David Nunan1999 1 authenticity principle 2 formfunction principle

任务设计思路及意义 设计原则 David Nunan（1999） 1) 言语、情景真实性原则 (authenticity principle) 2) 形式—功能性原则 (form-function principle ) 3) 任务相依性原则 (task dependency principle) 4) 在做中学原则 (learning by doing) Peter Skehan（2018 北京） 5)“脚手架” 原则 (scaffolding) Meaning focused, Natural language use, Purposeful, Outcome-evaluation 聚焦意义-聚焦形式(form) Jane Willis (1996）Types of task 1) Listing 2) Ordering and Sorting 3) Comparing 4) Problem solving 5) Sharing personal experiences 6) Creative tasks 文秋芳 POA（2014） 任务需具有学业和 作的交际价值。 一方面学生能意识到完成任务对文化素养、 完成学业和改进未来 作的交际价值，另 一方面能够认识到自己语言能力的不足， 增强学习的紧迫感。

任务设计思路及意义 任务要求 My unforgettable experience with my parent(s) To prepare for our college’s Annual English Drama Festival (“Family Love”), our class is going to hold a meeting on Mother’s / Father’s Day this year. To express your love and gratitude to your parents, each of you will make a two-minute presentation to tell an unforgettable story between you and your parent(s). You will work in groups of four and share with each other your stories. In the end, decide on the story you would like to act out as a group. Then, two or three speakers will tell their stories again to the whole

评价方式、维度及标准 评价项目 根据时间，教师依据以上5个维度，对全班展示的故事进行评价。 自评 CHECKLIST OK Needs work ○ ○ 1 The narration of my story is informative and complete. ○ ○ 2 The body of my story is logically developed. ○ ○ 3 The description of my experience is detailed and vivid. ○ ○ 4 My voice is loud enough. ○ ○ 5 I have maintained good eye contact with the audience. ○ ○ 6 I have made proper use of gestures. ○ ○ 7. My presentation is fluent. ○ ○ 8. The language of my presentation is correct and clear. 互评 CHECKLIST OK Needs work ○ ○ 1 The narration of my partner’s story is informative and complete. ○ ○ 2 The body of his/her story is logically developed. ○ ○ 3 The description of his/her experience is detailed and vivid. ○ ○ 4 His / Her voice is loud enough. ○ ○ 5 He / She has maintained good eye contact with the audience. ○ ○ 6 He / She has made proper use of gestures. ○ ○ 7. His /Her presentation is fluent. ○ ○ 8. The language of his/her presentation is correct and clear.

实施完成- Summary of the Stage Main Tasks 班� 微信群� 故事(1 -2分� )，推� 最佳 -ing 分� 作状� Page 11 (� 上学� ) (Group work) Comparing 最佳故事vs. 稍差的故事 Lead-in (Input) 教� 介� 5 Ws and H Pre-task (Pair work 1) “Lunchtime Walk”故事中的6要素 (Pair work 2) “My mother’s gift”故事中的6要素 While-task Step I (Personal activity) Identify the experience �前 � 堂 Step 2 (Personal activity) Develop your ideas Outcome Time Language Gap 搭建� 法“脚手架” 激活已有知� 必要� 言知�� 入 Identify 5 Ws and H Brainstorm个人�� 无限制 10 mins. 5 mins. 2 mins. 依据 5 Ws and H 构思故事�� 5 mins. (各 � � 有 �� 故事� 构 Instruction Step 3 (Personal activity) Organize your story s和 � 言 脚 Step 4 (Personal activity) Decide narrative 明确叙述人称、� 序和手段 手架� 助) method 明确提� (Opening & Ending) Step 5 (Personal activity) Write a brief draft Step 6 (Group work) Make the presentation in 完成任� , 推� 小� 最佳故事 your group 教� � ��� ，解决�� Post-task 教� 根据�� ，挑� 2 -3个全班展示 �� 知� 欠缺点，促� 后� 学� Assessme 自� +互� +教�� 价 nt (Writing) 写一篇� 叙文 关注� 言准确度和复� 度 3 mins. 2 mins. 10 mins. 8 -10 mins 15 mins. 10 mins. 30 mins.