English Department

A presentation about:
Task-Based Approach

Prepared by:
-Mohammed ANZID

2015-2016

Outline
I- Definition of T.B.A.
II- Phases of the task
III-Characteristics of Task- based
Language Teaching
IV- What are the teacher and
student roles?
V- What are some examples of
tasks that can be used in
classroom?

Definition

What is Task-Based Approach

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 N. Prabhu in Bangladore, Southern India. Prabhu
believed that students may learn more effectively when their minds are
focused on the task, rather than on the language they are using.

Definition2
Task-based language learning(TBLL) focuses on the use of
authentic language and on asking students to do
meaningful tasks using the target language. Such tasks
can include visiting a doctor, conducting an interview, or
calling customer service for help. Assessment is primarily
based on task outcome (in other words the appropriate
completion of tasks) rather than on accuracy of language
forms. This makes TBLL especially popular for developing
target language fluency and student confidence.

What is task?

A task is an activity which required learners to arrive at

an outcome from given information through some
process of thought and which allowed teachers to
control and regulate that process was regarded as a
task.

What are the phases of the task?

1- Pre-task:
In the Pre-task the teacher explores the
topic with the class and may highlight
useful words and phrases, helping
students to understand task instructions.
Students may hear a recording of other
people doing the same task.

2- Task cycle:
The students perform the task in pairs or
small groups while the teacher monitors
from a distance. The students then plan
how they will tell the rest of the class
what they did and how it went, and they
then report on the task either orally or in
writing, and/or compare notes on what
has happened.

3- Language focus:
In this stage, the students examine and
discuss specific features of any listening or
reading text which they have looked at for
the task and/or the teacher may conduct
some form of practice of specific language
features which the task has provoked.

What are the characteristics of Taskbased language teaching

Students

are encouraged to use language

creatively and spontaneously through tasks
and problem solving
Students

focus on a relationship that is

comparable to real world activities

The

conveyance of some sort of meaning

is central to this method

Assessment

outcome

TBLT

is primarily based on task

is student-centered

What are the roles of the

teacher and student in
TBLT?

Some students roles in TBLT

Students

take a central role in TBLT

They are group participants.
Students speak among themselves to
organize and complete task.
Students present final task (sometimes
orally).
Students prepare either a written or oral
report to present to class.

Some teachers roles in TBLT

Teacher

selects and prepare tasks

according to students needs
Presents task in the target language
Primes students with key vocabulary and
constructions

What are some examples of tasks

that can be used in classroom?

Example 1
Read the texts each is about a famous
person but the person is not named - and
look at the photos. Match each text to a
photo. Then talk to your partner, and say
how you were able to match them.
Prepare to tell the class how you did it.

Example 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. Give some minutes to
think it over. The group discuss possibilities for a celebration, brainstorm
vocabulary(e.g. Kinds of celebrations, objects used for certain
celebrations).

References

The Practice Of English Language Teaching, Jeremy Harmer, third

edition
en.wikipedia.org
http://www.educ.ualberta.ca
http://www.onestopenglish.com
https://www.teachingenglish.org