此為培訓外交小尖兵而設計的任務型教學與評量計劃，對象為就讀台北市某國中七年級。因學生常有機會接待外國參訪團，介紹校園生活並導覽博愛特區，須真備英語口語表達及溝通能力。研究者應用各種情境資源，將任務型教學法融入英語會話課程，引導學生使用英語在真實情境，進行有意義的溝通。任務包括基本寒暄、回答問題、解說地圖、指引方向、介紹校園生活。任務型評量著重學生是否能運用英語達到有效溝通，兼具語法和語用。語法強調單詞、片語、簡單句子;語用強調有效溝通和完成任務。詳盡的評分標準闡述任務導向型的評量操作方式。

This was a task-based English teaching and assessment program for the 7~-grade students in a Taipei Municipal Junior High School, which was located beside the Ministry of Foreign Affairs. Many foreign gnests or delegates visit this school each year. Being responsible for the reception of these foreign gnests, students had to introduce the school, described their study life, and even had a tour together with the guests around Po-Ai District in Taipei. In performing the tasks, students demonstrated their English listening and speaking abilities. Their communicative competence was also shown in interacting appropriately with their foreign visitors. Taking advantage of the context resources, the researcher, also a teacher of the school, integrated the task-based English training program into the oral English instruction class, aiming to motivate students to use English for real and meaningful communication in the target language use situations. The tasks included greetiog, answering questions, giving directions, reading and explaining maps, describing school teachers, students, learning subjects, and activities. Students were also expected to take part in multi-participant interactions. After the tasks were practiced in class, task-based tests were given during the teaching process accordingly. For the assessment, the teacher concentrated on how individual students used the target language to achieve their communicative purpose effectively and efficiently. Both language usage and use were evaluated with the latter receiving more weightiog. Considering the proficiency level ofthe students and the nature of spoken language, the language usage focused on the production of phrases, clauses, and simple sentences. Language use, on the other hand, emphasized basic communicative effectiveness and task completion which received more attention on the ratiog scale. Carefully drawn up banding systems and rating scales were given to illustrate the operation oftask-based assessment in the project.