The Application of Task-Based Approach in English Grammar Teaching in Junior High Schools 任务型教

Task-based Language Teaching任务型语言教学简介The word "Task" first appeared in applied linguistics literature was in the early nineteen eighties. Task is not concerned with language form, but the meaning of the language, that is, the meaning of expression. Due to the different research purposes and research methods, there are many different definitions about “task”. Here are some well-known ones.Michael Long defined it like "A task is a piece of work undertaken for oneself or for others, freely or for some reward. Thus, examples of tasks include painting a fence，dressing a child, filling out a form, buying a pair of shoes, making an airline reservation，borrowing a library book, taking a driving test, typing a letter, weighing a patient, sorting letters, taking a hotel reservation, writing a cheque, finding a street destination and helping someone across a road. In other words, by `task' it meant the hundred and one thing people do in everyday life, at work, at play, and in between."Richards said “An activity or action which is carried out as the result of pro cessing or understanding language (i.e., as a response). For example, drawing a map while listening to an instruction and performing a command, may be referred to as tasks. Tasks may or may not involve the production of language. A task usually requires the teacher to specify what will be regarded as successful completion of the task. The use of different kinds of tasks in language teaching is said to make language teaching more communicative, since it provides a purpose for a classroom activity which goes beyond the practice of language for its own sake.”Prabhu thought that “Task is an activity which requires learners to arrive at an outcome from given information through some process of thought, and which slows learners to control and regulate that pr ocess.”David Nunan believed that “Any classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. The task should also have a sense able to stand alone as a communicative act in its own right.”Bygate, Skehan and Swain held the idea that “A task is an activity which requires learners to use language, with emphasis on meaning, to attain an object.”Ellis expressed it like “Tasks are activities that call for primarily meaning-focused language use.”Due to the different needs of people and different angles on the task classification, the types of task are also different. For example, it can be divided into open tasks and closed tasks from the purposes of research, and it can be divided into simple tasks and complex tasks from the teaching needs. According to the reality and the relationship among task, Nunan classified task into the real-world tasks and pedagogic tasks. (1) The real-world tasks are the tasks which close to the real life. That is to say, the students can be encountered in a variety of things in their daily life even after they left the classroom. The purpose of language learning is to enable students to use English to complete various things in real life, so the classroom language learning activities should be the rehearsal of these things. (2) Pedagogic tasks are tasks which are generally not happened outside the classroom. The pedagogic tasks are designed tasks in order to achieve a purpose. In general, the pedagogic tasks do not occur in reality, but they could improve the language learning process. Richards lists several types of pedagogic tasks: jigsaw tasks, information-gap tasks, problem-solving tasks, decision-making tasks, and opinion exchange tasks.According to the need of practical teaching, the task can be divided into simple tasks and complex tasks.(1) Simple tasks generally only need one to two steps. The information learners obtained is relatively single, and people only need to do activities which are simple and specific. What’s more, the language knowledge and languageskills which are needed is very easy, and learners could complete tasks just in a short period of time. (2) Complex tasks often have multiple steps. Learners are usually required to work in small groups, and sometimes they need to cooperate with each other. They need to obtain a variety of information, and then analysis them. Because complex tasks include more steps, learners need to finish certain things in different stages. It may involve a variety of language knowledge and language skills, and generally need twenty to thirty minutes, while some tasks require longer.Task-based language teaching (TBLT), also known as task-based language learning (TBLL) or task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. It refers to an approach based on the use of tasks as the core unit of instruction in language, and requires that language should be learned as close as possible to how it is used in real life. “TBLT” has stressed the importance to combine form-focused teaching with communication-focused teaching. It is a modern language teaching approach for second language learners. It aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.Features of Task-based Language TeachingTask-based teaching method is an advanced method, which absorbs all sorts of outstanding teaching methods. At the same time, it also has its own characteristics. The most prominent feature is" learn by doing ". This is mainly manifested in the following aspects.Firstly, people learn to communicate by finishing tasks through interaction in the target language. Secondly, TBLT lays emphasis on the reality of both learning activities and learning materials. Thirdly, the learning activities are mainly to expressthe significance, such as information transmission. Fourthly, it places emphasis on the learner-centered approach. Fifthly, TBLT encourages students to use language in a creative way. Finally, task-based language teaching method cheers on the connection among classroom teaching activities.Three StagesTask-based language teaching method can be divided into three stages. The first one is the pre-task phase. It refers to preparations that teachers do for students, including the preparation of language, vocabulary, grammar and sentence patterns. It also includes preparations of topic and knowledge. The purpose of this phase is to make students do some related things with following content, and let the students have a perceptual awareness, as well as the clear purpose. The second one is the during-task phase. It means the process students perform and complete the task according to teachers’ design. And this phase is the most important part. The third one is the post-task phase. It asks students to experience a process from meaning to form. After completing the tasks, students are required to report the circumstance and result of task to their team members, and they need to make a summary on the important language points involved in the task during the process of implementation.Task-designIn the task-based language teaching, the biggest challenge for teachers istask-design. Many teachers can not distinguish the differences between the tasks they should design with general teaching activities. They design tasks too simple or too complicated that make tasks can not be used, and they can not achieve the purpose of teaching as well. Therefore, teachers should consider the influent factors during the teaching process, so as to do better in teaching activities. The factors are as follows:The first factor is the goal. The purpose of task-design is to make sure that students could develop their abilities of using language. But if the goals are too abstract or not specific enough, it will be not conductive for teachers and students to make a well understanding on the task. That will obstruct the completion of task and goal achievement. The second factor is the input. Teachers of Task-based teaching are usually asked to provide students some input, which are the necessary information. So that students could complete the task on the basis of the input. But when offering information, teachers should take some specific elements into consideration, such as the difficulty of the material, the amount of information, distribution and so on. The third one is the activity. The task is actually made up of a series of interrelated activities, so the activity-design is an important factor in the process of task design.。

龙源期刊网 Problems in the Application of Task—based Language Teaching in English Class作者：李锡岚来源：《校园英语·上旬》2016年第12期【Abstract】This paper attempts to discuss the problems in the application of task-based language teaching approach in English class of Chinese vocational colleges， including the using of target language， classroom management，teacher’s qualification， design and evaluation of tasks.【Key words】task-based language teaching； vocational collegesTask-based language teaching （TBLT） refers to an approach based on the use of tasks as the core unit of planning and instruction of language. Although TBLT promotes communication and provides a better context for activation of learning process， there are problems in its application in Chinese context， especially in vocational colleges.First， we know that many tasks will be done in groups in TBLT， but students may not be using English as the medium of communication. The author found that there was excessive dependence on Chinese to solve communication problems， which deprives students of the opportunity to listen and speak in English. Besides，vocational students’ low proficiency of English and lack of self-confidence may prevent them from using it to communicate.Secondly， TBLT creates problems of classroom management. The familiar PPP sequence represents a way of delivering the language specified in the syllabus and controlling the communication in class. A concern voiced by many teachers is that when students are engaged in independent， task-related work， this control no longer operates. Many students just have no interest in the tasks and sit there idling their time.Thirdly， there are quite a lot of English teachers that are not qualified in implementing TBLT. So the teachers should be given more opportunities to acquire the knowledge of TBLT in relation to designing， planning and evaluating tasks，in order to raise students’ interest in the activity.The two biggest reasons for the teachers to avoid administering TBLT were connected with the large class size and lack of confidence to assess students’ task-based performance. It is suggested that reducing the large-sized class and reforming the assessment system should be stressed on the agenda.。

