BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƯỜNG ĐẠI HỌC VĂN HIẾN

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NGUYÊN LÝ VÀ PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH

TASK-BASED LANGUAGE TEACHING

GIẢNG VIÊN GIẢNG DẠY: Lê Nguyễn Thanh Trúc

HỌ VÀ TÊN HỌC VIÊN: Nguyễn Trung Trực, Nguyễn Quốc Thái, Lê

Minh Trung

MÃ HỌC VIÊN: 221A140037, 221A140040, 221A140111

NGÀNH: Ngôn ngữ Anh

TP. HỒ CHÍ MINH - 2024

 BỘ GIÁO DỤC VÀ ĐÀO TẠO (font 14)
TRƯỜNG ĐẠI HỌC VĂN HIẾN(font 14)

NGUYÊN LÝ VÀ PHƯƠNG PHÁP GIẢNG DẠY TIẾNG ANH

TASK-BASED LANGUAGE TEACHING

GROUP MEMBERS CONTRIBUTION
(Unit: %)
Group: Desuggestopedia

Responsibilities Nguyễn Nguyễn Lê Minh

Trung Trực Quốc Thái Trung
1 Contributing ideas when 100% 100% 100%
discussing
2 Finding information 100% 100% 100%
3 Writing essays 100% 100% 100%
4 Observation 100% 100% 100%
TOTAL 100% 100% 100%

TP. HCM, NĂM 2024

 ABSTRACT

Chapter 1: Introduction to the lesson's skills, problems encountered when

teaching this skill, and the importance of teaching this skill.

a. Introduction to the lesson's skills

b. Problems encountered when teaching this skill

c. Importance of teaching this skill

Chapter 2: The content of lesson and the teaching stages.

a. The content of this lesson focuses on developing students' English communication

skills through practical activities (Students will conduct interviews to fill in missing
information on a worksheet).

b. Based on the teaching plan, there are three main phases: preliminary activities, the
lesson propper, and conclusion (This period takes 3 minutes of class time).

c. Over the period of main lesson, students engage in two activities (the teacher moves
around the classroom to watch students, intervening only if they revert to their native
language or veer significantly off task).

d. Finally, The classroom activities wrap up with a review session where students
return to their desks, and the teacher verifies the answers by displaying both the
questions and answers in a presentation.

Turning to the conclusion, the teacher assigns homework and explains his
requirements specifically to the students.

Chapter 3: The stengths of task-based language teaching.

According to the Task-based Language Teaching group’s teaching plan, there are
several strengths of the task-based teaching plan:
a. Task-focused Approach (This allows students to apply language in real-life
contexts, enhancing learning effectiveness).

b. Encourages Collaboration (Collaborative work offers students the chance to develop

teamwork skills and problem-solving abilities).

c. The opportunity to use real-life language (This helps students use English
confidently).

d. Developing finding and information evaluation skills (able to develop accurate

comprehension and information evaluation skill).

e. Promoting creativity (This helps develop students' creative abilities and dynamic
thinking).

Chapter 4: Points need to improve to have an effecty lesson plan of task-based

language teaching.

a. The first thing this class needs to improve is for the teacher to ask students more
challenging questions.

b. Secondly, the learning outcomes are still unclear (Students in the class rely too
much on the teacher, leading to confusion).

c. The teacher should call on individuals to answer to ensure clear communication.

The teacher needs to correct students' pronunciation when necessary.

d. Although the teacher provides students with handouts, the class needs more
teaching aids to explain concepts to students who may not understand (since this is a
communication skills class, we need to incorporate the International Phonetic
Alphabet (IPA) to help students learn how to pronounce words correctly).

Chapter 5: Redesigning lesson plan for task-based language teaching.

a. First of all, the teaching aids should help students and observers easily follow the
process (having attractive and funny teaching aids helps students enjoy the lesson).
b. Secondly, as this is a communicative skills class, every student should have an
opportunity to improve their pronunciation (Instead of going around the class and
asking students to speak in English, the teacher can ask a single student to give the
answer and correct any mistakes when he/she is wrong).

c. Last but not least, while observing the class, the teacher should ask students
challenging questions outside the handout to find out talent in the class and help
stimulate their craving for learning (stimulating the craving for learning is one of the
factors that help students desire to discover the mysteries of the language and
understand the lesson more easily).

CHAPTER 1: INTRODUCTION TO THE LESSON'S SKILLS,

PROBLEMS ENCOUNTERED WHEN TEACHING THIS
SKILL, AND THE IMPORTANCE OF TEACHING THIS
SKILL

a. Introduction to the lesson's skills

Task Based Language Teaching aims to create an interactive and engaging learning
environment where learners can develop their language skills through activities with
interactive elements based on homework tasks, activities in class.

