XP Classroom Activities: Evaluation and Reflection College of Foreign Languages, CQU (July 2008)

Contents Section 1 ： Introduction Introduction Section 2: Sample version presentation Section 3: Evaluation (Group work) Evaluation Section 4: Reflection Reflection

Section 1: 1. 什么是任务型语言教学 (task-based language teaching)? 任务型语言教学 2. 好的教学任务有什么特点？ 特点

 所谓任务型语言教学（ Task-based Language Teaching ）就是直接通过课堂教 学让学生用英语完成各种真实的生活、学 习、工作等任务，将课堂教学的目标真实 化，任务化，从而培养其运用英语的能力。 也就是说以具体的任务为载体，以完成任 务为动力，把知识和技能融为一体，通过 听、说、读、写等活动，用所学语言去做 事，在做事的过程中发展运用自己所学语 言。

Principle 1: Scaffolding Lessons and materials should provide supporting frameworks within which the learning takes place. Lessons and materials should provide supporting frameworks within which the learning takes place.

Principle 2: Task dependency Within a lesson, one task should grow out of, and build upon, the ones that have gone before. Within a lesson, one task should grow out of, and build upon, the ones that have gone before.

Principle 3: Recycling Recycling language maximizes opportunities for learning and activates the “ organic ” learning principle. Recycling language maximizes opportunities for learning and activates the “ organic ” learning principle.

Principle 4: Active learning Learners learn best by actively using the language they are learning Learners learn best by actively using the language they are learning

Principle 5: Integration Learners should be taught in ways that make clear the relationships between linguistic form, communicative function and semantic meaning. Learners should be taught in ways that make clear the relationships between linguistic form, communicative function and semantic meaning.

Principle 6: Reproduction to creation Learners should be encouraged to move from reproductive to creative language use. Learners should be encouraged to move from reproductive to creative language use.

Principle 7: Reflection Learners should be given opportunities to reflect on what they have learned and how well they are doing. Learners should be given opportunities to reflect on what they have learned and how well they are doing.

Section 3: With the guide of the seven principles for TBLT by Nunan, work in groups and evaluate the tasks in the sample version

Section 4: Think about the following questions:

Do you agree that TBLT is suitable for college students in China? Do you agree that TBLT is suitable for college students in China? Do you believe that TBLT is difficult for your students to practice? Do you believe that TBLT is difficult for your students to practice? Do you admit that TBLT is challenging to you as a teacher? Do you admit that TBLT is challenging to you as a teacher? What do you think you need to learn more about the approach? What do you think you need to learn more about the approach? What help do you need to get for further study? What help do you need to get for further study?

We learn best by doing. We have known this to be true for quite sometime. More than 2,500 years ago Confucius observed, “I hear and I forget. I see and I remember. I do and I understand.” Most educators acknowledge that our deepest insights and understandings come from action, followed by reflection and the search for improvement. We learn best by doing. We have known this to be true for quite sometime. More than 2,500 years ago Confucius observed, “I hear and I forget. I see and I remember. I do and I understand.” Most educators acknowledge that our deepest insights and understandings come from action, followed by reflection and the search for improvement. from,Learning by Doing, a handbook from,Learning by Doing, a handbook for professional Learning communities at Work, for professional Learning communities at Work, by Richard DuFour et al (2006) by Richard DuFour et al (2006)

Thank you!