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The role of a teacher in task-based language teaching

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O`ZBEKISTON RESPUBLIKASI OLIY VA O`RTA MAXSUS TA`LIM VAZIRLIGI “ The role 0f a teacher in task-based language teaching” mavzusida yozgan 1BITIRUV MALAKAVIY ISHI

CONTENTS INTRODUCTION 3 CHAPTER I. The theoretical importance of classroom management and the role of a teacher in task-based language teaching 8 1.1. Classroom management and the role of a teacher in task-based language teaching 1.2. The main principles and strategies of task-based language teaching 24 CHAPTER II. Practical aspects of using classroom management: the role of a teacher in task-based language teaching 28 2.1. Implementation of the classroom management: the role of a teacher in task-based language teaching 28 2. 2. The components of the TBT 40 2.3. Different types 53 CONCLUSION 59 LITERATURE 62 2

INTRODUCTION The importance of the graduation work is directed to define the necessity of creating new methodological approaches in teaching the English languages. When Uzbekistan achieved independence on September 1, 1991, the choice of its own path of development allowed for conditions of reorganizing and improving the structure and content of education. During the 27 years of independence an enormous number of successful reformations have been carried out by our government under the leadership of the first president Islam Abduganievich Karimov and Shavkat Miromonovich Mirziyoyev the current president of our republic. Although this is a rather short period of time for a young state to develop, our motherland has been able to overcome many difficulties and began to prosper again in many f

The educational system of the republic of Uzbekistan is also advancing at a high speed. “As far as spirituality and enlightenment enter the number of major factors of the people’s upbringing, we must display the state’s care of the matters in this sphere and create all necessary conditions for their development”– that is how our president expresses his intensive care of educating the youth of our republic. Our government allocates more than the half of the state budget every year for cultivating the system of education. At present, Uzbekistan is among the leading countries of the world where 99% of the population is literate and education including primary and secondary general schooling; vocational and academic education is compulsory and is under state financing. 1 Educating the young ge

salaries of English language school teachers in urban areas would be increased by 15 percent and that of village school teachers by as much as 30 per cent. 2 As the head of the state noticed that “Learning of foreign languages, mainly English, gradually throughout the country beginning with the first grade of secondary schools in the form of gaming lessons and lessons on speaking, and with the second grade – mastering the alphabet, reading and grammar; Teaching of special subjects especially on technical and international specialties at higher educational institutions is conducted in foreign languages”. 3 This Decree has been a great stimulus for all the English language learners and teachers to work diligently and do their best to contribute to the well-being of the people of our young in

communicative ability with other skills. In order to develop the learners' all skills, the teacher needs to create a scenario to teach the target language in a vibrant, active and interesting manner. Task based learning is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form. Subject and Object of the graduation paper : The work focused on the significance and peculiarities of using global practices in time managing while teaching in Task based method. It studied the theoretical and practical ideas, principle, and ways of developin

universities. It also could be used as additional materials at the methodology seminars. The structure of the graduation paper: The graduation graduation paper consists of the introduction, two chapters, conclusion and the list of the used literature. The first chapter gives the theoretical basis of the work, while the second chapter deals with the practical aspects of classroom management and it also includes conclusion and used literature. 7

CHAPTER I. THE THEORETICAL IMPORTANCE OF CLASSROOM MANAGEMENT AND THE ROLE OF A TEACHER IN TASK-BASED LANGUAGE TEACHING 1.1. Classroom management and the role of a teacher in task-based language teaching. Task based learning is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end. Both in the research literature on tasks and second language learning and in the pedagogical literature

the type of information exchange involved, or the time pressure under which they need to be performed) and second language learners’ performance and/or development. In the pedagogically oriented literature on TBLT, the central role of the learner tends to be highlighted: Learners are typically described as active agents who, through the performance of tasks, develop implicit and explicit second language knowledge and gradually become more proficient in comprehending and producing the target language for meaningful purposes. TBLT is defined as a “learner-centered approach to language teaching,” which can be opposed to more traditional, “teacher-dominated” approaches. Likewise, in publications that aim to establish links between the available SLA research literature and the pedagogical liter

features of education systems that successfully combine a concern for excellence with a concern for equity singled out the teacher as the most important factor enhancing educational effectiveness. The quality of an education system cannot exceed the quality of its teachers. During the past few years, the above-mentioned research evidence has even led to a surge of popular media interest in the role of the teacher in education. Clearly, not all teachers are equally effective. In this respect, the research into what distinguishes expert teachers from experienced and novice teachers is highly informative. Several frameworks that describe the typical behaviors of expert teachers and that are based on extensive empirical evidence are now available. By way of example . Based on a study in which

