A Hybrid And Task-based English Teacher Training Model

The status of English as a medium for international communication is now widely recognized. In order to make the students creative, learn real English and meet the needs of the society, China needs to jump a big step on the education reform, One of the most important factors of this reform is teacher training. Although we have different kinds of English teacher training courses both aboard and in China, it is probably also a fact: each kind of training has its limitation-simplified. International House London and Shanghai General Plan Education Institute make a joint venture to run a new hybrid and task-based training model to solve the "Simplified" issue, which combines face-to-face workshop, website study and classroom observation together, and also it is based on English teachers' needs analysis.This paper is an investigation into training English language teachers in Luwan using the university of Cambridge Teaching Knowledge Test exam. It is composed of seven parts. The first part starts with the background of this hybrid and task-based training model and the status of teacher training in China, then followed by the significance and aims of this study. Part Two clears some terms of teacher training and TKT, then reviews the previous studies on this topic at home and abroad. The Third Part introduces the theoretical framework of this study: Task-based Approach, which is now being put forward in China for school children and is suitable for English Teacher Training as well. In Part Four, at first, the research questions are presented: 1).What are Shanghai Luwan English Teachers' needs in teaching? 2).Whether this hybrid and task-based training model can meet English teachers' needs in their teaching, who are from Luwan district of Shanghai? Then some information concerning the subjects, investigation procedures about questionnaire of teachers' needs analysis, feedback form, interview and field work about TKT training course are presented. In the Fifth Part, results of questionnaire, discussion of feedback form, interview and field work are concerned. The results showed that TKT training course can meet the primary and junior English teachers' needs totally but only can meet part of the senior English teachers' needs in teaching. The reasons are summarized in Part Six. And the paper ends with the Seventh Part which mainly contains the implications and suggestions for a successful teacher training project.