TBLT often uses materials, such as real-life text, audio recordings, or videos, to
expose learners to natural language use.

As in the lesson, TBLT was introduced by creating a game (guess the character's
name). The teacher prepared materials such as a piece of paper with the character's
name missing for students to interact with each other to increase their learning ability.

b. Problems encountered when teaching this skill

The first and most obvious problem is what happens if a student in the class answers
incorrectly (Because all learners answered correctly, we don't know how the teacher
will handle it if a learners answers incorrectly).
Focusing too much on completing assigned tasks in class can reduce your productivity
in learning essential language such as grammar, vocabulary and pronunciation.

It is difficult to teach a large number of students because it would be impossible to

know which students are performing poorly in the classroom.

c. Importance of teaching this skill

This skill prepares learners for real-life communication situations by focusing on tasks
they will encounter every day, making language learning more practical and
meaningful.

Engaging in tasks that are dynamic and interesting to the learner can enhance the
learner's motivation and promote a positive learning environment, making the learner
academically successful

CHAPTER 2: THE CONTENT OF LESSON AND THE

TEACHING STAGES

The content of this lesson focuses on developing students' English communication

skills through practical activities. Students will conduct interviews to fill in missing
information on a worksheet, then they will engage in a group or pair activity to explore
their classmates' hobbies and report the results. The lesson emphasizes promoting
English communication skills, encouraging collaboration, and problem-solving in the
learning environment.

Based on the teaching plan, there are three main phases: preliminary activities, the
lesson propper, and conclusion. During the initial activities, there are two small parts:
greeting and checking of attendance. For the greeting, the teacher says “Good
morning” to the class, and then students reply, “Good morning, teacher.” After that,
the teacher asks some questions about students’ health, today's agenda, etc. The last
part of this phase involves the teacher checking how many students are in the class
before moving to the next stage. This period takes 3 minutes of class time.
Over the period of main lesson, students engage in two activities. In the pre-task
activity, the teacher randomly distributes sheet A or B to each student, then introduces
the materials and explains the mission that students must complete. Additionally, the
teacher explains the game clearly to those who have never played it before and asks
students to give examples. During this time, students observe the teacher's instructions
and ask questions if needed. Next, students follow the actual task cycle, starting by
standing up and finding their partner before beginning the activity. Additionally, the
teacher circulates around the class to observe students and only reminds them if they
use their first language or deviate too far from the assignment at hand. Finally, the
classroom work concludes with a post-task review where students return to their seats
and the teacher checks the answers by presenting the questions and answers in a
presentation. This part takes 20 minutes. As for the second activity, the teacher divides
the class into small groups to work together. The students are instructed to find a way
to determine their classmates' favorite hobbies. Additionally, they must find out from
class members which activities they like the most (at least 3 activities) and which they
like the least (at least 3 activities). The teacher continues to observe and helps explain
something if students do not understand. This part takes 15 minutes.

Turning to the conclusion, the teacher gives a homework assignment and explains his
requirements specifically to the students. The students listen carefully to the teacher's
instructions. This stage takes 7 minutes.

CHAPTER 3: THE STENGTHS OF TASK-BASED LANGUAGE

TEACHING

According to the Task-based Language Teaching group’s teaching plan, there are
several strengths of the task-based teaching plan:

Task-focused Approach: This method concentrates on learning through specific and

practical tasks, such as interviewing friends to fill in blanks on worksheets. This
allows students to apply language in real-life contexts, enhancing learning
effectiveness.
Encourages Collaboration: Students are required to work in pairs or groups in this
approach to foster a positive learning environment and have more opportunities to
interact with peers. Collaborative work offers students the chance to develop
teamwork skills and problem-solving abilities.

The opportunity to use real-life language: Through the teacher's instructions, students
are asked to communicate and complete tasks in English, providing many
opportunities for language application in authentic situations. This helps students use
English confidently.

Developing finding and information evaluation skills: Students are required to conduct
interviews and fill in information, which encourages collaborative work to find correct
information and write it down. Therefore, they are able to develop accurate
comprehension and information evaluation skills.

Promoting creativity: This method allows students to freely discuss with groupmates
and explore precise information for tasks, encouraging them to use their creativity to
design and report results. This helps develop students' creative abilities and dynamic
thinking.

In conclusion, the task-based teaching plan offers a comprehensive approach to

language learning, encompassing practical tasks, collaborative activities, real-life
language use, critical thinking development, and promotion of creativity. By
integrating these strengths, the task-based approach facilitates a holistic language
learning experience that prepares students for effective communication in diverse
contexts.

