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Task-based Language Teaching



Welcome to TBLT







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https://mrgirgis.blogspot.com/







Mr. / Girgis





Click here to go to : Abouna Fanous Site.





موقع عمى أبونا فانوس الأنبا بولا




email-logo – Jenny Brook Bluegrass







E-mail  1 :  girgishannaharoun@yahoo.co.uk






E-mail  2 :  girgishanna027@gmail.com





اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته




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But as for me, I watch in


hope for the Lord, I wait for


God my Savior; my God will

hear me.Micah 7:7



free-clipart-important-notice-9 | Chippewas of the Thames




Humor



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School is practice for future

 life, practice makes perfect 

and nobody's perfect, so 

why practice?

Use the other  language selector


 on my home page above to go 


through my whole site using any 


native language you speak,





اختاراي لغة من لغات العالم /  اللغة التى تريد تصفح

 موقعى باستخدامها . استخدم المؤشر


لذى فى الاعلى





Next, Use the world site selector on 


my home page above to go to the 


search engine site or the social 


media site you like.





My YouTube Channel:Click: ( Mr. / Girgis H. H).



منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون


 /Unit 1: (Writers and stories) Lesson: 1





Task based language teaching by Xiomara Molina - Issuu



What is Task-Based Language Teaching?




“Task- Based Language Teaching (TBLT) refers to

an approach based on the use of tasks as the core

unit of planning and instruction in language teaching”




The primary focus of classroom activity is the task

and language is the instrument that the students

use to complete it. The task is an activity in which

students use language to achieve a specific outcome.


 



This method encourages meaningful communication

 and is student-centered. Task -based learning offers

 an alternative for language teachers.






In a task-based lesson the teacher doesn't pre-

determine what language will be studied, the lesson

is based around the completion of a central task and

the language studied is determined by what happens

 



Defining tasks




In order for us to understand TBL, we need to define

 what a task is.Tasks can be real-life situations or

have a pedagogical purpose.

In both cases, a task should:




- provide opportunities for students to exchange

information with a focus on meaning, not a specific

form or pattern/structure;





- have a clear purpose: learners should know the

outcome they are expected to produce when they

finish performing the task. The outcome may vary.





It might be making a YouTube video tutorial, finding

a solution for a problem or writing an email

requesting information;




- result in an outcome that can be shared with

 more people;




- relate to real world activities.


 





Stages of TBLT




Pre-Task





The pre-task phase of a TBL lesson is the moment

when the teacher sets the task, contextualizes the

topic of the lesson, raises students’ interest and

prepares learners to perform the task. When

preparing students to perform a task, teachers

 might need to help students with both content and

language.





This can be done by activating students’ general

knowledge on a certain topic and by helping students

 anticipate the type of language they will need to

perform the task proposed.  It is extremely important

that students understand the objectives of the task

during this phase.


 




In the pre-task, the teacher will present what will

 be expected of the students in the task phase.

Additionally, in the "weak" form of TBLL, the teacher




 may prime the students with key vocabulary or

grammatical constructs, although this can mean

that the activity is, in effect, more similar to the

 more traditional present-practice-produce(PPP)

paradigm.




In "strong" task-based learning lessons, learners are

 responsible for selecting the appropriate language

for any given context themselves.


 




The teacher introduces the topic and gives the

students clear instructions on what they will have to

do at the task stage and might help the students to

recall some language that may be useful for the

task. 






The pre-task stage can also often include

playing a recording of people doing the task. This

gives the students a clear model of what will be

expected of them. The students can take notes

and spend time preparing for the task.


 




Task





During the task phase, the students perform the task,

typically in small groups, although this is dependent

on the type of activity. And unless the teacher plays a

particular role in the task, then the teacher's role is

typically limited to one of an observer or counselor—

thus the reason for it being a more student-centered

methodology.






The students complete a task in pairs or groups using

 the language resources that they have as the teacher

monitors and offers encouragement. 


 



In this stage of the TBL lesson, learners perform

 the task proposed. They are supposed to perform

the task in small groups or pairs, and use their

existing knowledge of language to express

themselves in a spontaneous way.





