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1、Objectives,The ability of communicate accurately and effectively in the most common English language activities they may be involved in.,syllabus,A task-based language syllabus places task at the center of the curriculum development process. It specifies the tasks that should be carried out by learn
2、ers within a program.,Definations of task,Long (1985) defined a task as a piece of work undertaken for oneself or for others, freely or for some reward . . . By task is meant the hundred and one things people do in everyday life, at work, at play, and in between,Nunan : Any classroom work which invo
3、lves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form. He suggests that a syllabus might specify two types of tasks.,Two Types of Tasks,Real-world tasks. Pedagogical tasks,Real-World Task
4、s,Real-world tasks, which are designed to practice or rehearse those tasks that are found to be important in a needs analysis and turn out to be important and useful in the real world.,Examples of Real-World Tasks,Filling out a form Buying a pair of shoesMaking an airline reservation Borrowing a boo
5、kTaking a driving test Typing a letterDressing a child Sorting lettersTaking a hotel reservation Writing a check,Pedagogical Tasks,Used to facilitate the development of a learners general language proficiency. Do not necessarily reflect real-world tasks.A pedagogical task is “an activity or action w
6、hich is carried out as the result of processing or understanding language . For example, drawing a map while listening to a tape, listening to an instruction and performing a command ” (Richards, Platt, & Weber, 1986 ).,Listening to a tape and repeating.Solving a problem in small groups.Role-play ba
7、sed on a picture story.Listening to a song while filling out the missing words on a worksheet.Writing a paragraph describing what is happening in a picture,Examples of Pedagogical Tasks,Crookes :task is a piece of work or an activity, usually with a specified objective, undertaken as part of an educ
8、ational course, or at work. Prabhu : an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allows teachers to control and regulate that process.,Types of learning and teaching activities,Breen (1987) defined a language task as a
9、 structured language endeavor which has a specific objective, appropriate content, a particular working procedure, and a range of possible outcomes for those who undertake it. Long and Grookes: Selection of task, should be based on a careful analysis of the real-world needs of learning.,Jane Willis
10、: Tasks are always classroom activities where the target language is used for the purpose of communication in order to achieve an outcome. The task is a goal-oriented activity with a clear purpose. Doing a communication task involves achieving an outcome, creating a final product that can be appreci
11、ated by other. Examples include compiling a list of reasons, features, or things; comparing two pictures to find the differences; and solving a problem or designing a brochure.,ListingOrdering and sortingComparingProblem solvingSharing personal experiencesCreative tasks,Six kinds of tasks,For exampl
12、e, taking the topic cats, a listing task might be: List three reasons why people think cats make good pets. A comparing task might be to compare cats and dogs as pets. A problem-solving task could be to think of three low budget solutions to the problem of looking after a cat when the family is abse
13、nt.An experience sharing task could involve sharing stories about cats.,Pica, Kanagy, and Falodun (1993)jigsaw tasks (拼插型任务）decision-making tasksopinion exchange tasksinformation-gap tasksproblem-solving tasks,Other Types of Tasks:1.One-way or two-way:2.Convergent or divergent:3.single or multiple o
14、utcomes:4.Reality-based or not Reality-based:5.Collaborative or cooperative:6.Concrete or abstract: the outcome may be something concrete (e.g. a report or presentation) or something intangible (e.g. agreement or the solution to a problem),Task Difficulty,The member of participatersAbstractInformati
15、onTime-preparing,Characteristics of Tasks:,1. An emphasis on learning to communicate through interaction in the target language. 强调通过用目标语而非母语交流来学会交际 2. The introduction of authentic texts into the learning situation. 将真实的语言材料引入学习的环境,3. Provision of opportunities for learners to focus, not only on la
16、nguage itself, but also on the learning process. 关注语言的本身，也关注学习的过程4. An enhancement of the learners own personal experiences as important contributing elements to classroom learning. 学习者的个人经历对语言学习具有重要意义,5. An attempt to link classroom language learning with language activation outside the classroom. 强调以真实生活任务为教学中心活动6. Avoid structure and emphasize on meaning. 避免结构，注重意义。,
