Abstract: As a new teaching concept and method, TBLT respects individual differences, cultivates students’ abilities of doing things by means of using the language and promotes students overall development of cognitive ability, cooperative ability and communicative ability. However, in the process of using TBLT, many users do not really understand TBLT; there are some misunderstandings in the process of using TBLT, resulting in various kinds of problems in classroom teaching. The author of the paper attempts to discuss the use of TBLT in English teaching, including the definition of a task, principles of TBLT, the features of a task, the theoretical basis of TBLT, and the model of TBLT. Several lesson plans taken from Fun with English will be given as cases. Through observation and study, the author has found out that there are some misunderstandings needed to be clarified. Accordingly, two examples that demonstrate the appropriate adoption of TBLT in a reading class and in a writing class are provided in the paper. It is concluded that in the process of applying TBLT, great importance should be attached to the authenticity and the feasibility of tasks and to the principles and some related elements of TBLT.
Key words: teaching cases; Task-based Language Teaching; reading class; writing class
摘要: 任务教学法是一种新的教学理念和方法，它尊重学习者个体差异, 培养学习者用语言做事的能力, 注重学习过程, 促进学生认知能力、合作能力、语言能力和交际能力的全面提高和发展，真正体现语言的价值和作用。但是在TBLT的使用过程中，好多使用者由于未能真正理解TBLT，所以使用过程中出现了一些偏差，并不是真正意义上的TBLT，所以课堂效果大打折扣。本文将从任务型教学法的理论基础出发，重点分析任务型教学法的定义，原则，以及任务的特性。在此基础上，分析一些案例,这些案例均是牛津小学英语课本的教案。通过分析案例，来纠正任务型教学法使用过程中出现的一些问题，并且在最后给出一个任务型教学案例总体设计示例。在运用任务型教学法时，我们必须注意任务的真实性，可行性以及任务型教学发的原则以及各种要素。
关键词：教学案例点评; 任务型教学; 阅读课堂; 写作课堂