each topic that is covered in class. When students do not understand something, the teacher explains it another way. The teacher introduces topics and content that captivate the students’ interest. The teacher makes lessons enjoyable. The teacher tries to make sure that students do not get bored. The teacher gives the students sample opportunity to share their ideas and express their thoughts. Students have a say in how things are done in class. The teacher respects the students’ suggestions and ideas. Consolidate The teacher checks to make sure the students understand what she or he is teaching. The teacher gives feedback and useful comments on students’ work and helps the students understand how they improve their work and correct their mistakes. At the end of the day or lesson, the teac

empirical evidence that is available on what real teachers actually do when working with tasks. In this section, teachers are approached from their role as change agents, and thus as key figures in the actual implementation of TBLT. What has become clear over the past 20 years is that most teachers are inclined to implement TBLT in ways they see fit. As such, they aim to give shape to an approach to language learning that is not only consistent with a particular view on language learning or with specific pedagogical guidelines, but that they themselves also experience as practicable, feasible and appropriate for the particular context in which they are functioning. In the final section of this article, I will describe a third perspective on the role of the teacher in TBLT: If we aim to exp

exercises the student will be exposed to, which text material will be covered, and which input the teacher will offer in their classroom. Moreover, in most cases, it is teachers who control the timeline of classroom activity: They decide how much time will be spent to each item on the agenda, how long a particular whole-class discussion will take, and how much time will be devoted to the performance of a particular task. It is teachers, too, who get to decide to which extent a focus on meaning and a focus on form will be balanced, and which particular forms will be highlighted, practiced, or covered explicitly. In other words, even if they are working with a task-based syllabus, it is teachers who design the task-as-work plan for the next day in their classroom. In this respect. In a task-

learners engage in is logical, coherent, and is built up in such a way that learners are continuously exposed to challenges that remain doable. Task based learning has been a viable methodology in language pedagogy and a prominent area in language acquisition. At the same time language acquisition researchers also saw it as a promising framework for studying language acquisition in instructional settings. 8 The aspects of task design include input variables, task conditions, task outcomes, and the aspects of task implementation include presence or absence of planning, the type of planning in pre-task, task rehearsal and a post-task requirement. Currently there is a consensus among language acquisition specialists that what is necessary for the successful development of communicative compet

1) performing a task similar to the main task 2) providing the students a model of the “ideal“ performance to observe, with or without accompanying activities 3) non-task preparation activities without access to the task 4) strategic planning with access to the main task. It is the third and the fourth alternatives that are of interest for the present study. A great number of studies investigated the impact of strategic planning on language production, and smaller proportion of studies looked at the impact of different pre-tasks. Earlier studies in strategic planning introduced the students to an oral task, gave them some time to prepare, and then measured the language produced during the task. The results were compared with groups that had no planning time, or had a different amount of p

during the planning time most participants focused on the content and sequencing of events rather than on form. In another investigation of mental processes during strategic planning, English learners to listen to a story in their native language and retell it in the English language under two conditions: without planning time and with 10 minutes of planning prior to retelling. Planning time resulted in increased fluency and complexity of speech, but not in lexical range or accuracy. Retrospective interviews with the participants regarding the strategies they used during planning time revealed that priority was given first to global structural organization and main ideas and then to details, that participants attended both to content and form, and that they planned at the utterance level.

Tasks are deﬁned in terms of what the learners will do in class rather than in the world outside the classroom. They also emphasize the importance of having a non-linguistic outcome. Any structured language learning endeavour which has a particular objective, appropriate content, a speciﬁed working procedure, and a range of outcomes for those who undertake the task. ‘Task’ is therefore assumed to refer to a range of work plans which have the overall purposes of facilitating language learning – from the simple and brief exercise type, to more complex and lengthy activities such as group problem-solving or simulations and decision-making. This deﬁnition is very broad, implying as it does that just about anything the learner does in the classroom qualiﬁes as a task. It could, in fact, be use

world. Like other language activities, a task can engage productive or receptive, and oral or written skills and also various cognitive processes. Task based learning is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end. While these di ﬁ nitions vary somewhat, the fact that tasks involve communicative language use in which the user’s attention is focused on meaning rather than gr

task performance. Only the ‘during task’ phase is obligatory in task-based teaching. Thus, minimally, a task-based lesson consists of the students just performing a task. Options selected from the ‘pre-task’ or ‘post-task’ phases are non-obligatory but, as we will see, can serve a crucial role in ensuring that the task performance is maximally effective for language development. Access to a clear framework for a task-based lesson is of obvious advantage to both teachers and learners. Plan your teaching and try to follow your plan on how novice teachers feel the ‘need to be creative and varied in teaching’. It provides a clear structure for a lesson and it also allows for creativity and variety in the choice of options in each phase. The purpose of the pre-task phase is to prepare students