IntroductionMarianne Celce-Murcia (1985) maintained that noticing and persuasive evidences show that no grammar teaching will lead to the product of clumsy and impropriate foreign languages, which means that grammar teaching is essential for language teaching. Grammar teaching has played an important role in language learning and acquisition. According to Woods (1981), “Nobody can doubt that a good knowledge of the grammatical system is essential to master a foreign language and it is also one of the most important parts of communicative competence”(14). However, grammar teaching is still one of the most controversial and least understood aspects of foreign language teaching although it has been a central aspect of foreign language teaching．A task-based language teaching approach, where learners actively engage in meaning focused activities, for much (but not all) of their time in class, is explicitly designed as a good way for grammar teaching. TBLT offers a realistic alternative to the traditional grammar-based approaches which have consistently failed our learners. It focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome (in other words, the appropriate completion of tasks) rather than on accuracy of language forms. This makes TBLT especially popular for developing target language fluency and student confidence.The purpose of this article is to address some of the questions which are constantly raised about TBLT and which perhaps get in the way of a much wider application of TBLT principles.1.English Grammar1.1 The historical development of English grammar teaching in ChinaIn a long history of foreign language teaching in China, because of the introduction of Grammar-translation Method, grammar teaching dominated languageclassrooms. Such a phenomenon lasted till the late 1960s. During this period, grammar teaching became the core of foreign language teaching, and the teaching of other knowledge or skills were weakened. Since 1970s, teachers and scholars have noticed the disadvantages of the Grammar-translation Method and begun to carry out a reform. Although grammar teaching is not as important as before, the teaching of grammar still remains quite popular. In the 1980s, with the deepening of reform and opening up to the outside world, exchanges with foreign countries increased greatly and the role of communication in language became obvious. At the same time, foreign language teaching theories and methodologies kept pouring into China. Functional and communicative approaches were then introduced and began to be accepted by both teachers and students. As a result, some teachers and students look down upon grammar and feel it boring to teach or learn grammar.1.2 Problems in the current English grammar teaching in ChinaAs an important part of the foreign language teaching, grammar teaching has existed two common problems for a long time. One is the unsatisfactory effect. In the traditional pedagogical class, it seems that the teacher has explained the grammar rules clearly, and students have understood the rules distinctly, and they can do all exercises; however, they cannot prevent from making many mistakes when they are talking or writing. The phenomenon that English learners cannot put what they have learned in class into their real life, is called “inert knowledge”. The other problem is that, a lot of students feel dull when they learn grammar rules. Few students sustain their enthusiasm for learning when the lesson focuses on the parts of grammar points. Indeed, when students are asked to do grammar exercise, there is often an audible response of displeasure.2. T ask-based Language T eaching2.1 Definition and features of task-based teaching approach2.1.1 Definition of task-based teaching approachTasked based language teaching is widely applied in the teaching of English inChina. TBLT is, in fact, a further development of Communicative Language Teaching (CLT), which is quite renowned before the turn up of TBLT. They share the accordant belief, as language should be learned as close as possible to how it is used in rea l life. This methodology aims at providing learners with a simulated real-world language environment and facilitating learners to do tasks required in target language. Compared to CLT, TBLT keeps its eyes on the importance to combine form-focused teaching with communication-focused teaching.It is a teaching method that puts tasks in the center of the methodological focus. It considers the learning process as a set of communicative tasks that are directly linked to the curricular goals. The aim of task-based learning is to make language classroom approximate to the target language environment, and to develop students' ability to communicate with others.Nunan defines it as a piece of classroom work which involves learners in comprehending, manipulating, producing or interpreting in the target language while their attention is principally focused on meaning rather than form. This definition shows that it differs from traditional pedagogy in the focusing point. (Nunan, 1989) Forster considers TBLT as a methodology in which teachers give students tasks to complete instead of teaching them language items, and provide them with a natural language learning environment to achieve better outcomes. (Forster, 1999)2.1.2 Features of task-based teaching approachAbout the features of task-based language teaching, Nunan gives a summary as follows:(1) An emphasis on learning to communicate through interaction in the target language ;(2) The introduction of authentic texts into the learning situation;(3)The provision of opportunities for learners to focus, not only on language, but also onthe learning process itself;(4) An enhancement of the learners' own personal experiences as important contributingelements to classroom learning;(5) An attempt to link classroom language learning with language activation outside theclassroom. (1991: 259)2.2 The framework of the task-based teaching approachPerhaps the most extensively worked out framework is that of Willis，who proposed it in her masterpiece: A Framework for Task-based Learning. In this framework，she divides the procedures of task-based language teaching into three stages (see Table 1)Ta ble 1 Willis’ model for task-based teaching approachPre-task Introduction to topics and tasksTask-cycle TaskPlanningReportLanguage focus AnalysisPractice(Willis, 1996)2.2.1 Pre-taskThe teacher introduces the topic and gives students clear instructions on what they will have to do at the task stage and might help the students to recall some language points that may be useful for the task. The pre-task stage can also often include playing a recording of others doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.2.2.2 Task cycleThis stage consists of three elements: task, planning and report. (1) Students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement. (2) Students prepare a short oral or written report to tell the class what happened during their task. They then practice what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have. (3)Students then report back to the class orally or read the written report. The teacher decides whose turn to present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.2.2.3 Language focusIn the first two stages, students put their emphasis on the meaning of their language; while in the third stage, they focus their attention on the form. This stage includes two steps: language analysis and language practice.(1) Language analysisThe teacher then highlights relevant parts from the text of the recording for the students to analyze. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis. The students identify and think about particular features of language form and language use.