初中英语口语教学任务设计_英语论文

Designing Oral Tasks for Junior High School EFL Class   

摘要

义务教育阶段英语课程的主要目的是使学生在学习英语的过程中能够形成自身初步运用语言的综合能力，促进心智发展，提高综合人文素养。初中英语的口语教学，是培养学生综合语言运用能力与英语交际能力的有效途径。因此，教师应重视英语的口语教学，将以课堂为中心的英语教学发展到日常的生活之中，将以知识为中心的评估方式发展到对个人综合能力的考量，打造最佳的语言学习氛围，采用科学的口语教学方式，设计适合学生的口语任务，使得每位学生不仅能够拥有良好的口语技巧，还能得到一定的文化熏陶，提高综合人文素养。基于此，本文先分析了当前在英语口语教学和口语任务设计中存在的问题，再从设计者、学习者的角度出发，提出了英语口语教学中口语任务的设计策略。 

关键词： 英语教学;  任务型教学;  口语任务；建议

Abstract 

The overall goal of the English compulsory education aims at English learning learners forming their preliminary comprehensive language using ability, promoting intellectual development, improving the humanistic quality. The junior high school English language teaching is the most effective way to foster students’ discourse competence and students’ communicative competence. Therefore, it is teachers responsibility to shift the focus from the center of class to the basis of real life, turn knowledge center into comprehensive ability, create a suitable environment and use the scientific method to teach oral English. Firstly, this paper analyzes the common problems in English language teaching. Then, according to these problems, some designing strategies are prepared for junior high school EFL Class from the designers’ and the learners’ perspective. 

Key words: English language teaching; task-based language teaching;oral task；suggestion 

Contents

Introduction 1

1. Theoretical background of the research 2

1. 1 Task-based Language Teaching 2

1. 2 The Constructivist theory 3

1. 3The definition of a task 3

1. 4 The differences between spoken and written language 4

2. The factors influencing the design of oral tasks 4

2. 1 The teachers' and students' inital state 4

2. 2 The teachers' and students' preparation before activities 5

2. 3 Some ways of organizing oral tasks by teachers 5

2. 4 The difficult degree of task itself 5

2. 5 The feedback by teachers 6

3.  Designing oral tasks 6

3. 1 The preparation of designing oral tasks for junior high school EFL Class 6

3. 1. 1 Caring about students 6

3. 1. 1. 1 Maximum foreign talk 7

3. 1. 1. 2 Even participation 7

3. 1. 1. 3 High motivation 7

3. 1. 1. 4Right language level 7

3. 1. 2 Preparing materials 8

3. 1. 3 Choosing the language items 8

3. 1. 4 Evaluating the list 8

3. 1. 5 Brainstorming several possible oral tasks 8

3. 2 Carrying out different types of class activities in EFT class 8

3. 2. 1 Picture tasks 9

3. 2. 2 Role-play tasks 10

3. 2. 3 Situation tasks 11

3. 3 The evaluation of oral tasks designing in junior class 12

Conclusion 14

References 14