Compare and contrast

• Dictations

• Open the brackets

• Learn the vocabulary

• Write 10 irregular verbs

• Correct the grammar mistakes

• Summarize the text

• Use the new vocabulary to learn a Thank You letter to your best friend

• Role play with one of your colleagues: buy a plane ticket and book a vacation hotel in Disneyland

• Take the test and tell us your personality type

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Compare and contrast

• Play the Jeopardy game

• Read the slides from a power point

• Describe your favorite singer or actor

• Write a summary of your favorite movie

• Sing your favorite song in English

• Create your own Jeopardy game

• Improve the PowerPoint

• Imagine you are a famous singer or actor: talk about yourself

• Imagine you are a film director – change the story in your favorite movie

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What is a task?

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TASK (1): a piece of work that must be done, especially one that is difficult or that must be done regularly.

TASK (2): to give someone the responsibility for doing something.

(Longman English Dictionary)

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Design a new brand and logo for Ionel

A task is any activity that learners engage in to process of learning a language.

(Williams and Burden, 1997:168)

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Work in team with 3 other students and create a newsletter for your school / class

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A task is a range of learning activities from thesimple and brief exercises to more complex andlengthy activities such as group problem-solving orsimulations and decision-making.

(Breen, 1987:23)

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Design your school / class UNIMEDIA portal using a blog platform

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An activity which required learners to arriveat an outcome from given information throughsome process of thought and which allowedteachers to control and regulate that process wasregarded as a task.

(Prabhu , 1987:24)

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What is Task Based Language Teaching?

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Task Based Language Teaching (TBLT) is anapproach which offers students opportunities toactively engage in communication in order toachieve a goal or complete a task. TBLT seeks todevelop students’ interlanguage through providinga task and then using language to solve it.

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It was first developed by N. Prabhu inBangladore, Southern India. Prabhu believedthat students may learn more effectively whentheir minds are focused on the task, rather thanon the language they are using.

(Prabhu, 1987; as cited in Littlewood, 2004)

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TBLT makes the performance of meaningful tasks central to the learning process.

Instead of a language structure or function to be learnt, students are presented with a task they have to perform or a problem they have to solve.

(Harmer, J. The practice of English Language Teaching, 2007:71)

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TBLT constitutes a strong version of CommunicativeLanguage Teaching.

(Skehan, 2003b)

Teacher’s dominant authority turns into teacher’s guidingin TBLT; because, teacher centered learning (PPP) becomeslearner centered.

It can be seen as both a refinement of Communicative Language Teaching (CLT) and a reaction to the use of PPP.

(Ellis, 2003: ix)

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Why do we use a task-based

approach in working with Access

students ?

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• Tasks can be easily related to students’ real-life language needs. • They create contexts that facilitate second language acquisition.• Tasks create opportunities for focusing on form. • Students are more likely to develop intrinsic motivation in a task-based approach. • A task-based approach enables teachers to see if students are developing the ability to communicate in an L2.

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APPROACH DESIGN PROCEDURE CONCLUSION

1. Jigsaw Tasks2. Information-gap Tasks3. Problem-solving Tasks4. Decision-making Tasks5. Opinion exchange Tasks

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APPROACH DESIGN PROCEDURE CONCLUSION

-Books

-Newspaper

-Magazine

-Radio programs

-CDs

-TV

-Internet

-Board

-Worksheets

APPROACH DESIGN PROCEDURE CONCLUSION

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APPROACH DESIGN PROCEDURE CONCLUSION

• Use materials such as picture/text/song etc. to lead into the topic.

• Brainstorming, comparing ideas, sharing experiences.

• Provide elicit vocabulary.• Provide a model, exploit role-play.• Do a similar task• Allow the students time to plan.

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APPROACH DESIGN PROCEDURE CONCLUSION

• Pair work and small group work versus the whole class.

• Introduce a surprise element.• Set a time for completing the task.• Vary the number of participants.• Tell students they will have to

present a report to the whole class.

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APPROACH DESIGN PROCEDURE CONCLUSION

• Students give a report.• Repeat the task (e.g. students switch groups)• Consciousness-raising activities.• Students listen to a recording or watch a clip

of fluent speakers doing the same task, and compare their tasks with theirs.

• Teacher gives feedback and evaluates the success of the task.

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Pre-taskIntroduction to topic and task: Teacher explores the topic with the class,

highlights useful words and phrases, helps students understand task

instructions and prepare.

Task Cycle

Task: Students do the task, in pairs or small groups. Teacher monitors.

Planning: Students prepare to report to the whole class( orally or in writing)

how they did the task, what they decided or discovered.

Report: Some groups present their reports to the class, or exchange written

reports and compare results. (Students receive feedback on their level of

success on completing the task).

Language

Focus

Analysis: Students examine and discuss specific features of the text or

transcript of the recording.

Practice: Teacher conducts practice or new words, phrases and patterns

occurring in the data, either during or after the analysis. (Willis 1996: 38)

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Work with three other students.You are on a ship that is sinking. Youhave to swim to a nearby island. Youhave a waterproof container, but canonly carry 20 kilos of items in it. Decidewhich of the following items you willtake. (Remember, you can’t take morethan 20 kilos with you.)

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• Waterproof sheets of fabric (3 kilos each.)• Notebook computer (3.5 kilos)• Rope (6 kilos).• Fire lighting kits (500 grams each)• Portable CD player and CDs (4 kilos.)• Short-wave radio (12 kilos)• Medical kit (2 kilos.)• Bottles of water (1.5 kilos each)• Packets of sugar, flour, rice, powdered milk, coffee, tea. (Each packet weighs 500 grams) • Cans of food (500 grams each)• Box of novels and magazines (3 kilos)• Axe (8 kilos)

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