(2) Language practiceFinally, the teacher selects language areas to practice based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and take a note of useful language points. Through doing various tasks, the students learn to use and memorize the useful words, phrases, structures and grammar rules so as to consolidate their mastery of the language form.2.3 The differences between exercises and tasksLitterwood (1981) once divided class activities into two categories: pre-communicative activities and communicative activities. The pre-communicative can be further divided to structural activities and quasi-communicative activities. (85) The pre-communicative activity is actually what we call “exercise”, which focuses on form and aims at the grasp of language structure. During pre-communicative activities, there exists no information gap and students have no desire to communicate.On the contrary, task, which emphasizes on meaning instead of form, fluencyinstead of accuracy, is an attempt to link classroom language learning with social communication by creating authentic texts. During the task, students learn to communicate through interaction in the target language and they play the main role in class.According to Litterwood (1981), the differences between exercises and tasks can be summed up as the following table (see Table 2)Table 2 Differences between Excise and TaskExercise TaskFocus Form Meaning Communicative desire No Y esLanguage control Strictly FreelyClass center Teacher-centered Students-centeredAppraisal Correctness of form Completion of task 3. The Application of T ask-based T eaching in English Grammar3.1 The necessity for the application of TBLT in grammar teachingAt present most teachers adopt the traditional teaching method in the grammar class. They spend a lot of time explaining grammar points，analyzing long and boring sentences and explaining less useful but difficult words．This method focuses on form, and the process of presentation, practice and production is deadly dull, full of drills and drudgery．It is so boring that it can not arouse students’interests，so it is not an effective way to teach grammar．It is out of fashion now．Task-based language teaching approach can be viewed as within the framework of communicative teaching and the study of task-based language teaching stems largely from communicative language teaching (Nunan 1999). It puts tasks at the center of the methodological focus and considers the learning process as a set of communicative tasks directly linked to the curricular goals．It emphasizes the development of students’ communicative ability and communication takes place through using the grammatical system of the language．It combines the teaching oflanguage forms with teaching of language skills．Therefore，it may have significance or may be effective in grammar teaching．3.2 The strategies to carry on task-based grammar teaching3.2.1 Functional strategyFunctional strategy offers students more chances to communicate with the language they have mastered by creating an authentic text. It includes the following methods:(1) Creating situationsCreating situations means inventing authentic contexts that are related to the target language. It is easier for students to comprehend the target language under these authentic texts. There are large numbers of methods for teacher to create situations available, such as using material objects, body languages, multi-media as well as nonverbal means, etc. Properly using these methods will make grammar teaching more vivid and interesting.When reviewing the “passive voice”, in order to present the key points intuitively, teachers can set up a speculative task for students by creating a conversational situation talking about “Tree Planting Day” . Then the teacher asks students to guess “What will we review tod ay?”.(The dialogue can be made as follows)T: T wo days later it is a special day ,it’s … .S: Tree-Planting Day.T: Good. Trees are usually planted on the day. Would you like to plant some trees?S: Very much.T: Really? You see, sixty trees have been bought from a farm, so let’s plant them in our school. (老师，我不懂这边怎么改才好呢？)After this conversation, students will notice many passive sentences exist in the dialogue, so that they can easily get aware of the key points. Creating situations helps students engage in the class quickly and focus their attention fully on the teaching content.Another method, presenting teaching aims by pictures, is effective for teachers to create situations. In summarizing the structure of “passive voice”, pictures can serve as an aid to concretize the abstract grammar, which will reduce the difficulty of grammar teaching and achieve a better teaching effect. At the beginning, the teacher shows students the picture of a sweater and then asks them: “What are the sweaters made of? What are they used for?” Students will quickly answer: “The sweaters are made of wool or silk ; and they are used for keeping warm.” Then the teacher writes down students’ answers on the blackboard, so that student s can get a deeper impression on the structure. After that, the teacher presents pictures of a knife, a stamp, a pen etc. for students to practice the structure in the target language.(2) Using Communicative activitiesA communicative activity is one which brings language to life by providing a real basis for speaking,and the interactive exchange of ideas, opinions, and feelings with another person. Using Communicative activities is aimed at consolidating and enlarging students’ knowledge about the target language and developing their thinking abilities as well as establishing their language skills. It is a necessity for teachers to activate boring grammar rules into interesting meaningful activities, which may help promote students’ cognitive structure .Firstly, group discussion, which ensures every student plays a role and gives full play to students’ subjective initiative. Group discussion provides every student a chance of practicing the target language. What’s more, it helps students establish a sense of collective cooperation . Through interaction, students not only strengthen the grammar knowledge but also improve their language competence.In the review of different structures of “passive voice”, the teacher gives students a task ---to Design Rules for Watching the Olympic Games. Students are divided into several groups. Each group member enjoys the right to state his opinions spontaneously upon the topic and then each group chooses one as a representative to report their result. At last, the teacher makes a conclusion based on their statements. The following is an example.a) Nobody is allowed into the stadium without a ticket;b) Children are not allowed to make noise or they will be taken away from the stadium;c) Animals must be forbidden to enter the stadium;d) Rubbish shouldn’t be thr own away in the stadium;e) No smoking is permitted. If you are discovered, you will be fined.Secondly, teachers can adopt meaningful games to expound boring grammar rules. Ingenious, difficult games may lead to an unexpected influence on teaching effectiveness. When practicing the infinitive structure (to do), the teacher can design a game called “Relay Race”, for example ,one student makes up an interrogative sentence according to the listed verbs on the blackboard , and asks the one behind him to answer the question, and then one by one. Such as:S1: What do you want to do this Sunday?S2: I want to go shopping. What do you decide to do this summer?S3: I decide to travel to Beijing. What do you hope to be in the future?S4: I hope to be a doctor. What did you learn to do last summer?S5: I learned to swim last summer.During these open and meaningful activities, students can not only practice their listening and speaking ability but also improve their thinking ability and quick-reaction capability. At the same time, they can better understand and consolidate the grammar structure automatically through the games.3.2.2 Cognitive strategyCognitive strategy means that the teacher adopts a series of ways to illustrate the language points. That is to say, the teacher teaches dead rules by interesting tasks.On the basis of the comprehending of grammar rules, students can use these dead rules to do some creative activities. A typical cognitive strategy is "analytical and inductive method". Analytical and inductive method refers to that the teacher presents the concrete grammar step by step and tries to induce students to observe, analyze, and then find out the inner grammatical rules instead o f explaining the grammar rules directly to students.If the teacher wants to explain, “have somebody do something” “havesomething done” , he should attract students’ attention to that pattern.T: Lily, please open the door.T: What did I ask Lily to do?S: Y ou asked her to open the door.T: Y es, I had her open the door, I had the door open.In this way, students can understand how the grammar was used in a real situation. After students have comprehended the target language , the teacher can give them more examples to practice and students can discuss with their partners.The analytical and inductive method induce students to fully understand and internalize language rules, and also help them build up a clear and concrete sche me of English grammar system.4. Advantages and Disadvantages of Task-based Grammar Teaching4.1 Advantages of the task-based teaching grammar approachCompared with the traditional grammar classroom, the teaching activities designed according to the theory of task-based approach have many advantages.