task-based approach. anzid mohammed

7/25/2019 Task-Based Approach. Anzid Mohammed

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English Department

Task-Based Approach

2015-2016

Prepared by

-!ohammed A"#$D

A presentation abo%t


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&%tline

I- Definition of T.B.A.II- Phases of the taskIII-Characteristics of Task- basedLanguage Teaching

IV- What are the teacher andstudent roles?V- What are soe e!a"les of

tasks that can be used inclassroo?


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De'inition


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(hat is Task-Based Approach)


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Definition1

Task Based Language Teaching (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.

It was first developed by . !rabhu in Bangladore" #outhern India. !rabhubelieved that students may learn more effectively when their minds are

focused on the task" rather than on the language they are using.


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De'inition2

Task-based language learning(TBLL) focuses on the use ofauthentic language and on asking students to domeaningful tasks using the target language. Such taskscan include visiting a doctor, conducting an intervie, or

calling customer service for hel!. "ssessment is !rimaril#based on task outcome (in other ords the a!!ro!riatecom!letion of tasks) rather than on accurac# of languageforms. This makes TBLL es!eciall# !o!ular for develo!ingtarget language fluenc# and student confidence.


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(hatis task)


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$ task is an activity which re%uired learners to arrive at

an outcome from given information through someprocess of thought and which allowed teachers to

control and regulate that process was regarded as a

task.


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(hat are the phases o' the task)


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1-$re-task%

&n the $re-task the teacher e'!lores theto!ic ith the class and ma# highlightuseful ords and !hrases, hel!ing

students to understand task instructions.Students ma# hear a recording of other!eo!le doing the same task.


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-Task c#cle%

The students !erform the task in !airs orsmall grou!s hile the teacher monitorsfrom a distance. The students then !lan

ho the# ill tell the rest of the classhat the# did and ho it ent, and the#then re!ort on the task either orall# or inriting, andor com!are notes on hat

has ha!!ened.


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*- Language focus%

&n this stage, the students e'amine and

discuss s!ecific features of an# listening orreading te't hich the# have looked at forthe task andor the teacher ma# conductsome form of !ractice of s!ecific languagefeatures hich the task has !rovoked.


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(hat are the characteristics o' Task-

based lang%age teaching)


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Students are encouraged to use language

creativel# and s!ontaneousl# through tasksand !roblem solving

Students focus on a relationshi! that iscom!arable to real orld activities

The conve#ance of some sort of meaning

is central to this method


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"ssessment is !rimaril# based on task

outcome

TBLT is student-centered


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(hat are the roles o' the

teacher and st%dent inTB*T)


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+ome st%dent,s roles in TB*T

Students take a central role in TBLTThe# are grou! !artici!ants.Students s!eak among themselves to

organi+e and com!lete task.Students !resent final task (sometimes

orall#).Students !re!are either a ritten or oral

re!ort to !resent to class.


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+ome teacher,s roles in TB*T

Teacher selects and !re!are tasksaccording to students needs

$resents task in the target language$rimes students ith ke# vocabular# and

constructions


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(hat are some eamples o' tasksthat can be %sed in classroom)


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Eample 1

ead the te'ts each is about a famous!erson but the !erson is not named - andlook at the !hotos. /atch each te't to a

!hoto. Then talk to #our !artner, and sa#ho #ou ere able to match them.$re!are to tell the class ho #ou did it.


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Eample 2

Teacher tells students" in groups of four" that they will plan a celebration

including all aspects around it like invitation cards and&or a newspaper

article to report all the facts about the celebration. 'ive some minutes to

think it over. The group discuss possibilities for a celebration" brainstorm

vocabulary(e.g. inds of celebrations" obects used for certaincelebrations).


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.e'erences

The $ractice 0f nglish Language Teaching, 2erem# 3armer, thirdedition

en.iki!edia.org htt!%.educ.ualberta.ca

htt!%.onesto!english.com htt!s%.teachingenglish.org
http://www.educ.ualberta.ca/http://www.onestopenglish.com/https://www.teachingenglish.org/https://www.teachingenglish.org/http://www.onestopenglish.com/http://www.educ.ualberta.ca/


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task-based approach. anzid mohammed

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