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Task-Based Language Teaching (TBLT)

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Mark Reven Mirador
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91 views16 pages

Task-Based Language Teaching (TBLT)

This is a PPT for Task-Based Language Teaching

Uploaded by

Mark Reven Mirador
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Approach for Language Arts

Teaching Task-Based
Group 1
Mark David Mas Almira Baril
Elizabeth Gatus Mark Reven Mirador
Lester John Bacay Rovelyn Sayson
Jonel Rodulfo
What is the Task-Based Language
Teaching?
According to Richards, 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.
The types of tasks we see in Task-Based Language
Teaching (TBLT) and Learning

Information Gap Activities


●As the name implies, this
sort of TBLT activity
allows students to
exchange information or
learn things about each
other.
Example:
Information Gap Worksheets Map Comparison
• Create worksheets with • Provide students with two different
different information or data maps of the same area, each with
different information or details.
sets related to a topic. Divide
Divide the class into pairs or small
students into pairs or small
groups and give each group one map.
groups and give each group a Students must communicate and
different worksheet. Students compare the maps to identify the
must exchange information differences and similarities,
and ask questions to fill in the exchanging information to create a
missing information on their comprehensive understanding of the
worksheet accurately. area.
The types of tasks we see in Task-Based Language
Teaching (TBLT) and Learning

Reasoning Gap Activities


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

Opinion Gap Activities


●For 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.
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.
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
• Learners acquire a deeper understanding of the
language.
• They also bond with their classmates during lesson time.
DISADVANTAGE Of Task-Based
Language Teaching (TBLT)

The lesson might fail if students are:


• too excited (excessive body language
• not motivated
• too lazy
Task-Based Language
Teaching method has three
stages:
Pre-Task Activity
Task
Post-Task or Review
Three Stages of Task-Based Language
Teaching method
Pre-Task Activity
• Introduce the task to the students, trying to motivate them and make them look
forward to it.
Task
• Is 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.
Review
• The task is over, it is time for the review. Groups have the chance to
present their work (video, poster, story) to you and to their peers and
receive constructive feedback.
Practical Implementation Of Task-Based
Language Teaching in Classrooms
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.
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.
3. Integrating grammatical structures
• While 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.
Practical Implementation Of Task-Based
Language Teaching in Classrooms
4. Using meaningful tasks
• They 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.

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.
“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
Thank You for Listening!

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