Most people would probably agree on certain b原文请+QQ324-9114 优'文'论.文-网 asic characteristics (Clark, Scarino and Brownell):
1 A purpose. Tasks are activities in which students work purposefully towards an objective.
2 A context. The objective may be one that students have set for themselves or one which has been set by the teacher.
3 A process. There is a process to get the students to use learning strategies such as problem solving, reasoning, inquiring, conceptualising and communicating.
4 A product. There will be some form of outcome, either visible (a written plan, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.).
When students are carrying out a task, they are focusing on the complete act of communication. Sometimes, however, we may wish to focus their attention on individual aspects of language, such as vocabulary, grammar or individual skills. We can call these activities exercise. Another kind of activity, which is very common in Communicative Language Teaching, comes halfway between tasks and exercise. This kind of activity consists of contextualised practice of language items(often a particular grammar point).For instance, it could be an activity that helps the students to master the present continuous tense by getting them to describe what is happening in a picture. This kind of activity can be called an exercise-task. The relationship between exercise, exercise-tasks and tasks is shown in the following figure.
Purposeful & contextualized communication
Focus on individual language items毕业论文http://www.youerw.com/
exercise exercise-task task
(Adapted from Littlewood)
2.1.3 The Classification and Design Principle of the Task
Breen suggests that teachers need to address four sets of questions when designing tasks:
----What is the objective of the task?
-----What is the content of a task?
-----How is the task to be carried out?
-----In what situation is the task to be carried out?
2.1.4 The Steps of Task-based Language Teaching (TBLT)
With the answers to the above questions in mind, we move on to some specific steps in designing task. There are basically five steps.
Step 1 Think about students’ needs, interests and abilities
What are the needs, interests and abilities of the students? What kind of things do they like to do? What can they handle?
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