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... 35-41
    3.1 Predictability analysis of social demands ..........35-36
    3.2 Qualification framework for English ..........36-38
    3.3 Series of task designing..........38-39
    3.4 Conclusion..........39-41
Chapter Four 4T model and the teaching procedures..........41-54
    4.1 4T model in Automobile English course ..........41-42
    4.2 Teaching framework in Automobile class.......... 42-46
        4.2.1 Work-related task design.......... 43-45
        4.2.2 The Implementation of work-related tasks.......... 45-46
    4.3 A Practical case of Automobile English.......... 46-53
    4.4 Conclusion.......... 53-54
Chapter Five Analysis of the work-related task-based teaching model.......... 54-62
    5.1 Guideline and goals ..........54
    5.2 Teaching framework.......... 54-55
    5.3 Teacher and student's roles.......... 55-58
    5.4 Teaching strategies ..........58-59
    5.5 Settings..........59-60
        5.5.1 In-campus Settings ..........60
        5.5.2 Off-campus Settings.......... 60
5.6 Conclusion ..........60-62

Conclusion

In spite of the existence of some shortcomings, the implementation of work-relatectask-based language teaching model in Automobile English course in higher vocational collegehas led to fairy satisfactory consequences. The students surveyed have realized the importanceof adding the working process into the tasks in automobile English, and they think work-relatecTBLT has spurred their interest in English learning, helped them use English in communicationand encourage them to take part in the activities more actively.
Highlighting the features of HIV，combined with the major and serving the major, Englishteaching in HIV tries to find its way out. Relying on the support from in-campus ancout-campus practice bases，the task-based TBLT model has a broad space and opportunities fojdevelopment, and offers an alternative while effective way for the reform of English educatiorin higher vocationaleges. Integrating the training of occupational competence with Englistlearning produces two-way mutual promoting learning effect, which is beneficial for thestudents. And at the same time, teachers involving in the teaching process meet new challengesTo be qualified teachers in work-related TBLT model, they should not only practice and perfec
TBLT in class, but also keep a watchful eye on the latest development in certain industries ancfields，and create opportunities to receive further training in enterprises.There will never be an ending for exploring teaching methodologies as long as there areteaching practices. The successful try of work-related task-based language teaching model irAutomobile English course have contributed its fruit to the HIV English teaching, and the modeis worth implementing in other majors and courses.

References
[1] ADB. (2008). Skilling the Pacific: Technical www.51lunwen.org/gaozhongyingyu/ and vocational education and training in thePacific. 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。