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They’ll NEVER Ask ‘why?’ Again! Michelle Horner Grau

They’ll NEVER Ask ‘why?’ Again! Michelle Horner Grau. Task-based language activities. Is this what we want???. Is this what we want? Memorize and forget? Or USE with purpose ?. What is ‘ task-based’ language teaching ?

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They’ll NEVER Ask ‘why?’ Again! Michelle Horner Grau

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  1. They’ll NEVER Ask ‘why?’ Again! Michelle Horner Grau Task-based language activities

  2. Is this what we want??? Is this what we want? Memorize and forget? Or USE with purpose?

  3. What is ‘task-based’ language teaching? An approach to language education in which students are given functional tasks that invite them to use the language for real-world, non-linguistic purposes, focusing primarily on meaning exchange. In SLA research, tasks have been used to foster language production, interaction, negotiation of meaning and focus on form. Language is the vehicle for completing a set task, putting to use current linguistic skills and acquiring new ones. Task-based Language Teaching From Kris van den Branden

  4. What is a task? • A task is goal directed. • A task involves a primary focus on meaning. • The participants choose the linguistic resources needed to complete the task. • A task has a clearly defined outcome. Rod Ellis Department of Applied language Studies and Linguistics University of Auckland In a nutshell, TASKS are GOAL-DIRECTEDACTIVITIES.

  5. TBLT takes an analytical approach that begins with the learners and specifies their real-world communication needs (David Nunan). Tasks then serve as the means for achieving natural language use. Learning by Doing

  6. Tasks can be designed to develop any of the four language skills: listening, speaking, reading and writing. Ideally, our tasks will be integrative (involve more than one skill). Although there are different types of TASKS, we will focus on structure-based tasks. In other words, rather than an incidental focus on form in the course of completing the task, there is prior selection of linguistic elements to practice-- task-based, planned focus on form but still with a primary focus on meaning. This is more accurately called ‘task-supported’ language teaching and is, admittedly, a weaker form of communicative teaching, but still uses language purposefully. IDEALLY, attention to form occurs within the context of performing the task!!

  7. SPAN 200: ¡ A VIAJAR!MAKING TRAVEL PLANS • With a partner from class, communicate via e-mail in order to discuss travel plans for the near future. Please include the following information in your communication: • Where and when you hope to travel • What you want to do there • Hotel preferences (Use all of your Theme 7 information to set the details; reference textbook pages 70-1, 84 if needed) • ¿Qué hotel? • ¿Por cuánto tiempo? (días y noches) • ¿una habitación sencilla o doble? • ¿en qué piso? • Once you have agreed upon travel plans, forward your email correspondence to me: michgrau@cnu.edu Open-ended task

  8. Pair work Role Play A: You are a passenger calling to reconfirm a reservation. Use the e ticket (provided separately) to check details of your flight. B: You are an airline employee. Use the information sheet (provided separately) to answer your partner’s questions. Rehearsal task Example from David Nunan

  9. Call the airline and reconfirm a reservation you have. Provide personal details such as name, flight number and date (TIER 1). Check other details, such as terminal, time of departure, and time you have to be at the airport (TIER 2). Also, inquire about seating preference and luggage restrictions (TIER 3). Another Real World Task Excellent TIERING opportunity!

  10. Activation Task Students either have different pictures or the same pictures. They ask one another questions in order to determine how they are different.

  11. Structure-based writing task

  12. Structuring Task-based learning activities Borrow from the Think-Pair-Share model! I use Think-Pair-Collaborate-Share… Activate student knowledge by prompting them to think about the topic or task at hand, either alone, in pairs or in small groups. When working with others, a consensus needs to be reached. Students exchange ideas and gather information through discussion, interviews, etc. Students may create collaboratively. Whole class sharing of task results and conclusions.

  13. From Tasks and Communicating in Language Classrooms James F. Lee Indiana University

  14. Integrated structure-based tasks Example 1: Comidas task-based activity Example 2: ¿Cómoeres? Task-based activity Example 3: Videotour de la escuela Example 4: Las invitacionesactivity

  15. Other task-based ideas • !A Cocinar! : students discuss foods and • exchange ideas ultimately leading to a video of • a simple cooking demonstration using an iPad • La casa ideal (Ideal home)– students deign their • ideal home or find a picture of one and record • themselves describing it in the TL; these can be • published on a class web page or forum • (ie. Edmodo) where the students can post comments • iMovie project or trailer

  16. Works Cited • Ellis, Rod. Task-Based Language Teaching: Sorting Out the Misunderstandings • Nunan, David. Task-based language teaching: From theory to classroom practice • Lee, James F. Tasks and Communication in the Language Classroom

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