(1)These activities can arouse students' interests in learning grammar. During the whole process, students feel very excited, and they can remember the structure more clearly and easily. For them, grammar is no longer a difficult and boring thing. Group work makes the tasks more interesting and much easier. At the same time, the application of tasks enables students to think of much more creative ideas and they are eager to express their opinions on the topics.(2)What's more, such activities offer a plenty of opportunities and create language environments for students to speak English. That is to say, they have more chances to open their mouths, which in turn will improve their speaking and their communicative abilities virtually. Through the process of completing the task-based activities, students could get much meaningful language input and what they have learnt in the classroom could help them solve problems in real life.Above all, the task-based teaching approach is the product of the process syllabus. It puts forward the idea of a shift of emphasis from "what is to be learnt" to"how it be learnt".4.2 Disadvantages of the task-based grammar teaching approachIn most middle schools in China, especially in rural areas, the task-based grammar teaching approach shows a face of marked disadvantages.Firstly, the center of TBLT is the task. However, from students’ perspective, the accomplishment of task required the participants to have considerable language bases. Thus it has been argued that TBLT may not be the best way to develop basic language skills in the lowest ability levels. In the mean time pressure of time will force learners to make use of language that can be readily accessed rather than to attempt to create language in real time. There may be a minimal concern with accuracy and no incentive for learners to extend their existing language system. Since the task-based grammar teaching approach gives students more freedom to wield their rights in class, such as freely expressing their ideas, discussing the topic with their partners and so on; and during the task phase, teachers can not disturb students' activities. These individual activities conducted by students are difficult to be supervised and controlled effectively by the teacher. For example, in the group work, it's easy to see students talk with each other in their mother tongue instead of the target language; and they seldom get a clear concept of the teaching aims.Secondly, from the teachers’perspective task-based language teaching requires a high level of creativity and initiative on the part of the teacher. If the teachers are limited to more traditional roles or do not have time and resources to implement task-based teaching; this type of teaching may be impossible. Task-based learning requires resources beyond the textbooks and related materials usually found in language classrooms. Meanwhile the evaluation of task-based learning can be difficult. The nature of task-based learning prevents it from being measurable by some of the more restricted and traditional tests (Krahne 1987). There is naturally more concern for use of lexis and lexical chunks than for grammar and grammatical accuracy (Willis 1996). So TBLT has some dangers if implemented carelessly. Learners will put great emphasis on communicating meanings, but not necessarilyworry about the exact form that they use.Thirdly, the large size of English classes in middle school is a big problem for the implementation of TBLT when there are group tasks to be done and when the evaluations of the product need to be done. Most classes in Chinese middle schools have more than 50 students, the task designed by the teacher often cannot be fully completed by students in the specified time. Each student gets little chance to speak if the group is large because tasks are usually time-limited. In addition, not all the students can get the amendment from the teachers. Otherwise when there are two many people in a group some of the members will choose to be silent, which will not guarantee the effectiveness of the task-based grammar teaching approach.ConclusionAs we all know, at present China is undertaking an overall reform in curriculum and syllabus design. The application of task-based approach is in agreement with the essence of the reform. Task-based teaching approach belongs to a kind of communicative approach with the learners as the center of the classroom and the teacher playing a facilitative role. The classroom of task-based teaching approach is healthy for students to give their personal opinions and participate in the activities, such as role-plays and pair-works. Therefore it’s possible to say that task-based teaching approach is an effective, practical and innovative teaching method and this method is feasible when used in grammar teaching.However, TBLT inevitably has its disadvantages. It is hard to guarantee its effectiveness and it brings heavy burden to English teachers. Measures to deal with these shortages are as follows: the problem of large classes can be solved if teachers arrange students into groups in class properly; teachers should themselves have an overall development both in language and in teaching skills; With these measures, TBLT can be more suitable for the English grammar teaching in middle schools.Works Cited:[1] Bygate, M. “Adjusting the focus: teacher roles in task-based learning of grammar”: Grammarand the Language Teacher. Hemel Hempstead: Prentice Hall.[2] Celce-murica, M. “Making informed decisions about the role of grammar in languageteaching ”.TESOL Newsletter,19.1(1985):4-5.[3] Hinkel, E and S.Fotos, New Perspectives on Grammar Teaching in Second LanguageClassrooms Mahwah: Lawrence Erlbaum, 2001.[4] Jane, Willis. “Aims and Explorations into Tasks and Task-based Teaching” :TeachersExploring Tasks in English Language Teaching. Beijing: Higher Education Press, 2009.[5] Litterwood,W. Communicative Language Teaching. Cambridge University Press, 1981.[6] Nunna, D. Designing tasks for communicative classroom. Cambridge: Cambridge UniversityPress,1989.[7] Nunna, D. Language teaching methodology. Hemel Hemstead: Prentice Hal1,1991.[8] Nunna, D. Second language teaching and learning. Boston: Heinle& heinle,1999.[9] Skehan, P. A Cognitive Approach to Language Processing. Hong Kong: Oxford UniversityPress,1998.[10] Stern,P. “A Framework for the Implementation of Task-based Instruction”AppliedLinguistics,17.1,(1996) .[11]陈仕清.英语新课程理论与实践[Z].上海：上海教育出版社，2006.[9]丁文.任务型教学法在初中英语课堂上的运用[J].中小学英语教学与研究，2002，（7）.[12]罗毅和蔡慧萍.英语课堂教学策略与研究方法[Z].武汉：华中科技大学出版社，2011.[13]王蔷.英语教师行动研究——从理论到实践[M].北京：外语教学与研究出版社，2002.[14] 魏永红. 任务型外语教学研究[M].上海：华东师范大学出版社，2004.AcknowledgementsIt’s due to many people’s assistance that I am able to finish my thesis within such a short time, and here I want to express my gratitude to them. First of all, I should extend to instructor Wang Nina, my supervisor, am thankfulness for his invaluable support and unflinching encouragement. His detailed comments and insightful suggestions have been inspiring me for the accomplishment of this paper. Without his help I would not have been able to finish this paper.My appreciations and gratitude should also go to all the teachers and faculty members of school of foreign languages for their hard work and excellent lectures. During these three years, I have benefited greatly from their lectures and support. Their selfless and endless assistances are vital for my research work.。

