https://padlet.com/saleminezhad_banafsheh/2vbjgdu15fny What TBLT is and how we can implement it en-us 2018-09-06 12:12:31 UTC 2018-09-08 17:10:26 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/File.png saleminezhad_banafsheh https://padlet.com/saleminezhad_banafsheh/2vbjgdu15fny/wish/278365554 A task has 4 criteria:
 1. pedagogic tasks are activities where meaning is primary.
2. There is some communicative problems to solve. There must be a gap to fill.
3. There is some sort of relationship with real world activities.
4. Tasks are assessed in terms of the non-linguistic outcomes of the task. So, you're not only interested in the quality of language used during task performance, but also whether the actual communicative
purpose of the task has been met.]]> 2018-09-06 12:15:53 UTC https://padlet.com/saleminezhad_banafsheh/2vbjgdu15fny/wish/278365554 saleminezhad_banafsheh https://padlet.com/saleminezhad_banafsheh/2vbjgdu15fny/wish/278612481 Whether a syllabus is task-based or task-supported is dependent whether tasks are allocated in more or less central role in the syllabus.
Usually there are 2 types of task-based approaches:
Task-based and Task-supported
1. Task-Based: In task-based language teaching and learning, tasks are the key units of syllabus design. Both the syllabus and assessment are determined in terms of pedagogic tasks. In task-based syllabi, the basis of this syllabus is not linguistic constructions. Again, it's predominantly pedagogic tasks that drive syllabus design.
2. In task-supported language teaching and learning, tasks play a key role in the syllabus, but they do not necessarily constitute the primarily organizing principle. The syllabus may be defined in terms of other elements, such as grammar, function, lexis, or topics.

]]> 2018-09-06 19:02:37 UTC https://padlet.com/saleminezhad_banafsheh/2vbjgdu15fny/wish/278612481 saleminezhad_banafsheh https://padlet.com/saleminezhad_banafsheh/2vbjgdu15fny/wish/278795034 Researches have shown that language acquisition is mostly effective when They are primarily meaning-based.
They provide timely linguistic supplement.
Task based teaching in student-centered.
They focus on learning by doing, rather than learning about what we do.
They solve learners' actual problems in real life.


]]> 2018-09-07 11:56:43 UTC https://padlet.com/saleminezhad_banafsheh/2vbjgdu15fny/wish/278795034 saleminezhad_banafsheh https://padlet.com/saleminezhad_banafsheh/2vbjgdu15fny/wish/278799371 Need analysis is crucial before determining whether or not a task should be carried out. After this step, it is time for students to know about the importance of the task in their real life out of the classroom. Then of course some brain storming is required before actually going through the task. After the task has been carried out, they need some feedback and analysis. I would rather this step to be a group activity in which all the learners take part.]]> 2018-09-07 12:13:27 UTC https://padlet.com/saleminezhad_banafsheh/2vbjgdu15fny/wish/278799371 saleminezhad_banafsheh https://padlet.com/saleminezhad_banafsheh/2vbjgdu15fny/wish/278945907 Pre-Task
Task
Post-Task
1. Pre-task phase includes the range of activities that teachers and students can do before they begin the task.
There are two types of pre-task activities: language-focused and content-focused.
Language-focused activities may introduce new language or recycle existing linguistic resources.
Content-focused activities engage learners with the topic of the forthcoming task.
2. Task is the task itself.
In the during-task stage, learners focus on actually completing the task. At this stage, students may work individually, in pairs, or groups.
Teachers may work with students as a member of groups or assist them when she is asked to.
In this phase, the focus is on meaning of the task.
3. Post-task entails activities and procedures that are completed as
a follow up to task performance.
The post-task stage is generally seen as a platform for promoting more explicit attention to form, grammar, and language.
Researches suggest that informing students of such a post-task
requirement prior to the performance of the task could induce more attention to form in the during-task phase.
In this phase, more attention is payed to linguistic features and form.]]> 2018-09-07 17:22:29 UTC https://padlet.com/saleminezhad_banafsheh/2vbjgdu15fny/wish/278945907