LITMIR.BIZ

      Great Clarendon Street, Oxford OX2 6DP

      Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in

      Oxford New York

      Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto

      With offices in

      Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam

      OXFORD and OXFORD ENGLISH are registered trade marks of Oxford University Press in the UK and in certain other countries

      © Oxford University Press 2007

      The moral rights of the author have been asserted

      Database right Oxford University Press (maker)

      First published 2007

      2012 2011

      10 9 8 7 6 5

      All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press (with the sole exception of photocopying carried out under the conditions stated in the paragraph headed ‘Photocopying’), or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above

      You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer

      Photocopying

      The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach. School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale

      Any websites referred to in this publication are in the public domain and their addresses are provided by Oxford University Press for information only. Oxford University Press disclaims any responsibility for the content

      ISBN: 978-0-19-442210-9

      Printed in China

      This book is printed on paper from certified and well-managed sources.

      ACKNOWLEDGEMENTS

      When we began planning this book, we sent out a request to language teachers worldwide who were involved in TBT. We asked them to send us tasks which had worked well with their learners together with outline lesson plans to go with them. We also asked them what advice they would give to other teachers hoping to implement TBT, and to report difficulties and problems they had encountered themselves and had heard of from colleagues in connection with TBT. The response was magnificent. So first, and most importantly, we would like to thank the contributors listed at the end of this book, not only for sending us their tasks and ideas, but also for responding so willingly to our follow-up requests for more details. Sadly we were unable to find space for all the tasks sent in – we received well over 100 – but everyone’s advice has been collated and incorporated at relevant stages in the book, and especially in the final chapter. It is their co-operation that makes this book truly worthy of its title: Doing Task-based Teaching.

      We’d also like to thank the large number of teachers and trainers whom we have met and talked to over the past ten years at conferences, workshops, and talks in Argentina, Brazil, Canada, Chile, Germany, Greece, Ireland, Italy, Japan, New Zealand, Pakistan, Portugal, South Korea, Spain, Switzerland, Taiwan, Thailand, Turkey, UAE, UK, and more recently at IATEFL conferences. We would also like to include participants in the TBLT 2005 conference at Leuven who sent us feedback through Steve Mann, who attended that conference. By asking questions and filling in slips of paper in workshop sessions, teachers have, sometimes unwittingly, contributed advice and ideas that have helped to shape this book We should also thank Masters students at Birmingham and Aston Universities who, through their assignments and research, have given us useful insights into classrooms all over the world and demonstrated how TBT can work in practice.

      Several people – whose names we do not know – read various early outlines and drafts of chapters and commented thoughtfully and constructively on many aspects, helping us to reshape and fine-tune the contents. Steve Mann gave us detailed feedback on the last four chapters, which certainly clarified a few issues for us, and helped to make the final version more readable. Roger Hawkey kindly wrote a short section on testing for our final chapter. We are very grateful to you all and just hope that we have done justice to your suggestions.

      Many other people, including former colleagues from Aston University and the University of Birmingham, have helped and encouraged us in many ways. Thanks to all of you, too.

      INTRODUCTION

      Doing Task-based Teaching has been written for language teachers who want to gain a better understanding of how task-based teaching (TBT) works in practice. It aims to give beginner teachers the confidence to start using tasks in their lessons, and help experienced teachers to widen their repertoire of tasks and task sequences. It draws on the classroom experiences not only of the writers themselves,

Скачать книгу