Andijon davlat chet tillari instituti

O’ZBEKISTON RESPUBLIKASI
OLIY TA’LIM, FAN VA INNOVATSIYALAR VAZIRLIGI

ANDIJON DAVLAT CHET TILLARI INSTITUTI

Fakultet: Xorijiy til va adabiyoti
Yo’nalish : Ingliz tili va adabiyoti
Guruh: ___311____
Talaba: Joʻrayeva Xonzoda
CH.T.Oʻ.K fanidan

Tekshiruvchi: Zaynobiddinova G.

TASK BASED LEARNING
TBL is an approach to teaching that was originally used by second or foreign-language teachers. It is an approach that stems from Communicative Language Teaching (CLT) – a language teacher methodology – which emerged in the 1970s.
Language teachers originally adopted Task-Based Learning for a variety of reasons with the most important being the desire to make their classrooms more student-centered, communicative, and collaborative by incorporating more interactive tasks.
Task-Based Learning (TBL) is also known as Task-Based Language Teaching (TBLT) and Task-Based Instruction (TBI). Its principal focus is on the completion of meaningful tasks. Such tasks can include creating a poster, producing a newsletter, video, or pamphlet, or designing a map of the school or neighborhood.
The Task Cycle > Task / Plan / Report
The TBL formula includes the following stages:
Pre-task
The teacher introduces the topic and gives students clear instructions and guidelines on what they will be doing during the three-part task cycle (below). This phase will give students a clear understanding of what will be expected of them and include any important knowledge or details they need to know.
This is also a good time to lead into the task by brainstorming or asking questions about the topic. Teachers can also get students ready for the task by presenting an example of the task or introducing a picture, audio, or video which will be useful in completing the task.
Task
Students get ready to do the task. Students are given what they need to complete the task (handouts and written instructions) and are assigned to work in pairs or small groups while the teacher monitors and offers encouragement when necessary. The teacher’s role is typically limited to one of a coach, guide, and facilitator.
Plan
Students work on the task in pairs or small groups and prepare to report or present their results or product. They make important decisions about their presentation and assign each person in the group with a part of the task to present, so everyone takes responsibility during the report stage. The group rehearses its presentation. The teacher walks around, helps if needed, and takes notes on anything that needs to be addressed after the presentations.
Report/Present
Students present their findings to the class in the form of a presentation. The rest of the class listens to the reports and writes down feedback which will be given to the presenters after all reports have been heard. The class can also ask questions or provide some quick oral feedback after each presentation. The teacher also gives feedback on the content as well. Students vote on the best presentation, report, or product.
Feedback
After presenting their completed task, others in the class can offer constructive feedback.
Several ways to do so include:

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  Two stars and a wish – two positive things about the presentation and one suggestion,
  
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  The 3, 2, 1, Formula – Three likes, Two suggestions, and One question.
  
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  Finally, feedback can be given based on things like the content of the presentation, use of visuals, eye contact, etc.