3 ） engaging learners in non-task activities designed to prepare them to perform the task 4 ） strategic planning of the main task performance. We will consider each in some detail. Performing a similar task It was carried out as a whole-class activity with the teacher and involved the learners in completing a task of the same kind as and with similar content to the main task. Thus, it served as a preparation for performing the main task individually. For example, if the main task involved working out a class timetable from the timetables of individual teachers, then the pre-task would be the same but with different information in the teachers’ timetables. Tasks were conducted through interaction of the question-and-answer type. The teacher was expected to lead the class step-by-step to th

An alternative is to ask the students to observe a model of how the task can be performed without requiring them to undertake a trial performance of the task. Minimally this involves presenting them with a text to demonstrate an ‘ideal’ performance of the task. Simply ‘observing’ others perform a task can help reduce the cognitive load on the learner. However, the model can also be accompanied by activities designed to raise learners’ consciousness about specific features of the task performance for example, the strategies that can be employed to overcome communication problems, the conversational gambits for holding the floor during a discussion or the pragma-linguistic devices for performing key language functions. Such activities might require the learners to identify and analyze these

on the learner. Activating learners’ content schemata or providing them with background information serves as a means of defining the topic area of a task. Willis provides a list of activities for achieving this. 16 When learners know what they are going to talk or write about they have more processing space available for formulating the language needed to express their ideas with the result that the quantity of the output will be enhanced and also fluency and complexity. Recommended activities for addressing the linguistic demands of a task often focus on vocabulary rather than grammar, perhaps because vocabulary is seen as more helpful for the successful performance of a task than grammar. Newton suggests three ways in which teachers can target unfamiliar vocabulary in the pre- task phas

considering the forms they will need to execute the task work plan they have been given. As much as in a so-called traditional, teacher-dominated approach language teaching, the role of the teacher in TBLT is crucial. Teachers bring TBLT to life. They have a pivotal role in planning and designing lesson activities that are tailored to their students’ internal syllabi. They are crucial when it comes to providing target language input and eliciting the kind of language use and form- focus that provides second language learners with optimal opportunities to practice and develop their language skills. By participating in task-based dialogue, they can model target language use and interactionally support their learners. By organizing classroom activity efficiently and motivating their students,

1.2. The role of motivation on task based learning approach. There are very few studies that investigate specific motivational designs in the classrooms. The challenge lies in the highly individualized nature of motivation: what may encourage one learner may not appeal to his/her peer in the class. Also, the effectiveness of a strategy or an instructional activity is not always guaranteed: what may work well today with a given group of learners may not work tomorrow with the same class for various reasons, such as the level of enthusiasm of the teacher, the learners’ mood, learners’ perception of the novelty of the activity/strategy, absence of individual learners and the effect their absence may have on group dynamics. It is important to investigate the role of motivation and cognition in

The quality of oral production has been the main focus of task-based research. Three aspects of output – fluency, accuracy, and complexity – are hypothesized to influence the interlanguage system in different ways. Accuracy is the capacity to handle whatever level of interlanguage complexity the learner has currently attained. Complexity is associated with testing the boundaries of the underlying interlanguage system by attempting to produce new vocabulary and structures that have not been well integrated into the interlanguage system. Fluency is the capacity to mobilize the interlanguage system to communicate meaning in real time. Each of the three aspects of language production is important for language acquisition, and each affects language acquisition in a different way. Knowing the e

action. This stage is very important because the degree, or the force, of the initial instigation force determines further action during the actional stage. However, it is possible that by showing the value of an activity and by providing reasons for which the learners may want to engage in this activity, the teacher may compensate for the fact that learners did not have a say in choosing an activity. In fact, providing learners with the value of the task is listed as a motivational strategy in a number of SLA motivational handbooks . The importance of ensuring that learners perceive the task as valuable and useful to them. The effect of some variables in our study appeared to be conditioned on the existence or absence of some others: WTC “willingness to communicate”, need for achievement,

