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Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
Taskification at upper level
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Taskification at upper level

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  • 1. TASKIFICATION AT UPPER LEVEL21st October 2010 ENGLISH TEACHERS DAY 1
  • 2. Aims &Objectives ¨  To raise awareness of Task-Based Learning / Teaching methodology ¨  To explore the TBL/T framework through hands-on material ¨  To provide some theoretical grounding of TBL/T21 October 2010 TASKIFICATION at upper level 2
  • 3. ¨  Warm up ¨  TBL/T versus PPP ¨  Experimentation with taskification ¨  The TBL framework ¨  Wrap up21 October 2010 TASKIFICATION at upper level 3
  • 4. ¨  Set up an individual list of arrangements you had to make to come to the ETD today. ¨  Compare + discuss it with your partner and decide which of the arrangements were easier to make than others and why. ¨  Report back + present your findings to the plenary.21st October 2010 ENGLISH TEACHERS DAY 4
  • 5. 21 October 2010 TASKIFICATION at upper level 5
  • 6. 21  October  2010   TASKIFICATION  at  upper  level   6  
  • 7. 21 October 2010 TASKIFICATION at upper level 7
  • 8. ¨  Museum officials in Thailand have covered a billboard depicting Adolf Hitler saluting after complaints from the German and Israeli embassies. ¨  The advertisement, which reads in Thai, "Hitler is not dead," was set up on a main road out of Bangkok in October 2009.21 October 2010 TASKIFICATION at upper level 8
  • 9. ¨  Group 1: ¡  You are the German ambassador in Thailand. Discuss the billboard with your members of staff and write a letter of complaint (150 words). Present it. ¨  Group 2: ¡  You are the Israeli ambassador in Thailand. Discuss the billboard with your members of staff and write a letter of complaint (150 words). Present it. ¨  Group 3: ¡  You are the director of the museum responsible for setting up the billboard. Justify your decision with your members of staff and write a reply an apology (150 words). Present it.21 October 2010 TASKIFICATION at upper level 9
  • 10. COMPLAINT APOLOGY ¨  Disrespectful ¨  I’m sorry ¨  Disturbing ¨  I regret to ¨  Dear Sir ¨  Cause problems ¨  Yours sincerely ¨  To make sure it will never ¨  Commercial happen again ¨  Conscience ¨  Misunderstanding ¨  Provocation ¨  Inconvenient ¨  I was disappointed to see ¨  A mistake ¨  Annoyed ¨  Regarding our ¨  Furious advertisement ¨  Protest ¨  To be unaware of ¨  To apologise profusely21 October 2010 TASKIFICATION at upper level 10
  • 11. PRE-TASK (1) TASK CYCLE (2) ¨  Introducing topic and ¨  Group work: planning task and preparation ¨  Clear purpose and ¨  Reporting back and intructions Presentation ¨  Recall useful vocabulary21 October 2010 TASKIFICATION at upper level 11
  • 12. LANGUAGE FOCUS (3) ¨  Analysis, discussion ¨  Focus on form ¨  Pattern seeking ¨  Practice ¨  Input ¨  Review ¨  …….21 October 2010 TASKIFICATION at upper level 12
  • 13. ¨  The Bangkok Post newspaper quoted German Ambassador Hanns Schumacher as saying he told officials in Pattaya, “this kind of utterly tasteless advertisement would hurt the feelings of many people” and asked that the billboard be taken down.21 October 2010 TASKIFICATION at upper level 13
  • 14. ¨  Israeli Ambassador Itzhak Shoham also was quoted saying he requested the same. “It is totally unacceptable to have such a monster like Adolf Hitler on public display,” he told the Post. “How this could happen is beyond my understanding and comprehension.”21 October 2010 TASKIFICATION at upper level 14
  • 15. ¨  "We werent showing his image to celebrate him," Mr Naksuetrong the director of the museum, told AFP.¨  "We think he is an important historical figure, but in a horrible way. We apologise for causing any offense which was not at all intended. We did not realise it would make people so angry," he added.21 October 2010 TASKIFICATION at upper level 15
  • 16. ¨  The billboard was covered up after the museum received "a lot" of complaints, director Somporn Naksuetrong said. ¨  The series of highway advertisements featuring famous dead people promote Louis Tussauds Waxworks in Pattaya.21 October 2010 TASKIFICATION at upper level 16
