Task-based language teaching (TBLT) is an approach that uses tasks as the core unit of planning and instruction in language teaching. It draws on principles of communicative language teaching, where real communication activities that use language for meaningful tasks promote learning. In TBLT, the focus is on process, communication, meaning, and interacting purposefully through activities and tasks that simulate real-life experiences. A task is defined as an activity or goal carried out using language. Lessons following TBLT are designed around objectives and sequenced tasks. The teacher takes on roles of selecting, preparing, and providing feedback on tasks while students take on participant, monitor, risk-taker, and innovator roles.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Richards & Rodgers:
A task is an activity or goal that is carried out using Language.
to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward in their interlanguage development.
Although the learners were not taught communication strategies as part of the project, they were actively taught strategies in the part of the course that focused on the direct teaching of speaking.
Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
Richards & Rodgers:
A task is an activity or goal that is carried out using Language.
to modify and restructure interaction until mutual comprehension is reached are what enable learners to move forward in their interlanguage development.
Although the learners were not taught communication strategies as part of the project, they were actively taught strategies in the part of the course that focused on the direct teaching of speaking.
A power point presentation on Task based learning and its main principles, including a possible lesson plan showing the main characteristics of the approach
Task based language teaching @mehdi sufiIELTS Council
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. Task-Based Language Teaching
• It refers to an approach based on the use of tasks as the
core unit of planning and instruction in language teaching.
• It is presented as a logical development of Communicative
Language Teaching.
2. TBLT draws on several principles thar formed part of the
communicative language teaching movement from the
1980s.:
• Activities that involve real communication are essential for
language learning;
• Activities in which language is used for carrying out
meaningful tasks promote learning;
• Language that is meaningful to the learner supports the
learning precess.
3. The key assumptions of task-based instruction are:
• Focus on process;
• Emphasis in communication and
meaning;
• Language learned by interacting
communicativele and purposefully;
• Activities and tasks can be achieved in real life and have a
pedagogical purpose;
• Activities and tasks of a task-based syllabus are sequenced
according to difficulty.
4. TBLT proposes the notion of ‘task’ as a central unit of
planning and teaching, it means ‘task’ is an activity or goal
that is carried out using language.
Nunan says the communicative task is a piece of classroom
work which involves learners in
Comprehending;
Manipulating;
Producing;
Interacting
5. Task Analysis and Instructional Desing turned to team tasks.
There are four categories of team performance function:
1. Orientation Functions;
2. Organizational Functions;
3. Adaptation Functions;
4. Motivational Functions.
7. • Tasks provide both the input and
the output.
• Task activity and achievement are
motivational.
• Learning difficulty can be
negotiated and finetuned for
particular pedagogical purposes.
9. The Syllabus
Conventional Syllabus
Task based Syllabus
• It specifies the content of a
course among some
categories.
• It specifies the tasks that
should be carried out by
learners within a program.
10. Different definitions of TASK
• Breen (1987): a structured plan.
• Prabhu (1987): an activity.
• Crookes (1986): piece of work or activity.
• Willis (1996)
11. Different definitions of TASK
• Pica, Kanagy and Falodun (1993):
Jigsaw tasks
Information-gap tasks
Problem-solving tasks
Decision-making tasks
Opinion exchange tasks
12. Other characteristics of tasks
• One-way or two-way
• Concrete or abstract
language
• Convergent or divergent
• Collaborative or
competitive
• Simple or complex
processing
• Simple or complex language
• Single or multiple
outcomes
• Reality-based or not realitybased
17. .Pretask
Is the introduction to the topic and the task. The
teacher helps the students to understand the theme
and objectives of the task.
.ACTIVITIES
Brainstorming ideas, mime, personal experience,
read the text, think vocabulary, etc.
18. .Task
Is done by the students. The teacher walks
monitoring and encouraging them.
.Planning
In this stage the students prepares the next step
(Report). They make a draft of what they want to say
or write.
19. .Report
The teacher ask the students to report to the whole class
what they did in the task.
.Posttask listening
The students listen to a recording of fluent speakers
doing the same task, and compare the ways in which
they did the task themselves.
