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    (TBLT) Gonzales Report

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    Carm Gonzales
    Task-based language teaching is an approach that focuses on using tasks or activities to teach language skills through meaningful real-world activities. It emphasizes using the target language to complete tasks rather than just practicing language forms. Key aspects include focusing on interaction, authentic materials, learning processes, personal experiences, and linking classroom learning to outside use of the language. Common task types are listing, ordering, comparing, problem-solving, and sharing experiences.

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    (TBLT) Gonzales Report

    Uploaded by

    Carm Gonzales
    18 views21 pages
    Task-based language teaching is an approach that focuses on using tasks or activities to teach language skills through meaningful real-world activities. It emphasizes using the target language to complete tasks rather than just practicing language forms. Key aspects include focusing on interaction, authentic materials, learning processes, personal experiences, and linking classroom learning to outside use of the language. Common task types are listing, ordering, comparing, problem-solving, and sharing experiences.

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    (Tblt) Gonzales Report

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    Task-based language teaching is an approach that focuses on using tasks or activities to teach language skills through meaningful real-world activities. It emphasizes using the target language to complete tasks rather than just practicing language forms. Key aspects include focusing on interaction, authentic materials, learning processes, personal experiences, and linking classroom learning to outside use of the language. Common task types are listing, ordering, comparing, problem-solving, and sharing experiences.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    18 views21 pages

    (TBLT) Gonzales Report

    Uploaded by

    Carm Gonzales
    Task-based language teaching is an approach that focuses on using tasks or activities to teach language skills through meaningful real-world activities. It emphasizes using the target language to complete tasks rather than just practicing language forms. Key aspects include focusing on interaction, authentic materials, learning processes, personal experiences, and linking classroom learning to outside use of the language. Common task types are listing, ordering, comparing, problem-solving, and sharing experiences.

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    © All Rights Reserved
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    Download as pptx, pdf, or txt
    of 21

    Task-Based Language Teaching

    (TBLT)

    CARMELETE GONZALES
    > DAVID NUNAN

    > INTRODUCTION

    > DEFINING "TASK"

    > COMMUNICATIVE APPROACH

    > TASK TYPES


    DAVID NUNAN
    • David Nunan is an Australian
    linguist who has focused on the
    teaching of English.

    • He has began his career in


    Teaching English as a Second
    Language in Sydney.
    What is Task-Based Language Teaching?

    Task-based language teaching


    is an alternative approach to
    communicate language
    teaching because a task
    involves a primary focus on
    meaning, real world processes
    of language use and any of the
    four language skills.
    Defining "Task"
    • A piece of classroom work that involve learners in
    comprehending, manipulating, producing, or
    interacting in target language while attention is
    focus on meaning rather than form. (Nunan, 2004)
    Communicative 
    Approach

    • The Communicative Approach, also


    known as communicative language
    teaching (CLT), emphasizes
    interaction and problem solving as
    both the means and the ultimate
    goal of learning English - or
    any language. As such, it tends to
    emphasize activities such as role
    play, pair work and group work.
    Five Key Elements to Communicative
    Approach

    • An emphasis on learning to communicate through interaction


    in the target language.
    • The introduction of authentic text into the learning situation.
    • The provision of opportunities for learners to focus, not only
    on the language but also on the learning process itself.
    • An enhancement of the learner's own personal experiences as
    important contributing elements to classroom learning.
    • An attempt to link classroom language learning with language
    activation outside the classroom.
    TASK TYPES

    • LISTING & DISCUSSION


    • ORDERING & SORTING
    • COMPARING
    • PROBLEM SOLVING
    • SHARING PERSONAL EXPERIENCES
    Listing & Discussion
    What are the most helpful inventions and most annoying
    inventions? Make a list then explain your opinion.

    Helpful Inventions: Annoying Inventions:

    1. Telephone 1.
    2. 2.
    3. 3.
    4. 4.
    5. 5.
    Ordering
    A. Number the questions and answers into the correct
    order to make a conversation. 
    (1-6)

    Carol: ( )  Oh no, I forgot. I have to work late tonight.


    Pete:  ( )  Do you want to go to a concert tonight?
    Pete:  ( )  The screamers.
    Carol: ( )  Hi Pete.
    Carol: ( )  Who's playing?
    Pete:  ( )  Hello Carol.
    B. Check your answers.

    Carol: ( 6 )  Oh no, I forgot. I have to work late tonight.


    Pete:  ( 3 )  Do you want to go to a concert tonight?
    Pete:  ( 5 )  The screamers.
    Carol: ( 2 )  Hi Pete.
    Carol: ( 4 )  Who's playing?
    Pete:  ( 1 )  Hello Carol.

    C. Practice the conversation with a partner.


    Comparing
    ARE YOU READY?
    PROBLEM SOLVING ACTIVITY
    Give an advice and Responding to an advice
    Ordering Activity
    Reordering words in a sentence:
    Put the words below into the correct order to make a sentence.

    Example: you / travel / me / with / would / like / to 


     Would you like to travel with me?

    1. cold / winter / is / weather / the / in / the


     The weather is cold in the winter.
    2. studying / what / you / are
     What are you studying?
    3. next / clock / the / the / is / picture / to
    ü The clock is next to the picture.
    4. train / for / joe / waited / the
     Joe waited for the train.
    5. well / he / pretty / sang 
     He sang pretty well.
    6. coffee / we / every / drink / morning 
     We drink coffee every morning.
    7. english / they / at / speak / work 
      They speak English at work.
    THANK YOU FOR LISTENING!

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