1. 兒二甲 109614014 劉芊妤 兒二甲 109614016 林信鏵 兒二甲 109614033 徐雅玲 國三甲 9501024 陳佳瑜 國三甲 9501022 楊丞瞱

2. 兒二甲 109614016 林信鏵

3.  Use “Task” as the basic teaching strategy  Derived from Communicative Language Teaching  Complete various kinds of interactive tasks.  Students can meet, learn and use the target language.  Variety and a sense of security.

4. Teacher plays as “Facilitator”, namely promoter. Set up tasks, make students understand, get on with them, and end tasks Teacher emphasizes on fluency and outcome, not accuracy. After the task, the teacher is “language guide.”

5. On 1970s, CLT is a popular way of teaching. Realistic and interactive activities can do CLT well. Those activities were called “tasks.” This term became a conception of new teaching strategy. On 1980s, TBL was formed and became widespread. On 1996, Jane Wiillis wrote a book “A framework for Task-Based Learning”. For now, student is still affected by TBL.

6. 1. Emphasize on learning progress, not learning result 2. Interactive, meaningful, purposeful activities or tasks 3. No series of language item 4. Learn language through interactive activities. 5. It can facilitate learning progress 6. It can be use in learner’s daily life

7. 5. Student has a chance to input and output the language 6. TBL schemes should be ordered in terms of to their difficulty 7. The difficulty is depended on student’s background knowledge and task’s complexity. 8. It must arouse one’s learning motivation.

8. 兒二甲 109614014 劉芊妤

9.  Pre-task  Task cycle  Language focus

10.  Introduce the topic and task to students  Involve brainstorming, introduction of useful words and phrases  Present a model of the task Pre-task→Task Cycle→Language Focus

11.  Task Task  Planning Planning  Report  Optional post-task listening Pre-task→Task Cycle→Language Focus

12.  Students do the task  The teacher monitors from a distance, encouraging students to communicate in target language  Mistakes do not matter  Listing, ordering and sorting, comparing, problem solving, sharing personal experience and creative tasks

13.  Students prepare to report to the whole class  The teacher helps them correct errors

14.  Analysis →focus on language forms  Practice →practice new words, phrases and patterns Pre-task→Task Cycle→Language Focus

15. 國三甲 9501022 楊丞瞱

16. 國三甲 9501024 陳佳瑜

17. Deep-end strategy Pre-task to introduce the topic and the task Task cycle students try to achieve their objectives Language focus teacher gives some feedbacks that motivates students to strive for accuracy

18. Environment Team work exchange the information Students are the center of the class freely use their language. Material books, videos, magazines or Internet fruit cards

19. 兒二甲 109614033 徐雅玲

20.  A task-based lesson offers more opportunities for the students.  The teacher can also be more open to the needs of the students.  The task usually requires the selection of some objects as an outcome.  During the task, students are allowed to use whatever language they want.

21.  TBL firmly based on the findings of current theory and research, can not be continuous.  TBL offers a different rationale for the use of tasks as well as different criteria for the design and use of tasks.  It is significantly less effective for the systematic teaching of new language.

22.  TBL holds some dangers if implemented carelessly.  Learners put great emphasis on communicating meanings, but not necessarily worry about the exact form that they use.

23. 兒二甲 109614033 徐雅玲

24.  Learner engagement is the basic condition of education.  Task-based Teaching has remained a potentially fertile approach for many ESL/EFL teachers.  Task-based model is an attractive and liberating one.

25.  Task-based Teaching is classified within the conversational and/or natural approach.  The TBL adds useful elements and contributes to the communicative language teaching with valuable procedures.