BTTC 2009 WORKSHOP_TBL

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Slide 1

TBL Roseli Serra WHAT ABOUT A TASK BASED LESSON?

Slide 2

Read the signs above and write True or False In this hotel there’s a porter to carry your case ( ) You’ll be able to leave money, etc safe in your room ( ) The check out is at midday ( ) The maid will change your towels every day ( ) You’ll have to ask the reception if you want to take someone to your room ( )

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Listening: A woman is in a hotel reception. Listen to the conversation and tick the correct option: ( ) She’s requesting something ( ) She’s asking for permission

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*Can I...? * Could I ... ? *Do you think... ? * Do you mind if...?

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Write R for request and P for permission Can I use you pen? Can I borrow your pen? Do you think I can invite visitors to go to my room? Do you mind if I pay by credit card? Could you tell me if there´s a hairdress in the hotel? Do you know if they deliver meals in the room? Could I use the swimming pool in the evening ?

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Task based learning Task-based learning consists of learners doing TASKS, often in pairs or groups, using language to achieve the task outcomes.” Willis (1996, p.84)

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TBL It’s a current communicative approach It started to be known in 1975 in a Malasian community, Prabhu in 1987 and Berta and Davis in 1990. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages

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What’s a task?? “A task is an where the target language is used by the for a communicative inorder to achieve an Jane Willis activity learners purpose outcome

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THE FRAMEWORK TASK REPORT PLANNING LANGUAGE FOCUS PRE-TASK PHASE

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THE TBL FRAMEWORK The Pre-Task Phase The Task Cycle Task Planning Report The Language Focus

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Pre-task Stage 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.

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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.

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Report Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare. Analysis The teacher then highlights relevant parts from the text of the recording for the students to analyse. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.

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Practice Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.

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THE ADVANTAGES OF TBL All activities are communicative. Communicative activities include any activities that encourage and require a learner to speak with and listen to other learners, as well as with people in the classroom and in the real world. Communicative activities have real purposes: to find information, break down barriers, talk In TBL the students are free of language control. In all three stages they must use all their language resources rather than just practising one pre-selected item. A natural context is developed from the students' experiences with the language that is personalised and relevant to them. With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural. The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook. It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centred by comparison. Just watch how much time the students spend communicating during a task-based lesson.

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It is enjoyable and motivating. Unlike a PPP approach, the students are free of language control. In all three stages they must use all their language resources rather than just practising one pre-selected item. A natural context is developed from the students' experiences with the language that is personalised and relevant to them. With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural. The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms. The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook. It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centred by comparison. Just watch how much time the students spend communicating during a task-based lesson. It is enjoyable and motivating.

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A TBL LESSON

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Will the activity engage learners’ interest? Is there a primary focus on meaning? Is there a goal or an outcome? Is completion a priority? Does the activity relate to real world activities?

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“It is the challenge of achieving the outcome that makes TBL a motivating approach to learning.” Willis, 1996

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http://www.teachingenglish.org.uk/blogs/jane-willis Nunan, David – Second Language teaching and learning - Heinle & Heinle Scrivener, Jimmy – Learning Teaching – Macmillan Richards, Jack – Approaches and Methods in Language teaching -CUP Brown, G – Teaching Spoken Language – CUP Norman, David – Communicative Ideas – OUP Lindsay, Cora - Learning and Teaching English – OUP Wills, Jane - 'A Framework for Task-Based Learning' - Longman; Willis, Dave & Jane 'Doing Task-Based Teaching' - OUP 2007 HOMEWORK Read Jane Willi´s blog. Find the article Criteria for Identifying Tasks for TBL. . Read it and prepare a lesson based on TBL principles. Write your reflections about the aplicability of TBL.

Slide 21

Thank you for coming! r rfserra@gmail.com

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