Task-based language Task-based language instruction and assessmentinstruction and assessment

in dynamic and effective in dynamic and effective waysways

-- Take NSE JH Book 3 Module 3 Unit 2 as an -- Take NSE JH Book 3 Module 3 Unit 2 as an

exampleexample

Kwesting LuKwesting Lu

Beijing Institute, Central China Normal Beijing Institute, Central China Normal UniversityUniversity

Because TBI brings life to our Because TBI brings life to our instruction.instruction.

Task-based instruction is the Task-based instruction is the most effective means currently most effective means currently available to develop learners’ available to develop learners’ ability for language use.ability for language use.

Why task-based language Why task-based language instruction?instruction?

Life brings soul to her.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

Why task-based Why task-based assessment?assessment?

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

How to do TBI and TBA?How to do TBI and TBA?

In dynamic and effective In dynamic and effective ways.ways.

How?How?

BaseBaseAny dynamic and effective Any dynamic and effective

way should base on way should base on learners’ ability to use learners’ ability to use the language itemsthe language items they they learned. learned.

The base is just like the The base is just like the control string of the kite.control string of the kite.

Dynamic 1Dynamic 1

Never follow one teaching flow, teaching patterNever follow one teaching flow, teaching pattern or teaching method, even one approach.n or teaching method, even one approach.

For B3M3U2 lead-in, you can:For B3M3U2 lead-in, you can:1 do topic/ lexical/ grammar prediction from th1 do topic/ lexical/ grammar prediction from th

e picture and the unit titlee picture and the unit title2 do lexical prediction from the picture and the 2 do lexical prediction from the picture and the

unit title and learn the new wordsunit title and learn the new words3 think and list the sub-titles before reading3 think and list the sub-titles before reading4 make ss to give a daily report about Shenzhou 4 make ss to give a daily report about Shenzhou

VIIVII5 activate ss by telling them a story about aliens5 activate ss by telling them a story about aliens…………

Dynamic 2Dynamic 2Do change after class’s critical needs and help Do change after class’s critical needs and help

them meet their other needs.them meet their other needs.

What are the class’s critical needs in learning What are the class’s critical needs in learning B3M3U2?B3M3U2?

Doing a task?Doing a task?Consolidating newly learnt Consolidating newly learnt have done?have done?Doing Doing have donehave done exam items? exam items?Improving reading?Improving reading?Constructing a schemata of sci-fiction?Constructing a schemata of sci-fiction?Constructing a schemata of passage to activate Constructing a schemata of passage to activate

learner’s interest to do scientific exploration?learner’s interest to do scientific exploration?

Dynamic 3Dynamic 3

Choose a task learners REALLY like to do and can do at Choose a task learners REALLY like to do and can do at this stage.this stage.

What will your learners like to do in learning B3M3U2?What will your learners like to do in learning B3M3U2?112 2 3 Attend a sci-fiction writing competition.3 Attend a sci-fiction writing competition.4 Write an introduction to a mysterious place in China,4 Write an introduction to a mysterious place in China,

such as Shenlongjia, to invite foreign visitors. such as Shenlongjia, to invite foreign visitors.5 Act out part of Dr Jekyll & Mr Hyde. 5 Act out part of Dr Jekyll & Mr Hyde. …………

Dynamic 4Dynamic 4Design selective tasks and exercises and Design selective tasks and exercises and

flexible and accessible evaluation standards. flexible and accessible evaluation standards. Allow learners to quit a task or an exercises.Allow learners to quit a task or an exercises.

Standards for task of B3M3U2Standards for task of B3M3U2 Item WeightItem Weight1 Use 1 Use have done have done 50% or 30% or 10% 50% or 30% or 10%2 Accuracy 50% or 30% or 10%2 Accuracy 50% or 30% or 10%3 Fluency 50% or 30% or 10%3 Fluency 50% or 30% or 10%4 Coherence 50% or 30% or 10%4 Coherence 50% or 30% or 10%5 Creativeness 50% or 30% or 10%5 Creativeness 50% or 30% or 10%…………

Learners’ ability to use the languageLearners’ ability to use the language

Dynamic waysDynamic waysEffective waysEffective ways

DO NOT change the base. DO NOT change the base.

Effective 1: Understanding a Effective 1: Understanding a tasktask

1 A task is a workplan.1 A task is a workplan.2 A task involves a primary focus on meaning.2 A task involves a primary focus on meaning.3 A task involves real-world process of langu3 A task involves real-world process of langu

age use.age use.4 A task can involve any of the four language 4 A task can involve any of the four language

skills.skills.5 A task engages cognitive process.5 A task engages cognitive process.6 A task has a clearly defined communicative 6 A task has a clearly defined communicative

outcome.outcome.

Effective 1: Design a good Effective 1: Design a good tasktask

1 Goal 1 Goal

The general purpose of the task, e.g. to practice The general purpose of the task, e.g. to practice the ability to describe objects concisely; to provide the ability to describe objects concisely; to provide an opportunity for the use of relative clauses.an opportunity for the use of relative clauses.

