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communication activities, inspiring students’imagination and creative thinking. Last but not least, it gives students of different levels chancesto consolidate the language points they have learned, maintain the enthusiasm of learning andraise their confidence to use the language flexibly in their daily life.
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Chapter Two literature review

2.1 Task-based Language Teaching
First, the central concept of this thesis, that is Task and Task-based Language Teaching,should be defined beyond all questions.Just as Communicative Language Teaching, there is no consensus on the exact definition of“task”. Different linguists have different descriptions of “task” from different perspectives withdifferent focuses. The definitions range from general analysis to technical ones, from real worldtasks in daily life to pedagogical tasks in language teaching. Some of the important definitionsare given as follows.Long (1985:89) provides the definition of task from a non-technical and non-linguisticperspective:“A task is a piece of work undertaken for oneself or for others, freely or for some reward.Thus, examples of tasks include painting a fence, dressing a child, filling out a form, buying apair of shoes, making an airline reservation…In other words, by ‘task’ is meant the hundred andone things people do in everyday life, at work, at play, and in between”.We may come to a conclusion that in Long’s opinion, tasks are students faced with outsidethe classroom in social or real life to develop language skills and communicating competence.Crookes (1986:1) holds the similar opinion with Long to define task as “a piece of work or anactivity, usually with a specified objective, undertaken as part of an educational course, at work,or used to elicit data for research”.
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2.2 Implicitly-graded Teaching
Graded teaching is a reformation of individual instruction which refers to the humanisticmode in which teaching conditions, teaching aims, and teaching evaluation are designed basedon the individual intelligence, capacity, and individual case, so as to satisfy the different needs oflearners. Graded teaching has been popular in English classes since quality-oriented educationwas advocated and has drawn extensive concern. It can be classified into two categories:intra-class grouping and interclass grouping, and the former can be further divided into explicitgrading and implicit grading. This thesis mainly introduces about implicitly-graded teaching.Graded teaching has rich and profound theoretical basis and practical basis since it was putforward. However, most of the researches on implicitly-graded teaching put emphasis on thepedagogical practice rather than the theory foundation. Thus, the specific definition andtheoretical explanation are sorely lacking. Most of the researchers are English teachers at homewho implement implicit grading in their teaching process to deal with the defects of“examination-oriented education”, and finally make some analysis and summary at the end ofthe researches. That leads to a situation that the literature review of implicitly-graded teaching isa summary of some teachers who carried out implicitly-graded teaching and their studies ofimplicit grading.
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Chapter Three Methodology ....... 25
3.1 Research Objectives..... 25
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