motivational pre-task intervention rooted in the SDT theory may produce an overall positive effect on learners’ attitudes to the task and motivation to engage in the task. The notions of intrinsic and extrinsic motivations central to the SDT theory are well known in the SLA literature. For example, intrinsic motivation is often compared to Gardner’s integrative motivation, even though the latter is rooted in a social psychology approach and is associated with positive attitudes to members of the target language community. In contrast, an intrinsically motivated learner, as conceptualized in SDT, engages in a learning activity for the joy and other positive emotions that this activity brings. Extrinsic motivation is treated as a unitary concept in SLA: an extrinsically motivated learner eng

designed to т help the learners achieve their goals of becoming fluent in the foreign language. The question is whether learners who will receive such motivational intervention will produce a more accurate, fluent, or complex speech, as well as a larger amount of speech when compared to the learners in the control group, who will not receive such intervention. CHAPTER II. PRACTICAL ASPECTS OF USING CLASSROOM MANAGEMENT: THE ROLE OF A TEACHER IN TASK-BASED LANGUAGE TEACHING 2.1. Implementation of the classroom management: the role of a teacher in task-based language teaching During the implementation of Task Based Instruction, different strengths were identified at the moment of conducting the lesson throughout the classes. Something that worked in terms of classroom management during the p

idea; we have learned that a good voice projection keeps students focused in what is being said by the teacher, even though the teacher moves around the classroom. These results contributed in the practitioners’ professional development on the grounds that the practitioners reflected that at Elementary School the voice projection and paralinguistic features are useful characteristics that foster students’ attention in the lesson also what the teacher is conveying . On the grounds that, we Could identify that paralinguistic features are useful for those students who do not understand some expressions in the target language because they found it complex. Another aspect that worked during the implementation of the task based instructions was the body language in the English classes, since lea

could be observed when presenting the students with the vocabulary related to this topic, they associated the gestures made by the teacher with the purpose of understanding the words that the teacher pronounced supported by his body language. For this reason, when the practitioner asked, “what is the mouth used for? The students responded “We eat food with our mouths”. This result is supported by Halliwell 20 states that “very young children are able to understand what is being said to them even before they understand the individual words. Intonation, gestures, facial expressions, actions and circumstances all help to tell them what the unknown words and phrases probably mean” during the implementation of this strategy, the practitioner highlighted the words accompanied by body gestures fa

facilitator could control in some cases the students’ misbehavior. The recognition of the learners provided the teacher the opportunity to call the students´ attention; for example, student A who was one of the most undisciplined students was asked to be quiet while giving instructions also not to stand up from his chair or if he was already stood the facilitator asked him appropriately to sit down. For example, the teacher used the words “student A can you please have a seat or sit down and start working on the task” to support this idea, Harmer 22 states that “students want their teacher to recognize them. They also like when the facilitator knows who they are in the classroom”. During the implementation some misbehavior was evidenced, but when calling attention to the students by saying

it has to be designed according to the students interests and we as practitioners have to plan classes according to the student’s necessities and also the material used in the classes have to be interesting for them. Based on some of the information collected by teachers during the implementation, it was acknowledged that enthusiasm and motivation played an important role regarding the students’ attitudes toward the English lessons. During the implementation, in most of the lessons the practitioners ask some volunteers to participate in the activities and they were too motivated that all of them want to participate at the same time. For this reason, the facilitator uses the list as a strategy to choose randomly some students to participate in the activities. We learn from this aspect that,

academic instruction to the language users. Being consistent with what the author has mentioned teachers used the Think-Pair-Share technique which can be implemented in a variety of topics including values and in a lot of classroom situations, in which students have to move from the first stage that is think about an specific topic given in class, then turn to their classmates for a short discussion and finally share the results for the rest of the class. Equally important, are the learning and teaching activities in TBLT (Task-Based Language Teaching) which focus on the use of the authentic language through meaningful tasks such as visiting the doctor, a telephone call, jigsaw tasks, information-gap tasks, among others. The aim of these activities based on the task is to encourage student

values in those stories. In addition to these activities role-plays performed by the learners will be shown in the learning environment; thus, the images and the flash cards were used by the teacher in order to activate the learners’ assumed knowledge and the cultural background related to the topic. In the same manner, the handouts and the worksheets were distributed in pairs or groups to perform the active and study stages where learners are supposed to practice and produce language. During the implementation of Task Based Instruction, different strengths were identified at the moment of conducting the lesson throughout the classes. Something that worked in terms of classroom management during the pre- task, task and post-task stages was the facilitator’s voice projection when introducin

attention in the lesson also what the teacher is conveying . On the grounds that, we could identify that paralinguistic features are useful for those students who do not understand some expressions in the target language because they found it complex. Another aspect that worked during the implementation of the task based instructions was the body language in the English classes, since learners understood the movements of the teacher which supported what he was conveying. For example, the teacher used body language and mimics to introduce the topic referred to moods in order to make students understand the meaning of the vocabulary presented in the flashcards. Therefore, in a class dealing with the topic moods and emotions, the teacher used paralinguistic features; for instance, sad, happy,

