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Kwesting Lu Beijing Institute, Central China Normal University

Task-based language instruction and assessment in dynamic and effective ways -- Take NSE JH Book 3 Module 3 Unit 2 as an example. Kwesting Lu Beijing Institute, Central China Normal University. Why task-based language instruction?. Because TBI brings life to our instruction.

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Kwesting Lu Beijing Institute, Central China Normal University

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  1. Task-based language instruction and assessmentin dynamic and effective ways-- Take NSE JH Book 3 Module 3 Unit 2 as an example Kwesting Lu Beijing Institute, Central China Normal University

  2. Why task-based language instruction? Because TBI brings life to our instruction. Task-based instruction is the most effective means currently available to develop learners’ ability for language use.

  3. Life brings soul to her. Xi Shi, the first beauty in the 5000-year history of China Liu Yifei, the one millionth beauty in the 5000-year history of China

  4. Why task-based assessment? Because it’s the best way to assess the learner’s abilities for language use and learning outcomes from task-based instruction.

  5. How to do TBI and TBA? In dynamic and effective ways.

  6. How? Effective Dynamic Base

  7. Base Any dynamic and effective way should base on learners’ ability to use the language items they learned. The base is just like the control string of the kite.

  8. Dynamic 1 Never follow one teaching flow, teaching pattern or teaching method, even one approach. For B3M3U2 lead-in, you can: 1 do topic/ lexical/ grammar prediction from the picture and the unit title 2 do lexical prediction from the picture and the unit title and learn the new words 3 think and list the sub-titles before reading 4 make ss to give a daily report about Shenzhou VII 5 activate ss by telling them a story about aliens ……

  9. Dynamic 2 Do change after class’s critical needs and help them meet their other needs. What are the class’s critical needs in learning B3M3U2? Doing a task? Consolidating newly learnt have done? Doing have done exam items? Improving reading? Constructing a schemata of sci-fiction? Constructing a schemata of passage to activate learner’s interest to do scientific exploration?

  10. Dynamic 3 Choose a task learners REALLY like to do and can do at this stage. What will your learners like to do in learning B3M3U2? 1 2 3 Attend a sci-fiction writing competition. 4 Write an introduction to a mysterious place in China, such as Shenlongjia, to invite foreign visitors. 5 Act out part of Dr Jekyll & Mr Hyde. ……

  11. Dynamic 4 Design selective tasks and exercises and flexible and accessible evaluation standards. Allow learners to quit a task or an exercises. Standards for task of B3M3U2 Item Weight 1 Use have done 50% or 30% or 10% 2 Accuracy 50% or 30% or 10% 3 Fluency 50% or 30% or 10% 4 Coherence 50% or 30% or 10% 5 Creativeness 50% or 30% or 10% ……

  12. DO NOT change the base. Effective ways Dynamic ways Learners’ ability to use the language

  13. Effective 1: Understanding a task 1 A task is a workplan. 2 A task involves a primary focus on meaning. 3 A task involves real-world process of language use. 4 A task can involve any of the four language skills. 5 A task engages cognitive process. 6 A task has a clearly defined communicative outcome.

  14. Effective 1: Design a good task 1 Goal The general purpose of the task, e.g. to practice the ability to describe objects concisely; to provide an opportunity for the use of relative clauses. 2 Input The verbal or non-verbal information supplied by the task, e.g. pictures; a map; written text. 3 Conditions The way in which the information is presented, e.g. spit vs. shared information, or the way in which it is to be used, e.g. converging vs. diverging.

  15. Designing tasks 2 4 Procedures The methodological procedures to be followed in performing the task, e.g. group vs. pair work; planning time vs. no planning time. 5 Predicted outcomes: Product The ‘product’ that results from completing the task, e.g. a completed table; a route drawn in on a map; a list of differences between two pictures. The predicted product can be ‘open’, i.e. allow for only one ‘correct’ solution. Process The linguistic and cognitive processes the task is hypothesized to generate.

