LindaXimena_TBL_502

LindaXimena_TBL_502

1. Introduction and overview

   • The concept of "task" has become an important element in syllabus design and classroom teaching. It underpins several significant research agendas and it has influenced educational policy-making in both ESL and EFL settings

2. Defining "task"

   • A task is an activity where the target language is used by the learner for a communicative purpose

3. Types of tasks

   • Listing, completed list or draft mindmap
   • Sharing personal experiences, largely social
   • Problem solving, solutions to the probelm

4. Components of tasks

   • Goals
   • Input
   • Procedures
   • Teacher and learner roles
   • Settings

5. Stages of the task or Task Cycle

   • Pre-task
     • The teacher introduces the topic and give the students clear instructions on what they will have to do.
   • Task
     • The students complete a task in pairs or groups using the language resources that they have and the teacher monitors.
   • Report
     • Students then report back to the class orally .
   • Analysis
     • The teacher then highlights relevant parts from the text of the recording for the students to analyse
   • Practice
     • Finally the teacher selects language areas to practise based upon the needs of teh students

6. Principles of TBL

   • The linking of classroom language learning with language use outside the classroom
   • A needs based approach to content selection

7. Planning a task sequence

   • First you have to identify a topic. The next stage is to decide on a target task or taskS. The teacher then has to decide how to prime learners