oflanguageteaching(TBLT)oralteachingAbstract:

Withthefurtherreinforcementofcommunication,theurgencyforpeopletocommunicateskillfullyingraduallybeen．However,duemanyoralEnglishteachinghaslongbeenaspectofourEnglishteaching.highschoolstudentsconsiderEnglishskilltoberatherdifficultmaster.studentswhohighlyintheexamcommunicatewitheffectively．TheTask-Basedteachingemergedthe1980s,onprocessofsolving，itisalwaysavarietyofdifferentkindsofreallife.analyzeapplicationofteaching(TBLT)oralteachingsoto＇ability.keywords:

teaching，oral，1.IntroductionWiththeofourEnglishanamazingconcern．English,forcommunication,hasEnglishgreatlyin．However,inrealitystudentsunqualifiedinoralEspecially,manystudentsregardspeakingadifficult．TheywrittenwellbuthavedifficultiesinspeakingEnglishwell．1.1ExistingProblemOralClassInhighschooloralclass,aseriousproblem.Usuallyverynervoustheyspeakandbothform．becomeopentoitafortolearnersoraltheEnglishstudentsatraditionalwhichthewillexplainvocabulary,，tostudents；thewillaskstudentstodomechanicaltogopractice；AndfinallyteacherwillthestudentstodosomeactivitiesinordertomakestudentsfreelyThethatmany“dumb”Englishlearnerswholackconfidencejusttoteacher,doknowEnglish.shouldchangetheof“dumbEnglishtheoforalEnglish,Ifwecallbringviewlanguageintotheclassroomthethesituationwillgradually．students＇inoralEnglishmanifestsourinEnglishdoestryoutoralapproach．TBLTareplacementoftraditionalPPPteachingmayshedsomeoralteaching．2.1TheoreticalConstructivistThebesttoistomaketheirinsteadofhavingothersconstructitforthem．ThisbytheTheory．Williamsclaimthatlearnersmaketheirownoftasks，teacher,theirtheprocessof．onlearningbydoing,whichisonofconstructivism．TheLearnerslearnby．HypothesisofThearethatsupplycomprehensibleinputinlowsituations,containingmessagesthatstudentswanttoThesedonotforceearlyinsecondbutallowproducetheyareready,recognizingcomesfromsupplyingandnotfromforcingproduction．InteractionLongistheoryinlanguageconsideredonethebasicforTBLT．toLongstheoryneedbeactivelearnersparticipantsreceivinginputexposuretonewstructureswillin．havetoparticipantsinbyreceivedinputinimmediateinteractionandcommunicativepatternswithother．TheHypothesisoutputonlearnerandfromthequestionsofcomprehensibleproposedtheoutputhypothesesasanthe，butitdoestoformamajordivisionofalternativeinOwnrightintotwomaindoubtsthehypothesis．2.2DefinitionofTBLTTBLTreferstoatypeoflanguageapproachtakesasitskeyforthedesigningimplementationofsecond2.3DefinitionofAtaskisaofworkforforfreelyorInothermeanttheandinlife,work,atplay,LongAtaskisactivitywhichtoarriveanoutcomefromgiveninformationthroughofthought,whichallowsthat(1987:24)Aofclassroomworkininwhiletheirattentionisprincipallyratherthanform.Nunan(1989:8)Fheformofapieceoftextor，writtenorTheyinvolveactivitieswhicharetheisrequiredtoAndtheycognitivewhichtheneededinordertotheactivity.3.TasksBasedTeachingOralTeachingTBLTtheofthetaskcenteroflanguagelearning．usetargetskillstoachieveasuccessfulbyinteractingwhiletheteacherashelperandprompterforthtoprocess.theprocesscarryingthedesigned，itintegratesform-focusedwithmeaning—．Meanwhile，Task—offersallprocesslanguagethatislearnedorrecycledmorenaturally．IncontrasttheTBLTcanbalanceforms,fluencyandwhichismoreadvancedthan．4.TheTBLTOralTeachingUnderstandingtheoryofcanspecificplanimprove＇tocheckappropriateness.4.1ATopic：Good(Unit1，SEFC1A)Aims:①Cultivateskillsoraltocommunicatethroughcompletion．Talksthe．(1)Neither／+(2)beof+ndoing．④Developstudentsoralproficiency．⑤ModesofTaskCompletionIndividual，PairworkGroupwork，Classwork⑥Modes，Teacher，Student--Students，Students—Students⑦Teaching：1Pre-taskunitbegins“warming·up”exerciseintroducetopicideasforunit．Theteacherwroteintroductionherselftheblackboard．totheirEnglishteacherbyusingtheirown．2TaskA(1)Problem-solvingDiscussionTheteacherdividedstudentsinto10groupsgave”．thetellthewordsrelatedto．All10triedbesttothinkoutbyheart．(2)Planningand1Planning：AsktoplanabrieforalreportforthewholeclassExercisetheoralTaskB(1)Information—Duringfirstteacherthestudentsknoweachother,theinformation-gap．Beforethe，thecanhimself／herself.Firstandaskthepartner(2)PlanningPlanning：Asktoaskanswerwithhis／hertrytocollectthe／shedoesnknowtoanoralreportaftertheyhavefilledintheinformation．Task：(1)DiscussionWhatdoyouthinkgoodfriendshouldbequalitiesahave?theybefunny,thestudents，theteachershouldwritedownon)：，，bravehappy,wise，stronghandsome，smart，pretty,funny.studentstothequestionswords．(2)PlanningPlanning：studentsingroups．Reportfromtomakeanoralinwhole．3(LanguageTask：Analysisstudentstothedialoguesonwiththeir，fillinofagelikesgetthestudentstowhowouldliketomakefriendswithwhy．TaskE：EnglishAftertheteachingof，askstudentstosentencesbyrulesThistaskisa3-minutecommunicativeactivitythestudentstopracticeuseandfunctionofnewgrammar．4.2AQuestionnaireHellothankforyourhonestThereforyoutoanswer．DofindyourinterestinhasgreatlyDofindhavealottosayinyourDofindhavemoreinoralDoreallylikeinwinyourgroupDothinkisworkableinChina?DotobetaughtbythemethodDofindinyourability?Dofindthetask-basedactivitiesinthehelpfuloral(9)Dohopemoreandcancarrythetask-basedapproachinoralEnglish(10)DoyouEnglishteacherhasbeensuccessfulinthebasedandhasdonegreatforimprovingoralabilities?4.3DataAnalysisandDiscussion

yes86929068909094868080

no124％6％305％4％2％4％104％

Noanswer2％4％4％2％％％4％10106％apositivechangeinattitudesoforalsignificanceofthatintheTBclassroomcaninhelpinghighschoolimprovetheiroralinbothproficiencyTheresultstothatoralinTBLTclassroomtoinPPP．AllthisforfactthattheapproachoralEnglishislongerconsideredforachievingschoolstudentscommunicativecompetencetoextent，hamperedofthestudentsoralabilities．AsareplacementofPPPTBLTdoessomeoralteaching．Itisbeneficialtoisaworkableefficienttoteachinginhighschools．5.ConclusionsTBLTprovidescheerful,creativeenvironmentinwhichauthenticallyusingEnglishtodobymeansofnegotiating,cooperatingIncanattainmeaningfulpracticalaccesstointheclassroomtoproblemsinreallife．Whatismore,inthelearningthelearningaswellasthegreatlytheinadditioncompetence,findsoutithelppromotestudentscomprehensionstudentsdiscoveredhavemadecontributionstoemotionstheir