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Task-based Instruction in EFLT
The document provides information about tasks in language teaching. It defines tasks as activities that require students to use language to achieve an outcome or solve a problem. This contrasts with a focus on language structures alone. Effective tasks have real-world relevance, create contexts for language use, and allow teachers to observe student communication. A task-based approach makes tasks central to the learning process rather than merely exercises.
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Task-based Instruction in EFLT
- 3. Compare and contrast •Dictations • Open the brackets • Learn the vocabulary • Write 10 irregular verbs • Correct the grammar mistakes • Summarize the text • Use the new vocabulary to learn a Thank You letter to your best friend • Role play with one of your colleagues: buy a plane ticket and book a vacation hotel in Disneyland • Take the test and tell us your personality type 3
- 4. Compare and contrast •Play the Jeopardy game • Read the slides from a power point • Describe your favorite singer or actor • Write a summary of your favorite movie • Sing your favorite song in English • Create your own Jeopardy game • Improve the PowerPoint • Imagine you are a famous singer or actor: talk about yourself • Imagine you are a film director – change the story in your favorite movie 4
- 5. 5 What is atask?
- 6. 6 TASK (1): apiece of work that must be done, especially one that is difficult or that must be done regularly. TASK (2): to give someone the responsibility for doing something. (Longman English Dictionary)
- 7. 7 Design a newbrand and logo for Ionel
- 8. A task isany activity that learners engage in to process of learning a language. (Williams and Burden, 1997:168) 8
- 9. Work in teamwith 3 other students and create a newsletter for your school / class 9
- 10. A task isa range of learning activities from the simple and brief exercises to more complex and lengthy activities such as group problem-solving or simulations and decision-making. (Breen, 1987:23) 10
- 11. Design your school/ class UNIMEDIA portal using a blog platform 11
- 12. An activity whichrequired learners to arrive at an outcome from given information through some process of thought and which allowed teachers to control and regulate that process was regarded as a task. (Prabhu , 1987:24) 12
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- 14. What is TaskBased Language Teaching? 14
- 15. Task Based LanguageTeaching (TBLT) is an approach which offers students opportunities to actively engage in communication in order to achieve a goal or complete a task. TBLT seeks to develop students’ interlanguage through providing a task and then using language to solve it. 15
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- 17. It was firstdeveloped by N. Prabhu in Bangladore, Southern India. Prabhu believed that students may learn more effectively when their minds are focused on the task, rather than on the language they are using. (Prabhu, 1987; as cited in Littlewood, 2004) 17
- 18. TBLT makes theperformance of meaningful tasks central to the learning process. Instead of a language structure or function to be learnt, students are presented with a task they have to perform or a problem they have to solve. (Harmer, J. The practice of English Language Teaching, 2007:71) 18
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- 20. TBLT constitutes astrong version of Communicative Language Teaching. (Skehan, 2003b) Teacher’s dominant authority turns into teacher’s guiding in TBLT; because, teacher centered learning (PPP) becomes learner centered. It can be seen as both a refinement of Communicative Language Teaching (CLT) and a reaction to the use of PPP. (Ellis, 2003: ix) 20
- 21. 21 Why do weuse a task-based approach in working with Access students ?
- 22. 22 • Tasks canbe easily related to students’ real-life language needs. • They create contexts that facilitate second language acquisition. • Tasks create opportunities for focusing on form. • Students are more likely to develop intrinsic motivation in a task-based approach. • A task-based approach enables teachers to see if students are developing the ability to communicate in an L2.
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- 25. APPROACH DESIGN PROCEDURECONCLUSION 1. Jigsaw Tasks 2. Information-gap Tasks 3. Problem-solving Tasks 4. Decision-making Tasks 5. Opinion exchange Tasks 25
- 26. 26 APPROACH DESIGN PROCEDURECONCLUSION -Books -Newspaper -Magazine -Radio programs -CDs -TV -Internet -Board -Worksheets
- 27. APPROACH DESIGN PROCEDURECONCLUSION 27
- 28. APPROACH DESIGN PROCEDURECONCLUSION • Use materials such as picture/text/song etc. to lead into the topic. • Brainstorming, comparing ideas, sharing experiences. • Provide elicit vocabulary. • Provide a model, exploit role-play. • Do a similar task • Allow the students time to plan. 28
- 29. APPROACH DESIGN PROCEDURECONCLUSION • Pair work and small group work versus the whole class. • Introduce a surprise element. • Set a time for completing the task. • Vary the number of participants. • Tell students they will have to present a report to the whole class. 29
- 30. APPROACH DESIGN PROCEDURECONCLUSION • Students give a report. • Repeat the task (e.g. students switch groups) • Consciousness-raising activities. • Students listen to a recording or watch a clip of fluent speakers doing the same task, and compare their tasks with theirs. • Teacher gives feedback and evaluates the success of the task. 30
- 31. Pre-task Introduction to topicand task: Teacher explores the topic with the class, highlights useful words and phrases, helps students understand task instructions and prepare. Task Cycle Task: Students do the task, in pairs or small groups. Teacher monitors. Planning: Students prepare to report to the whole class( orally or in writing) how they did the task, what they decided or discovered. Report: Some groups present their reports to the class, or exchange written reports and compare results. (Students receive feedback on their level of success on completing the task). Language Focus Analysis: Students examine and discuss specific features of the text or transcript of the recording. Practice: Teacher conducts practice or new words, phrases and patterns occurring in the data, either during or after the analysis. (Willis 1996: 38) 31
- 32. Work with threeother students. You are on a ship that is sinking. You have to swim to a nearby island. You have a waterproof container, but can only carry 20 kilos of items in it. Decide which of the following items you will take. (Remember, you can’t take more than 20 kilos with you.) 32
- 33. • Waterproof sheetsof fabric (3 kilos each.) • Notebook computer (3.5 kilos) • Rope (6 kilos). • Fire lighting kits (500 grams each) • Portable CD player and CDs (4 kilos.) • Short-wave radio (12 kilos) • Medical kit (2 kilos.) • Bottles of water (1.5 kilos each) • Packets of sugar, flour, rice, powdered milk, coffee, tea. (Each packet weighs 500 grams) • Cans of food (500 grams each) • Box of novels and magazines (3 kilos) • Axe (8 kilos) 33
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