Step 3 Evaluate the list
After you have brainstormed the possible task, you can use the following criteria to evaluate them.
----Educational value
---Appropriateness to the students’ needs, interests and abilities
---Availability of suitable resources
---Time available原文请+QQ324-9114 辣'文'论.文-网
Step 4 Choose the language items
You need to analyze the language items required by the tasks at two stages. In the first stage, you need to consider the level of linguistic difficulty in order to decide whether to accept, reject or modify a task that you originally planned. The second stage is when you have drawn up your final list of tasks. You need to work out the possible language knowledge and skills needed to accomplish the task. If necessary, some exercise-tasks or pre-task language practice may be designed to prepare students linguistically for the task.
Step 5 Preparing materials
At this stage, you need to prepare the materials that the students need to carry out the tasks. As tasks involve the holistic use of communicative language, the students are going to need support in this aspect.
2.1.5 Comparison between the Traditional Model of English Language Teaching and Tasked-based Language Teaching (TBLT)毕业论文http://www.751com.cn/
A traditional model for the organization of language lessons in the classroom has long been the PPP approach (presentation, practice, production). With this model, individual language items (for example, the past continuous) are presented by the teacher, then practiced in the form of spoken and written exercises (often pattern drills) and then used by the learners in less controlled speaking or writing activities. Although the grammar point presented at the beginning of this procedure may well fit neatly into a grammatical syllabus, a frequent criticism of this approach is the apparent arbitrariness of the selected grammar point, which may or may not meet the linguistic needs of the learners, and the fact that the production stage is often based on a rather inauthentic emphasis on the chosen structure.
While the main advantages of TBLT are that language is used for a genuine purpose meaning that real communication should take place, and that at the stage where the learners are preparing their report for the whole class , they are forced to consider language form in general rather than concerning on a single form (as in the PPP ) where as the aim of the PPP model is to lead from accuracy to fluency , the aim of TBLT is to integrate all four skills and to move from fluency to accuracy plus fluency. The range of tasks available (reading texts, listening to texts, problem-solving, role plays , questionnaires, etc) offers a great deal of flexibility in this model and should lead to more motivating activities for the students. Students who are used to a more traditional approach based on a grammatical syllabus may find it difficult to come to terms with the apparent randomness of TBLT, but if TBLT is integrated with a systematic approach to grammar and lexis, the outcome can be a comprehensive, all round approach that can be adapted to meet the needs of all learners.
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