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课前准备：

阅读思考中[现象反思]，尝试回答思考题。

教师导引：教师引导学生根据自己教学和学习实际理解英语课堂教学过程。

小贴士：重点掌握任务型教学过程中教学的基本环节和原则，注意如何解决教学过程中出现的问题；此外掌握听力、口语、阅读、写作的PWP过程。

小试牛刀

学习目标

After studying this chapter, you should be able to:

1.understand the stages of TBLT;

2.understand the basic principles of TBLT;

3.solve problems that occur in a TBLT class; and

4.analyse the process of an English lesson.

5.understand Pre-learning, While-learning and Post-learning (PWP) ;

6.implement PWP in teaching listening, speaking, reading and writing; and

7.analyse the feasibility of PWP.

知识结构

Chapter 7 Process of English Teaching in Schools
TBLT
Process		 Contents
of
TBLT		 TBLT, which has been regarded as an extension of CLT and one of the leading approaches in English teaching (ref. Nunan, 2003; Richards, 2005) has been accepted by governments and educators who are keen to promote communicative approaches in English education. In fact, there is not only a continuum between CLT and TBLT in practice but also much in common in theory. Many researchers and educators consider TBLT, in which tasks are both the base and components of the classroom teaching, to be a realization of CLT.
Six
steps
to
design
lessons and
units
of
work 		Step 1: Schema building.
Step 2: Controlled practice.
Step 3: Authentic listening practice.
Step 4: Focus on linguistic elements.
Step 5: Provide freer practice.
Step 6: Introduce the pedagogical task.
Pre-task
stage		 The purposes are:
to activate students' existing knowledge and help restructure their language system and ways of thinking;
to prepare their necessary linguistic knowledge and cultural knowledge for accomplishing the required tasks. This stage also helps students learn actively and reduce the cognitive load for the next step of the target task.
Activities
Using Mind-maps
Activating background knowledge
Introducing new materials
Sample tasks
Imitation and practice
Task planning
Task instruction: Find seven differences between them and give at least two reasons . A better way would be:
Inform students what your teaching goals are, especially the purpose of your tasks, and what you expect the students to do and in what way.
Give students enough time to plan. Planning time is given in relation to the complexity of a task.
Provide students with necessary resources such as sentence structures, vocabulary, or lexical chunks.
Give students options in completing a task, especially for beginners and weaker students.
Planning (with appropriate instructions) could be teacher-led, group- or pair-based, or individual. Individual planning is the most effective (Foster & Skehan, 1999).
The main functions of this stage are:
To introduce new language in a context;
To increase opportunities to restructure the existing language system. Pre-task activities can enable the students to use what they have learned previously in a different situation and make connections with the new language;
To mobilize existing language. Pre-task activities not only input new language and use but also create opportunities to use their existing language resources;
To recycle language. One condition for language learning is to use language again and again. When we design tasks, we have to consider which language is to be reviewed and which is to be consolidated and which is to be learned;
To reduce cognitive and processing load. Pre-task activities help reduce learner cognitive demand and boost retrieval of prior knowledge;
To urge students to understand the target task. In order to accomplish the task, it is important that students understand the task and the requirements of the task. Therefore, the pre-task stage will affect task completion.
While-task Group work
Individual task and group task
Some issues in implementing TBLT
Here is a list of sub-skills for reading in some middle school textbooks: (1) Understanding cause and effect; (2) Making connections; (3) Comparing view points; (4) Evaluating ideas; (5) Reading between the lines; (6) Making judgments; (7) Making comparisons; (8) Interpreting meaning; (9) Making inferences; (10) Comparing characters; (11) Reading a map; (12) Interpreting graphs and charts; (13) Making calculations; (14) Examining reasons; (15) Separating facts from opinions; (16) Identifying the main idea; (17) Organizing information; (18) Sequencing; (19) Summarizing; (20) Recalling details; (21) Synthesizing; and (22) Drawing conclusions.
Teachers' role
With the implementation of TBLT, the role of the teacher has been changed to some extent.
Explicit instruction
Clear instructions may cover the following:
(1) Goals and requirements.
(2) Roles in the group.
(3) Ways of completing the task and resources needed.
(4) Time control and Attention to individual differences.
Post-task
stage		 At this stage, students are given opportunities to repeat the tasks and are encouraged to reflect on the process of task accomplishment and focus on form. In sum, post-task activities still need to focus on both form and meaning. The post-task stage includes the following activities:
