The document discusses the Task-Based Language Teaching (TBLT) approach. It defines TBLT as an approach where tasks are used as the core unit of planning and instruction in language teaching. It discusses the theory of language and learning that underpins TBLT, including that language is used for interaction and communication, and that carrying out meaningful tasks promotes learning. The document also outlines the different types of tasks that can be used, such as role-plays, and provides an example of a role-play task about describing people. It concludes by stating some of the benefits of TBLT, such as offering opportunities for natural learning and being intrinsically motivating.

3. INTRODUCTION
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4. What is the TBLT?
TBLT refers to an approach based on the
use of task as the core unit of planning and
instruction in language teaching.
“…‘task’ is meant the hundred and one things people
do in everyday life, at work, at play, and in between.
‘Tasks’ are the things people will tell you they do if
you ask them and they are not applied linguists”
(Long, 1985: 89)

5. THEORY OF LANGUAGE
Language is a system for the expression of meaning,
primary function-interaction and communication.
It emphasizes the central role of meaning in
language use
It draws on structural, functional, and interactional
models
Lexical unit are central in lang. use and lang.
learning
‘conversation’ is the central focus of lang. and the
keystone of lang. acquisition

6. THEORY OF LEARNING
Activities involving real communication;
carrying out meaningful task; and using
language which is meaningful to the learner
promotes learning.
Task provides both input and output processing
necessary for lang. acquisition.
Task activity and achievement are motivational
Learning difficulty can be negotiated and find-
tuned for particular pedagogical purposes.

8. Objectives
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9. (NUNAN:1989)
SUGGESTS TWO TYPES
OF TASKS ;
Real-world tasks
Pedagogical tasks
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10. SYLLABUS
The organisation of task-based lessons
 Pre-Task
 Main Task
 Post Task
The participatory structure of task-based lessons
 Individual student activity
 Teacher-class activity
 Small-group activity
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12. As the basis for a TBLT syllabus,
the ordering of tasks
is based on Honeyfield (1993:129) as
follows
 Procedures
 input text
 output required (lang items, skills,
word knowledge, text handling)
 amount and type of help given
 role of teachers and learners
 time allowed
 Motivation
 Confidence
 learning styles

13. ACTIVIT T E
Y YP S
•ENGAGE LEARNERS IN
COMMUNICATION,
•INVOLVE PROCESS SUCH AS
COMMUNICATION SHARING,
NEGOTIATION OF MEANING,
AND INTERRACTION

14. Role-play
A set of role-play activities developed
as the following format:
 pretask activities
 task activity
 post task activity
 pre task
 the task cycle
 (task, planning, report)
 post task listening
 the language focus
 (analysis, practice)

16. TOPIC: DESCRIBING PEOPLE/
SOMEONE
Practice!
Clerk :Good afternoon, can I help you?
Jane :Yes, I’m looking for someone. His name is
Martin Bock. I’m afraid I missed him.
Clerk : Well, What does he look like?
Jane : Let’s see, he’s about thirty-five, I guess.
He’s pretty tall with red hair.
Clerk : Oh, are you Jane Taylor?
Jane : Yes, that’s right.
Clerk : He asked for you a few minutes ago. I think
he’s in the restaurant.
Jane : Thanks. I’ll go and look for him.

17. GRAMMAR FOCUS !
QUESTIONS FOR DESCRIBING PEOPLE

18. NOW, STUDY THE FOLLOWING SITUATION. PRACTICE ROLE
PLAY!
You and your friends are at Ramoji Film City
for having tour. In the middle of the tour, one of
your friends is suddenly missing (the place is
so crowded), so you lost your friend.
You must find him because he is your best
friend. Then, you meet the police officer and
ask for his help.
You should report and describe your friend
to him. Then, as the police officer, you
should help the visitor by asking some
questions based on the description given.

22. Good Afternoon !!!!!

28. CONCLUSIONS
 TBLT offers the opportunity for ‘natural’
learning inside the classroom.
 It emphasizes meaning over form but
can also cater for learning form.
 It is intrinsically motivating.
 It is compatible with a learner-centred
educational philosophy.
 It contributes to success in foreign
language learning
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