兒二甲 109614014 劉芊妤兒二甲 109614016 林信鏵兒二甲 109614033 徐雅玲國三甲 9501024 陳佳瑜國三甲 9501022 楊丞瞱

兒二甲 109614016 林信鏵

Use “Task” as the basic teaching strategy Derived from Communicative Language

Teaching Complete various kinds of interactive tasks. Students can meet, learn and use the target

language. Variety and a sense of security.

• Teacher plays as “Facilitator”, namely promoter.

• Set up tasks, make students understand, get on with them, and end tasks

• Teacher emphasizes on fluency and outcome, not accuracy.

• After the task, the teacher is “language guide.”

• On 1970s, CLT is a popular way of teaching.• Realistic and interactive activities can do CLT well.• Those activities were called “tasks.”• This term became a conception of new teaching

strategy.• On 1980s, TBL was formed and became widespread.• On 1996, Jane Wiillis wrote a book “A framework for

Task-Based Learning”.• For now, student is still affected by TBL.

1. Emphasize on learning progress, not learning result

2. Interactive, meaningful, purposeful activities or tasks

3. No series of language item

4. Learn language through interactive activities.

5. It can facilitate learning progress

6. It can be use in learner’s daily life

5. Student has a chance to input and output the language

6. TBL schemes should be ordered in terms of to their difficulty

7. The difficulty is depended on student’s background knowledge and task’s complexity.

8. It must arouse one’s learning motivation.

兒二甲 109614014 劉芊妤

Pre-task Task cycle Language focus

Introduce the topic and task to students Involve brainstorming, introduction of

useful words and phrases Present a model of the task

Pre-task→Task Cycle→Language Focus

Task Planning Report Optional post-task listening

Pre-task→Task Cycle→Language Focus

Students do the task The teacher monitors from a distance,

encouraging students to communicate in target language

Mistakes do not matter Listing, ordering and sorting, comparing,

problem solving, sharing personal experience and creative tasks

Students prepare to report to the whole class

The teacher helps them correct errors

Analysis

→focus on language forms Practice

→practice new words, phrases

and patterns

Pre-task→Task Cycle→Language Focus

國三甲 9501022 楊丞瞱

國三甲 9501024 陳佳瑜

Deep-end strategy•Pre-task

to introduce the topic and the task

• Task cyclestudents try to achieve their objectives

• Language focusteacher gives some feedbacks that

motivates students to strive for accuracy

兒二甲 109614033 徐雅玲

A task-based lesson offers more opportunities for the students.

The teacher can also be more open to the needs of the students.

The task usually requires the selection of some objects as an outcome.

During the task, students are allowed to use whatever language they want.

TBL firmly based on the findings of current theory and research, can not be continuous.

TBL offers a different rationale for the use of tasks as well as different criteria for the design and use of tasks.

It is significantly less effective for the systematic teaching of new language.

TBL holds some dangers if implemented carelessly.

Learners put great emphasis on communicating meanings, but not necessarily worry about the exact form that they use.

兒二甲 109614033 徐雅玲

Learner engagement is the basic condition of education.

Task-based Teaching has remained a potentially fertile approach for many ESL/EFL teachers.

Task-based model is an attractive and liberating one.

Task-based Teaching is classified within the conversational and/or natural approach.

The TBL adds useful elements and contributes to the communicative language teaching with valuable procedures.