Target-oriented curriculum (TOC) is a large scale curriculum reform currently in operation in Hong Kong primary schools. TOC recommends task-based learning as a means to achieve the prescribed targets, it is, therefore, fair to say that effective application of tasks holds the key to a successful implementation of TOC at classroom level. As teacher educators, the authors had access to a number of primary English classrooms where TOC was implemented. This paper is to analyse what was observed in those classrooms in regard to the teachers' use of tasks and the practice opportunity created as the result of the tasks. Specific attention is focused on the different interaction modes elicited by different tasks, and the problems identified in the organisation and management of tasks by the teachers. Insights obtained from the analysis offer a chance for reflecting issues of curriculum reform both in Hong Kong in particular, and in other part of the world.
|Publication status||Published - Sep 2000|