Teacher Roles Task-Based Language Teaching TBLT

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d. Task and Activity Types

Pattison 1987 proposes seven task and activity types in task-based language teaching as cited in Nunan, 2004, p. 57. Those task and activity types are presented as follows: 1. Dialogues and role plays The teacher can create an atmosphere in which the learners have a chance to use the target language. For instance, the learners are given clear instructions to create dialogues. The teacher can give some choices of what to say and explain clearly what the learners should do in creating the role plays. It is used to help the learners participate actively in using the target language. 2. Matching activities In this part, the teacher provides a set of dialogue and asks the learners to complete the dialogue by matching the items provided. In matching activity, the learners can work in pairs to increase learners’ talk time in the target language. 3. Communication strategies In this activity, the learners should be encouraged to produce ideas in a limited time. It is used to help the learners to think quickly and effectively. For example, learners are given a task to paraphrase and to invent words. 4. Pictures and picture stories The teacher provides some pictures to stimulate learners to use the target language. For example, memory test, sequencing picture to tell a story. For this activity, the teacher can ask the learners to speak using the pictures given. 29 5. Puzzles and problems There are many types of puzzles and problem. In this part, the learners are asked to make guesses, draw on their general knowledge and personal experience. For example, the learners are given a case to be solved. The learners can use their imagination and tests their powers of logical reasoning. 6. Discussion and decisions This activity requires the learners to collect and share information to reach a decision. For example, the learners are asked to decide which items from a list are essential to have on a mountain area. 7. Questions and answers. These activities are based on the notion of creating information gap. The teacher can let the learners to make a personal and secret choice from a list of language items which all fit into a given frame. For example, the learners are asked to find the location of a person or object.