Karteikarten
Task-Based Learning
Karten in diesem Stapel (33)
- 1What is TBLAn approach that is based on tasks to achieve a specific goal in the class.
- 2What are tasks?Activities in which ls use the target language for a communicative purpose to achieve an outcome.
- 3Goals and outcomes- Ts should select topics and tasks for motivate and engage the ls.
- When ls do tasks they use the language in a meaningful way.
- All tasks should have and outcome.
- The objective has to be achieved in a given time.
- The challenge is to make a motivating procedure in the classroom.
- The activities should have a communicative purpose. - 4Meaning before form- Ls are free to choose whatever language forms to fulfil the tasks goals.
- Ts have to do the class in a monolingual way.
- Ls need to feel free to experiment with language on their own.
- Ls need to treat their errors as part of the learning.
- The emphasis is on meaning and communication and not on producing language form correctly.
- If the need to communicate is strongly, ls will find the way of getting round words or forms. - 5Controlled language practiceeg. Change the verbs from present to past simple. or ask and answer questions using ...
- Are not tasks because the focus is on produce the right forms and not in the meaning. - 6Role plays- Should have problem solving to be considered as a task..
- Should have and outcome.
- The outcome should be the solution of a problem.
- Role plays where ls just act are not tasks because there is not a challenge. or outcome and they can avoid linguistic problems. - 7Tasks and skill practice- TBL use listening, speaking, observing, composing, writing, reading, checking and revising.
- Ts follow a combination of skills depending the task.
- Tasks demands meaningful interaction.
- Ts can select and adapt tasks for practice relevant skills according the needs of ls. - 8Types of task1. Listing
2. Ordering and sorting
3. Comparing
4. Problem solving
5. Sharing personal experiences
6. Creative tasks - 91. ListingProcesses involved:
• Brainstorming: learners draw on their own knowledge.
• Fact-finding: learners find things out by asking others.
- The outcome would be the completed list or a draft mind map.
page 149 - 102. Ordering and sortingProcesses involved:
• Ordering items, logical or chronological.
• Ranking items according to personal values.
• Categorising items in groups.
• Classifying items. - 113. Comparing- Identify common points and/or differences.
Processes involved:
• Matching to identify specific points.
• Finding similarities.
• Finding differences. - 124. Problem solving- They demand reasoning and though challenging.
- They are engaging and satisfying to solve.
• Puzzles as logic problems.
• Real life problems: involve hypotheses, describing experiences, comparing alternatives and evaluating solutions.
• .Completion tasks: based on shorts extracs of texts where ls predict the ending or piece clues to guess. - 135. Sharing personal experiences- Encourage ls to talk freely about themselves and share
experiences.
- The resulting interaction is closer to a casual conversation. - 146. Creative tasks- Projects and involve creative work.
- It can involve combinations of task types: listing, ordering and
sorting, comparing and problem solving.
- Research is sometimes needed.
- Organisation and team-work are important in getting the task done.
- The outcome can be appreciated by a wider audience than the
students who produced it. - 15Closed tasks- Have a highly structure and very specific goals.
- The instructions are precise and the informaton is restricted.
- Just one possible outcome and one way of achieving it. - 16Open tasks- Are loosely structured.
- A less specific goal. - 172. Problems- The starting point is the statement of the problem.
- They are going to interact confidently if they have time for individual thinking and then discuss possible solutions with the rest of the class. - 183. Visual stimuli- Task can be based on pictures, photographs, tables or graphs.
- Pictures can be used for games like “Spot the difference”.
- Another activities can be “Describe and arrange”, “Describe and draw” and develop a story-line with pictures.
- Real objects and ten-second video extracts can be used for memory challenges - 19Components of the TBL framework1. Personal knowledge and experience
2. Problems
3. Visual stimuli
4. Spoken and written texts
5. Children activities
6. Combination of starting points - 201. Pre-task- Tasks are based on the ls personal and professional experience.
- With a group learning for a specific purpose task can be based on
professional experience. - 214. Spoken and written texts- Extracts from video recordings, recordings of spoken English and reading text can be good task material.
