Reflective essay for teaching segment

Reflective essay for teaching segment

After our teacher told us about segments that all class should prepare for it and
present it to his group the week after, I tried to focus on TBLT because during our
class I couldn't get the primary purpose of this task, so I looked it up on the
internet trying to find the precise goals and definition related to TBLT. According
to Willis (1996), TBLT defined as the task or an activity where the learner uses the
target language for communicating to achieve the outcome. The task-based
language teaching is a different way of teaching languages where it can assist
learners by using it in real life. If we have spent time presenting and practicing
specific forms immediately before introducing a task, then it is likely that learners
will be concerned to display the target forms rather than to concentration getting
their messages across. The task is expected to become a 'further practice' of form
activity (willis&willis,2007). Returning to the point of teaching segment that I have
been asked to do it in ten minutes with a group of six people who are my
classmates. When I decided to identify the task which I wanted to present it for
my group, I was thinking in answering the main questions from the book "doing
task-based teaching" for D. Willis and J. Willis, 2007 who insisted on asking these
questions before starting any task. The questions are as follows: "Does the activity
engage learners' interest?”
” Is there a primary focus on meaning?”
“Is there an outcome?”
"Is the success judged in term of an outcome?"
“Is completion a priority?”
Does the activity relate to the real-world activity?
According to the selected topic which I chose to apply it in the teaching segment
was about daily routine and timetable, so this topic might have aroused learners'
interest and make them more interested and excited in doing this activity because
it simply related to what we do daily or monthly on our real life. Willi and
Willis(2007) say to focus on meaning or outcome; teachers should create a task
which arouses students' interest and gets them engaged in meaning.