Pre-course
MODULE 1: Presenting TBLT
MODULE 2: Designing a TBLT Needs Analysis
Mid-course reflection week
MODULE 3: Designing a task-based pedagogic unit
MODULE 4: Facilitating task performance
MODULE 5: Designing task-based assessments

Why TBLT? Presentation

Activity
Materials

Watch Geoff Jordan take a look at the issue of how we teach, how learners learn, and how best to facilitate that learning. Take notes and prepare for a quick comprehension check in the next step.

References

  • Breen, M.P. (1987). Contemporary Paradigms in Syllabus Design. Part I. Language Teaching, 20.2, pp. 81-92. Part II, Language Teaching, 20.3, pp. 157-174.
  • Long, M.H. & Crookes, G. (1993). Units of analysis in syllabus design: the case for the task. In: G. Crookes & S.M. Gass, eds., Tasks in a Pedagogical Context. Multilingual Matters, pp. 9-44.
  • Long, M. (2015). Second Language Acquistion and Task-Based Language Teaching. Chichester: Wiley Blackwell.
  • Meddings, L. and Thornbury, S. (2009). Teaching Unplugged. Delta.
  • Ortega, L. (2009). Sequences and Processes in Language Learning. In: Long and Doughty, eds., Handbook of Language Teaching. Oxford: Wiley.