CHAPTER 4: POINTS NEED TO IMPROVE TO HAVE AN

EFFECTIVE LESSON PLAN OF TASK-BASED LANGUAGE
TEACHING
The first thing this class needs to improve is for the teacher to ask students more
challenging questions. The reason for this is that students in the class find it somewhat
boring, leading to their laziness. Additionally, giving students hard questions also
helps them use their brains more frequently and creates a craving for learning. The role
of the teacher is not clear enough; students have to make mistakes in order to see how
the teacher fixes errors in Task-Based Language Teaching. In this class, the teacher
and students are 'superstars', so mistake correction is missed.

Secondly, the learning outcomes are still unclear. Students in the class rely too much
on the teacher, leading to confusion. The teacher should review the lesson at the end of
class to check the students' understanding. If the students have not grasped all parts of
the lesson, the teacher should adjust the lesson plan accordingly.

Next, when checking tasks, the teacher should call on individuals to answer to ensure
clear communication. The teacher needs to correct students' pronunciation when
necessary. Correcting tasks together makes it difficult to identify who needs help with
pronunciation, or some students may not speak up during the correction period
because they think the teacher will not notice them.

Although the teacher provides students with handouts, the class needs more teaching
aids to explain concepts to students who may not understand. For example, when a
student asks the teacher, "What does 'Australia' mean?", the teacher could use a
picture, poster, or image to help the student understand the definition of the word.
Furthermore, since this is a communication skills class, we need to incorporate the
International Phonetic Alphabet (IPA) to help students learn how to pronounce words
correctly.

To summarize, this Task-Based Language Teaching class is too focused on perfection,

which itself is a mistake. The error correction section is missing, and the teacher
continues the lesson without reviewing or ensuring that students are following along.
Additionally, teaching aids are needed to improve the quality of the class and help
students enjoy the lesson.

CHAPTER 5: REDESIGNING LESSON PLAN FOR TASK-

BASED LANGUAGE TEACHING
The previous lesson plan of the Task-Based Language Teaching group is
already excellent; however, we need to improve some mistakes in the preparation.
First of all, the teaching aids should help students and observers easily follow the
process. The group can use flashcards, posters, and pictures outside the book as
teaching aids. Furthermore, having attractive and funny teaching aids helps students
enjoy the lesson. We can also use teaching aids to play guess game or matching game
and here are the examples. For the guess game, the teacher points at the picture and
asks students questions, while students can ask the teacher for clues to guess the right
word. Next is the matching game, where students match pictures to the words on their
own, and the one who matches the most correctly receives a reward such as candy or a
small prize prepared beforehand by the teacher.

Secondly, as this is a communicative skills class, every student should have an

opportunity to improve their pronunciation. Therefore, the teacher should encourage
students to volunteer and answer questions individually. Since most students tend to
use their first language (L1) to communicate in pairs/groups, it's difficult for them to
enhance their communicative skills. Instead of going around the class and asking
students to speak in English, the teacher can ask a single student to give the answer
and correct any mistakes when he/she is wrong.

Last but not least, while observing the class, the teacher should ask students
challenging questions outside the handout to find out talent in the class and help
stimulate their craving for learning. The talented students in the class can help the
teacher explain the rules of the game or unclear information to other students.
Additionally, stimulating the craving for learning is one of the factors that help
students desire to discover the mysteries of the language and understand the lesson
more easily.

To sum up, the teacher needs to prepare more teaching aids that can create
games and provide information to students and observers to easily follow the lesson.
Next, the teacher should encourage students to volunteer more frequently to improve
their communicative skills. Finally, giving students challenging questions can inspire
them to aspire to learning and grasp information more easily.
 ACKNOWLEDGE
First and foremost, we want to express my sincere gratitude to Van Hien
University for providing the vital platform and resources that have been instrumental
in my journey through the field of Techniques & Principles in Language Teaching.
Without their support, navigating this academic path would have been far more
challenging. A special acknowledgment is owed to Ms. Le Nguyen Thanh Truc whose
persistent guidance, steady support, and profound expertise have been the foundation
of my learning experience throughout the duration of the course.

Additionally, we are immensely grateful to my classmates whose vibrant and

enthusiastic engagement has truly enriched my educational journey. Their active
participation, insightful contributions, and constructive feedback have not only
fostered a collaborative learning environment but have also significantly elevated the
depth and quality of my essays. Their collective efforts have made this learning
experience both rewarding and fulfilling.

We would like to wish you health and happiness on your teaching journey.
Thank you so much!

REFERENCES