Task-Based Language Teaching (TBLT).pptx

PPT about Task-Based Language Teaching

1. Approach for L anguage Arts Teaching Task- Based Group 1 Mark David Mas Elizabeth Gatus Lester John Bacay Jonel Rodulfo Almira Baril Mark Reven Mirador Rovelyn Sayson

2. What is the Task-Based Language Teaching ? According to Ri chards, J. and Rodgers, T (1986) task-based learning strategy focuses on communication through task completion. Students get engaged with a task they are truly interested in, and they aim to carry it out only using the target language and its taught elements.

3. The types of tasks we see in Task-Based Language Teaching (TBLT) and Learning Information G ap Activities As the name implies, this sort of TBLT activity allows students to exchange information or learn things about each other.

4. Example: Map Comparison Provide students with two different maps of the same area, each with different information or details. Divide the class into pairs or small groups and give each group one map. Students must communicate and compare the maps to identify the differences and similarities, exchanging information to create a comprehensive understanding of the area. Inform ation Gap Worksheets Create worksheets with different information or data sets related to a topic. Divide students into pairs or small groups and give each group a different worksheet. Students must exchange information and ask questions to fill in the missing information on their worksheet accurately.

5. The types of tasks we see in Task-Based Language Teaching (TBLT) and Learning Reasoning Gap Activities Duri ng this language learning activity, students are asked to convey meaning from something you have given to them. The trick is that sometimes what they understood and what they must present to you in the end might be different.

6. Example: Case Studies Provide students with real-life or hypothetical scenarios that require critical thinking and problem-solving. Students work individually or in small groups to analyze the situation, identify the key issues, and propose logical solutions. Encourage students to evaluate different perspectives, consider evidence, and justify their reasoning. Debate Divide the class into two teams and assign them opposing viewpoints on a specific topic. Each team prepares arguments and evidence to support their position. During the debate, students take turns presenting their arguments and counterarguments, identifying gaps in reasoning, and challenging each other's viewpoints based on logical reasoning.

7. The types of tasks we see in Task-Based Language Teaching (TBLT) and Learning Opinio n Gap Activities F or creative students, this language teaching activity might be the most preferred, as they are asked to share their own opinions or feelings about a specific situation.

8. Example: Think-Pair-Share Pose a thought-provoking question or statement related to a topic. Ask students to take a moment to think about their opinion and form their response. Then, students pair up and share their opinions with each other, discussing their reasoning and listening to their partner's perspective. Finally, open the discussion to the whole class, allowing students to share their opinions and engage in a group discussion.

9. ADVANTAGE Of Task-Based Language Teaching (TBLT) Since the tasks mimic real-life situations, students get to improve: their communication skills their confidence their motivation Lea rners acquire a deeper understanding of the language. They also bond with their classmates during lesson time.

10. DISADVANTAGE Of Task-Based Language Teaching (TBLT) The lesson might fail if students are: too excited (excessive body language not motivated too lazy

11. Task-Based Language Teaching method has three stages: Pre-Task Activity Task Post-Task or Review

12. Three Stages of Task-Based Language Teaching method Task I s where you let your students shine. Focus on making them work in small groups so even the least motivated student can grasp the chance to work. Pre-Task Activity I ntroduce the task to the students, trying to motivate them and make them look forward to it. Review T he task is over, it is time for the r eview. Groups have the chance to present their work (video, poster, story) to you and to their peers and receive constructive feedback.

13. Practical I mplementation O f T ask- B ased Lang uage T eaching in Cl assrooms 2. Shifting the teacher’s role In a task-based lesson, the teacher’s role evolves from being the primary source of knowledge to a facilitator and guide. Instead of delivering lectures on grammatical rules, the teacher supports students as they engage in real communication. 1. Designing engaging lesson plans To successfully integrate TBL into your English or foreign language classes, start by creating engaging lesson plans that revolve around communicative tasks. 3. Integrating grammatical structures Wh ile TBLT prioritizes communication skills and fluency, it does not mean neglecting grammar entirely. In fact, TBLT offers an opportunity to teach grammar in context, making it more meaningful for students.

14. Practical I mplementation O f T ask- B ased Lang uage T eaching in Cl assrooms 5. The learning process TBLT embraces the idea that language is best learned through its use in authentic, real-world situations. As students engage in communicative tasks, they actively participate in the learning process. 4. Using meaningful tasks Th ey to successful TBLT is the use of meaningful tasks. These tasks should align with students’ interests and daily lives, making the learning process relevant and engaging.

15. “A true TBLT course, conversely, requires an investment of resources in a needs analysis and production of materials appropriate for a particular population of learners.” — Mike Long

16. Thank You for Listening!