supported by Halliwell 26 states that “very young children are able to understand what is being said to them even before they understand the individual words. Intonation, gestures, facial expressions, actions and circumstances all help to tell them what the unknown words and phrases probably mean” during the implementation of this strategy, the practitioner highlighted the words accompanied by body gestures facilitating the students to understand the discourse, we learned that this strategy allows the students to have a meaningful progress during the classes. Giving instructions was another positive aspect which was effective due to the fact that the facilitator implemented different features like body language, mimic and face gestures so that students could have a better understanding. Ad

For example, the teacher used the words “student A can you please have a seat or sit down and start working on the task” to support this idea, Harmer 28 states that “students want their teacher to recognize them. They also like when the facilitator knows who they are in the classroom”. During the implementation some misbehavior was evidenced, but when calling attention to the students by saying their names they recognize that the teacher is the authority in the classroom. Task- based language teaching includes not only a re-examination of what aspects of language to teach but also a shift in emphasis on how to teach! The most important ways of learning a language connectes with the method of Communicative Language Teaching. This project aimed to find out successful ways of teaching a lang

for the materials used in class; persistence with the learning task, as indicated by levels of attention or action for an extended duration; and levels of concentration and enjoyment. Learners enthusiastically participated in class showing interest in learning a foreign language. They looked happy and eager to participate giving their opinions about the topic and raised their hands to ask for the meaning of a word. At the beginning of the classes the students showed their happiness when they saw the English teacher arriving to the class, for example, students welcomed the teacher in kind a manner, Student B ¨hello teacher ¨ while shaking hands. In addition, they were highly motivated during the warming-up activities since they really like kinesthetic activities like songs or any type of ga

practitioner used the English language to communicate with the learners; in most of the cases it was evidenced that some of the students did not understand some words or expressions, for this reason, some students with higher level of understanding assisted those learners helping them with the meaning of what was said by the practitioner;for instance, in the lesson referred to the basic colors , the teacher told a student to color a butterfly using different colors such as: red, yellow, green and blue, at this point collaborative learning was evidenced in as much as those who did not get the message at the very beginning were helped by their classmates. In addition, tests results showed that was an instrument used to measure the learner´s knowledge during the implementation of the classroo

On the other hand, it has to be mentioned that the time allotted during the teaching practices was not as much as we as teachers expected, on the grounds that student were exposed to the target language just three hours per week; and the time in which learners are exposed to the L2 has to be taken in to account, if children are exposed to the L2 in the same way as they are exposed to the L1, greater success will be achieved. And the amount of exposure to the target language that lear 40

2. 2. The components of the TBL The task-based learning framework basically consists of three phases; pretask, task cycle and language focus. The pre-task phase introduces the class to the topic and task by activating topic-related words and phrases. The task cycle offers learners the chance to use whatever language they already know in order to carry out the task, and then to improve that language. Exposure to language can be provided at different stages, depending on the type of task. The last phase in the framework, language focus, allows a closer study of some of the specific features naturally occuring in the language used during the task cycle. It includes analysis and practice components and serves the purpose most PPP concepts rely on explicit study of language form.The components

show the class what previous learners have achieved or demonstrate the task with a good learner. The task – cycle . After working hard to set the scene in the introduction phase, the teacher now in the task stage acts as an observer monitoring what is going on in the classroom and acts as a time keeper. He should make sure that all groups are doing the right task and that really all the learners take part. As a passive observer, he ought to be forgiving about errors of form and should only interrupt and help if there is a major communication break-down. Task component helps learners to develop fluency in the target language and strategies for communcation. The main focus lays on the meaning which has to be conveyed. Through tasks, learners may well become better communicators and learn new

The report stage, Willis 29 points out, then probably presents "slightly less of a learning opportunity than the planning stage". But without the report, the learning process of planning, drafting and rehearsing would not happen. Learners naturally feel curious what their colleagues have achieved during the task and actively join in the report stage. A report might last as little as 30 secondes or up to two minutes. Of course, also the reports are bound to strange wordings and grammatical errors. What must be taken into consideration, however, is that learners here offer the best language they can achieve at that moment, given the linguistic resources and time available. During the report stage, the teacher acts as a chairperson, introducing the presentations, deciding who speaks

should not, as Willis writes, "consist of decontextualised presentation and practice of language items in isolation" . By following the task cycle, they rather involve learners in a study of those language forms they actually used and needed during the cycle. Analysis activities give learners time to systematise and build on the grammar they know already, to make and test assumptions about the grammar and to increase their repertoire of useful lexical items. While learners test their own hypothesis and make their own discoveries, the teacher should hold back but ought to be ready to handle individual questions. In reviewing the material they have been exposed to and the language they have used, learners not necessarily notice the same aspects as the teacher but rather pick out thin

