The Design of a Task- based Oral Coursebook Relating to Local Context
Abstract
: The oral coursebook《Speaking English in Shenzhen》is designed to provide intermediate English learners in Shenzhen with local materials, adopting the internationally up-to-date language teaching approach-Task-based Language Learning. By selecting English material from the learner’s familiar and vivid situation this coursebook aims at arousing learners’ interests and confidence in speaking English through completing various “tasks” provided in the course book.
The theme of Chapter 2 is Food and Eating Out, a very popular topic for Shenzhen people. The author selects listening and reading materials from different aspects about food and eating out, for example, food and culture, recipe and fast food, booking a table by phone, order food and make comments on food, etc. Deprived from sufficient interesting and informative materials, the author designs a lot of tasks such as role plays for eating out on Mother’s Day, exchanging experience about dinner tips in various places, and debating on the effects of fast food, etc. It is claimed that learners can feel more comfortable and confident in completing “tasks” in their real life in Shenzhen where they live and work, and thus develop their speaking ability more naturally and more effectively.
Keywords: task-based language learning, local context, oral coursebook, food and eating out
与当地语境有关任务型口语教材设计
摘 要
《深圳人讲英语》口语课程是以深圳本土为背景，采用国际上通行的任务型语言学习方法为深圳中等水平的英语学习者设计的。书中选用在他们所熟悉的环境里的人和事作为英语语言素材，并在这些语言素材的基础上设计了相关的任务，旨在引导学习者在完成各项工作和生活中的“任务”中提高他们讲英语的兴趣、信心和能力。
本章的主题是深圳人最普遍的话题—食品和外出就餐。作者选择了很多有关食品和外出就餐的英语听力和阅读材料，例如，食品和文化、食谱、快餐、打电话定餐桌，点菜、及对食品评价等。并在这些信息量丰富且有趣的英语材料基础上，设计了大量的任务，如母亲节外出就餐的角色扮演，交流对不同地域的餐桌礼仪的经验，对快餐利弊的辩论等，作者认为，深圳的学习者们在完成在他们深圳真实生活和工作中的“任务”时，他们讲英语会更加自如，更加自信，从而更能有效地提高他们的运用英语进行交际的能力。
关 键 词 任务型教学法；地方特色; 口语教材；食物和外出用餐
Contents
Abstract iii
摘 要 iii
Rationale on the Coursebook Design 1
1 The Background of the Coursebook 1
2 The Needs Analysis 2
3 Literature Review 2
4 The Features of This Coursebook 4
5 The Content Table 5
6 The Module for Each Chapter 6
Bibliography: 6
Acknowledgements 7
