Chapter 1 Introduction
1.1 Necessity of the Research
The growing trend in English teaching is for teachers to adopt Task-based Language Teaching. According to the course criteria of English teaching, task-based approach should be adopted in English teaching as much as possible.
Reading plays an important role in English teaching, so in the process of reading teaching, students should be put into the activities in which they can perceive, analyze, comprehend and drill what they need to learn. And they can try to develop their ability of using English.
However, the fact is that a lot of teachers do not carry out Task-based Language Teaching (TBLT) in practical English class. Why not adapted TBLT? We are going to find out the reasons and give advices. The purpose of this paper is to outline the principles that underlie Task-based Language Teaching (TBLT) and to give examples of classroom activities within the approach.毕业论文
http://www.751com.cn/1.2 Feasibility of the Research
Task-based Language Teaching (TBLT) offers practical ways of creating a balance in classroom instruction between developing “knowing what” and “knowing how”. This paper discusses how TBLT methodology is applied in reading teaching in English classes in Nan’ao Middle School. The author works in Nan’ao Middle School as an English teacher. It offers a lot of opportunities to carry out the research.
Chapter 2 Literature Review
2.1 Definition
2.1.1 What is Task-based Language Teaching（TBLT）
Task-based Language Teaching is widely promoted in English language teaching nowadays. Many teachers are asking “What is Task- based Language Teaching?”
Task-based Language Teaching (TBLT) was first invented in the 1970s, popularized abroad in the 1980s, and introduced into China in the 1990s. Task-based Language Teaching (TBLT) can be regarded as one particular development within the broader “communicative approach”. It shares the same beliefs, as language should be learned as close as possible to how it is used in real live. It is currently much discussed in many parts of the world and, indeed, is recommended in the official curriculum documents of a growing number of countries and regions.
Many teachers may be familiar with the Presentation, Practice and Production (PPP) model of teaching. A typical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Students then move on to produce the language in a more meaningful way, such as role play, a drama, an interview, etc. Some teachers may also be familiar with the five-step teaching method, which is quite similar to the PPP model but adding revision at the beginning and consolidation at the end.
With the increasing popularity of Task-based Language Teaching (TBLT), some teachers may wonder what differences there are between PPP and TBLT. Willis uses two figures to demonstrate their differences.
Task-based Language Teaching (TBLT) PPP
2.1.2 What is A Task
Different teachers and writers use different definitions of the term “task”, such as:
上一页 [1] [2] [3] [4] [5] [6] 下一页
任务型教学在英语课堂阅读教学中的应用+开题报告+任务书 第2页下载如图片无法显示或论文不完整，请联系qq752018766
