Task-based Teaching Tania Iveson BA CELTA. People We Love.
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Transcript of Task-based Teaching Tania Iveson BA CELTA. People We Love.
![Page 1: Task-based Teaching Tania Iveson BA CELTA. People We Love.](https://reader030.fdocuments.net/reader030/viewer/2022032702/56649ce15503460f949ac054/html5/thumbnails/1.jpg)
Task-based Teaching
Tania Iveson BA CELTA
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People We Love
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Is this a task?
• Does the activity engage learners’ interest?• Is the primary focus on meaning that is
learner generated (not simply regurgitating someone else’s)?
• Is there an outcome / communicative goal?• Does it relate to real-world activities?• Is the primary goal to produce specific
language?
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Willis (1996)
• “A task is a goal-oriented communicative activity with a specific outcome, where the emphasis is on exchanging meanings, not on producing specific language forms.”
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Which ones are tasks?
What was their legacy? (Just Right Advanced, MCELT)
Culture shock (Tapestry 2, Heinle & Heinle)
Last Saturday (Interchange Intro, CUP)
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Which ones are tasks?
What was their legacy? (Just Right Advanced, MCELT)
Culture shock (Tapestry 2, Heinle & Heinle)
Last Saturday (Interchange Intro, CUP)
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How do we adapt and refine activities to make them into tasks?
add a communicative goal / purpose
get creative to better ensure engagement at starting point
personalize
consider learner interests
add a report stage to the feedback
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Which of the following instructions do NOT indicate a communicative goal?
Order / Sort Discuss List
Create a … Compare and decide Match
Solve the problem Choose Talk with your
partner about …
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How do we ensure the success of a task-based lesson?
In other words, the activity is one thing…how it’s used is another.
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Consider
• How the lesson begins• How the teacher ‘supports’ the task• How and when the teacher corrects target
language• How the teacher does feedback• How the interaction is organized
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Who’s to blame?
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Perceived problems
What about
grammar!
Student motivatio
n
Fear of losing
control
Lack of time
Not suitable for low levels
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Benefits of TBT
• Challenge, not spoon feeding• Focus on real world use of language• Clarifies context• Practices choosing appropriate language • Positive group dynamics• Existing knowledge recognized• Establishing the need to know
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Key teacher affective qualities that impact on success
• Expectations• Willingness to share• Empathy• Flexibility• Tolerance• Enthusiasm
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Bibliography
• Willis, J & Willis, D. (2007). Doing Task-based Teaching. Oxford University press.
• Van den Branden, K. (2006). Task-Based Language Education (From theory to practice). Cambridge Applied Linguistics.