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Planning Task-based Lessons

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Title: Methodology of Task-based Teaching Author: gyf Last modified by: songtao Created Date: 7/7/2004 3:05:25 PM Document presentation format – PowerPoint PPT presentation

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Title: Planning Task-based Lessons


1
Planning Task-based Lessons
  • ???
  • ???????

2
What are tasks?
  • ??????????(meaning is primary)
  • ??????????(there is some communication problem
    to solve)
  • ??????????(there is some sort of relationship to
    comparable real-world activities)
  • ??????????(task completion has some priority)
  • ??????????(the assessment of the task is in terms
    of outcome)

3
What are not tasks?
  • 1???????????(do not give other peoples meaning
    to regurgitate)
  • 2???????????(are not concerned with language
    display)
  • 3???????????(are not conformity- oriented)
  • 4???????????(are not practice- oriented)
  • 5?????????????????????? ?(do not embed language
    into materials so that specific structures can be
    focused upon)

4
Criteria features of a task (Ellis, 20039)
  • A task is a work plan a plan for learner
    activity.
  • A task involves a primary focus on meaning.
  • A task involves real-world processes of language
    use.
  • A task can involve any of the four language
    skills.

5
Criteria features of a task (Ellis, 20039)
  • A task engages cognitive processes such as
    selecting, classifying, ordering, and evaluating
    information in order to carry out the task.
  • A task has a clear defined communicative outcome.

6
???????
  • A task is an activity that learners engage in
    further the process of learning a language.
  • Williams and Burden (1997)

7
  • 1. Pre-communicative language practice(?????)
    practise language with some attention to Meaning.
  • E.g. With your partner, practise asking and
    answering questions about what Richard and Emy
    have to do and what they would like to do.
  • Students answer questions about a situation,
    picture or topic.

8
  • 2. Communicative language practice(?????)
    practise language in a context. E.g. information
    gap activities or personalised questions.
  • Guessing-game The students hide an object
    somewhere in a picture. They take turns to find
    out where the subject has been hidden by asking
    questions like Isit under the TV? Is it on the
    bookcase?
  • Fill in the chart about your classmates
    preferences.

9
  • 3. Structured communication(?????) Using
    language to communicate in situations. E.g. in
    structured role-play and simple problem-solving.
  • The world tomorrow students are asked to write
    down a list of changes they expect to see in the
    world by a date 50 years in the future.
  • Summarise you and your classmates Holiday Plans.

10
  • 4. Authentic communication(?????) Using language
    to communicate in situations where the meanings
    are unpredictable. E.g. in creative role-play,
    more complex problem-solving and discussion.
  • I love music! How do you feel when you
    listen to music? Why do you like music? Discuss
    with your partner and write down five reasons.

11
Three principal phases
  • Pre-task phase
  • During task phase
  • Post-task phase

12
Pre-task phase
  • On general cognitive demands of the task
  • ??????????
  • An emphasis on linguistic factors
  • ??????

13
Pre-task phase
  • Supporting learners in performing a task similar
    to the task they will perform in the during-task
    phase of the lesson
  • ?????????????????????

14
Pre-task phase
  • Non-task preparation activities
  • --- brain storming ????
  • --- mind map ???
  • Addressing linguistic demands of a task
  • --predicting, i.e. asking learners to brainstorm
    a list of words related to the task title or
    topic

15
Pre-task phase
  • Providing a model??????
  • Asking students to observe a model of how to
    perform the task????????????
  • Performing a similar task?????????
  • (simply observing others perform a task can help
    reduce the cognitive load on the learner) Skehan

16
Language acquisition research
  • Lexico-semantic theory
  • a net work of associations, a web-like
    structure of interconnected links (Aitchison,
    1987)
  • Connect the word with already known words,
    the links is created, the learning takes place
    (Sokmen ) ???????????,??????????,??????????,?????

17
Promote a deep level of processing
  • --- When students are asked to manipulate words,
    relate them to other words and to their own
    experiences, and then justify their choices,
    these words associations are reinforced.
    (Sokmen)
  • What is it? A stirrup is silver. A stirrup is
    strong. A stirrup is made of iron. A stirrup has
    a flat bottom. We can find a stirrup on a horse.
    A stirrup is used to put your foot into when you
    ride a horse. (Nation, 1990)

18
Multi-word units--chunks of language , lexical
chunks
  • Collocations ????
  • Phrasal verbs ????
  • Sentence frames ????
  • Social formulae ????
  • Discourse markers ?????

