【文章內(nèi)容簡介】 mainly caused by myself, not by my students. Brainstorming activation I discussed the problem with my students and with my colleagues. Meanwhile, I consulted my thesis supervisor Mr. Yu Lunhua. They gave me a lot of advices and help so that I pondered the problem more deeply and carefully. After a lengthy program analysis, I determined to launch a project to overe this problem. Project Objective My research objective is to develop my students? municative petence with taskbased teaching. Project Hypothesis It is hypothesized that if Taskbased Language Teaching Methodology is used in class, then the learners? municative petence will rise accordingly. Possible Solutions With these reasons in mind. I have correspondingly provided some possible solutions which are as follows. 1) Study the teaching material in the textbook carefully, and design clear task goals .Select task types according to general level. 2) Learning by doing. Provide more opportunities to practice using English .Stress cooperative learning, paying attention to pair work and group work. 3) According to the different task topics, do activities related to students? lives in our class building real municative settings. 4) Give students positive taskbased assessments. Project rationale: ☆☆☆ 第 5 頁 共 34 頁 What is Taskbased Language Teaching? The theory of municative language teaching focuses on the process of learning and problem solving, and it is always anized around a variety of different kinds of tasks which are related to the real life and posed of chains of activities psychologically selected, graded and sequenced. What are tasks? A task is a piece of work undertaken for oneself or for others freely or for some reward. A task is an activity or action which is carried out as the result of processing or understanding language (. as a response) What is the Communicative Task? It is a piece of classroom work which involves learners in prehending manipulating form. What are NOT tasks? Tasks do not include activities which involve language used for practice or display, such as “Describe the picture using the words and phrases from the list below ”or “Ask your partner if he likes the food listed here using the forms Do you like … ? Yes, I do/No, I don?t.” where there is no oute or purpose other than practice of prespecified language. The essential difference between tasks and exercises Task Task has a nonlinguistic oute. Exercise An exercise has a linguistic oute. Types of tasks 1) Realworld municative tasks It refers to the realworld things people do in everyday life or activities students use language in the real life .The RealWorld Task Based Teaching emphasizes that teachers directly have students do all kinds of realworld tasks in class, thus raise students? abilities which municate in English. 2) Pedagogic municative task Pedagogic tasks are the materials and activities teachers and students actually work on in the classroom. Adjusted to such factors as the learners? age and proficiency level, these are series of initially simple, progressively more plex approximations to the target tasks. ☆☆☆ 第 6 頁 共 34 頁 The ponents of a task Principles of Taskbased Language Teaching The overall purpose of Taskbased Methodology is to create opportunities for language learning and skilldevelopment through collaborative knowledgebuilding. The following principles can be used to guide the selection of options for designing lessons. 1) Ensure an appropriate level of task difficulty. 2) Establish clear goals for each taskbased lesson. 3) Develop an appropriate orientation to performing the task in the students. 4) Ensure that students adopt an active role in taskbased lessons. 5) Encourage students to take risks. 6) Ensure that students are primarily focused on meaning when they perform a task. 7) Provide opportunities for focusing on form. 8) Require students to evaluate their performance and progress. Three principal phases in a taskbased lesson. 1) Pretask phase 2) Main task phase (task cycle) 3) Posttask phase The pretask phase concerns the various activities that teachers and students can undertake before they start the task, such as whether students are given time to plan the performance of the main task phase centers around the itself and affords various instructional options, including whether students are required to operate under timepressure or posttask phase involves procedures for Goal Input Activities Oute Teacher role Learner role Settings Task Communicative ☆☆☆ 第 7 頁 共 34 頁 followingup on the task the main task phase is obligatory in taskbased lesson consists of the students just performing a task. Options selected from the “pretask” or “posttask” phases are nonobligatory but, as we will see, can serve a crucial role in ensuring that the task performance is maximally effective for language development. Taskbased Language Assessment Taskbased assessment should do three things .It should elicit performance that is directly related to the municative objectives of the course, it should provide learners with opportunities to show what they can do with the language, and it should describe the criteria by which learners? performance will be judged. Performance criteria are a crucial part of an assessment procedure or item. These criteria need to be related to the important learning outes .In other words, they need to reflect those objectives that the task has been designed to assess. Criteria should address a number of aspects of performance when assessing a group oral presentation .For example, the criteria would include: 1) Linguistic accuracy 2) Fluency 3) Presentation style 4) Content