Paper Keywords: Task-based teaching model inspiration

This paper briefly introduces the task-based teaching mode of Willis and Skehan, and sums up their own mode, and applies their own mode to case analysis, and at the same time gets some enlightenment.

I. Introduction

Task-based teaching method is a foreign language teaching method developed gradually in 1980s. In recent two years, task-based language teaching has attracted more and more attention from primary and secondary school teachers in China (Gong Yafu, Luo Shaoqian, 2003). English teaching in China does not have the language environment of English-speaking countries. In most cases, English teaching is based on textbooks, supplemented by multimedia materials. On this basis, try to create a variety of real or virtual scenes, so that students can complete their learning tasks. Based on the reality of English teaching in China, this paper briefly introduces the task-based teaching model of Willis and Skehan, and sums up its own model accordingly. Taking the text of Unit 5 of CET-4 as an example, this paper makes a case analysis and gets some enlightenment.

Second, the task-based teaching model

Willis believes that "task-based" teaching can be divided into three steps:

(1) Pre-task: Teachers introduce tasks.

(2) Task ring: It consists of three links: task (students perform tasks), planning (how to report the completion of tasks to the whole class) and reporting (reporting the completion of tasks).

(3) Post-task: It consists of two parts: analysis-students analyze the performance of other groups through recording, and practice-students practice language difficulties under the guidance of teachers (Willis, Jane. 1996).

The task-based teaching model proposed by Skeehan has something in common with Willis' model. It also divides the teaching process into three stages: pre-task activities, in-task activities and post-task activities.

(1) Pre-mission activities include three types: teaching, awareness-raising activities and planning. In teaching activities, students can get new language input or give students input to trigger them to reconstruct the existing structure. Deduction is more suitable for introducing new language materials into learners' interlanguage system, while induction is more effective for the reconstruction of interlanguage system.

(2) The task is in progress. The way the task is executed will affect the usefulness of the task and achieve a balance among the three objectives. Here we need to consider the distribution of attention and influence the focus of attention through the extended task program. Teachers have many choices to influence students' available attention, such as time pressure, different language styles, offering help and providing unexpected information.

(3) Post-mission stage. In the process of the task, teachers can't interfere with the way of the task and students' concern about meaning, but they can emphasize and guide students' concern about the form through the activities after the task (Skehan 1998).

Third, the experimental application of case analysis task-based teaching method in teaching

The author summarizes the task-based teaching mode of Willis and Skhan, and takes the above design steps as an example. The specific application is as follows: This is a biography of a character, as a narrative, with easy-to-understand content. Students are interested in this character, but if the teacher talks to the end, the students will definitely fall asleep. Task-based teaching method guides students to obtain useful information and leads them to acquire knowledge through steps. Therefore, the author designed three specific tasks for this paper: before class, during class and after class. In the process of guiding students to complete tasks, under the guidance of teachers, students' comprehensive language use ability and comprehensive quality can be developed through perception, experience, practice, participation and cooperation.

(1) Pre-mission stage.

Teacher: ① Introduce and confirm MartinLutherKing's topic. (2) Help students recall or learn words and phrases that are helpful to the task by asking them to say something about him that they know. (3) Reaffirm the task to ensure that students understand the task requirements. Student: ① Write down the useful words or phrases you hear. Take a few minutes to prepare the task, actively cooperate with other members of the group, actively use various educational resources such as library, reading room and electronic reading room to obtain and process information after class, consciously evaluate the learning effect, and adjust learning strategies in time.

(2) Task cycle stage.

(1) task. The students work in groups of five. The task is based on the text, and the teacher is responsible for supervising and encouraging students.

(2) preparation. Student: ① Choose a representative to report their task process to the class. After group discussion, the information obtained by each member will be further processed and systematized. (2) Practice the oral expressions they will make. Teacher: ① Make sure the purpose of the report is clear. ② Step down from the podium and act as a language consultant. Step down from the podium and help the students practice their oral reports.

(3) reporting. Student: Each group shows their own achievements. The "little teacher" can ask questions from other players, and can also accept questions from other players and teachers. Teacher: ① Be the host and decide the next speaker.

(2) Teachers make a fair evaluation of the achievements of each group.

(4) Language emphasis.

A. analysis. Students: ① Carry out activities to enhance language awareness and find out and understand the specific language features of the text. ② Ask them about other linguistic features they have noticed. Teacher: ① Evaluate each analysis activity again with the whole class. ② Remind students to pay attention to other good words, phrases or sentence patterns. ③ Extracting language points from student reports.

B. practice. Teacher: After the necessary analysis activities, guide students to practice to increase their confidence. Student: ① Practice analyzing the words, phrases and sentence patterns found in the activity. (2) Practice the language features in the task text or report stage.

(3) Post-mission stage.

Groups can exchange information, discuss and write their own Martin Luther King (about 200 words, try to use the words and phrases they have learned). Give it to the teacher in class a week later.

Fourthly, some enlightenment from the application of task-based teaching method.

From the above analysis and application, it can be inferred that in the implementation of task-based teaching method, teachers should pay attention to the following issues when designing tasks:

(1) The designed activities should promote students' access to information processing and utilization, communicate with others in English, develop students' ability to solve practical problems in English and improve their ability to use practical language. It is forbidden to design tasks for the sake of designing tasks.

(B) activities can not be limited to classroom teaching, but also extend outside the classroom, allowing differences.

(3) The purpose of the design task should be clear and have strong operability. Otherwise, students will be daunting and unable to actively participate.

In the process of implementing task-based teaching method, the author thinks that the following factors restrict the effect of task-based teaching method:

(1) The quality of teachers directly affects the effect of task-based teaching. In the task-based teaching mode, teachers are instructors, supervisors and students. Whether teachers have advanced educational and teaching concepts, skillfully use modern educational technology and have innovative consciousness will restrict the implementation effect of task-based teaching method.

(2) The modernization of school educational facilities is also a factor that restricts the task-based teaching method. If the school does not have a decent library, reading room and electronic reading room, it will be difficult to implement the task-based teaching method.

References:

Willis, Jane. 1996. Framework of Task-based Learning [M]. Longman.

[2]Skehan 1998。 Cognitive methods of language learning [M]. Oxford University Press.

[3] Gong Yafu, Luo Shaoqian. 2003. Task-based Language Teaching [M]. Beijing: People's Education Press.