A Syllabus Design of College Integrated English Class in China----On the Integration of Task-based Teaching and Classroom-based Assessment

Cui Zheng


The national College English Curriculum Requirements in China focus on college students’ overall English ability, students’ self-learning ability and teachers’ objective assessment towards students as well. This paper thus designed a syllabus for college Integrated English class based on syllabus design standard by Nunan, task-based language teaching theory by Ellis and the classroom-based assessment theory by Gottlieb and Brown and Abeywickrama. Task-based teaching and classroom-based assessment both emphasize the importance of student-centered and student-involved tasks and the overall assessment of students’ performance. This syllabus thus combined these theories, designed tasks such as in-class quick shares, textbook lecturing, social interviews and reports, written reflections of each textbook article etc. and tries to assess students’ performance through both formative and summative ways such as peer and self assessment through the evaluating rubrics of these tasks, portfolios, and final examinations. The implementation will finally test the effectiveness and efficiency of this syllabus.



College English Curriculum Requirements, syllabus design, task-based teaching, classroom-based assessment

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DOI: http://dx.doi.org/10.7575/aiac.ijalel.v.2n.6p.36


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