Task-basedteachingandlearningis becoming more and more popularin China now,andthe aimof taskis to create a real purpose for language use and provide a natural context for language study· This article introduces w...Task-basedteachingandlearningis becoming more and more popularin China now,andthe aimof taskis to create a real purpose for language use and provide a natural context for language study· This article introduces what a task-based teaching frameworkis and the three phases of pre-task, while-task and post-task,combined withsomethoughts about howwe shouldconvertthosetasksinto actual classroomactivities while using the task-based teaching framework in designing the lessons and howthe teacher and students participate inthe lessons·展开更多
The teaching and learning of grammar used to be processed at the sentence level with paying little attention to discourse and context. Students were familiar with a lot of grammatical terms and were able to remember m...The teaching and learning of grammar used to be processed at the sentence level with paying little attention to discourse and context. Students were familiar with a lot of grammatical terms and were able to remember many rules. However, they often wondered why they could not use English properly and fluently although they had learned the grammatical rules quite well. This essay, taking grammar as resource for communication, suggests an approach by using ideational frameworks to the teaching and learning of grammar in a communicative context.展开更多
文摘Task-basedteachingandlearningis becoming more and more popularin China now,andthe aimof taskis to create a real purpose for language use and provide a natural context for language study· This article introduces what a task-based teaching frameworkis and the three phases of pre-task, while-task and post-task,combined withsomethoughts about howwe shouldconvertthosetasksinto actual classroomactivities while using the task-based teaching framework in designing the lessons and howthe teacher and students participate inthe lessons·
文摘The teaching and learning of grammar used to be processed at the sentence level with paying little attention to discourse and context. Students were familiar with a lot of grammatical terms and were able to remember many rules. However, they often wondered why they could not use English properly and fluently although they had learned the grammatical rules quite well. This essay, taking grammar as resource for communication, suggests an approach by using ideational frameworks to the teaching and learning of grammar in a communicative context.