On the Application of Task-based Approach for theTeaching of Business Englishabstract: this paper mainly studies the teaching approaches in a way of combing task-based theory with classroom teaching practice for business english course taught in the intermediate vocational school.key words: task-based approach, business writing, teaching modelintroductiontasked-based language teaching approach has been generally accepted and widely applied since 1980’s when it was first put forward. however, it has not been so much a case in english language teaching in our country. even the teaching research relating to english writing course has hardly been heard. in fact, task-based teaching approach merges the general conceptions of language application into a classroom teaching model that embodies concrete practical significance. hence, the approach can undoubtedly be used to guide the english teaching activities, which, unfortunately, are hindered often by limited teaching resources and by teachers’self abilities that are deficient. as a result, even few researchers show their interest in it.business english writing, whose purpose is to train the students’ ability of written information text output, is taught for the students with business english major in our school as one of the core courses, which shoulders a huge teaching responsibility. in view of the above, it is very significant and necessary to discuss and explore so as to improve our classroom teaching approach in business english writing course taught in the intermediate vocational school in order that a classroom teaching model, which is effective, easily operated and spread, could be finally established.2. the basic methods and procedures of task-based approacha task-based lesson uses a task as its main component. in designing this kind of lesson, the stages or phasesof thelesson — pre-task phase, during-task phase, andpost-task phase — must be carefully considered. thepre-task phase is concerned with the activities the teachers and learners can undertake before they start with the task; the second, on the task itself; and the third, on the procedures by which the taskperformancecan be followed up. of these three, only the second is obligatory. but while it may be so, the other phases — the pre- and post-tasks — may be crucial in ensuring that theperformanceof thetask iseffective for language development.the pre-task phase may be used to motivate the students to actively participate in the task and/or to make them understand the importance of participating in the task, hence, raising the likelihood of them actively participating in the during-task phase. a teacher can do the pre-task phase by doing any one of these four ways: (1) by supporting learners in performing a task similar to the task they are to perform in the during-task phaseof thelesson; (2) by asking students to observe a model perform the task; (3) by engaging learners in non-task activities that will prepare them for the task; and (4) by conducting a strategic planningof themain task together with the students.for the during-task phase, the teacher has two options: those relating to how the task is to be undertaken (task-performance options) and those that involve the teacher and students in on-line decision-making about how to perform the task (process options). for the task-performanceoptions, the teacher may have to decide whether or not he/she should set a time limit, whether or not he/she should allow students access to the input data, and whether or not he/she should incorporate some surprise element into the task.giving students unlimited time seems to encourage accuracy; whereas,setting a time limit seems to encourage fluency. allowing input data often depends on the designof thetask. and finally, incorporating surprise element into a task does not seem to have any effect on the fluency, complexity or accuracyof thelearners’ language.the post-task phase allows for three options: having the students do a repeatperformance, reflection on the task, or focus on forms. requiring students to repeat a task allows them to improve theirperformance, in terms of fluency, complexity, and proposition use, among others. asking the students to reflect on the task — how they did it and what they decided or discovered — via oral or written report may contribute to the developmentof thestudents’ planning, monitoring, andevaluating skills. finally, focusing on forms at the post-task phase may counter the likelihood of students developing fluency at the expense of accuracy.3. teaching business english in task-based approachtake the topic “inquiry and offer” in business english teaching as an example to illustrate as follows the application of task-based approach.pre-task: introduction of related background knowledge.one week before the class the contents and teaching aims are to be introduced to the class, which are divided into four groups. then all the students are required to do a research work in a libraryor online about the relating background knowledge to be taught.during-task: at the beginning of the class, a group is chosen at random to do a presentation by using multi-media and show the whole class the background knowledge concerning the unit. after that the teacher puts in some additional explanations and introduces the common phrases and expressions often used during the process of inquiry and offer. then the students are asked to play the roles: two groups for importers and the other two groups for exporters, with a manager in charge of each group. to begin the task buyers go to the exporters’ stores to do inquiry, while exporters are to introduce their products and to give offers. at last, the two sides reach an agreement and the buyers make an order on the spot. the teacher should ask that students of all the groups try to use as often as possible the phrases and expressions mentioned by the teacher before the task. during the task, the teacher should observe all the groups carefully because sometimes the task may be hard to continue due to somestudents’ poor english. if this happens, the teacher may join and lead the group and keep the task going and finish it. at this time the teacher should try to guide the students to understand that the purpose of a language is to communicate, therefore students should focus more on the meanings of the language not only the formspost-task: after finishing the task, the teacher makes comments about the students’ activities during the whole process. the teacher may review the phrases and expressions, letting the students focus more on the forms of the language after getting a comparatively firm idea about their meanings. at this stage, the teacher asks each student of all the groups to revise the materials which are prepared before class and to hand in a detailed written report next time. through the report the teacher could further learn whether the pre-set teaching goals are reached or not.4. some considerations for the application of task-based approachtask-based approach certainly possesses its advantages and disadvantages. it is advantageous to the student because it is more student-centered, allows for more meaningful communication, and often provides for practicalextra-linguistic skill building. although the teacher may present language in the pre-task, the students are ultimately free to use what grammar constructs and vocabulary they want. this allows them to use all the language they know and are learning, rather than just the ‘target language’ of the lesson. furthermore, as the tasks are likely to be familiar to the students, students are more likely to be engaged, which may further motivate them in their language learning.however, there have been criticisms that task-based learning is not appropriate as the foundation of a class for beginning students. the major disadvantage for beginning students is that the focus of task-based language learning is on output, when beginning language learners often go through asilent periodrequiring massive amounts ofcomprehensible input. others claim that students are only exposed to certain forms of language, and are being neglected of others, such as discussion or debate. teachers may want to keep these in mind when designing a task-based learning lesson plan.when task-based teaching is used to teach business english, some considerations of other aspects have to be taken intoaccount, for instance:a. the teacher should carefully select a task. and the task should be the task that can maneuver out students’ enthusiasm and the task that students can do it perfectly well. the task should be closely related to practical business activities which easily bring about students’ interest and desire for participation.b. the teacher should design and choose a task with the right difficulty to suit different students. tasks with different degree of difficulty should be considered in designing at different teaching stages. even different tasks could be designed in just one lesson to suit students with different language foundation so that the enthusiasm of most students could be attended.c. in the process of during-task, the teacher should carefully observe the students’ behaviors and offer them help if necessary. for example, the teacher may join a group and give assistance when the students’ english are comparatively poor. and when some students spend too much time speaking while other students can hardly get any chance to speak, the teacher might intervene in and make some proper adjustment.d. the teacher should introduce incentives. the students’performance at during-task stage should be quantified and reflected in the final score. after a task is completed, the teacher should praise every student in a right way in making comments, the praise should focus on the students who are not so active in the whole process. under the teacher’s positive excitation, these students would take a more active attitude in the participation of future tasks and the teacher, in return, could receive a more desirable teaching effect in business english.e. the factor whether or not the teacher possesses the knowledge about the specificbusiness english topic would influences the teaching effect and should not be ignored when task-based approach is applied in the teaching of business english. to take on task-based approach, a teacher should master sufficient knowledge in business and design tasks that are very close to the real business environment and enable students to improve their abilities of applying business english. and the teacher should also offer solutions to all the specific problems the students would come across in carrying out the task. therefore, a teacher in business english course should work hard to become a teacher good both at english and business.5．conclusiontask-based approach is new type of teaching approach demanding students to apply the language knowledge they are familiar with to the task, focusing on developing students’ability of applying language skills. traditional teaching approach is a approach with a teacher mainly instilling contents into students and with students being forced to accept. this kind of teacher- centered teaching approach is not likely to insult in satisfactory teaching effect. however, task-based teaching approach reinforces students’ learning process, purposeful communications and meaningful expression, encouraging students to get close to a nearly true task. it is an approach though the process of which students can obtain a good sense of language and train the ability of the practical application of business english.this student-centered teaching approach possesses its unique superiority and is today worth applying and spreading in the teaching of business english course which aims to train senior practical talents. it doesn’t mean, of course, that traditional teaching approach is useless and nothing at all. therefore, how to make use its advantages when task-basedteaching approach is applied depends on teachers’ continuous reflections and appropriate adjustments in the process of application in order to achieve the best effects fortask-based teaching approach.bibliographymeddings, l and thornbury, s (2009) teaching unplugged: dogme in english language teaching. peaslake: delta.nunan，d.task-based language teaching .cambridge university press，2004.frost, richard. “a task-based approach.” british council teaching english，2004ellis，r.task-based language learning and teaching .oxford university press，2003.harmer, jeremy. the practice of english language teaching. 3rd edition. pearson education ltd., 2001willis j.a framework for task-based learning .london：longman，1996.prabhu，n.s.second language pedagogy .oxford university press，1987.。

