A Study On Applying Task-based Language Teaching (TBLT) In Teaching Go For It !

There are different approaches that are applied to junior English teaching and each of them adopts a different conception of teaching with its own merits and shortcomings. However, the Task-based Language Teaching (TBLT) advocated by the Ministry of Education became more and more popular and accepted by many English teachers. The TBLT was put forward in 1980's. It is a teaching approach based on the use of communicative and interactive tasks as the central units for the planning and delivery of instruction. It is an extension of the principles of Communicative Language Teaching and an attempt by its proponents to apply principles of second language learning to teaching. (2005:649)Task-based Language Teaching focuses on finishing the task and solving the problem, with the start of respecting the language as a communicative tool, which advocates the simulation of a communication scene in the class to facilitate the students'language practice under concrete targets. Students can improve and develop their language competence during finishing the task. Besides, it attaches importance to the process of carrying out each task. It can cultivate and inspire students'desire to master the language as much as possible.Many books and papers have discussed and researched the study of Task-based Language Teaching. Many teachers are trying to teach efficiently in class by applying it. Therefore, this paper will have a discussion on implementation of applying Task-based Language Teaching(TBLT) in teaching Go for it! And it can? promote and enhance the students'ability to use language by implementing the TBLT. Besides, it can also achieve the full capacity of the new target in New Curriculum. This paper comprises five parts to illustrate. Part one is the introduction of the thesis which mainly focuses on background, framework and survey of research development on TBLT.Part two is a brief survey of the TBLT and its theoretical bases, which introduces the meaning of task and the original and development of TBLT. And it also explains the characteristic and principles of TBLT, the comparison of TBLT and traditional language teaching.Part three is the application of TBLT in GFI, which is the main body of the thesis. This part includes the principles of task-based design, types of task-based activities in GFI, the requirements to the teachers when applying TBLT in GFI and the procedure of applying TBLT in GFI.Part four is the sample lesson of applying TBLT in GFI. The designs of every aspect of the class are closely linked to the requirements of TBLT, reflecting its thrust and effects. Part five is the conclusion of the thesis which illustrates the significance of applying TBLT in GFI and points out problems existed in TBLT practice in GFI.