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　　3 FonF in Grammar Instruction........................................ 20-30
　　    3.1 Focus on form........................................ 20-24
　　        3.1.1 Types of FonF........................................ 20-22
　　        3.1.2 Approaches to FonF........................................ 22-24
　　    3.2 Consciousness raising tasks........................................24-26
　　        3.2.1 Definition of CR........................................ 24-25
　　        3.2.2 Purpose of CR tasks........................................ 25
　　        3.2.3 Types of CR tasks ........................................25
　　        3.2.4 CR activities........................................25-26
　　        3.2.5 Starting points of CR tasks ........................................26
　　    3.3 Noticing activities ........................................26-29
　　        3.3.1 The role of noticing........................................ 26-27
　　        3.3.2 Types of noticing........................................ 27
　　        3.3.3 Noticing activities ........................................27-28
　　        3.3.4 Influences on noticing........................................ 28-29
　　    3.4 Position of TBLT in grammar instruction ........................................29-30
　　4 Using TBLT to Achieve FonF in Grammar Instruction........................................ 30-48
　　    4.1 Task design for TBLT ........................................31-34
　　        4.1.1 Types of tasks ........................................31-32
　　        4.1.2 Task goals........................................ 32-33
　　        4.1.3 Task complexity ........................................33-34
　　    4.2 Organization of task-based lessons ........................................34-40
　　        4.2.1 The pre-task phase........................................ 34-36
　　        4.2.2 The during-task phase ........................................36-38
　　        4.2.3 The post-task phase........................................ 38-40
　　    4.3 Sample design of TBLT ........................................40-44
　　    4.4 Application of FonF approaches in a TBLT lesson........................................ 44-46
　　    4.5 Suggestions for L2 teachers ........................................46-48

　　
　　5 Conclusion结论

　　
　　本文介绍了任务型语言教学，可以将一个注重形式与交际活动，有效地为中国英语语法教学的样本设计任务型语言教学展示如何使用类的初中英语语法教学中的任务型语言教学。本文首先简要介绍了语法INL2教学中的作用的根本性转变，如何有效地整合成有意义的沟通语法教学提出了四个问题This pa本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。