Task 1. Reserving a table
Task 2. Ordering drinks and appetizers
Task 3. Ordering the main course
Task 4. Sending back the dish that tastes bad
Task 5. Ordering coffee and dessert
Task 6. Paying the bill
Now there is a sample for Task 6? Paying the bill
1.Prompt
Read through the bill that the waiter gas left on your table. Compare the prices on the bill with the prices listed in the menu. If the bill is incorrect, recalculate the amount that you should gave been charge. Be sure to examine the bill to see if a service charge has been included. If not, then calculate an appropriate tip for the waiter.
2.Linguistic code low
Understanding parts of a bill, parts of a menu, and the tipping system in the us; writing a check; doing simple mathematics.
3.Linguistic code high
Depend on system of writing out or printing bill, structure of menu, tip information given, construction for check writing and calculating percentage.
4.Cognitive complexity low
The bill is correct: composed of easily understood and listed components; easy decimals; service is included; menu prices are obvious.
5.Cognitive complexity high
The bill is incorrect: service is not included; menu prices are listed obscurely; bill difficult
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to decipher.6.Communicative demand low
Undirectional: relatively unlimited planning time; only reading and writing, no interaction involved.
7.Communicative demand high
Need to question waiter for clarification of confusing or unclear entries in the bill, special prices, etc.; restaurant is closing and waiter is hovering around, waiting for the bill; higher stakes if the bill is wrong.
Conversation 1:
[between a waiter (W) and a customer ( C ) ] (beginning level)
W:? Can I help you?
C:?? Check, please. … Here’s the money.
Conversation 2: (intermediate level)
C: Waiter, may I gave check, please?
W: Oh yes. I’m sorry. I’ll be back in a minute. ( after a few minutes)
W: (hanging over the corrected check ) I’m sorry to have kept you waiting.
C: It’s OK . Thank You.
Ⅹ.. Conclusion
To assess accurately, to record, and to give feedback on what the students are accomplishing and where they are on the learning continuum, we need to gather as much information as possible before making decisions about the students. Besides, the information we gather should be accurate and reliable. In this way, we can make the students be interesting in English.
__________________
Bibliography:
1. Airasian, P.? W.? 1994??? Classroom Assessment.?? New York: McGraw-Hill.
2. Cooper. J. D.? !997. Literacy: Helping Children Construct Meaning. Boston, MA; Houghton Mifflin.
3. Estaire, S, and J, Zanon. 1994. Planning Classwork: A Task-Based Approach. Macmillan? Heinemann English Language Teaching.
4. Glazer, S. M. and C, S. Brown .1993. Portfolios and Beyond: Collaborative Assessment in reading and Writing. Norwood, MA: Macmillan Heinemann English Language teaching.
5. Harris, M.? and P.? Mc Cann. 1994. Assessment.? Macmillan,? Heinemann English Language Teaching.
6. Jerosky, S. (ed.) 1997. Field-Based Research: A Working guide, Queen’s Printer for British Columbia.
7. 罗少茜： 2001. A Handbook of Performance Assessments.
8. Norris, J. M., J. D. Brown, T. Hudson and J. Yoshioka. 1998. designing Second Language Performance Assessments. Second Language Teaching & Curriculum Center, University of Hawaii at Manoa.
9. Pierce, L. V. and J. M. O’Malley. 1992. Performance and program Information Guide Series, 9 (ERIC document Reproduction Service No. ERIC document Reproduction? Service No. ED346? 747).
10. Sjoquist,? R. 2001.? An Introduction to Performance Assessment Presentation at Nanjing, China.
11. Skehan, P. 1998.? A? Cognitive Approach to Language Learning.? Oxford: Oxford University Press.
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篇8：在任务型教学中运用评价课堂表现方法的研究
Abstract: According to the basic theory of the Task-Based Language Teaching，this essay mainly discusses the method of Using Performance Assessment in Task-Based Language Teaching in English teaching classroom. Performance assessment tools include observation, portfolios, conferences, dialogue journals, multimedia projects, cartoons, long-term projects, the tools measure a student performance and learning. They can make the students be interesting in learning English. I write it down so that we can study it together.
