巧妙设计活动优化课堂教学培训5.doc

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巧妙设计活动优化课堂教学培训5

5 Grading tasks 5.1 Introduction We have now looked at what a language task is, what its distinctive components are, and what roles a task might imply for teacher and learner. We have looked at a number of task types in relation to both separate and integrated language skills. In so far as the methodology/ syllabus design distinction is useful, our emphasis has so far been on the former. However, in Chapter 1 I made the claim that the task has an important part to play in curriculum planning that embraced both the how and the what of a language learning programme. If the notion of task is to have value in compiling a learning programme - and I have indicated that from the viewpoint of both teacher and learner it would seem to hold this promise - then we have to cater for three key concepts in syllabus design: grading, sequencing and integrating. This chapter and the next address these questions. If you examine a selection of coursebooks, you will find that the content has been graded in different ways. The grammatical list in Checkpoint English for example, introduces subject pronouns and the verb be in Unit 1 while regular past simple and possessive pronouns and adjectives are postponed until Unit 9. In Exchanges opinions and arguments are introduced in Unit 3 while explanations and instructions are not introduced until Unit 8. Decisions on what to teach first, what second, and what last in a coursebook or programme will reflect the beliefs of the coursebook writer or syllabus designer about grading. Grading has been described in the following way: the arrangement of the content of a language course or a textbook so that it is presented in a helpful way. Gradation would affect the order in which words, word meanings, tenses, structures, topics, functions, skills, etc. are presented. Gradation may be based on the complexity of an item, its frequency in written or spoken English,

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