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【Abstract】English， as a tool of communication， plays a more and more important role in our daily life. Based on Willis’ task- based language model， the article presents and discusses the application of TBA to English teaching.
【Key words】A Case of Utilizing； TBA； College English
1. Introduction
In recent years， many scholars research TBA （Task-based Approach） in the English teaching， but some English teachers still fail to understand and use TBA thoroughly. On the other hand， the present English teaching model in colleges is traditional PPP model， which gives the author an impetus to do the research on TBA in college English teaching.
2. Task-based Approach
2.1 TBA
The aim of TBA is to make language classroom approximate to the target language environment. Through completing tasks students understanding how native speakers use language to communicate.
2.2 Model of TBA
Willis’ task-based language teaching model takes three steps： pre-task， the task cycle and language focus.
Pre-task （introduction to topic and task）： An introduction is given to topic and task. In this stage， the teacher lead in the task， introduce some background related the task， learn some language points through picture， record， video and so on.
Task cycle （task-Planning-report） ：the students are given the chance to express themselves in pairs or groups. The fluency is asked but not the accuracy of the language， that is， whatever language they can use to express themselves.
Languages focus （analysis and Practice）： the teacher help Students practice the difficult language forms. The activities to practice can include translating sentences， grammar exercises and word exercises and so on.
3. The application of task-based approach to English teaching
In the TBA lessons， the author taught the students according to Willis’ framework of task-based language teaching above mentioned. The lesson consists of three stages.
the pre-task stage： the author told the students what tasks they should do in this lesson and pointed out the difficult and the important language points and explained the text briefly including some background information， relevant words， expressions， grammar rules， and structure of the text， which can get student familiar with the topic， help them search for relevant prior knowledge and activate the students’ interest and facilitate the students to accomplish the task. The task cycle stage： the author asked the students to carry out the tasks with a small group or in pairs. They discuss with their partner and they can help or support each other. And the teacher here just acts as the helper and monitor， walking around， monitoring and giving them some help to encourage students formulate what they want to say. Then the students were asked to draft how to report what they want to say to the whole class. At last， the author selected some groups to report briefly to the whole class
Language focus stage， the author analyzed the details of the material or text to make the students to grasp some new words， phrases and grammar rules. Then the teacher help Students practice the difficult language forms and do some exercises， which can help students， learn to use and memorize the language form. And cultivate good language learning tense. When necessary， role-playing is another helpful activity.
Here is a case of utilizing TBA in the class. Take Section A of Unit 3 “Marriage across the Nations” Unit 2 in New Horizon College English （Book Two） for example.
Pre-task：
Step 1：1） Guess what the text will say according to the title.2） Read the new words and ask the students to pay attention to their pronunciations.3） skim the text with these questions： how do the writers look on the time that he and his girlfriend had had together？ What was Gail’s mother’s reaction when Gail spread the news of their wedding plans to her family？ Why did Gail’s father suggest that Gail be realistic？
Step2： present the student the task： a boy and a girl want to get married， but the girl’s parents don’t agree. After a lively controversy， the girl’s parents agree with their wedding plan. Four students are in a group. Student A and B act as girl’s parents refuse the request of their daughter. Student C and D act as the boy and the girl to persuade the parents to accept the boy and agree their wedding plan.
The task cycle：
Step 3： The students began to split up into small groups and disscuss actively. During discussion， some students copy some sentences learned in the text. Some other students play individual imagination . The author walked around in the classroom to help， encourage or direct some students.
Step 4： The author selected some groups to play.
Language focus：
Step 5： Comment on the students’ performance .Praise more， criticize less. correct some language mistakes .
Step6： do some exercises （p67） to consolidate what learn knowledge， and then ask the students summarize the passage in writing.
【Key words】A Case of Utilizing； TBA； College English
1. Introduction
In recent years， many scholars research TBA （Task-based Approach） in the English teaching， but some English teachers still fail to understand and use TBA thoroughly. On the other hand， the present English teaching model in colleges is traditional PPP model， which gives the author an impetus to do the research on TBA in college English teaching.
2. Task-based Approach
2.1 TBA
The aim of TBA is to make language classroom approximate to the target language environment. Through completing tasks students understanding how native speakers use language to communicate.
2.2 Model of TBA
Willis’ task-based language teaching model takes three steps： pre-task， the task cycle and language focus.
Pre-task （introduction to topic and task）： An introduction is given to topic and task. In this stage， the teacher lead in the task， introduce some background related the task， learn some language points through picture， record， video and so on.
Task cycle （task-Planning-report） ：the students are given the chance to express themselves in pairs or groups. The fluency is asked but not the accuracy of the language， that is， whatever language they can use to express themselves.
Languages focus （analysis and Practice）： the teacher help Students practice the difficult language forms. The activities to practice can include translating sentences， grammar exercises and word exercises and so on.
3. The application of task-based approach to English teaching
In the TBA lessons， the author taught the students according to Willis’ framework of task-based language teaching above mentioned. The lesson consists of three stages.
the pre-task stage： the author told the students what tasks they should do in this lesson and pointed out the difficult and the important language points and explained the text briefly including some background information， relevant words， expressions， grammar rules， and structure of the text， which can get student familiar with the topic， help them search for relevant prior knowledge and activate the students’ interest and facilitate the students to accomplish the task. The task cycle stage： the author asked the students to carry out the tasks with a small group or in pairs. They discuss with their partner and they can help or support each other. And the teacher here just acts as the helper and monitor， walking around， monitoring and giving them some help to encourage students formulate what they want to say. Then the students were asked to draft how to report what they want to say to the whole class. At last， the author selected some groups to report briefly to the whole class
Language focus stage， the author analyzed the details of the material or text to make the students to grasp some new words， phrases and grammar rules. Then the teacher help Students practice the difficult language forms and do some exercises， which can help students， learn to use and memorize the language form. And cultivate good language learning tense. When necessary， role-playing is another helpful activity.
Here is a case of utilizing TBA in the class. Take Section A of Unit 3 “Marriage across the Nations” Unit 2 in New Horizon College English （Book Two） for example.
Pre-task：
Step 1：1） Guess what the text will say according to the title.2） Read the new words and ask the students to pay attention to their pronunciations.3） skim the text with these questions： how do the writers look on the time that he and his girlfriend had had together？ What was Gail’s mother’s reaction when Gail spread the news of their wedding plans to her family？ Why did Gail’s father suggest that Gail be realistic？
Step2： present the student the task： a boy and a girl want to get married， but the girl’s parents don’t agree. After a lively controversy， the girl’s parents agree with their wedding plan. Four students are in a group. Student A and B act as girl’s parents refuse the request of their daughter. Student C and D act as the boy and the girl to persuade the parents to accept the boy and agree their wedding plan.
The task cycle：
Step 3： The students began to split up into small groups and disscuss actively. During discussion， some students copy some sentences learned in the text. Some other students play individual imagination . The author walked around in the classroom to help， encourage or direct some students.
Step 4： The author selected some groups to play.
Language focus：
Step 5： Comment on the students’ performance .Praise more， criticize less. correct some language mistakes .
Step6： do some exercises （p67） to consolidate what learn knowledge， and then ask the students summarize the passage in writing.