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The PPP paradigm. First present ： The teacher presents an item of
language in a clear context to get across its meaning.
Then practice stage ： Students are asked to complete a controlled practice stage (choral and
individual drilling, etc.)
Finally produce: Sometimes it is called the 'free practice' stage (role play, etc.)
A Task-Based Language Teaching
Based on the use of tasks as the core unit of planning and instruction in language teaching (Richards & Rodgers, 2001)
Based around the completion of tasks which may include projects for producing posters, brochures, pamphlets, oral presentations, radio plays, videos, websites and dramatic performances.
The TBLT Framework※Richards ( 1985) Pretask activities: The focus is on thinking abo
ut a topic, generating vocabulary and related language, and developing expectations about the topic. The activities include brain-storming, ranking exercises, and problem-solving tasks.
Task activity: Engage in the process of completing a task.
Posttask activities: Focus on the aspects of language.
The TBLT Framework※ Willis (1996) Pre-task: Task cycle: • Task: A task is carried out using target language. • Planning: Preparation for presenting what they have don
e• Report: Presenting their report Language focus (Posttask): • Analysis: Making corrections and adjustments to the stud
ents' performance• Practice: Language areas are selected to practice based
on what emerged from the task and report phases. ( like choral repetition, memory challenge games to increase students’ confidence).
Task types ※ Willis’ six task types (1996)
Listing
Ordering and sorting Comparing
Problem solving
Sharing personal experiences
Creative tasks
Integrated Assessment We are assessing all of the time. Assessment is int
egrated into life.
Integrated Assessment is merely a way to integrate multiple assessment practices into classroom instruction.
Assessment needs to be integrated into textbooks.
Assessment needs to be integrated into all phases of instruction.
Sources• Richards, J.C. (1985). Conversational competence throug
h role-play activities. RELC Journal 16(1): 82-100.• Richards, J.C. and Rodgers, T.S. (2001). Approaches an
d methods in language teaching. Cambridge University Press.
• Willis, J. (1996). A Framework for Task-Based Learning. Pearson Education Asia Pte Ltd.
• http://en.wikipedia.org/wiki/Task-based_language_learning
• http://www.teachingenglish.org.uk/think/articles/a-task-based-approach
• http://www.tblt.net/• http://www.youtube.com/• Dr. Caroline Linse (Multiple Assessments: moving towar
ds Integrated Assessment)