Task repetition
When students work in groups at the task stage, they may pay more attention to the results of the tasks and might have ignored the language form and accuracy.
Other tasks for accuracy could include the following:
●In group discussion, one or more students take notes;
●When each group reports to the class, the rest of the students take notes or list their comments, or compare their results with other groups;
●Listen to the recording or watch a movie to do an information-gap task or fill in forms;
●Read a form and turn it into a passage;
●Read a passage and find some expressions about an event. For example, time connectives, first, then, finally, etc.
●Copy from a dictionary one or more sentences that contain a word in the text.
Student reflection and feedback
In the process of reflection, if it is necessary for the students to be aware of their problems in grammar, there should be opportunities for them to notice such problems.
One way of doing this is to do dictation to raise students' attention to accuracy. Another way is for the teacher to take note of students' mistakes in their performance and analyse and explain the common mistakes afterwards.
PWP
Process		 Pre-learning,
While-learning,
Post-learning		 Pre-learning is the planning stage: teachers plan for teaching and students plan for learning.
While-learning is the stage of learning new language.
Post-learning is the evaluation stage which focuses on language use.
Pre-listening,
While-listening
and
Post-listening		 Pre-listening. The activities at this stage include prediction, brainstorming, problem-posing, etc. to help learners set up goals, activate prior knowledge, arouse their interest and practice relevant language forms and functions.
While-listening. It is important for the teacher to design a variety of activities such as listen and take notes, listen and sequence, listen and perform, listen and draw, listen and fill in the gaps. The difficulty level of the listening task depends largely on the teacher's requirements of the task.
Post-listening. In this stage, learners apply the skills and knowledge that they have learned to practice.
Pre-speaking,
While-speaking
and
Post-speaking		 Pre-speaking. Preparation activities at this stage focus on language structure and language use. The teacher can use brainstorming, mind maps, reading materials to activate related vocabulary, structures and cultural knowledge, which is especially important when it is a speaking task involving culture.
While-speaking. When learners express themselves orally or when they do not understand others, they need certain strategies such as self-correction, clarification or confirmation. The teacher can introduce strategies to help during the communication.
Post-speaking. The main activities at the post-speaking stage are evaluation.
Pre-speaking,
While-speaking
and
Post-speaking		 Pre-reading. This stage is led in by the teacher using activities such as prediction, introducing background knowledge, eliciting vocabulary or structures, or activating learners' prior knowledge.
While-reading. The teacher organizes all kinds of activities to raise learners' awareness of reading strategies and skills to help them understand the styles, structures, main ideas, themes and details of the target reading material. Learners need to understand not only the literal meaning of words but also the meaning behind them.
Post-reading. At this stage, the teacher leads learners to evaluate what they have read. Activities include discussions, role-play, gap-filling, retelling, false summary and writing. Take false summary as an example.
Pre-speaking,
While-speaking
and
Post-speaking		 Pre-writing. Before writing, it is essential to motivate students to write. Thus, it is vital to have discussions related to students' life, hot social issues and popular topics which lead to the target writing topic.
While-writing. In this stage, there are some commonly used steps such as viewing writing samples, sample analysis, deciding on the main idea, outlining, writing and editing. The writing here is not authentic writing but learning to write.
At this stage, learners study the sample, analyse its structure and method, the expressions, pictures, charts and graphs it uses.
When we draft, should we brainstorm some related vocabulary first or write some sentences related to the topic first? Either way is fine as the former equips us with more words and the latter might benefit the writing as a whole.
After the first draft, a very important step is revising and editing, which can greatly improve our writing skills.
Post-writing. In classroom teaching, what we usually do after writing is discussion and peer-editing. At the editing stage, a fundamental thing to do is to give students criteria for evaluation.

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