  • 17. 21  October  2010   TASKIFICATION  at  upper  level   17  
  • 18. ¨  It has to be recognised that the use of Nazi imagery has not got the same emotional impact in South East Asia as it does in Jerusalem and Berlin, in fact, the Thais have used swastikas, images of Hitler, and even allowed a Nazi Bar to be opened in Bangkok (the walls of which were adorned with pictures of storm troopers and waiters dressed in jack boots with Nazi armbands).21 October 2010 TASKIFICATION at upper level 18
  • 19. 21  October  2010   TASKIFICATION  at  upper  level   19  
  • 20. 21 October 2010 TASKIFICATION at upper level 20
  • 21. PPP TBL ¨  Presentation ¨  Pre-task ¨  Practice model of activities ahead, topic, expectations artificial language ¨  Task activities, e.g. gap-filling All the language resources ¨  Production available use language items ¨  Planning & Report correctly in a ¨  Analysis communication activity ¨  Practice (reuse language)21 October 2010 TASKIFICATION at upper level 21
  • 22. PPP TBL ¨  False impressions ¨  Free in how to use ¨  Overuse language language items, making language ¨  Natural, relevant, unnatural personal context ¨  May not use newly ¨  Higher exposure to acquired language items other language items in final activity ¨  ‘satisfy the need’ ¨  Communicative ¨  Fun & motivating21 October 2010 TASKIFICATION at upper level 22
  • 23. ¨  http:// www.teachingenglish.org.uk/ think/articles/a-task-based- approach21 October 2010 TASKIFICATION at upper level 23
  • 24. STARBUCKS’S  GUNS  AND   LATTES  POLICY  21  October  2010   TASKIFICATION  at  upper  level   24  
  • 25. 21 October 2010 TASKIFICATION at upper level 25
  • 26. ¨  Warmer: Show Starbucks mug & pictures of protests ¨  Read text and discuss controversy ¨  Students write a blog entry ¨  Read some blog entries posted on www.guardian.co.uk (Richard Adam #18) ¨  Compare ¨  Focus on form: discuss language used for blogs and formal writing ¨  Teacher provides language input ¨  Students write formal letter to the editor21 October 2010 TASKIFICATION at upper level 26
  • 27. ¨  Taskify21 October 2010 TASKIFICATION at upper level 27
  • 28. 21 October 2010 TASKIFICATION at upper level 28
  • 29. 21 October 2010 TASKIFICATION at upper level 29
  • 30. ¨  To develop the personality of the students through the experience of learning a foreign language ¨  To develop creativity,interpersonal, intercultural skills ¨  …21 October 2010 TASKIFICATION at upper level 30
  • 31. ¨  1984 ¨  The Curious Incident of the dog … ¨  Homeless text21 October 2010 TASKIFICATION at upper level 31
  • 32. A task is a piece of classroom work that involveslearners in comprehending, manipulating,producing or interacting in the target languagewhile their attention is focused on mobilizing theirgrammatical knowledge in order to expressmeaning, and in which the intention is to conveymeaning rather than to manipulate form. Thetask should also have a sense of completeness, beingable to stand alone as a communicative act in itsown right with a beginning, a middle and an end. David Nunan, 2006 21 October 2010 TASKIFICATION at upper level 32
  • 33. 21 October 2010 TASKIFICATION at upper level 33
  • 34. 21 October 2010 TASKIFICATION at upper level 34
  • 35. 21 October 2010 TASKIFICATION at upper level 35
  • 36. “ tasks are activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome” (Jane Willis, p. 23) “Focus on form allows teachers and students to complete interesting, motivating courses dealing with content they recognise as relevant to their needs while addressing language problems successfully.” (M.H. Long and J.M. Norris, in Byram, Encyclopaedia …, p. 599) “A task is an activity which requires learners to use language, with emphasis on meaning, to attain an objective, and which is intended to lead to or stimulate acquisition.” (Bygate, Skehan & Swain, 2001)21 October 2010 TASKIFICATION at upper level 36
  • 37. 21 October 2010 TASKIFICATION at upper level 37
  • 38. 21 October 2010 TASKIFICATION at upper level 38

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