19
Pre-task phase
  • Three purposes
  • ---to serve to introduce new language that
    learners can use while performing the task
  • ---to mobilize existing linguistic resources
  • ---to ease processing load, and to push learners
    to interpret tasks in more demanding ways

20
During-task phase
  • Participatory structure ????
  • --individual or interaction ?????
  • --language learners or language users
  • pair and group work are seen as central
    to task-based teaching
  • not all tasks are interactive

21
Traditional vs task-based
  • Traditional form-focus pedagogy
  • --Teacher controls topic development
  • -- turn taking is regulated by the teacher
  • Task-based pedagogy
  • -- students able to control topic development
  • -- speakers can self-select

22
  • questions that the questioner does not know the
    answer to
  • Opportunities to negotiate meaning when
    communication problems arise
  • Scaffolding directed primarily at enabling
    students to say what they want to say
  • questions that questioner already knows the
    answer to
  • little need or opportunity to negotiate meaning
  • Scaffolding directed primarily at enabling
    students to produce correct sentences

23
  • Form-focused feedback,i.e.the teacher responds
    to the correctness of students utterances
  • The teacher repeats what a student has said for
    the benefit of the whole class
  • Content-focused feedback,i.e.the teacher responds
    to the message content of the students utterance
  • A student elects to repeat something another
    student or teacher has said as private speech or
    to establish intersubjectivity

24
Task types
  • 1??????(jigsaw tasks)
  • 2???????(information gap tasks)
  • 3????????(problem solving tasks)
  • 4????????(decision making tasks)
  • 5????????(opinion exchange tasks)

25
Task types
  • 1??(???, Listing)
  • 2?????(Ordering and sorting)
  • 3??(Comparing)
  • 4???? (Problem solving)
  • 5????(Sharing personal experiences)
  • 6?????(Creative tasks)

26
The post-task phase
  • Three major pedagogical goals
  • --?????????(to provide an opportunity for a
    repeat performance of the task)
  • --??????????(to encourage reflection on how the
    task was performed)
  • --???????(to encourage attention to form)

27
Repeat performance
  • Carry out second performance publicly (??,??)
  • -Complexity increases ??????
  • -Express more clearly ??????
  • -Become more fluent ??????

28
Reflecting on the task
  • Present a report on how they did the task and
    what they decided or discovered oral or written
  • Summary the outcome of the task
  • Reflect or evaluate of their own performance
    (fluency, complicity or accuracy)
  • Metacognitive strategies ?????(planning,monitoring
    and evaluating)

29
Focusing on forms ????
  • direct focus on grammar
  • -- focus on the features of the forms? ?????
  • -- address errors ??????
  • -- address gaps in the students knowledge
    ????????

30
The post-task phase???????
  • Reviewing of learner errors????
  • Consciousness-raising tasks????
  • Production-practice activities????
  • Noticing activities ???????

31
Reviewing of learner errors
  • Teacher moves from group to group to listen and
    note down the errors
  • Address these errors with the whole class
  • - can be written on the board
  • - students can be invited to correct it
  • - listen again and edit their own performance
  • - teacher comments on

32
Consciousness-raising tasks
  • There is an attempt to isolate a specific
    linguistic feature for focused attention??????????
    ?
  • The learners are provided with data that
    illustrate the targeted feature or an explicit
    rule describing or explaining the feature
    ?????????????????

33
Consciousness-raising tasks
  • The learners are expected to utilize intellectual
    effort to understand the targeted features
    ??????????
  • Learners may be optionally required to verbalize
    a rule describing the grammatical structure
    ?????????
  • To direct students to attend explicitly to a
    specific form they used incorrectly or failed to
    use at all in the main task????

34
Production-practice activities
  • Repetition ????
  • Substitution ????
  • Gapped sentences ????
  • Jumbled sentences ?????
  • Transformation drills ????
  • Dialogues ??

35
Combinations of skills
  • listening with speaking and writing
  • reading with speaking and writing
  • sometimes all four skills
  • speaking always before writing

36
Integrating SkillsReading and Writing
  • ???????????????????,????????????????
  • ??????????????????,??????????????????,????????????
    ????,????????????????????,???????,?????????????

37
Writing
  • ?? ??, ??, ??, ????????????????????,?????????????
    ????????,?????????????????????
  • ??????????
  • ????,??????????????.
  • ???????????????? ????????????.

38
Noticing activities
  • Focusing on linguistic form
  • Dictation
  • Editing
  • Writing and teacher comments

39
  • Thank you!
  • gongyf_at_pep.com.cn
  • www.pep.com
  • 010-64016633-6216
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