way and tell him the way so that he can reach the places he wants to go in Ningde.5.Ask the students to listen to a model dialogue(Section 2 lesson 61)

T: now let’s listen to the tape and pay attention to the way people ask the way and give the way in the dialogue.Listen first and try to answer the question:

How can A get to the library?

(the question is presented on slide)

Step 2 : Task cycle

(任务循环是任务型教学的一个重要环节。学生以小组竞赛的形式进行活动，她体现了合作学习的必要性，又通过引入竞争机制反映出活动的真实性)

1.students work in groups and read the map

T: suppose Mike starts from our school, he wants to go to the place you discuss just now.give him the direction.The sentence patterns in section 3, lesson 61 can help you.Then each group will choose a member to get ready to report.The reporter should try his best to say it correctly and fluently.2.Get each reporter to report.T: Other groups check their presentation while they are reporting and write down their mistakes but don’t interrupt them.(the teacher gives them prompts if necessary, but doesn’t

interrupt them.After their oral presentation, the groups evaluate each other’s performance and correct mistakes.And then the teacher offers feedbacks, evaluating their performance, correcting their mistakes if there are some left and giving each group their grades.)(教师要求各小组成员听汇报的同时，要关注汇报者指路的用语是否明确，是否最终能帮助麦克到达目的地,是否有语言、语法错误。等四组汇报完后，小组先讨论，得出结论，并向全班公布结果。此后老师做总结并按照情况结合各组打分。)

3.Set up four situations Mike may be in.(multimedia visual aids)(Get each group to choose a situation and make a dialogue.Then get each group to act out their dialogue)Situation1: one evening, after having dinner in a restaurant with his family , Mike wants to go to People’s Cinema to see a film, but he doesn’t know the way.What will he do? Please imagine and make a proper dialogue.Situation2: one day Mike goes to Nanji park((multimedia visual aids)by bike.but makes a mistake, he goes to Jintai mountain , what can he do ? Please imagine and make a proper dialogue.Situation3: one Sunday morning , Mike’s family want to go to the church(multimedia visual aids).Is there a church in Ningde? How can they get there? Please make a proper dialogue.Situation4: one day Mike and his mother are shopping in Walmart shopping mall.Suddenly Mike’s find her handbag is stolen.Her money ,mobile-phone and ID card are all in it.Mike doesn’t take any money with him.what can they do? How can they get home ? please imagine what the situation is and make a proper dialogue.Step 3:post-task 一．language focus and summary 1.Talk about the differences among the words “cross, across and crossing”.（1）get the students to translate the following three sentences and pay attention to the meaning of the underlined words(with the multimedia visual aids)1)turn left at th second crossing.2)go across the bridge.3)cross the brodge

(2)ask the students to find out the differenced of the three words based on their meanings, parts pf speech and usage.(I f one student gets the right answer, his group will get 10 points)

(3)the teacher draw a conclusion

2.get the students to summarize the useful sentences about asking the way and giving the way.(if a student tells a right sentences, his group will get 5points)1)Excuse me, which is the way to the hospital?.Where’s the(nearest)…, please?

.Is there a … near here?

.Which is the way to …?

.How can I get to …?

.Can you tell me the way to …?

.Do you know the way to …?

.Can you tell me how to get to …?

2)•Go along this road and …

•Go up this road to the end.•Go on until you reach the end.•Turn left at the … crossing.•Take the second turning on the left.•Go across the bridge.•It’s between the … and the …

•You will see … in front of you.•You can’t miss it.3.Ask the students to read these sentences correctly ,quickly and fluently, then the teacher shows again the pictures ofsome places such as church…………… Ask the students to tell these building correctly Ask them to choose a place and work in pairs to ask and answer and make sure that they can further practice the useful sentence patterns.二 :Conclusion

Work out each group’s total grades to see which group gets the highest mark an dgive the winners some bookmarks as a prize.Meanwhile encourage other groups to work harder next time an dnot to be discouraged.Step 4： Homework