2 Input 2 Input

The verbal or non-verbal information supplied by The verbal or non-verbal information supplied by the task, e.g. pictures; a map; written text.the task, e.g. pictures; a map; written text.

3 Conditions 3 Conditions

The way in which the information is presented, The way in which the information is presented, e.g. spit vs. shared information, or the way in e.g. spit vs. shared information, or the way in which it is to be used, e.g. converging vs. which it is to be used, e.g. converging vs. diverging.diverging.

Designing tasks 2Designing tasks 24 Procedures 4 Procedures The methodological procedures to be The methodological procedures to be

followed in performing the task, e.g. group vs. followed in performing the task, e.g. group vs. pair work; planning time vs. no planning time.pair work; planning time vs. no planning time.

5 Predicted outcomes:5 Predicted outcomes: Product Product The ‘product’ that results from completing The ‘product’ that results from completing

the task, e.g. a completed table; a route drawn the task, e.g. a completed table; a route drawn in on a map; a list of differences between two in on a map; a list of differences between two pictures. The predicted product can be ‘open’, pictures. The predicted product can be ‘open’, i.e. allow for only one ‘correct’ solution.i.e. allow for only one ‘correct’ solution.

Process Process The linguistic and cognitive processes the The linguistic and cognitive processes the

task is hypothesized to generate.task is hypothesized to generate.

Nunan’s task samplesNunan’s task samplesAfter listening to a weather report:After listening to a weather report:

Pedagogical task:Pedagogical task:

Check True or FalseCheck True or False

Real-life tasks:Real-life tasks:

1. Jointing down the temperature1. Jointing down the temperature

2. Making decision to bring your 2. Making decision to bring your umbrella to school tomorrow morning umbrella to school tomorrow morning or notor not

Effective 3: TBI processEffective 3: TBI process

1. Introducing the task 1. Introducing the task

2. Doing the task, finding the ability 2. Doing the task, finding the ability gapgap

3. Learning language to bridge the 3. Learning language to bridge the gapgap

4. Completing the task4. Completing the task

5. Focusing on the used language 5. Focusing on the used language

My TBI processMy TBI process

1. Task presentation 1. Task presentation

showing Ss how the task can be done, what showing Ss how the task can be done, what new language items will be usednew language items will be used

2. Task preparation 2. Task preparation

learning the new language itemslearning the new language items

3. Task fulfillment 3. Task fulfillment

in class or trial in class but fulfilled outside in class or trial in class but fulfilled outside classclass

4. Language consolidation 4. Language consolidation

in class or outside classin class or outside class

My TBI process of B3M3U2My TBI process of B3M3U2

1. Task presentation (3 mins)1. Task presentation (3 mins) Inviting ss to attend a scientific exploration about Ba peoplInviting ss to attend a scientific exploration about Ba peopl

e in my hometown. Why did they suddenly disappeared in e in my hometown. Why did they suddenly disappeared in the history of China? the history of China?

2. Task preparation (language learning) (26 mins)2. Task preparation (language learning) (26 mins) Leading ss to learn lexis, grammar, reading skill in the text Leading ss to learn lexis, grammar, reading skill in the text Making learners aware of using have done to demonstrate tMaking learners aware of using have done to demonstrate t

he present effects of the past happeningshe present effects of the past happenings3. Language consolidation (8 mins)3. Language consolidation (8 mins) Doing some have done exercises after classDoing some have done exercises after class4. Task start (8 mins) 4. Task start (8 mins) Encouraging ss to try to finish an exploration workplan in clEncouraging ss to try to finish an exploration workplan in cl

ass and ask ss to fulfill it outside classass and ask ss to fulfill it outside class Telling ss two important standards: using have done, creatiTelling ss two important standards: using have done, creati

venessveness

Effective 4: Learning the Effective 4: Learning the useuse

Learning the organisational knowledgeLearning the organisational knowledge grammar, vocabulary, discourse frame, spelling, prgrammar, vocabulary, discourse frame, spelling, pr

onunciation…onunciation…

Learning the pragmatic knowledgeLearning the pragmatic knowledge function, sociolinguistic…function, sociolinguistic…

What’s the use of What’s the use of have done have done in B3M3U2?in B3M3U2?To talk about the present effects of the past experienTo talk about the present effects of the past experien

ce to activate learner’s interest to do scientific exce to activate learner’s interest to do scientific exploration.ploration.

Effective 5: Effective 5:

Do Task-based Do Task-based assessmentassessment

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

Listening task (Guangdong Listening task (Guangdong 2008)2008)

Speaking (Sample)Speaking (Sample)

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

Reading task (ISE)Reading task (ISE)

You plan to learn driving. You found You plan to learn driving. You found some advertisements and now plan some advertisements and now plan to read and compare the services to read and compare the services and then make your choice.and then make your choice.

