Presentation on theme: "THE TBL FRAMEWORK OVERVIEW and PRE-TASK PHASE By Patricia Cánovas Maria Eugenia Piedras Zinnia Zúñiga."— Presentation transcript:
THE TBL FRAMEWORK OVERVIEW and PRE-TASK PHASE By Patricia Cánovas Maria Eugenia Piedras Zinnia Zúñiga
TASK BASED LEARNING aims at: Offering learners an opportunity to be Independent, creative, co-responsible for their own progess Offering learners a holistic experience of language in use Having a natural progression from holistic to specific, from meaning to form Providing the four basic conditions for language learning Exposure, use, motivation, and explicit study of language form
In TBL The teacher is the one who: TEACHER ROLE IN TASK BASED LEARNING FACILITATES LANGUAGE SETS TASK UP KEEPS CONTROL
The TBL framework consists of: PRE-TASKTASK CYCLE LANGUAGE FOCUS TASK BASED LEARNING
LANGUAGE FOCUS Allows a closer study of some of the specific features naturally occuring int the language used during the task TASK CYCLE Offers the learner a chance to use whatever language he already knows and then to improve it with the teacher guidance. Exposure to L2 can be provided at different stages PRE-TASK Introduces the class to the topic and the task.
TASK BASED LEARNING The shortest stage in the framework Pretask
TASK BASED LEARNING Steps in the pre-task phase PRE- TASK Advance preparation Introducing the topic Identifying topic language Pretask language activities Giving task instructions Allowing preparation time TASK
TASK BASED LEARNING Pre-task stages To fine-tune coursebook task plan or design your own carefully by: Finding suitable material to introduce the task and to facilitate student’s learning Working out vocabulary building ideas Thinking out clear instructions Advance preparation To help learners define the topic area To introduce and create interest in doing a task on the chosen topic (Rooney, K. ) Introducing the task To help students recall and activate words and phrases that will be useful during the task and outside the classroom To introduce a few vital topic related words and phrases that students are unlikely to know so as to boost students’ confidence in handling the task. Identifying topic language
TASK BASED LEARNING Pre-task stages To explore topic language and give students relevant exposure To create interest on doing a task on the topic Pretask language activities To ensure that all students understand what the task involves, what its goals are and what outcome is required. To specify how students should begin, what each person should do, the time they have and what will happen once they have finished. Giving task instructions For learners to plan how to tackle the task, think of what to say and how to say it This may result in language use richer in complexity and variety of syntax, breadth of vocabulary and in fluency and naturalness Allowing preparation time
TASK BASED LEARNING Other points to bear in mind whilst preparing our students for a task: Managing learner talk – some patterns of interaction Individual students on their own or circulating, talking to different students. Students in pairs or in groups (with or without one student leading). Teacher working with pairs or groups in turn, or with the whole class.
DEALING WITH MIXED ABILITY CLASSES TALKATIVE STUDENTS DEALING WITH LARGE CLASSES BALANCING TATGET LANGUAGE AND MOTHER TONGUE TASK TASK BASED LEARNING Other points to bear in mind whilst preparing our students for a task:
TASK BASED LEARNING Other points to bear in mind whilst preparing our students to a task: Dealing with mixed ability classes People of different abilities naturally find their own level and ways of coping. Weaker students can benefit from working with better students. Two weak students may feel more comfortable working together and that may stop stronger learners from becoming frustrated. Fast pairs or groups should have something extra to do, like sharing with another pair or group, or exchanging tasks to be checked by others.
TASK BASED LEARNING Other points to bear in mind: Dealing with large classes Classes may be controlled with greater small group or pair work, plus understanding and acceptance of common goals. Doing tasks in whispers or sometimes total silence. Changing task to settle learners down. Setting time limit and sticking to it.
Deal TASK BASED LEARNING Other points to bear in mind: Talkative students May dominate the group, but asking them to be the chairperson might help control their excessive talk. Using group work or self- assessment or appraisal sheets or recordings may help.
TASK BASED LEARNING Other points to bear in mind: Balancing target language and mother tongue Explain to students that if they wish to communicate in the language target they need to practice. Banning mother tongue use altogether may not be advisable. Introduce rules for using mother tongue, or even better, involve students in the rule-making process It is useful to time the amount of target languague spoken in the class, then try to reduce it.