They might be asked, for example, to find all phrases with verbs ending in -ing , which describe someone or something, which follow is / was / are / were or which follow verbs like stop and start . If there are any constructions left over, learners could try to classify them as well. Once most learners have finished the activity, the results are discussed in class. When presenting their findings, learners should be asked to explain their reasons for classifying an example in a particular way. When the review is completed, further examples that fit in these categories can be added to the list. The teacher may also focus on other useful words or collocations that occur, always based on the linguistic material provided by the task cycle. In the course of the analysis activities, learners prac

writing task. They usually focus on the audience, the content, and the vocabulary necessary for the task. These are typically word and phrase level activities. 2. During-writing activities engage learners in recursive writing, self- editing and revisions. As the students are guided through writing and re-writing, the teacher should guide them through other areas such as syntax. 3. Post-writing activities help learners reflect on and revise their writing based on feedback from an audience, such as peers and/or an instructor. Pre- writing tasks review and build students' knowledge of relevant vocabulary, relevant grammar points and, most importantly, students' background knowledge, since that is what really generates thoughtful and interesting written work. Pre- writing tasks are a c

accompanying this model birthday card should lead the students to notice relevant expressions, rhetorical structure, grammar, content, greetings, etc. During- the Writing . Once students are ready to write, they need clear instructions and resources to complete the next steps in the process: writing drafts, revising, self-editing, expanding. Students should be allowed to use notes they generated from the pre-writing tasks. Decide also whether they may use a dictionary or spell-checker, and what you expect them to do for this activity. Ensure that your pedagogical objectives align with the actual activity you assign your students. You will write a short story that tells your reader about your latest winter vacation. It will describe in some detail - the more interesting the better - what yo

· Add phrases to make the story flow smoothly (cohesion markers, pronouns, conjunctions). · Eliminate "fluff" (unnecessary or redundant details). · Proofread for spelling, vocabulary, grammar (checklist). · Edit your paper (peer-editing, post-teacher editing). · Share with audience (website, print, etc.). Publishing is optional and should be understood in the broadest sense of the word: sharing the author's written work with multiple readers or even viewers. Here are a few ideas for making student work public. Publishing in written format: · an online blog · a wiki entry · a printed or online class newspaper/newsletter · a collection of poetry, short stor,y or mixed-genre writing Publishing (Presentation) in oral format: · filming a news report · filming or producing a skit · p

While-listening: Teachers play the tape for the students to listen for the 1st time, students listen and get the general idea. And then play the 2nd time, design some True or False or Wh-questions to help students to get the detailed information. Then teachers check the answers. Post-listening Teachers ask students to retell what they have heard and check again. It is quite doubted that whether these activities or steps should be called “tasks”? I think both teachers and students will feel dull and bored by doing these asking, answering, and checking. So in addition to design what type of task to include in a lesson, we teachers need to make decisions about what students will be asked to communicate about and what skills or abilities the students need to be trained through the task. Thus,

2) Asking students to observe a model of how to perform the task. 3) Engaging students to non-task activities designed to prepare them to perform the task. 4) Strategic planning of the main task performance. Activity 1: Present a story with the new words by reviewing the text taught in the previous lesson, make the words related to each other and let students guess what the topic might be in this lesson. break the house --------burglary ------- break the law drug addict (criminal)-------illegal.----crime break into the shopping centers----- shoplifting. This is designed to raise learners’ consciousness about specific features of task performance. It concludes some learning strategies, eg. “learning to live with uncertainty” and ”learning to make intelligent guesses”. Thus, students can be

The guidance may focus students’ attention on form or content. Learners need to be made explicitly aware of where they are focusing their attention--- whether on fluency, complexity or accuracy. Another option concerns the amount of time students are given to carry out the pre-task planning. General speaking, 10---15 minutes is quite suitable. The during-task phrase: The methodological option available to the teachers in the during-task phrase are of two basic kinds. First, there are various options relating to how the task is to be undertaken that can be taken prior to the actual performance of the task and thus planned for by the teacher. These will be called “task performance options”. Second, there are a number of “process options” that involve the teacher and students in online decis

borrow the useful related information from the input data to encourage students’ participation in the task, especially for those poor learners, especially when they feel speechless. And of course, while discussing, some unexpected questions and answers will come up, for the students’ imagination and creativity have been greatly motivated.And it may help to enhance the students’ intrinsic interest in the task. On the other hand, achieving the processes during the task is quite challenging. It depends on how the participants orientate to the task and on their personal skills in navigating the roles of interlocutor / language users and instructor/ learners as the task is performed. The post-task phrase : This post-task phase affords a number of options. These have three major pedagogic goals:

Activity 6: Evaluation: Hand out the questionnaire and let students ask themselves the given questions to evaluate their own performance of the task and the task itself. Evaluation about your performance in class. Make your marks out of ten " How attentive were you? " How much did you contribute to the lesson? " How much did you learn? " How much did you co-operate with your group members? (5) Are you satisfied with the activities in this lesson? 30---40 very good 20—30 ok below 20 not very well and need improving It is very important to get the reflection, students will consider how they might improve their performance of the task, and it may contribute to the developing of learning strategies, which are important for language learning and it will help teachers to decide w

2. 3 Different types of tasks The kind of language learners are exposed to during the task circle can come from a number of sources. We want analyzed, the most important ones.Text- based tasks require learners to process a text, any piece of spoken or written continuous speech, for meaning in order to achieve the goals of the task. This primarily involves reading, listening to or viewing the text with some kind of communicative purpose", as Willis points out , and may also involve talking about the text or perhaps writing notes. Many teachers use supplementary materials in their lessons since the language found in some coursebooks is restricted and simplified. These have to be chosen, however, with due regard both for the language and the learner. Most learners have their favourite top

belong together and form units of meaning. This can only be achieved when reading for meaning is promoted. Learners have to get used to the idea that reading for partial or approximate comprehension is much more useful than aiming at perfect understanding each time. Listening to the radio or watching TV is slightly different from reading in the sense that these activities have to be done in real time and in sequence. This can be a problem in lessons since some learners tend to panic, then get left behind and finally give up. Carefully designed tasks on well- chosen texts can prevent this happening. It is important to encourage learners to listen to the source, predict and make guesses about meanings without penalising wrong ones. Text-based tasks cover a variety of different tasks. In pred

which information is provided and can be downloaded makes it absolutely unrivalled. We, like most teachers today, take it as a given that communicative ability in a second language must be considered as a whole. That is, communicative ability includes not only vocabulary, pronunciation and grammar skills, but also the capacity to use these in real-world contexts. It is this last point which is often missed by traditional assessment tools, such as university entrance exams, often because it is considered too time-consuming and subjective to try to assess communicative ability. We hope to show you that task-based assessment is neither time-consuming nor subjective, and in fact includes many other advantages as well. Task-based assessment is easy, straightforward and, above all, meaningful fo

appropriate outcome was achieved, then we already know that the student’s pronunciation, vocabulary and grammar are at an “acceptable” level for the task, communicatively speaking. They would not have managed to complete the task otherwise. Thus, task-based assessment works something like this: Step 1 Was the task appropriately completed? Would the outcome be reasonably recognizable by an “average” native speaker of English as an example of its “type”? (In this case, was it a story? Was there a beginning, a middle and an end? Were the events in the story linked to each other coherently? Was it clear enough to understand, despite any possible language problems such as poor pronunciation or grammar mistakes?) Yes (pass) No (fail) Step 2 If “yes,” how good was it? Read the descriptors below a

5 Serious difficulties with basic grammar, vocabulary or pronunciation. Required considerable support and patience from the listener. Often reverted to first language; nevertheless, short sections of the speech could sometimes be understandable. 4 Did not display an ability to use basic grammar structures. Spoke in two- or three- word utterances using basic, but appropriate vocabulary. Used other means to support speech, including relying very heavily on first language. Difficult to understand even for a very sympathetic listener; nevertheless, displayed some noteworthy quality, such as an understanding of storytelling conventions. 3 Did not display an ability to use basic grammar structures. Spoke in two- or three-word utterances using only basic vocabulary. Used other means to support sp

We can think of tasks as representative of certain “types” of communicative acts. It is reasonable to expect that a learner who can order a meal at a restaurant can also function reasonably well at the dry cleaner’s or rent a car in person. Renting a car by phone, however, would be more like ordering a pizza, since the learner could not rely on gestures and other means of communicating. Finally, someone who could give a reasonable TV interview could also be expected to, say, participate as a student in a high school algebra course. Although how to rank tasks according to complexity and how to organize them into task types are still unresolved issues for researchers and theorists, we have chosen to follow the lead of language descriptor systems such as the Common European Framework of Refe