  16. Nunan’s task samples After listening to a weather report: Pedagogical task: Check True or False Real-life tasks: 1. Jointing down the temperature 2. Making decision to bring your umbrella to school tomorrow morning or not

  17. Effective 3: TBI process 1. Introducing the task 2. Doing the task, finding the ability gap 3. Learning language to bridge the gap 4. Completing the task 5. Focusing on the used language

  18. My TBI process 1. Task presentation showing Ss how the task can be done, what new language items will be used 2. Task preparation learning the new language items 3. Task fulfillment in class or trial in class but fulfilled outside class 4. Language consolidation in class or outside class

  19. My TBI process of B3M3U2 1. Task presentation (3 mins) Inviting ss to attend a scientific exploration about Ba people in my hometown. Why did they suddenly disappeared in the history of China? 2. Task preparation (language learning) (26 mins) Leading ss to learn lexis, grammar, reading skill in the text Making learners aware of using have done to demonstrate the present effects of the past happenings 3. Language consolidation (8 mins) Doing some have done exercises after class 4. Task start (8 mins) Encouraging ss to try to finish an exploration workplan in class and ask ss to fulfill it outside class Telling ss two important standards: using have done, creativeness

  20. Effective 4: Learning the use Learning the organisational knowledge grammar, vocabulary, discourse frame, spelling, pronunciation… Learning the pragmatic knowledge function, sociolinguistic… What’s the use of have done in B3M3U2? To talk about the present effects of the past experience to activate learner’s interest to do scientific exploration.

  21. Effective 5: Do Task-based assessment

  22. Listening task (Sample) • You’re attending a talk about English learning. Taking notes of the effective learning strategies the speaker mentions so that you can think and decide whether you can use them or not.

  23. Listening task (Guangdong 2008)

  24. Speaking (Sample) • Your friend Tony plans to come to China to learn Chinese in the coming summer holidays. He asks you for advice. What’re your suggestions?

  25. Reading task (ISE) • You plan to learn driving. You found some advertisements and now plan to read and compare the services and then make your choice.

  26. Reading task (Guangdong 2008) 第二节 信息匹配 (共5小题；每小题2分，满分10分) 阅读下列应用文及相关信息，并按照要求匹配信息。请在答题卡上将对应题号的相应选项字母涂黑。 以下是为留英学生编写的系列留学指南的简介： A. The number—one guide to what to study in the UK … This two-volume Guide features up-to-date and in-depth information about UK course options and institutions. It also includes course charts, teaching and research ratings, and advice on choosing your course…

  27. Reading task (2008 Beijing) Twenty years ago, I drove a taxi for a living. One night I went to pick up a passenger at 2:30 AM. When I arrived to collect, I found the building was dark except for a single light in a ground floor window. I walked to the door and knocked, “Just a minute,” answered a weak, elderly voice. … … … 58. What can we learn from the story? A. Giving is always a pleasure. B. People should respect each other. C. An act of kindness can bring people great joy. D. People should learn to appreciate others’ concern.

  28. Writing tasks (ISE) • 1. A national survey has predicted that water will become increasingly precious in the coming years. Despite this, water usage continues to soar. Write a report for an environmental committee discussing the reasons behind the current situation and advising on ways that citizens can reduce their water consumption.

  29. Writing task (ISE) • 2. Write an article for a sociology journal discussing some of the stereotypes commonly associated with people from different parts of your country. Discuss the origins of these stereotypes and evaluate how representative they are of the truth.

  30. Writing task (Guangdong 2008) 第二节 读写任务 (共1小题,满分25分) 阅读下面的短文，然后按照要求写一篇150词左右的英语短文。 Hi, I am Mike. I just went through my first year of college … 学校最近组织了一次中美学生交流活动，你参加其中的“大学校园生活”讨论。听完Mike的发言之后，你准备写一份发言稿，题目是“Preparing Myself for College Life”，内容要点包括： 1. 以约30个词概括Mike的发言要点； 2. 然后以约120个词谈谈你理想的大学生活，内容包括： (1) 对中学生活的感受； (2) 理想的大学生活； (3) 中学生活和大学生活的差别，以及你打算如何适应。

  31. Writing task (Beijing 2008) 第一节 情景作文 （20分） 假设你是红星中学高三一班的学生李华，为校刊英语园地写一篇题为“Our Spring Outing” 的英文稿件。 请根据以下四幅图的先后顺序，叙述上周你们班从准备春游到春游结束的完整过程。 注意： 词数不少于60. 提示词： 游乐园 amusement park 垃圾箱 bin

  32. Writing task (Beijing 2008) 第二节 开放作文 （15分） 请根据下面提示，写一篇短文。词数不少于50。 In an English speech competition, you are asked to describe the following picture and explain to the judges how you understand it.

  33. Vocabulary task • You plan to write an article about the environment problems in your area titled as ‘More money needed for better environment’. You want to find other choice for ‘money’ to make the title more attractive. What word is the best choice for you? • A. attention B. plan • C. awareness D. investment

  34. Summary Dynamic and effective ways to teach Dynamic and effective ways to assess Learners’ ability to use the language

  35. If, please! 博客 blog.sina.com.cn/luziwen 信箱 kwlu@vip.sina.com

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