The task-based approach 任务教学法作为交际法的一种发展形态，任务型教学法本质上仍旧属于交际法的范畴。

其教学理念主要体现在如下几个方面(Ellis R. 2003 Task-based language Learning and Teaching. Oxford：Oxford University Press)：(1)教学的根本目标是完成诸项语言任务。

(2)强调语言学习是一个从意义到形式、从功能到表达的过程，反对听说法对某种句型的反复机械操练。

(3)鼓励学习者创造性地运用语言进行交际。

(4)完成语言任务的过程中，表达的流畅性重于表达的准确性。

As a new form of development of communicative approach, task-based teaching method is still essentially belongs to the category of the communicative approach. Its Teaching idea mainly embodied in the following several aspects (Ellis, r. 2003 Task --based language Learning and would. Oxford: Oxford University Press) :(1) the teaching of fundamental goal is to complete the language task.(2) the emphasis on language learning is a from meaning to form, from the function to express the process, method of opposition to hear some sentence patterns of repeated mechanical drill.(3) encourage learners to communicate creatively use the language.(4) to complete the task of language in the process, the accuracy of the expression of fluency is more important than.任务型教学法具有如下几个鲜明的特质：(一)任务型课堂教学中的任务是一种现实性的交际活动。

2018年19期总第407期高等教育研究ENGLISH ON CAMPUSApplication of Task-based Language Teaching to English Extensive Reading文/史琪【Abstract 】As a basic course for college English major students, the English extensive reading course undertakes many important assignments. However, nowadays, there exist some problems in the English extensive reading class.In order to bring students’ active participation into full play, the task-based language teaching approach is adoptedto the English extensive reading course. This paper will discuss the definition of tasks and TBL T and a syllabus based on TBL T is offered to better display the teaching process.【Key words】Task-based Language Teaching; English extensive reading; syllabus【作者简介】史琪(1993- )，女，河北石家庄人，西安外国语大学研究生，2017级外国语言学及应用语言学专业。

1. IntroductionDefinition of tasks and TBL TTask-based Language Teaching is an approach that students reach the learning goals in the process of fulfilling a series of tasks. TBL T advocates that the notion “task” is a central unit of planning and teaching. Many scholars have defined it as follows: Crookes defines a task as “a piece of work or an activity, usually with a specified objective, undertaken as part of an educational course, at work, or used to elicit data for research.” (Crookes, 1986).According to Richards and Rodgers, task-based language teaching (TBLT) refers to the use of tasks as the core unit of planning and instruction in language teaching. (Richards & Rodgers, 2001). It is an approach that students are given many functional tasks which mainly focus on the meaning exchange and the use of language in the real-world. (Van den Branden, 2006).2. A Syllabus based on Task-based Language Teaching Course objectives:This course is designed to help students master many kinds of useful reading skills. Besides, students are supposed to learn independently, promote their communicative ability after the large amount of input on different topics, and expand their horizon. Teaching materials:Textbook: 王守仁, & 赵文书. (1996). 新编英语泛读教程, (第1册). 上海外语教育出版社.Handouts, Group PowerPoint and Multiple Media Implementation:This course is designed for undergraduates in the sophomore year in college majoring in English. Each class is composed of three different parts, which include pre-reading part, while-reading part, and post-reading part.In order to demonstrate the detailed teaching procedure, we set the passage “Culture Shock: Making a cultural change” in English Extensive Reading textbook as an example to clarify the procedure clearly.Pre-reading part (20minutes)Teacher triggering part:The teacher presents a picture with some people from different countries in the PowerPoint and raises some warming-up questions.Students’ answering part: Some students share their personal experiences and understanding on this issue. Teachers’ supplement part: The teacher explains the definition of “culture” and “culture shock” with some examples.Task-given part:Students are required to guess the word meaning in the word pretest, summarize the main idea of this passage, figure out what are the four distinctive phases of “culture shock” in the passage, the organization pattern of paragraph 1, the topic and main idea of paragraph 5.While-reading part (40 minutes) Students’ individual reading Students’ discussion part Teachers’ aid partStudents’ answering part Students’ comment part: Other groups can compare findings, comment or add extra points. Teachers’ assessment part:The teacher evaluates the tasks done by students in task-given part.3. ConclusionThe application of task-based language teaching to English extensive reading is beneficial to students. Students promote reading ability and communicative ability by accomplishing various tasks. Although there exist many challenges, there is no doubt that TBLT is an effective and useful teaching approach. Educators and teachers should spare no efforts to make innovations in teaching so that students can learn the most from the class. References:[1]Branden,K.V.D.(2006). Task-based language education: from theo-ry to practice. Cambridge University Press.33。

