Task-based Language Teaching (TBLT), also known as task-based instruction (TBI), focuses on the use of authentic language and on asking students to do meaningful tasks using the target language.
Types of task
According to N. S. Prabhu, there are three main categories of task; information-gap, reasoning-gap, and opinion-gap.
Information-gap activity, which involves a transfer of given information from one person to another – or from one form to another, or from one place to another – generally calling for the decoding or encoding of information from or into language. One example is pair work in which each member of the pair has a part of the total information (for example an incomplete picture) and attempts to convey it verbally to the other. Another example is completing a tabular representation with information available in a given piece of text. The activity often involves selection of relevant information as well, and learners may have to meet criteria of completeness and correctness in making the transfer.
Reasoning gap Reasoning-gap activity, which involves deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of relationships or patterns. One example is working out a teacher’s timetable on the basis of given class timetables. Another is deciding what course of action is best (for example cheapest or quickest) for a given purpose and within given constraints. The activity necessarily involves comprehending and conveying information, as in information-gap activity, but the information to be conveyed is not identical with that initially comprehended. There is a piece of reasoning which connects the two.
Opinion gap Opinion-gap activity, which involves identifying and articulating a personal preference, feeling, or attitude in response to a given situation. One example is story completion; another is taking part in the discussion of a social issue. The activity may involve using factual information and formulating arguments to justify one’s opinion, but there is no objective procedure for demonstrating outcomes as right or wrong, and no reason to expect the same outcome from different individuals or on different occasions.
What are the three goals in English teaching?
1. to trigger and keep students' learning interests.
2. to habitate students' community skills
3. to evoke their culture awareness toward another culture
what's differences while using picture books to different grades?
for lower gradeer, students have to learn to read
for middle grader, studnets have to read to learn
for higher grader, student have to read to think
as an English teacher, what's your mission towrad your students?
to educate, inform, enrich and inspire our kid