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ACM Trans. Nguyen, H. Nidhra, S. Offutt, J. Overview of the internet of things. Perkins, J. Pytlik, B. Quinlan, J. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help. Assessment is primarily based on task outcome in other words the appropriate completion of real world tasks rather than on accuracy of prescribed language forms.
This makes TBLT especially popular for developing target language fluency and student confidence. Pre-task The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task.
The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.
Task The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement. Planning Students prepare a short oral or written report to tell the class what happened during their task. They then practise what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.
The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content.