1. TBL - English 5th-10th grade: Workshop 1

2. Task design: Jane Willis Jane Willis’ TBL model (1996) involves the basic 3 phases, but: She focuses more on the while and post phases and divides them into several stages Her focus is more on language awareness and making sure learners understand and process langauge points Her model is perhaps more relevant for more advanced/older learners, whereas Cameron’s model perhaps suits the needs of young learners better

4. Jane Willis: the Task Cycle This is the WHILE-phase; ‘core activity’ in Cameron’s model. Willis divides it into 3:  Task: this is where the actual Task is made  Planning: this is where learners prepare presenting their task solution to others  Presentation: this is where learners present their task solution – can be in pairs, groups or class

5. An example: Map information gap Task: information gap. Partners A and B have the same map, but with different names of locations on it. Now, they have to find all locations on the map – and they can’t show the map to each other. Planning: when the locations have been found, the Task is solved. Now they have to go over the results to check them and draw lines on the map to check routes. Presentation: A and B partners are now put in groups. They compare results with other A or B partners. When they decide on the right route, the Task cycle is complete

6. Jane Willis: Language Focus This is the POST-phase, which Willis divides into 2 parts: Analysis: here the teacher identifies language issues which have come up during the task cycle – and explains rules to learners Example: learners have made written about ‘Me in 5 years’; many of them have experienced difficulties with expressing future. The teacher presents information about verbs and future time in English. Practice: Teacher helps learners choose exercises which suit their needs Example: exercises with future forms/modals in English; e.g. write a letter to a friend in which you suggest plans for a trip (”we might go see…”, ”I would like to visit…”, ”we will be there at…”)

7. Demo: microfiction Pre-phase: intro to microfiction writing – what is that? While-phase: - task: write a story in less than 100 words about a picture - plan: read aloud, check language issues - present: read your story to partners Post-phase: suggest activities for language work

8. Microfiction: what is that? A short fiction text, often under 100 words. Also known as ‘Flash Fiction’. Genre criteria: With few words, you must start in media res The story should express mood/atmosphere within a short time span – it involves a specific situation, often told in 3rd person restricted narrative Often an open ending, leading up to a given frame – e.g. the situation in a picture/photo.

9. Write a story that explains this picture in a 100 words  Who is this woman?  Who is she talking to?  Decsribe her facial expression: is she worried? Irritated? Sad?  Try to say: ”Ohh…Alright…” out loud: how many different ways can it sound – and what kinds of mood are there?

10. Language Focus Cohesion: ”he” who? Concord (kongruens): Adverb or adjective? Adverb position Commas(!) I like coffee, but I don’t like tea Initial adverbs: Furthermore, First of all, Tense (past-present) Aspect (udviddet tid – før-tid) Nutid er Utid

11. Discussion: language focus What kind of skills do you need to tackle language issues ‘on demand’? What kinds of resources do you need to address individual needs of learners? How can language awareness be integrated in activities in a meaningful way? (Focus on Form)

12. Extra: Modelling in the Teaching-Learning Cycle Genre writing/reading didactics – breaking down the genre becomes the main scaffolding for learners 4 stages:  Setting the context/explaining genre  Deconstructing and modelling: break down genre rules and show example  Joint construction: teacher creates a text with learners  Independent construction: learners now write/read on their own