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1、Different approaches to the selection of tasks(1),Candlin chooses to articulate pedagogic criteria for task selection.He offers the following criteria for judging the worth of task.Good tasks,he suggested,should:-draw objectives from the communicative needs of learners-allow for flexible approaches
2、to the task,offering different routes,media,modes of participation,procedures-allowing for different solutions depending on the skills and strategies drawn on by learners.-involve learner contributions,attitudes,and affects.-be challenging but not threatening,to promote risk-taking-require input fro
3、m learners in terms of knowledge,skills,participation-define a problem to be worked through by learners centered on the learners but guided by the teacher,Different approaches to the selection of tasks(2),Long who uses needs analysis as his point of departure,offers the following procedure for devel
4、oping a task-based syllabus:-conduct a needs analysis to obtain an inventory of target tasks.-classify the target tasks into task types-from the task types,derive pedagogical tasks-select and sequence the pedagogical tasks to form a task syllabus,The following PPTs are examples of task from the Bang
5、alore Project.How relevant are they,and in what ways,for your own learners?,Diagrams and Formations,-Naming parts of a diagram with numbers constructing/completing such formats,as instructed.,Drawing,-Drawing geometrical figures/formations from sets of verbalinstructions.-Comparing given figures to
6、identify similarities&differences.,Money,-working out the money needed to buy a set of things(e.g.school stationery,vegetables)-Deciding on quantities to be bought with the money available.,Maps,-Finding,naming or describing specific locations on a given map.-Constructing the floor plan of a house f
7、rom a description.,Stories&dialogues,-Listening to stories and completing them with appropriate solutions.-Reading stories or dialogues and answering comprehension questions on them.-Completing or continuing given dialogues,as appropriate to given situations.-Identifying factual inconsistencies in g
8、iven narrative or descriptive accounts.,Personal details,-Finding items of information relevant to a particular situation in an individuals curriculum vitae.-Constructing a curriculum vitae from personal information.-Organizing/reorganizing a curriculum vitae for a given purpose/audience.-Working ou
9、t ways of tracing the owners of objects,from information supplied by the objects.(Adapted from Prabhu Second Language Pedagogy:A Perspective),Criticizing task-based Syllabus,no guidance is provided on the selection of tasksno guidance is provided on how tasks might be related to the real-world langu
10、age needs of the learners.there are usually a variety of factors which will interact to determine task difficulty.some of the factors will be dependent on the characteristics of the learner,what is difficult for learner A may not necessarily be difficult for learner B,Which syllabus?,The answer will
11、 be influenced by 2 factors.the definition of syllabus(the definition and choice of a syllabus will be influenced by policy rather than principle.Such influence is less to do with what has been demonstrated by theory&associated research than with what is based on custom,belief&convenience)the theore
12、tical justification of syllabus(the general tenor of research findings is that it is methodology rather than organization which may hold the key to successful language teaching&learning.),We should,1.take account of what language teaching aims are.2.to focus on content is too restricted and the lang
13、uage educator needs to draw the principles and procedures of curriculum studies and to apply principles of effective management,communicative Language Teaching:,An approach to foreign or second language teaching whichemphasizes that the goal of language learning is communicative competence.The commu
14、nicative approach had been developed particularly by British applied linguists as a reaction away from grammar-based approaches such as the aural-oral approach.Teaching materials used with a communicative approach often 1.teach the language needed to express and understand different kinds of functio
15、ns such as requesting,describing,expressing likes using language for social interaction with other people.,Communicative competence:(1),the ability not only to apply the grammatical rules of a language in order to form grammatically correct sentences but also to know when and where to use these sent
16、ences and to whom.Communicative competence includes:,Communicative competence(2),1.knowledge of the grammar and vocabulary of the language 2.knowledge of rules of speaking e.g.knowing how to begin and end conversations,knowing what topics maybe talked about in different types of speech events,knowin
17、g which address forms should be used with different persons one speaks to and in different situations.3.Knowing how to use and respond to different types of speech acts,such as requests,apologies,thanks,and invitations4.Knowing how to use language appropriately,Communicative competence(3),When someo
18、ne wishes to communicate with others,they must recognize the social setting,their relationship to the other person,and the types of language that can be used for a particular occasion.They must also be able to interpret written or spoken sentences within the total context in which they are used.For example,for the following English statementhow many communicative purposes can you think of?its rather cold in here,