As the focus is communication, the teacher is not

supposed to carry out extensive error correction at

this stage, but should monitor and provide support.





When students finish performing the task, they need

 to plan how they are going to report it to the rest of

the class or to other groups. They may rehearse and

 research the language necessary in order to share

the outcome of what they had done. Finally, students

 report the outcome of the task to other students.


 


Teaching approaches: task-based learning | Article | Onestopenglish






Planning




Students prepare a short oral or written report to tell


the class what happened during their task. They then


practise what they are going to say in their groups.


Meanwhile the teacher is available for the students


 to ask for advice to clear up any language questions


 they may have.








Report


Students then report back to the class orally or read

the written report. The teacher chooses the order of

when students will present their reports and may

 give the students some quick feedback on the

content.





At this stage the teacher may also play a recording

 of others doing the same task for the students to

compare.

 




Analysis



The teacher then highlights relevant parts from the

text of the recording for the students to analyse. They

 may ask students to notice interesting features

within this text. The teacher can also highlight the

language that the students used during the report

phase for analysis.






practice



Finally, the teacher selects language areas to

practise based upon the needs of the students and

what emerged from the task and report phases.

The students then do practice activities to increase

their confidence and make a note of useful language.


 




Post-task:



The post-task stage is when students evaluate their

performance. This might be done by comparing the

outcome of their task to that of a proficient user of

the language.




It can also involve feedback provided by the teacher

 and subsequent practice of language items that

emerged from the task. It is important to stress that

form-focused language work should be in response

to students’ production.




That means that the teacher will not teach a

grammar lesson and expect that learners use that

specific structure while performing the task, neither

should the teacher work on a pre-selected language

 item in this phase of the lesson. This makes the role

 of the teacher as a monitor extremely important in

TBL.


 





Advantages of TBL



Task-based learning has some clear advantages


Unlike a PPP approach, the students are free of


language control. In all three stages they must use


 all their language resources rather than just


 practicing one pre-selected item.





A natural context is developed from the students'

experiences with the language that is personalized

and relevant to them. With PPP it is necessary to

create contexts in which to present the language

 and sometimes they can be very unnatural.






The students will have a much more varied exposure

to language with TBL. They will be exposed to a

whole range of lexical phrases, collocations and

patterns as well as language forms.





The language explored arises from the students'

needs. This need dictates what will be covered in the

lesson rather than a decision made by the teacher or

the coursebook.





It is a strong communicative approach where students

 spend a lot of time communicating. PPP lessons

seem very teacher-centered by comparison.


It is enjoyable and motivating.


 





Conclusion



PPP offers a very simplified approach to language

learning. It is based upon the idea that you can

present language in neat little blocks, adding from

one lesson to the next.





However, research shows us that we cannot 

predict or guarantee what the students will learn 

and that ultimately a wide exposure to language

 is the best way of ensuring that students will 

acquire it effectively. Restricting their experience

 to single pieces of target language is unnatural.


 


Other resources:


1-Teaching Approaches.


2-Methods for teaching.


3-Constructivism.



4-Problem-based learning method.


5-Inductive and Deductive method.



6-Mind-mapping.



7-CLT Method.


8-Discovery education.


9-Project-based learning method.


10-Brain-based learning.



View Resources:


1-Competency-based teaching.


2-Pair work.



3-Group work.



4-Elicitation.


5-Conversation.



6-Chalk Talk

Forum cover with title and abstract watercolor design of cattails

English Teaching Forum, 2016

Volume 54, Number 2


1-Listening Journals



2-Literature


3-Using Concept Mapping to Teach EFL


4-Reader's Guide



5- Audiovisual Feedback in EFL/ESL



6-Language to Foster Community



7- Human Mind Maps



8-My Classroom: Burma



9-Try This: Collaborative Mind Mapping



10-The Lighter Side: A Maps Mind Map



11-Lesson plan.


12-Leadership Skills.


13-Learning styles.


14--Tilo Project.


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