THE ENGLISH AND FOREIGN LANGUAGES UNIVERSITY, HYDERABAD

A HISTORICAL OVERVIEW OF TEACHING MATERAILS

Task Based Language Teaching Approach

(TBLT) refer to an approach based on the use of tasks as a core unit of instruction in LT.Activities that involve real communication are essential for language learning.

-Activities in which language is used for carrying out meaningful task promote learning.-Language that is meaningful to the learner and supports the learning process (1980).

 

24/10/2010 Prepared by: Zabihullah AlimyarRegistered No: H-1187

Subject Area:Title:

ELE. Task Based Language Teaching Approach

Strict Parents

Grade level: 10

General description:

Students will communicate with each other in a group of six about the given pictures by the teacher. They use information based on their knowledge.

Materials needed:

Teacher generated handouts, picture. White paper and markers writing paper and pencil

Time required: Two class period

Special Characteristics:

This is a collaborative exercise involving the use picture and memory of students and sharing in the group.

LESSON COMMENTARY:

O B J E T I V E S

1. Improving speaking, writing, and reading skills.2. Students will remember their childhood and they

will have conversation about the past. 3. Students will learn the usage simple past tense in

their communication as well as writing. 4. Students will learn that each picture shows different

situation of life. They will write about each picture to describe the images meaningful to others.

5. Students will be able to work collaboratively to come up with a class comment or question.

6. They will: Be to generate ideas for a classroom periodical. Use different types of writing to present their ideas

and information. Be using the words and phrases in their tasks.

Preparation:

LESSON STAGES:IntroductionClass discussion led by the teacher.

Student questionnaire Group discussion.The teacher may need to adjust the difficulty of the task to the level of his students.DiscussionGroup discussion.

Post-discussionTeacher led feedback.Teacher summary.

Language Focus Learners highlight expressions of compulsion and permission.Gap-filling exercise.Recall exercises.Controlled practiceLearners produce sentences based on target patterns.Patterns are repeated to facilitate retention and automatisation.

TEACHING PRINCIPLES: IntroductionThe teacher will communicate with learners about the topic and will give them the pictures related to their lives then to show them the task. He will organize the class.Student questionnaireTeacher will give a handout – organizing group work.Monitoring and supporting group work.Assessing teaching materials and making them appropriate to the learners.DiscussionClass management skills – organizing group work.Monitoring and supporting group work.Post-discussionClass supervision. Orchestrating discussion.Motivational skills – providing positive feedback.Teacher will give an example of Summarizing skills. He will give some words and phrases to learner needs.He will explain the usage of past tense in his exampleLanguage FocusTeacher explains, use of vocabulary, and demonstrate semantic features.Students fill the gaps through relevant features of language structure.Teacher control level of difficulty. He stimulates and encourages learners to attempt a difficult task.Controlled practiceTeacher will explain and demonstrate semantic features of learners’ work.Mistakes will be highlighted and teacher will demonstrate relevant features of language structure.Students will share their feelings about The task.Teacher will control level of difficulty.

Procedures: 1. Teacher looks at and discusses characteristics of types of writing, pictures, and layouts.

2. He distributes the general guidelines and instructions for the task. 3. He ask students to write a short article about themselves describing their

childhood, family- father, mother, friends, school, garden, etc. 4. Students communicate and gather information to add to that which was

already covered in class. They will be encouraged to use resources available in the classroom.

5. Teacher instructs class on use of stimulation which they may use to organize their ideas.

6. Group members organize specific pieces, using phrases and vocabulary in their writing text. They will use the past tense of the verb.

7. Teacher initiates class on the use of word in his summary, including use of tense, verb, and phrases and importing of writing about the pictures.

8. He gives time for students to work on writing, revising, and putting together their final products. Facilitate as they work

Assessment Each individual's fulfillment of assigned responsibilities as determined within the group

Teacher observation collaboration and time on task Student's written assessment of self and group members Rubric for final product's quality of writing.

Father and his son--------------------------------------------------------------------------------------------------------------------------------------------------------

----------------------

School--------------------------------------------.

Mother------------------------------------------------------------------------------------------------------------------------------

Parents-----------------------------------------------------------------------------------

Garden----------------------------------------

Friends------------------------------------------------------------------------------------------------------------------------------

2

1

3

4

5

6

When you were a child:

a) Do you think your parents were strict or easy-going?

b) Did they allow you to stay out late at night?

c) Did they let you go on holiday on your own?

d) When you went out did you always have to tell them where

you were going?

e) Did you always have to do your homework before supper?

f) Did your parents make you help about the house?

g) Did you have to help in the garden?

h) What jobs did they make you do?

A: My Dad is a quiet man really, so he didn't really make me

do much at home. He sometimes asked me to wash his

car or cut the grass, but I was never forced to do it, and I

could usually get some pocket money for it as well. I

think my Mum was also pretty easy-going; she let me

stay out late with my friends. As long as she knew where

I was, she wouldn't mind so much what I did.

Complete these to make true sentences:1 When I was a child my parents made me ….2 They let me ….3 I was forced to ….4 I was allowed to ….5 I was supposed to ….6 My Mum made me to….7 I had to help…..8 I was not allowed to…...9 My Mum did not let me to…….10 My father asked me…..

B: My father was definitely stricter than my Mum. If I had

been in trouble at school, it was always left up to him to

tell me off. But I wouldn't say that my Mum was easy-

going exactly. She would sit me down sometimes and

make me do my homework in front of him, or force me to

eat my greens, things like that. I guess I was just more

scared of my father.

Examples: by the

teacher

1. Make a group of six2. Take it in turn decide what question to answer?

Task 1

Use the given words and phrases in below to answer the above questions. Please don’t forget the use of simple past tense in your answers.

When you were a child:1. Do you think your parents were ------ or ---- - -----?2. Did they ----- --- -- stay out late at night?3. Did they --- --- go on holiday on your own?4. When you went out did --- always --- -- tell them where you were

going?5. Did you always ---- -- do your homework before supper?6. Did your parents ---- --- help about the house?7. Did you ---- -- help in the garden?8. What jobs did they ---- --- do?

1.Make pairs in your group 2. Fill in the blanks with different words and ask the same questions again

Task 2

Think about your schooldays…1 List three things you had to do or were forced to do.2 List three things you weren’t allowed to do.3 List three things you were supposed to do but didn’t.

Now write three sentences about each : For example: father, mother, friends, school and garden

Think about your father advices……..1.--------------------------------------------------------------------------------------------------2.--------------------------------------------------------------------------------------------------3.--------------------------------------------------------------------------------------------------

When I was a child --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Now write story of your

childhood

Prepared by Zabihullah Alimyar