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Doing Task-Based Teaching book. Read 7 reviews from the world's largest community for readers. This book provides teachers with a better understanding of. According to the authors, Doing Task Based Teaching was written for "language teachers who want to gain a better understanding of how task-based teaching. Download and Read Free Online Doing Task-Based Teaching (Oxford Free PDF d0wnl0ad, audio books, books to read, good books to read, cheap books.
The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.
Task The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement. Planning Students prepare a short oral or written report to tell the class what happened during their task. They then practise what they are going to say in their groups.
Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.
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Report Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare. Analysis The teacher then highlights relevant parts from the text of the recording for the students to analyse.
They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.
Practice Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.
In all three stages they must use all their language resources rather than just practising one pre-selected item. A natural context is developed from the students' experiences with the language that is personalised and relevant to them.
With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural. The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.
The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook.
It is a strong communicative approach where students spend a lot of time communicating. Don't do away with grammar entirely, but focus on it as a prop of sorts to help express meaning and real-life situational language when possible.
Sounds good, right? It sounds great on paper, just as, in theory, a PPP model should do a good job of thoroughly covering grammar points in a recursive, additive way.
Doing Task Based Teaching
The real problem with this book is that it is aimed at the new teacher for whom reading research is a chore. However, if you read the literature surrounding TBLT, you would know it's not perfect. Some are rightly sceptical of using TBLT in its purest form since it does not mesh well with other culture's educational systems, large class sizes, and high-stakes examinations.
Just as with any approach or method in the field, use with caution. I will give TBLT this, however -- it does seem to be the most consistent with what SLA research suggests about the acquisition of a second language; learners don't learn one point of grammar at a time and move on in this fashion - it is much messier and non-linear than older models wanted it to be.
If you want to know what TBLT is all about and you are thinking about trying it, I don't know of a better text to tell you about.
It also has a lot of great ideas about how to teach non-speaking tasks in a fun and interesting way.
I learned a lot about teaching regular English textbooks, listening lessons, and reading lessons from the book as a whole. There is also a lot of basic, common sense information in here that most experienced teachers would already know. Great writing and very helpful for the teacher, but I knock off two or so stars simply because the book is too partisan and pro-TBLT despite a fair amount of literature suggesting TBLT needs to be adapted and used with caution in many teaching scenarios.
Oct 29, Thao Phuong rated it really liked it. A very friendly accessible introduction to TBT based on examination of real classroom activities. For experienced teachers I guess they may find some parts slightly redundant and some contents overlap one another. Key takeaways from the book: TBT or bust Learners learn meaningful material better than meaningless.
This book tells teachers how to do this using the sequence topical vocabulary, meaningful task on topic, and finally meaningful grammar to accomplish the task better.
Mar 12, Sandy Millin rated it really liked it. Having recently completed a Coursera course about reading and task-based learning, I decided it was time to find out more about TBL, something I've meaning to do for a long time. This book was accessible and provided lots of real-world examples of TBL cycles, from single activities to longer mini syllabi. Nov 29, Glenn rated it it was amazing.
This book is a good introduction to the basic principles of task based learning.
It is aimed at those who may be reading about task based language teaching for the first time and offers a number of practical examples of ideas that can be tested out in class. As Willis states in the introduction 'It aims to give beginner teachers the confidence to start using tasks in their lessons, and help experienced teachers widen their repertoire of tasks and task sequences'.
For a book with very general aim This book is a good introduction to the basic principles of task based learning.
For a book with very general aims it fulfills what it sets out to do. Aug 04, Ana Catarina rated it it was amazing. Very helpful during my teaching practice. Feb 04, Slushy Mccormick rated it really liked it Recommends it for: TEFL nerds. A lot more punch for the buck than "A Framework for TBL" but also too much repetition of shit you already know.
N Thanga rated it it was amazing May 28, Efe Saydam rated it really liked it Mar 08, Sitthipong Geng rated it it was amazing Sep 05, James York rated it it was amazing Jan 20, Michael rated it really liked it Mar 26, Tony rated it it was amazing Feb 14, David Moroney rated it really liked it Jan 18, Ammar Elmerhbi rated it really liked it Oct 27, Kristina rated it it was amazing Jul 26, Forough rated it did not like it Oct 20, Morgan rated it it was amazing Jan 28, Yuanyuan Gu rated it it was amazing Jun 11, Olive rated it it was amazing Feb 27, Kat Becker rated it really liked it Nov 30, Tatyana rated it it was amazing Apr 03, Glenn rated it liked it May 23, Sasha rated it it was amazing Aug 30, Deysi Yungan rated it it was amazing Jul 22, Sandra rated it really liked it Aug 08, Isabelle rated it it was amazing Oct 23, Stenhouse, L.
Students are given a communication task such as a role play and are expected to produce the target language and use any other language that has already been learnt and is suitable for completing it.
In the report phase one representative of each group presents its position in front of the class and has a discussion in form of a talk show with the other representatives. Functions were based on assessment of learner needs and specified the end result, the product, of an instructional program. They practice to react flexible and professional in a discussion.
With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural.
The problems with PPP It all sounds quite logical but teachers who use this method will soon identify problems with it: Students can give the impression that they are comfortable with the new language as they are producing it accurately in the class. Oxford: Pergamon Press. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content.
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