marina kladova

Designing Different Tasks to Develop Language Proficiency

within the TBLT Framework By Marina Kladova

Freelance EFL teacher (with DELTA),

teacher trainer

Trendy English Online (Spring Forum) 20/03/2016

TBLT-Task-based Language Teaching

Cre

ate

d w

ith

htt

p:/

/ww

w.w

ord

clo

ud

s.co

m/

by Marina Kladova TRENDY ENGLISH Online 20/03/2016 ©

Dave Willis Jane Willis

David Nunan Rod Ellis


Task or Activity? Acklam, R.&Crace, A. Total English Pre-intermediate 2008 Pearson:107


What’s the Difference?

TASK

Focus on meaning

Free use of whatever English SS have to accomplish the task

ACTIVITY

Focus on the form

Practice of a new structure – grammar or vocabulary


It is an Activity Acklam, R.&Crace, A. Total English Pre-intermediate 2008 Pearson:107


According to Jane Willis

Tasks are activities where the target language is used by a learner for a communicative purpose or goal in order to achieve an objective (Willis J. 1996)


Will the activity engage learners' interest?

Is there a primary focus on meaning?

Is there a goal or an outcome?

Is success judged in terms of outcome?

Is completion a priority?

Does the activity relate to real world activities?'

Jane and Dave Willis – Criteria for the Task (Willis and Willis (2007:12-14)


TASK TYPE PROCESSES INVOLVED

Listing Brainstorming, fact-finding

Ordering and Sorting Ranking, categorizing, classifying, sequencing

Matching

Comparing Finding similarities and differences

Problem-solving Analysing real/hypothetical situations, reasoning, decision-making, logic problems

Sharing personal experience Narrating, describing, exploring and explaining attitudes, reactions and opinions

Creative tasks Brainstorming, fact-finding, ordering and sorting, comparing, etc.

7 Types of Tasks in TBLT (Willis J.)


LISTING or/and BRAINSTORMINIG

1. Remember a good holiday of yours and write 5 things which made good 2. Work with your partner and compare your variants – What do you have in common and what is different? Agree on 5 things which make a good holiday and explain why. 3. Tell the class about your ideas 4. Vote for 5 top things that make a good holiday

Grading the Previous Task about a Really Good Holiday


Ordering and sorting (sequencing, ranking, or classifying) 1. Remember a good holiday of yours, then look at the list of different things that can make a good holiday and rank them from 1 to 5 judged by your experienced (1 is the best thing) – a good company, an expensive hotel, active rest, very tasty food, nightlife. 2. Tell your partner about your ranking and explain why 3. Mingle around the class and tell about your and your partner’s ideas (with reasons) and find out what the top three in your class are. 4. Report to the class what you have found out.

Grading the Previous Task about a Really Good Holiday


Matching 1. Look at 4 pictures of people who had really good holidays and predict why you think they had a good time (give reasons for your predictions) 2. Match the stories to the pictures to check your ideas 3. Work with your partner and tell what makes a good holiday from you and give examples from your life 4. Report to the class 5. Listen to all your classmates and name top 3 things which make a good holiday

Grading the Previous Task about a

Really Good Holiday


Comparing: finding similarities and differences 1. Remember a good holiday of yours and think of what made it a good one 2. Work in pairs and tell your story to your partner. Compare your stories and say what is in common and what is different 3. Report to the class about similarities and differences about your pair 4. Listen to the rest of the students and find a person with whom you have most things in common and you would like to go on holidays

Grading the Previous Task about a Really

Good Holiday


Problem-solving task 1. You’re going on holidays with your class. Think what can make a good holiday for your class and explain why you think so. Generate at least 2-3 variants for your class and things to take into consideration (e.g. types of holidays, place, etc.). 2. Listen to the other group(s) and decide which alternative will be the most interesting/the cheapest/the most educational


really good holiday


Sharing personal experience and story-telling

1. Think of a good holiday of yours and what made it good.

2. Work in pairs and tell your partner about it. Give as many details as possible

3. Tell about your good holiday to the whole class

4. Listen to your classmates and decide who has the most unusual holiday and the most adventurous


Really Good Holiday


Creative Tasks

1. Imagine you participate in the competition for the award «The most memorable Travel» on tripadvisor.ru. Write a story about your most memorable holiday and make a post about it. (maybe as homework)

2. Listen to all your classmates and choose the winner.

Grading the Previous Task about a really

good holiday


Learners are asked to give reasons for or justify their decision

They do the tasks individually then explain to their partner how they did them

They are asked to prepare to explain how they did the task

or tell their story to another pair or to the whole class


Willis’ Framework (1996)


Language Exposure and Input

- Vocabulary building activities (e.g. brainstorming of the vocabulary about holidays)

- Topic-based teacher talk (e.g. about his good holidays)

- Listening or reading about the topic and do a matching task

Stage 1:Pre-task: to prepare students for the task


Task Planning Report

Students work in pairs and do the task Accuracy does not matter at this stage

Students rehearse and plan their stories to report to the class Here accuracy is important and a teacher is a language advisor

Students exchange or report to the whole class to accomplish the task (e.g. find top 3 things which make a good holidays) Teacher’s feedback

Stage 2: Task, Planning, and Report


Analysis Practice

Students do conscious-raising activities to identify and process specific language features from the text Students listen to the teacher’s feedback about useful language (grammar, discourse, vocabulary)

Students practice useful words, grammar and other structures from analysis activities

Stage 3: Language Focus- Analysis and Practice


Check-list for TBLT

The task is meaning-focused and free of language control

The task is engaging and motivating

A task involves a lot of communication

A task has a clear completion point


Reflect on Advantages and Disadvantages of TBLT

htt

p:/

/ww

w.c

lip

arth

ut.

com

/bra

in-c

lip

-art

-cli

par

t-g

SO

gP

B.h

tml


Jack C Richards discussing TBLT https://www.youtube.com/watch?v=BJYbkDK3T-k

Rod Ellis discussing TBLT

https://www.youtube.com/watch?v=5OLySXzZY-4

Jane Willis in her 4-series

https://www.teachingenglish.org.uk/article/criteria-identifying-tasks-tbl

Some Useful Links































Contacts: Marina Kladova

+7-916-751-05-62 [email protected]

https://www.facebook.com/marina.kladova

https://ru.linkedin.com/in/marina-kladova-1b3aa6109

Group English Teacher Professional Development

http://vk.com/club102548738

by Marina Kladova TRENDY ENGLISH Online (20/03/2016)

mailto:[email protected]









http://vk.com/club102548738

marina kladova

Education