Title: Planning Task-based Lessons
1Planning Task-based Lessons
2What 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)
3What 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)
4Criteria 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.
5Criteria 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.
11Three principal phases
- Pre-task phase
- During task phase
- Post-task phase
12Pre-task phase
- On general cognitive demands of the task
- ??????????
- An emphasis on linguistic factors
- ??????
-
13Pre-task phase
- Supporting learners in performing a task similar
to the task they will perform in the during-task
phase of the lesson -
- ?????????????????????
14Pre-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 -
15Pre-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
16Language 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 ) ???????????,??????????,??????????,????? -
17Promote 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)
18Multi-word units--chunks of language , lexical
chunks
- Collocations ????
- Phrasal verbs ????
- Sentence frames ????
- Social formulae ????
- Discourse markers ?????
19Pre-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
20During-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
-
21Traditional 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
24Task types
- 1??????(jigsaw tasks)
- 2???????(information gap tasks)
- 3????????(problem solving tasks)
- 4????????(decision making tasks)
- 5????????(opinion exchange tasks)
25Task types
- 1??(???, Listing)
- 2?????(Ordering and sorting)
- 3??(Comparing)
- 4???? (Problem solving)
- 5????(Sharing personal experiences)
- 6?????(Creative tasks)
26The 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)
27Repeat performance
- Carry out second performance publicly (??,??)
- -Complexity increases ??????
- -Express more clearly ??????
- -Become more fluent ??????
28Reflecting 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)
29Focusing on forms ????
- direct focus on grammar
- -- focus on the features of the forms? ?????
- -- address errors ??????
- -- address gaps in the students knowledge
????????
30The post-task phase???????
- Reviewing of learner errors????
- Consciousness-raising tasks????
- Production-practice activities????
- Noticing activities ???????
31Reviewing 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
32Consciousness-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
?????????????????
33Consciousness-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????
34Production-practice activities
- Repetition ????
- Substitution ????
- Gapped sentences ????
- Jumbled sentences ?????
- Transformation drills ????
- Dialogues ??
35Combinations of skills
- listening with speaking and writing
- reading with speaking and writing
- sometimes all four skills
- speaking always before writing
36Integrating SkillsReading and Writing
- ???????????????????,????????????????
- ??????????????????,??????????????????,????????????
????,????????????????????,???????,?????????????
37Writing
- ?? ??, ??, ??, ????????????????????,?????????????
????????,????????????????????? - ??????????
- ????,??????????????.
- ???????????????? ????????????.
38Noticing activities
- Focusing on linguistic form
- Dictation
- Editing
- Writing and teacher comments
39- Thank you!
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