Task-Based Language Teaching

1980's, a logical extension of CLT because it uses many of the same principles, such as: - Activities that involve real communication are essential for language learning Activities in which language is used for carrying out meaningful tasks promote learning; - Language that is meaningful to the learner supports the learning process.Tasks are: listing, ordering and sorting, comparing, problem solving, sharing personal experiences, creative activities. Authentic materials are used when possible. Kathleen Bailey suggests some principles which are rather more generic than any one approach or method: - engage all learners in the lesson by addressing learner needs and interests; - make learners, not the teacher, the focus of the lesson; - provide maximum opportunities for student participation; - develop learner responsibility and confidence; - be tolerant of learners' mistakes; - teach learning strategies; - respond to learners' difficulties and build on them; - use a maximum amount of student-to-student activities; - promote cooperation among learners; - practice both fluency and accuracy.

Teaching listening in the process of teaching foreign languages.

Listening is the language modality that is used most frequently. Listening is the ability to identify and understand what others are saying. There are two main roles for listening in language teaching. The first role: it is important for students to develop the listening skill in order to understand spoken English, whether on TV, radio or in speaking to people. The second role: listening can provide further sources of input and can help the students remember the words, phrases, grammar that they are learning. By working on listening tasks, students can become closely involved with the language and, in doing so, develop their general language proficiency. By "learning to listen» students attend to what they hear, process it, understand it, interpret it, evaluate it, respond to it.There are five main reasons for listening: to engage in social rituals; to exchange information; to exert control; to share feelings; to enjoy yourself. Whilst hearing can be thought of as a passive condition, listening is always an active process. There are 3 main groups of resources for teaching listening comprehension. 1) your English teacher; 2) other speakers of English (classmates, PCV-s, other native speakers); 3) Materials: - Radio and television programs - Public address announcements (airports, train/bus stations, stores).

Teaching aids.

By teaching aids we mean various devices which can help the teacher in presenting linguistic material and in fixing it in their memory, in testing pupils ‘knowledge of words phrases, grammar items habits and skills, in using them. They may be grouped into non-mechanicals (blackboard, flannel board, magnet board) and mechanical (cassette-recorder, radio, computer..). Computer replaces mostly all teaching aids because when using the computer you can read the text, write anything, listen to the CD, do various exercises, use Internet. The students can work independently at various tasks and give immediate feed-back. C.A.T-Computer Assisted Instruction. This term describes computer programs designed for teaching. C.A.L.LComputer Assisted Language Learning. This term is used for different forms of use of the computers. Video activities can be divided into 3 stages: 1) previewing activities – the pupils focus on vocabulary grammar that will appear on the tape.2) while- viewing activities, 3) follow – up. It includes study of the new language, discussion, interpretation, personalization, role-playing, creative writing and many other activities.