- Activities can be done with spoken or written text for listening and reading
comprehension. - 225. Children activities- Children enjoy making things, drawing and colouring, preparing snacks and doing experiments.
- A review or report afterwards will stimulate a variety of target language use.
- Instructions and material have to be available only if they ask in the target
language for stimulate the natural need to use it. - 236. Combination of starting points- Combinations of two or more starting points are specially useful.
- A questionnaire could deal with a controversial topic.
- The questionnaire format gives a step-by-step agenda to the task.
- Other tasks can be based on a combination of visual data and personal experience or problem-solving and written text in combination with a map or chart. - 24Language use in tasksTasks provide opportunities for free meaningful use of the target language.
- Spontaneous language: Explorative and natural communication; use of linking devices, follow-up words, final evaluation, lexical phrases and questions without verbs that are correct in a speech way.
- Planned language: lexicaly richer and syntactically correct, more time to think and organise ideas but is not spontaneous, for public or high status. - 25Learning from tasks advantages- Gives ls confidence to use language as they know without fear of corrections.
- Ls experience of spontaneous interaction.
- Gives learners chances to practice negociation.
- Ls can notice how others express similar meanings.
- Engage ls in using language purposelly and co-operatively and building meaning.
- Ls interaction, communication strategies.
- Ls gain confidence. - 26Summary- Define the outcome of the task.
- The emphasis is on exchanging meanings and not on produce language correctly.
- The use of language, spontaneous or planned. - 27TBL framework1. Pre-task
2. Task cycle
3. Language focus
Teacher's role: facilitator, guide ls in the tasks, ensuring that ls understand, language guide. - 281. Pre-task- Introduces the topic and the task with the class.
- Help ls to understand task instructions and prepare it.
1. Include preparatory activities: working vocabulary, finding suitable pictures, recording the instruction.
2. Making understand the topic: a discussion, make questions, demand opinions.
- Introduce topic related words and phrases eg brainstorming activity, pick out words,
3. Task instructions: explain. - 291. Pre-task activities- Classify words and phrases.
- Odd one out.
- Matching phrases to pictures.
- Memory challenge.
- Brainstorming and brain maps.
- Thinking questions to ask.
- Teacher recounting similar experiences. - 302. Task cycle2. 1 Task: ss organise the task individually or in groups.
.2. 2. Planning: ss prepare to report to the class.
2. 3. Report: Ts selects some groups to present their reports, compare, exchange and ts gives feedback.
- Give another group, record, present to the class, passed round for others to read, show, make a newspaper.
- Oral reports: Should have a clear purpose. Ss should do something with the information.
- Written: Conclusions, similarities, differences. - 313. Language focus1. Analysis: Ss analyse texts, tanscripts and examples. Consciousness-raising activities. Ts reviews the analysis with class.
2. Practice: words, phrases, patterns and sentences from the analysis activities. After the analysis.
- Now the emphasis is on form of the language and use. - 323.1 Analysis activitiesThree staring points:
- Semantic concepts: themes, notions, functions; find phrases about/referring...
- Words: find phrases or words, use of words, eg phrases with in prep.
- Categories of meaning or use.: eg verbs ending in ing.
- Ss are already familiar with meaning nd now they have to study form which realise those meanings. - 333.2 Practice activitiesDiy, completing and repeating phrases, recording reports and phrases, computer games, matching words to definitions.
- For consolidation and revision.
- Could be prepared as homework or in class (competions).
- Repetition: useful phrases, dialogues.
- Listen and complete
- Gapped examples
- Progressive deletion
- Unpacking sentences
- Memory challenge
Informationen
- Beschreibung
- Letras Karteikarten am Task-Based Learning, erstellt von Nayra Z. Miranda am 12/11/2020.
- Erstellt von
- Nayra Z. Miranda
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