Key Words: performance, assessment, Task-Based, Language, Teaching
摘要： 根据任务型教学的基本理论，本文主要探讨在任务型教学的英语课堂中评价学生的方法, 成绩评价这一工具包括观察，纸张，讨论，日常 对话，多媒体设计，卡通， 长期计划等，这些工具是衡量学生的.成绩和学习。他们可以激起学生的学习英语的兴趣。写下本文以供大家参考。
关键词：表现，评价，任务型，教学
Ⅰ. Introduction
Are you familiar with the following”
1. Is it true or false?
2. Is it answer a. b, c. d (or all of the above )?
3. Can you match the definition of the vocabulary word to the word listed beside?
Most teachers’ answers are positive for they are the questions we often see in our examination papers. We’d categorize these questions into the Traditional Assessment type, which is to assess a child’s direct recall of the information. In our English language teaching (ELT) assessment reform, we advocate Performance Assessment, which is to 1) meet the needs of children who learn in a variety of modalities; 2) assess a child’s ability to solve problems, process information, and work in real-world settings.
Ⅱ? Working Definition for Performance Assessment
What distinguishes performance ass
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篇9：合作学习在中学英语教学中的运用研究论文
合作学习在中学英语教学中的运用研究论文
长期以来，英语课堂上教师在上面讲，学生在下面认真听，笔记记得整整齐齐的一大本，这已经成为英语课堂教学的主要形式。这种教学形式有着容量大，备课容易，操作方便，花费时间少等优点，所以很受教师欢迎。但是其单一的课堂组织形式在很大程度上束缚了学生语言实践活动的全面展开，忽视了人际互动，压制了学生的个体发展，制约着语言实际运用能力的提高。而且一味地强调将教师与书本的知识灌输给学生，机械地背诵知识、回忆知识，毫无创造性可言，或多或少忽视了学生智力的发展。而且目前的中学教育过分重视分数，强调竞争，忽视合作，忽视学生能力的发展评估，不利于大多数学生的发展。因此，英语课堂教学需要引进能面向全体学生，有利于全面开展语言实践活动的教学模式——合作学习。更多英语教学论文相关范文尽在职称论文发表网。
一、合作学习内涵及其在英语教学中的“优势”
1)合作学习，就是学生通过分工合作共同达成学习目标的一种学习方式。在教学实践中，学生分工合作的方式有很多，一般都是组织学习小组，然后通过小组成员间的合作，来完成课堂上教师指派的学习任务。在合作学习过程中，只有小组取得了成功，个人才算完成了学习任务。合作学习特别强调整体效能和团队精神，加上这种合作探究式学习方法，在教学过程中强调以学生为中心来组织教学，教学目的重在促进学生的主动学习和自主发展,因此，合作学习教学模式在促进初中英语教学效果提高上，起了非常重要的作用。
2)英语课堂中的“合作学习”教学立足于素质教育，着眼于学生对英语知识的理解运用，重在培养学生的英语思维能力和英语的自主学习能力。“合作教学”模式，有利于培养学生的独立思维能力;“合作学习”通过学生的自学，使学生养成了良好的学习习惯;同时，“合作学习”教学强调团结互助，注重一个小组的整体进步。
二、合作学习模式的特征
(一)共同目标。教师通过布置任务，使合作学习的集体拥有共同的学习目标。小组成员互相扶持，使目标得以顺利完成。若目标实现，教师应给与合作学习集体的全部成员奖励或表扬。学生也会在这一过程中体验到学习的快乐。
(二)互动交流。为了达到学习目标，完成学习任务，解决学习问题，合作学习的小组成员之间以及师生之间会进行交流互动，通过多方交流，合作学习实现资源共享。可见合作学习能使交流变得更加高效。
(三)团结竞争。小组成员在合作学习的过程中，不但要团结协作，还要相互竞争。通过协作和竞争弥补个人学习的不足，鼓励学生、鞭策学生迎难而上。语言学习是一种非常需要协作的体验过程，合作竞争是非常好的激发语言学习兴趣的方式。
三、合作学习在初中英语教学中的实施过程
在中学英语教学实践中，作为一名英语教师，笔者有深刻的体会：在一个班容量有五六十人的课堂上，通过传统的英语教学模式，使课堂上每一个同学都能最大程度吸收教学内容，激发学生学习英语的乐趣，将语言教学中的“听、说、读、写”全方位结合起来是非常困难的，大多数同学只是被动地接受知识，很少能主动去吸收知识，成了课堂中的旁观者。为了克服这种客观存在的教学困难，我校教师创新性地开发了以4—7人合作互助小组为单位的合作学习模式。比如全班60人被分成10个学习小组，一个班容量很大的教学对象就被分成了若干个小的集体。然后每个合作小组推选一个小组长，小组长不但要帮助老师监督小组成员每天学习任务的完成情况，还要协调小组成员之间的互助和沟通。教师可以和小组长一同为各小组制定“组规”，各小组的组规之间要有共性，同时也可根据各小组成员的特点、学习兴趣制定适合本小组的“组规”。
