Task-Based Language Teaching Approach, Listening, and Writing Skills – Speech or Presentation Example

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The paper “ Task-Based Language Teaching Approach, Listening, and Writing Skills” is a meaty version of a presentation on education. Time 40 minutes Goal: To introduce students to new vocabulary and dialogues related to the lesson’ s theme “ Searching for a job” by using Task-Based Language Teaching Approach (TBLT) which involves, interviews, role-plays, pair works, teaching drills, games and classroom surveys. This approach aims at enhancing language teaching and learning through the assignment of various tasks that are to be completed by students by using the language being taught. Objectives: 1- Students will be able to express themselves in English while searching for jobs.

2- Students will be more confident while communicating with their potential employers or when searching for their respective jobs and when communicating with native speakers of English. 3- Students will have a basic knowledge of vocabulary related to job searches and interviews. 4- Students will be able to enter into a conversation/ dialogue whereby they can listen and speak to their partners. Methods: The reason for selecting a Task-Based Language Teaching Approach is due to the fact that it is student-centered such that it allows the student to actively take part in the learning process through practical experimentation and performance of assigned tasks.

The student is also able to interact, engage in dialogues, and therefore communicate with partners thus developing other linguistic and effective communication skills. The approach allows a student to use vocabulary and grammar constructs of their choice hence enabling them to make use of learned as well as known language. The involvement of students in undertaking the various designated tasks that are related to the lesson motivates them thus making the lesson enjoyable and much more interesting (Harmer, 2001). Materials: 1- List of vocabulary related to the lesson will be used for all procedures (Appendix) 2-A whiteboard for procedure 1 3- Vocabulary worksheets for procedure 2 (Appendix). 4- A conversation worksheet for procedures 5 and 6 (Appendix). 5- A video for procedure 2(Appendix) Procedures: 1- The teacher asks the students to brainstorm on the various types of job positions that include those of a nurse, secretary, messenger, matron, banker, teacher among others that they may be looking for.

The teacher lists these jobs on the whiteboard. 2- The teacher presents a list of related vocabulary to the students.

This is given in the form of worksheets that are distributed to each student. The vocabularies have been obtained from a video that the teacher shows the students. 3- The teacher gives a definition for each vocabulary that includes an interview, application, resume, position, qualifications, experience, and salary. Relevant examples were given in each case. 4- The teacher provides an advertisement for a certain job and one that the students might take interest in. 5- The teacher then asks the students to pair up with one student acting as the job seeker while the other is the employer.

The two partner students are required to create a dialogue whereby the job seeker is asking for the advertised and the employer is interviewing him or her. The teacher should at this point monitor the conversations and provide the students with relevant vocabularies to use.


Harmer, J. (2001) The Practice of English Language Teaching. 3rd Ed. Essex: Pearson Education Ltd.

Richards, C. John P. and Heidi P.(1992) The Longman Dictionary of Language Teaching and Applied Linguistics. Harlow: Longman Publishers.

Willis, J. (1996). A framework for task-based learning. Harlow, Essex: Addison Wesley Longman.

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