Frontiers in Educational Research, 2020, 3(11); doi: 10.25236/FER.2020.031114.
School of Foreign Languages, Guangzhou College of South China University of Technology, Guangzhou, 510800, Guangdong Province, China
In language teaching, it is important for the teacher to know exactly what language contents will be taught and what language skills will be practiced in the lesson. In this article, the author designs a lesson plan for an audio-visual class that featured in teaching English through films. This particular lesson designed to teach students how to find the theme of a literature by applying the video clips in the classroom. The study will firstly provide a rationale for the lesson plan by engaging in a critical discussion about the methods chosen and the reasons for the sequence of each stage made within the lesson plan. Secondly, the author will give an evaluation of the texts and activities, and of their appropriateness in the context in which they are used.
Task-based language teaching, Lesson plan, Rationale, Evaluation
Shiyu ZHANG. Rationale and Evaluation of the Use of the Task-Based Language Teaching Approach in a Lesson Plan. Frontiers in Educational Research (2020) Vol. 3 Issue 11: 80-87. https://doi.org/10.25236/FER.2020.031114.
 Broughton, G., Brumfit, Ch., Flavell, R., Hill, p., & Pincas, A. (2003). Teaching English as a Foreign Language (2nd Ed). London: Taylor & Francis e-Library.pp:127.
 Dembo, M. H. (2004). Motivation and Learning Strategies for College Success: A Self-Management Approach (2nd Ed). London: Lawrence Erlbaum Associates, Inc,pp:160.
 Ellis, R. (2003). Task-based Language Learning and Teaching. New York: Cambridge University Press.pp:113.
 Guk, I., & Kellogg, D. (2007). The ZPD and whole class teaching: Teacher-led and student-led interactional mediation of tasks. Language Teaching Research, vol.11,no.3,pp:281-299.
 Hu, G.G. (2002). Recent Important Developments in Secondary English language Teaching in the People's Republic of China. Language Culture And Curriculum,pp:1530-1549.
 Li, Ch. (2013). The influence of Krashen's Input Hypothesis on teaching College English Listening in China. Studies in Literature and Language, vol.6,no.3,pp:49-53.
 Maroko, G. M. (2010) The authentic materials approach in the teaching of functional writing in the classroom. In: Reinelt, R. (ed.),pp:125-127.
 Richards, J. C. (2001, ). The Ideology of TESOL. In Carter, R. & Nunan, D. (Eds). Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press.pp:213-218.
 Richards, J. C., & Renandya, W. A. (2002,). Methodology in Language Teaching. Cambridge: Cambridge University Press.pp:303.