US-China Foreign Language, May 2022, Vol. 20, No. 5, 182-185doi:10.17265/1539-8080/2022.05.002The Application of Task-Based Approach inEnglish Writing CourseTANG LiUniversity of Shanghai for Science and Technology, Shanghai, ChinaWriting competence is one of the basic skills of language acquisition. The teaching of writing skill has beenattached great importance to in college English education in China. For decades, people have made efforts toimprove the teaching effects through various means, one of which is that of task-based approach. This paperattempts to explore the design of a writing lesson through a case study in terms of task-based approach, thusproviding an alternative to the conventional teaching method in writing course.Keywords: English writing, teaching, task-based approachIntroductionWriting, as part of the output of second language acquisition, accounts for a vital part in college English All Rights Reserved.language education in China. It manifests students’ capability in dimensions including vocabulary, syntax,discourse, and more importantly the shaping of thoughts appropriately.For decades, teachers and researchers have been exploring various methods to conduct effective writing teaching by emphasizing that writing competence is an object for study or manipulation. Therefore, the class isteacher-centered, with lecturing, writing practice, commenting, and revising as the major steps.Instead of the above mentioned conventional teaching methods for writing course, the task-based approach provides a more practical perspective to ensure the teaching effect and the transformation of students’ writingcompetence.In the following part, the methodology of task-based approach will be introduced to conduct a writing lesson in college English education as a case study.Task and Task-Based ApproachAccording to Bygate, Skehan, and Swain (2001), a task is an activity which requires learners to use language, with emphasis on meaning, to attain and object. Similarly, Richards, Platt, and Weber (1985) defineda task is an activity or action which is carried out as the result of processing or understanding language, i.e., asa response. The task usually requires the teacher to specify what will be regarded as successful completion ofthe task. The use of a variety of different kinds of task in language is said to make teaching morecommunicative.Acknowledgements: This paper is part of Key Course Project: English Writing, Shanghai Municipal Education Commission(2021).TANG Li, M.A., lecturer, College of Foreign Languages, University of Shanghai for Science and Technology, Shanghai,China.THE APPLICATION OF TASK-BASED APPROACH IN ENGLISH WRITING COURSE 183 Rod Ellis (2013) gave a list of criterial features of a task as follows:(1) a task is a work plan; (2) a task involves a primary focus on meaning; (3) a task involves real-world processes oflanguage use; (4) a task can involve any of the four language skills; (5) a task engages cognitive processes; and (6) a taskhas a clearly defined communicative outcome. (pp. 9-10)He further proposes three principal phases of lesson design: pre-task, during-task, and post-task phases.In the following chapter, a case study is analyzed in terms of the above mentioned phases as an attempt to exemplify how task-based approach is applied in English writing course.A Case StudyThe four language skills include reading, writing, listening, and speaking. In English writing, it is commonly accepted that there are four basic styles of writing: description, narration, exposition, and argumentation. In thefollowing part, a lesson on argumentative writing will be selected as a case to show how task-based approach isapplied.Pre-Task PhaseThe aim of pre-task phase is to help the learner conduct the task in a way that will encourage acquisition.It is meant to motivate learners. Lee (2000) valued in explaining the purpose and utility of the task.In the case of an argumentative writing lesson, the pre-task phase includes the following two parts: the oral presentation part and the writing part.The teacher begins the course by assigning students a task: to write a letter to a certain newspaper to give All Rights Reserved.the opinion on whether Yuanming Yuan (Round Bright Garden) should be rebuilt or not.In order to perform the task effectively, brain storming is conducted. The first step of brain storming is about “how much do you know about Yuanming Yuan?”In the second step of brainstorming, the students write down all the key words that they can think of and expand the key words into specific glossary in various aspects. After that, information sharing will be presentedfirst in groups and then to the whole class.In all the information presented, the teacher selects the historic part and generalizes them in a more logical sequence.A video concerning Yuanming Yuan’s history is played. After the watching, the students will compare theinformation derived from the brainstorming with the message in the video.Finally, the students are asked to do more research work in the library or online to prepare themselves for the next phase in terms of knowledge as well as language.During-Task PhaseArgumentation is the writing that aims to persuade. Therefore, in the during-task phase, the focus is on how to propose the position, how to support the argument, and how to refute the counterargument to convincethose with opposing views. In fact, the written argumentation is equivalent to oral debate in nature. It is aconstructive way to put the task first in the oral form: a debate.The candidates for pros and cons are selected from the pairs formed in the pre-task brainstorming, each of whom presents his/her idea in three minutes.A vote is cast to decide the final members of pros and cons. The rest of the class are all judges except onemember performing the role of the chairperson.THE APPLICATION OF TASK-BASED APPROACH IN ENGLISH WRITING COURSE 184The oral debate is conducted in class, which process is videoed. The judges make the final decision by announcing the winner.The video is replayed for the generalization of the whole debate by highlighting the crucial evidence and sound logic as well as suggesting improvement. The highlighted part will be kept as first-hand samples for thefollowing writing task.In the composition-writing procedure, the students are required to share the debate’s experience in supporting argument and refuting counterargument, both of which will be reinforced by the teacher. Theteacher assigns the writing task, i.e., all the students are supposed accomplish an argumentative essay as required: Please develop your writing into an argumentative essay on the topic:Should Yuanming Yuan Be Restored?You need to state clearly your thesis.Both supporting your own argument and refuting the opposing argument are required.After the submission of the writing assignment, the teacher revises the compositions and makes comments on them. The following basic argumentative organization is suggested:IntroductionA. Introduce the topicB. State thesis statementRefutingA. Acknowledge the differing viewpointAll Rights Reserved.B. Provide evidence for counterargumentC. Refute the counterargumentSupportingA. Sub-idea 1 and supporting evidenceB. Sub-idea 2 and supporting evidenceConclusionIt would be an end to the writing course if it were conducted in the conventional way. However, in the task-based approach, the goal is yet to achieve in that language is only the tool for communication ends. Thus,in the present case, a real-life task of the writing lesson still needs to continue.After the revision of the compositions, the students are required to write a letter to a certain newspaper to express their views on whether the garden should be restored. In the perspective of second language acquisition,the writing shifts from argumentative writing to practical writing.In the letter-writing procedure, the format of a business letter and email is introduced including the heading, the inside address, the salutation, the body, and the complimentary close.Each student writes a letter concerning the same topic of the argumentative essay.In the revision part of the letter, peer review is conducted in groups, and further conducted in the whole class, from which two letters with both opposing views from pros and cons are recommended as tworepresentative letters from the whole class sent to the newspaper.Post-Task PhaseWills (1996) recommended asking students to present a report on how they did the task and on what theyTHE APPLICATION OF TASK-BASED APPROACH IN ENGLISH WRITING COURSE 185decided or discovered. The importance on the reflection from the part of the students is stressed.In the present case of argumentative/letter writing, the students are asked to finish the following tasks of producing a summary both chronologically and thematically in groups. The summary is shared in the wholeclass. Then the teacher addresses the problems in the reports and synthesizes all the group-reports.If the letter is replied by the newspaper, the email will be shared in class. The format of correspondence is reinforced through letter reading.If the letter is not replied till the end of the lesson, the students will be asked to reply the letter by performing the role of the editor.Conclusion“The overall purpose of task-based methodology is to create opportunities for language learning and skill development through collabor ative knowledge building” (Ellis, 2013, p. 276). In the case study of the paper,the task is explicitly assigned and an adequate orientation to performing the task is conducted to guide thestudents into the real-life practice in the pre-task phase. In the during-task phase, a series of procedures aredesigned in the light of communicative purpose of language. It is not isolated piece of work; instead, itencourages the students to “do something” with language in real world. In the post-task phase, the effect of thetask is taken into full consideration by feedback and reflection. The three phases of the case illustratetask-based approach is effective in promoting students’ independence and autonomy in second languageacquisition.All Rights Reserved.ReferencesBygate, M., Skehan, P., & Swain, M. (Eds.). (2001). Researching pedagogic tasks, second language learning, teaching and testing. Harlow: Longman.Ellis, R. (2013). Task-based language learning and teaching. Shanghai: Shanghai Foreign Language Education Press.Lee, J. (2000). Tasks and communicating in language classrooms. Boston: McGraw-Hill.Richards, J., Platt, J., & Weber, H. (1985). Longman dictionary of applied linguistics. London: Longman.Wills, J. (1996). A framework for task-based learning. Harlow: Longman.。

