Task-Based Language Teaching (TBLT)
Having been doing a bit of TBLT in my classes of late and have been really enjoying it – as have (some of) the students.
Specifically, we’ve been doing some of the ‘spot the difference’ exercises from Penny Ur’s “Discussions that Work” as well as some of the tasks from the “Pair Work” series published by Penguin.
In terms of TBLT I have 2 questions….
1) How do we motivate the unmotivated?
With every task I’ve done, I’ve had a group of learners who simply don’t do it? 80% of the class is engaged, yet there’s a few who are just not into it…
Now, this could be an issue with task design or it could be the learners are not interested in the topic… But I’ve found that every time I do tasks with teens, this is an issue.
Have you done tasks in class, and if so, have you encountered such a problem? If so, how do you overcome it?
2) How much TBLT is too much TBLT?
I would honestly love to teach in a 100% TBLT curriculum. However, in a secondary school in
Firstly, it doesn’t really gel with the image of classroom learning (i.e. not sitting quietly and listening to teacher). Secondly, some learners (perhaps those with low self-esteem) seem to sometimes struggle with tasks that require a large amount of oral production.
Therefore, how much TBLT do you do?
Here are a few good links:
http://www.onestopenglish.com/section.asp?docid=154596
http://www.onestopenglish.com/section.asp?docid=144974
http://www.teachingenglish.org.uk/think/articles/a-task-based-approach
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