CONCLUSION It is clear that we cannot find a universal language learning methodology fitting on any teacher type, learner type, cultural background and personal preference. Each concept has its advantages, otherwise it would not have been created, but also it has its disadvantages. Concepts appreciated by one learner might be rejected by the other. All that methodology can do is to try to detect certain trends in society and then combine them with what research finds is good for most effective language learning. Task-based learning, I think, is a typical approach for our time where two ideas are very important: naturalness and communication. These ideas lead like a red thread through all aspects of our lives. It is naturalness in style, in food, in behaviour, and learning; it is communicat

the language than in its use and to teachers who illustrate theory with invented examples adapted to the respective structure. The role of the teacher in TBLT is approached from three perspectives: a) the teacher as mediator of the students’ language development, contributing to the effectiveness of TBLT as a pedagogical approach to second language education; b) the teacher as a key figure in the implementation of TBLT, and thus as a change agent in the innovation of second language education; c) the teacher as researcher, and thus as an active contributor to the development and further refinement of TBLT as a researched pedagogy. Task-based learning tries to avoid such an unnatural understanding of language by presenting pieces of authentic language from which the learners can derive theo

modern findings of second language acquisition research with a traditional, structural approach. Additionally, it is a highly flexible framework; its components can be easily adapted to fit any learning situation. The ideas according to which task based learning is designed are innovative on the one hand but not really revolutionary on the other. Innovation is inherently threatening. A new perception in pedagogy, implying a different pattern of classroom activity, is an intruder into teachers' mental frames - an unsettling one, because there is a conflict of mismatch between old and new perceptions and, more seriously, a threat to prevailing routines and to the sense of security dependent on them. With task-based learning, however, teachers and learners should not have major problems g

USED LITERATURE : 1. Мирзиёев Ш.М. Обеспечение верховенства закона и интересов человека – гарантия развития страны и благополучия страны. – Т.:Узбекистан, 2017 2. Karimov. I.A. Harmoniously Developed Generation is the Basis of progress of Uzbekistan-T.:1998. 3. Karimov I.A. High spirituality is invincible power 2008,p.67 4. On measures to further improve foreign language learning system. PD1875, The decree of the President of Uzbekistan Republic.2012. 5. Adams, M. and Bruce, B. Motivation and TBI . University of Illinois, Centre for the Study of Reading: Urbana. 1980. 56 p 6. Alderson, J.C.. The role of Teacher in TBI New York: Longman. 1984.184p 7. .Alderson, J.C. and Urqhuart, A.H. Introduction: what is TBL on Foreign language learning?. New York: Longman. 1984 -98 p 8. Belgar, D., & Hu

12. Candlin, C. N. (1987). Towards task-based learning. In C. Candlin, & D.F. Murphy (Eds.), Language learning tasks. Englewood Cliffs, NJ: Prenctice Hall.200p 13. Carless, D. (2002). Implementing task-based learning with young learners. Retrieved Nov. 4th, 2007, 130p 14. .Carr, T. and Levy, B. “ TBI and its development: component and types”. San Diego: Academic Press. 2005 -76 p 15. .Carr, T. and Levy, B. “ TBI and its development: component and types”. San Diego: Academic Press. 2005 -76 p 16. Harmer, J.. “ The Practice of English Language Teaching” (Fourth Edition) . London: Pearson Education Limited. 2007 -32 p 17. Halliwell, S. (1992). Teaching English in the primary classroom . London: Longman.Morales, K.N. “Promoting the teachers role on TBL” Philippines ESL Journal , Vol. 5, July

24. Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.230p. 25. . Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.330p. 26. Rahman, Md. Hamidur. An Evaluation of the Teaching. R ajshahi: University of Rajshahi. 2004- 36 p 27. .Richards, J. C., and Rodgers T.S. Approaches and Methods in Language Teaching (Second Ed). New York: Cambridge University Press. 2006- 87 p 28.Richards, J.C., and Schmidt, R. Longman Dictionary of Language Teaching. New York: Cambridge University Press. 2006-440p. 29. Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics 17:38-62p. 30. Skehan, P. (1998a). A cognitive approach to language learning. Oxford: Oxford University Press.230p. 31. Skehan, P. (19

Englewood Cliffs, NJ: Prentice Hall International.230p. INTERNET SITES: 1. http:// www.ziyonet.uz 2. http://www. 3. www.webdata.soc.hawaii.edu/fredr/welcome.htm 4. http/www.Google.uz.com./ methodology 66

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