- 30-校园英语 / 高等教育研究The Effective Application of the Task-based LanguageTeaching Approach in English Reading Class——Take Unit 1 Anne’s Best Friend for Example大理大学教育科学学院/朱双丽【Abstract 】Task-based language teaching always stress the importance to combine formfocus teaching with communication teaching. TBLT as one possible solution to bridge the gap between English reading class and real-life language use.【Key words 】TBLT; language teaching; reading1. IntroductionTask-based Language Teaching is a further development of Communicative Language Teaching. TBLT is based on the analysis of students needs. There are opportunities for learners to focus both on language and learning process.It uses authentic materials in learning situation.2.The Implication of Task Design in “Anne ’s Best Friend ”2.1 Prediction TaskTeacher should active the background knowledge and introduce the new materials in the first task.Activity 1: present a video of World War II of Jewish people ’s life to let students see when and what happened to them. Later show some pictures in the PPT that could help students understand the background of the story deeply;Activity 2: ask students the following questions ;(1) Why do you need friends? Make a list of reasons why friends are important to you;(2) Does a friend always have to be a person? What else can be your friend?2.2 Problem Solving TaskStudents take part in language organization and selection with the help of the group, teacher. In this stage students are required to scan the passage.Activity 1: students work in group to discuss the following questions:(1) How do Anne feel?(2) What do you think of Anne?In addition to these activities, there are some patterns and expressions that teachers need explaining to students. And then do some exercise for a language point such as substitution exercise and transform sentences.Activity 2: choose one of the sentence structures to make a sentence or a new story. After they have finish task, students can share story to other groups or discuss with their partner.2.3 Creative TaskThe creative task is designed for post-task phase. Teacherdesign some tasks that could help students reflect the process of the story.Activity 1: Make a list at least five words. Share your list with another pair. Choose five good adjectives from the two lists.Activity 2: four students a group to discuss the situation: suppose you have hide yourself for three months, you will be offered the necessary food, water and clothes, your group can take five things with you. What will you take? Why? How will you spend three months? At last, teacher need to make assessment of students ’ behavior.3. Effectiveness of Using TBLT in Anne ’s Best Friend 3.1 Stimulation of Students ’ Motivation.Authentic situation maybe more vivid than explanation. At the beginning of the lesson, teachers use videos or pictures to arise students ’ interest. Then they design a lot of questions and activities to let students participate. By increasing students ’ motivation, teachers feel interested in TBLT lessons.3.2 The Rational Use of Teaching MaterialBecause all the classroom learning was form-focused, focusing mainly on mastering and memorizing the words, sentences, and grammar, there are few opportunities for students to be exposed to authentic input. Firstly, teacher uses video and pictures to help students understand background knowledge. Secondly, teacher combines the text to design some practical tasks.Thirdly, teachers refer exercise of the text to design some questions and activities.3.3 Communicative CompetenceStudents learn the language through participating and completing communicative and purposeful task. The problem is that most of students are good at grammar and none of them speak English. In this lesson students practice language points through task and teacher arranges task and students work in groups. This pattern boldly encourages students to say English as much as possible.References:[1]Wang,J.The Design and Reflection of Task-based Reading Teaching in Senior High School[J].Jour.[2]Wang Qiang.A Course in English Language Teaching[M].High Education Press,2006:26-37.作者简介: 朱双丽, 女, 汉族, 大理大学2016级在读研究生，研究方向：小学教育。

Task-based Teaching MethodIntroductionTask-based teaching method is an educational approach that requires studentsto complete tasks in order to learn. This approach is based on the idea that students learn best when they are actively engaged in the learning process.The tasks are designed to help students develop their skills, knowledge and understanding of a subject. This approach has been used in many educational settings, including primary and secondary schools, universities, and even inthe workplace.What is Task-Based Teaching Method?Task-based teaching method is an approach to instruction in which students are required to complete tasks to learn. It is based on the idea that studentslearn best when they are actively engaged in the learning process. This approach is often used in combination with other teaching methods, such as lectures and discussions. The tasks are designed to help students developtheir skills, knowledge and understanding of a subject.Advantages of Task-Based Teaching MethodThere are several advantages to using the task-based teaching method. First,it encourages active learning and engagement. By completing tasks, studentsare able to gain a deeper understanding of the material. Second, it allows for personalization of the learning experience. Students can work at their ownpace and on tasks that are tailored to their individual learning needs. Third, it helps to promote critical thinking and problem-solving skills. Finally, it allows for greater collaboration between students, as they work together to complete tasks.Disadvantages of Task-Based Teaching MethodAs with any teaching method, there are some potential disadvantages to usingthe task-based approach. First, it can be difficult to assess student progress, since the tasks are often open-ended. Second, it can be time-consuming todesign tasks that are appropriate for the subject matter. Third, it may be difficult to ensure that all students are participating in the tasks. Finally, it can be difficult for teachers to provide the necessary support and guidance to students who are struggling with the tasks.Examples of Task-Based Teaching MethodTask-based teaching method can be used in a variety of settings. In a primary school classroom, a teacher might assign a task such as creating a poster about a particular topic. In a university setting, a professor might assign a task such as writing a research paper on a particular subject. In the workplace, a supervisor might assign a task such as creating a presentation about a new product or service.ConclusionIn conclusion, task-based teaching method is an effective approach to instruction that encourages active learning and engagement. It allows for personalization of the learning experience and helps to promote critical thinking and problem-solving skills. While there are some potential disadvantages to using the task-based approach, it can be a useful tool for teachers to use in their classrooms.。