Great video, clear and informational. The flaw of TBLT is that the starting point of the lesson, party planning, might not be strongly related to students' interest at the moment, which would be difficult to engage all students. When not coming from the bottom of their hearts, the task feels a little distant from authenticity.
I may have missed something but I thought the idea of party planning would be universal as most people have a party for birthdays, weddings, name ceremony, engagements, new jobs, quitting a job etc. Plus who does not love a party.
I like how you engage the students in the learning process by first eliciting a couple of examples for your mind map on the board as a model and then turning it over the them to collaboratively engage in expanding their own maps. I wonder what follows this, that is what happens to the students' mind maps?
Hey Thx a lot for the video! Just a few questions... Were the students aware of what the target language was? If so, did you provide any kind of scaffolding so students would be more ready to use it? Things like pre-teaching vocabulary, reviewing some grammar points, or providing someone lexical chunks that could come in handy for the activity... In the a 100% task-based course , how is new language introduced?
'Encourage use of the target language' conflicts with the principles of TBL somewhat. True 'weak end' TBL provides a language model (preferably native speakers or highly proficient users) pre-task which can serve as a liniguistic reference point or opportunity for the students to notice key enabling language/expressions for the task. As for preselection of language items, there should be none and no expectation of any particular language to be used from the teacher.
The aim of TBL is the task itself. The task is not a vehicle for a grammar aim. The idea is that a task prompts natural and suitable language usage, as opposed to a language point, such as the past simple, being an end in itself.
Doesn't this deviate from task-based learning if you have target language included? The purpose should be primarily on task completion and not on use of any pre-defined vocabulary.
I was thinking the same, but I also consider this to be done whenever you are working with beginners. They may not have the vocabulary range to express their thoughts without such support, which would lead to issues in regards to completing the task.
I'm about to begin my CELTA course and this video has kind of saved my life in a way. Thanks a lot!!
our professor used your video for out mid-term exam :)
Great video, clear and informational. The flaw of TBLT is that the starting point of the lesson, party planning, might not be strongly related to students' interest at the moment, which would be difficult to engage all students. When not coming from the bottom of their hearts, the task feels a little distant from authenticity.
Who knows? It might inspire the students to organise a surprise party for the teacher. Isn't that the real aim? (joking)
I may have missed something but I thought the idea of party planning would be universal as most people have a party for birthdays, weddings, name ceremony, engagements, new jobs, quitting a job etc. Plus who does not love a party.
It has been the most helpful video I have watched so far regarding TBL! Thank you for sharing!
true
I'm just learning about this method in my classes and your lesson helped me so much to understand it better. Thank you!
I like how you engage the students in the learning process by first eliciting a couple of examples for your mind map on the board as a model and then turning it over the them to collaboratively engage in expanding their own maps. I wonder what follows this, that is what happens to the students' mind maps?
What a lovely lesson! Kudos to you and your presentation!
Hey Thx a lot for the video! Just a few questions... Were the students aware of what the target language was? If so, did you provide any kind of scaffolding so students would be more ready to use it? Things like pre-teaching vocabulary, reviewing some grammar points, or providing someone lexical chunks that could come in handy for the activity... In the a 100% task-based course , how is new language introduced?
This lesson saved my life. Thanks a lot. I will enjoy your other videos.
Thank you for the video.. It clearly erases my confusion of this approach in teaching.
I enjoyed this video so much. It is persuasive because it combines theory with practice.
What a useful video! Thanks a lot!
The traits of an outstanding teacher thanks
Thank youuuu! Saved my life, copied most of your concept for my final requirement in school which is the teaching demo hihihi.
Hey how’s your teaching experience been so far? Where are you currently teaching?
Awesome video.Simple and instructive.
Thanks for the video. Very insightful, indeed.
Thank you for a great video, I am kind of diving into teaching second language English without teaching experience. Very useful, thanks.
Hello, this is a nicely presented overview of TBLT, with tips and to the point. What kind of assessment do you suggest with such a course?
Thank you for a good video! It was very clear to understand TBL approach.
I love the demo. It's very useful. Thanks! What other activities Can we use as pre-tasks?
Excellent video! Thank you! I teach Spanish and English languages, and I enjoy using TBL teaching pedagogy.
Adorei o video, muito bem explicado!
Excellent teacher, thank u for this ;)
Excellent video it simplifies a task-base activity.
Great job!!!
Thank you very much you give an idea for me to do microteaching in my 2nd year of university 🥰🥰
thank u so much for making this video, btw I'm gonna use this for my presentation to my lecture and my friend in college btw thank u so much
Thanks a lot! It was very clear and quite an insteresting approach. I do have one question, though, is it possible to teach this way one-on-one?
Thanks for your help 👍
Inspiring ❤
Thank you for this. It's certainly helpful.
Thank you a million 😊
Thank you so much sissy.. You had helping my last examination task..
Good job 🤗
Love you from Indonesian
Great ideas. Thank you
'Encourage use of the target language' conflicts with the principles of TBL somewhat. True 'weak end' TBL provides a language model (preferably native speakers or highly proficient users) pre-task which can serve as a liniguistic reference point or opportunity for the students to notice key enabling language/expressions for the task. As for preselection of language items, there should be none and no expectation of any particular language to be used from the teacher.
Thanks a lot! They are very useful
Are there somewhere info about comparison of the methods TBLT and TPRS?
Is this task suitable for intermediate level or upper intermediate level?
I REALLY LIKED AND IT IS VERY IMPORTANT FOR ME TO PROMOTE SPEAKING IN MY CLASS
Did you watch this video while lit on fire?
Thank you, it helps a lot 🥰🙏
Thanks a million!
Awesome video!
I have a question, can we use TBL for beginners who have no idea of English? For example, how can we teach past tense using TBL?
The aim of TBL is the task itself. The task is not a vehicle for a grammar aim. The idea is that a task prompts natural and suitable language usage, as opposed to a language point, such as the past simple, being an end in itself.
You may use a PPP format first before moving on a TBL
This is a great video
Excellent thank you so much
Doesn't this deviate from task-based learning if you have target language included? The purpose should be primarily on task completion and not on use of any pre-defined vocabulary.
I was thinking the same, but I also consider this to be done whenever you are working with beginners. They may not have the vocabulary range to express their thoughts without such support, which would lead to issues in regards to completing the task.
In which case, the task would not be well set. These guys are not beginners, though.@@andresfelipelargogonzales2400
so good
thank you ))
I really nice lesson
Great video
❤️
It is a true method of Rod Illis.
absolutely
Am I the only one who gets disturbed when I hear the word "gonna" instead of "going to" specially when not expected from a professional.
Great video!