Reading task (Guangdong Reading task (Guangdong 2008)2008)

第二节 信息匹配 第二节 信息匹配 (( 共共 55 小题；每小题小题；每小题 22 分，满分分，满分 1010 分分 ))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。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：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 …A. The number—one guide to what to study in the UK …This two-volume Guide features up-to-date and in-depth inforThis two-volume Guide features up-to-date and in-depth infor

mation about UK course options and institutions. It also inclmation about UK course options and institutions. It also includes course charts, teaching and research ratings, and advicudes course charts, teaching and research ratings, and advice on choosing your course…e on choosing your course…

Reading task (2008 Beijing)Reading task (2008 Beijing)

Twenty years ago, I drove a taxi for a living. One Twenty years ago, I drove a taxi for a living. One night I went to pick up a passenger at 2:30 AM. night I went to pick up a passenger at 2:30 AM. When I arrived to collect, I found the building was When I arrived to collect, I found the building was dark except for a single light in a ground floor dark except for a single light in a ground floor window.window.

I walked to the door and knocked, “Just a minute,” I walked to the door and knocked, “Just a minute,” answered a weak, elderly voice. answered a weak, elderly voice.

… … … … … …58. What can we learn from the story?58. What can we learn from the story? A. Giving is always a pleasure.A. Giving is always a pleasure. B. People should respect each other.B. People should respect each other. C. An act of kindness can bring people great joy.C. An act of kindness can bring people great joy. D. People should learn to appreciate others’ D. People should learn to appreciate others’

concern.concern.

Writing tasks (ISE)Writing tasks (ISE)

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

Writing task (ISE)Writing task (ISE)

2. Write an article for a sociology journal 2. Write an article for a sociology journal discussing some of the stereotypes comdiscussing some of the stereotypes commonly associated with people from diffemonly associated with people from different parts of your country. Discuss the orrent parts of your country. Discuss the origins of these stereotypes and evaluate igins of these stereotypes and evaluate how representative they are of the truth. how representative they are of the truth.

Writing task (Guangdong Writing task (Guangdong 2008)2008)

第二节 读写任务 第二节 读写任务 (( 共共 11 小题小题 ,, 满分满分 2525 分分 )) 阅读下面的短文，然后按照要求写一篇阅读下面的短文，然后按照要求写一篇 150150 词左右的英语词左右的英语

短文。短文。Hi, I am Mike. I just went through my first year of college …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。听完学校园生活”讨论。听完 MikeMike 的发言之后，你准备写一份的发言之后，你准备写一份发言稿，题目是“发言稿，题目是“ Preparing Myself for College Life”Preparing Myself for College Life” ，，内容要点包括：内容要点包括：

1. 1. 以约以约 3030 个词概括个词概括 MikeMike 的发言要点；的发言要点；2. 2. 然后以约然后以约 120120 个词谈谈你理想的大学生活，内容包括：个词谈谈你理想的大学生活，内容包括： (1) (1) 对中学生活的感受；对中学生活的感受； (2) (2) 理想的大学生活；理想的大学生活； (3) (3) 中学生活和大学生活的差别，以及你打算如何适应。中学生活和大学生活的差别，以及你打算如何适应。

Writing task (Beijing 2008)Writing task (Beijing 2008)

第一节 情景作文 （第一节 情景作文 （ 2020 分）分） 假设你是红星中学高三一班的学生李华，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“为校刊英语园地写一篇题为“ Our Spring Our Spring Outing” Outing” 的英文稿件。 请根据以下四幅图的英文稿件。 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。到春游结束的完整过程。

注意： 词数不少于注意： 词数不少于 60.60. 提示词： 游乐园 提示词： 游乐园 amusement parkamusement park 垃圾箱 垃圾箱 bin bin

Writing task (Beijing 2008)Writing task (Beijing 2008)

第二节 开放作文 （第二节 开放作文 （ 1515 分）分）请根据下面提示，写一篇短文。词数不少于请根据下面提示，写一篇短文。词数不少于 5050 。。 In an English speech competition, you are asIn an English speech competition, you are as

ked to describe the following picture and expked to describe the following picture and explain to the judges how you understand it.lain to the judges how you understand it.

Vocabulary taskVocabulary task

You plan to write an article about the You plan to write an article about the environment problems in your area titled environment problems in your area titled as ‘as ‘More money needed for better More money needed for better environmentenvironment’. You want to find other ’. You want to find other choice for ‘choice for ‘moneymoney’ to make the title ’ to make the title more attractive. What word is the best more attractive. What word is the best choice for you?choice for you?

A. attention B. plan A. attention B. plan

C. awareness D. investmentC. awareness D. investment

Learners’ ability to use the languageLearners’ ability to use the language

Dynamic and effective Dynamic and effective ways to assessways to assess

Dynamic and effective Dynamic and effective ways to teachways to teach

SummarySummary

If, please!If, please!

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