On the Application of Task—based Language Teaching in Junior High School English Classes Xi’an International Studies University

Shi+Fangfang

【Abstract】Task-based Language Teaching was put forward in 1980s.The present paper aims to make a brief introduction about task-based language teaching approach and investigate the application of task-based language teaching approach in junior high school English classes in order to make it better adapt to the development of English teaching in China.

【Key words】Task-based language teaching； junior high school； English teaching

1.The introduction of task-based language teaching

Task-based language teaching refers to an approach based on the application of tasks as the core unit of instruction in language.The core concept of the task-based language teaching is to associate the language teaching with students language application in the daily life.Task is the focus of the classroom activity and the students use the language to complete it for some specific purpose and learning English by doing tasks.

2.The implementation of task-based language teaching

Teaching Plan

Unit 3 Why Do You Like Koalas？ （Section A）

Course objectives：

1.Know more about some English names of animals.

2.Express their preferences by using “why do you like pandas？” “Because they are cute，” etc.

Required materials： Tapes，PPT，pictures

Implementation：

Step I Warming up.（3 mins）

Enjoy an English video about koalas to arouse the students interest and introduce some basic information about koalas to them.

Step II Pre-task preparation.（7 mins）

1）Review the vocabulary items about animals by playing riddle games.

2）Introduce the new vocabulary items by looking at the pictures.

Step III Task cycle procedure.（25 mins）

Ask the students to say some English names of animals as many as possible.Do you want to know more animals？ Ok，lets turn to page 13.Today we are going to learn the English names of some more animals and learn how to say which ones we like and tell why we like them.

1）Ask the students to speak the names of any animals in picture in 1a they know.And then point to the animals one by one and say the name of each.Explain the dialogue in picture and ask the students read it after me.Then give the students 3 minutes to match the words with the animals in the picture.

2）Students were asked to do a survey to find out their classmates most favorite animals.Let the students talk to each other in groups about their favorite animals and write down their favorite animals in the form.Make students prepare an oral report and then choose some students to give the report to the whole class.

3）Work in pairs to design an advertisement about how to protect animals and then show the advertisements to the whole class.

Step IV Post-task activity.（9 mins）

1）Let the students sum up the languages they have learned

2）Give the students 10 minutes to write a description about their parents most favorite animals.Ask every student to fold their writing into paper airplane and throw it at the platform.Then everyone will be allowed to pick up one paper airplane.After that，everyone will be asked to read the writing on the paper to the whole class and I will ask other students to guess and draw a picture according to the description on the blackboard.

Step V Homework.（1 min）

1）Collect some pictures and gather information about your favorite animal.

2）Write and draw a poster about how to protect animals.

3.Conclusion

Task-based language teaching approach attaches great importance to the output of language learning.It can make students develop their abilities through personal practices and promote students to practice English with a clear goal.In addition，The introduction of task-based language teaching approach changes the traditional English teaching mode，provides broader platform for individual autonomous learning of learners and presents greater challenge for both teachers and students.

References：

[1]Breen，M.（1987）.Learner contributions to task design.In C.Candlin and D.Murphy （Eds.），Language learning tasks （pp.23-46）.Englewood Cliffs，NJ： Prentice Hall.

[2]Nunan，D.（1989）.Designing Tasks for the Communicative Classroom.Beijing： Language Teaching and Research Press.

[3]丁文.任务型教学在初中英语课堂上的应用[J].中小学英语教学与研究，2002，6 （7）.

[4]魏永红.任务型外语教学研究（认知心理学视角）[M].上海：华东师范大学出版社.2004.

作者简介：史方方（1990.11～），女，汉族，陕西咸阳人，现就读于西安外国语大学长安校区研究生部13级外国语言学及应用语言学专业，主要研究方向：应用语言学。