Task Based Approach

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  • Hello, I enjoyed your slides and found it very useful to understand TBLT. Is it possible to share the examples of task in your handouts? Thanks!
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  • Estimada Yuly Asencion:

    Agradezco su fineza de enviarme ese enlace de su WIKI, el cual estudiaré con mas tiempo, y le haré las preguntas que resulten.

    Por lo Pronto la felicito, pues veo que tiene un estupendo manejo de la tecnologia y alumnos de mucha calidad.

    Seguimos en contacto

    Merry Christmas and Happy New Year

    R. Chaviano
    UAM-NICARAGUA
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  • Hola Rod Chaviano,
    Perdone que le escriba aquí pero si mail no permite mensajes. En respuesta a su mensaje.
    He enseñado clases de español de manera híbrida con presencia en la clase y proyectos multimedia en la clase. Las presentaciones que ves sobre tecnología son de mi curso sobre el uso de la tecnología en la clase de lenguas que enseñé el semestre que acaba de terminar y que estaba dirigido a estudiantes graduados en nuestro programa de maestría de enseñanza del español. ¿Y qué tipo de cursos híbridos enseña usted? ¿Qué tipo de actividades con tecnología tiene en sus cursos híbridos? Si quiere leer un poco más y ver algunos recursos a utilizar puede ir al wiki de nuestra clase (otro proyecto en estas clases híbridas) en el que colaboraron mis estudiantes en la clase (el español no es perfecto): http://spa512.wetpaint.com/
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Task Based Approach

  1. 1. II Congress for Teachers of English January 31 ST , February 1 ST and 2 ND , 2008 Leon, Nicaragua Implementing Task-based Approach in Communicative Language Teaching Lic. Rodolfo Chaviano Universidad Americana ( UAM) [email_address]
  2. 2. Task-Based Language Teaching (TBLT) <ul><li>Introduction </li></ul><ul><li>Rational & Differences with other Approaches </li></ul><ul><li>Our Experience: Role of the Teacher </li></ul><ul><li>Our Experience: Role of the Student </li></ul><ul><li>Types of Tasks and Expected Outcomes (E.g) </li></ul><ul><li>Conclusion </li></ul>Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  3. 3. Task-Based Teaching “ Any approach to language pedagogy will need to concern itself with three essential elements : language data , i nformation , and opportunities for practice ”, David Nuna n , ( 5) Aspects of Task-Based Syllabus Design, The English Centre, University of Hong Kong, December 2001. Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  4. 4. TBLT - Definition “ A Task is an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome” Jane Willis (1) Taken from: Teaching English through a task - based approach . Jane Willis, 2002, ISBN 84-7719-805-5, pags. 27-36 FOR FURTHER INFORMATIO SEE SLIDE 21 Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  5. 5. Why Using Task-Based Approach TBLT- Engaging Your Students “ Students may not produce the target language during the free practice stage because they find they are unable to use existing language resources to complete the task”. Richard Frost British Council, BBC World Service, 2006 Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  6. 6. Task-Based Teaching <ul><li>Why Using Task-Based Approach </li></ul><ul><li>S tudents are free of language control </li></ul><ul><li>A natural context is developed from the students' experiences </li></ul><ul><li>with the language that is personalised and relevant to them </li></ul><ul><li>They will be exposed to a whole range of lexical phrases, </li></ul><ul><li>collocations and patterns as well as language forms. </li></ul><ul><li>Students n eed s dictate what will be covered rather than </li></ul><ul><li>a decision made by the teacher or the coursebook. </li></ul><ul><li>It is a strong communicative approach where students spend </li></ul><ul><li>a lot of time communicating </li></ul><ul><li>Provide Self-Access Activities </li></ul><ul><li>It is enjoyable and motivating (2) </li></ul>Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  7. 7. Types of Tasks Rehearsal task : A piece of classroom work in which learners rehearse, in class, a communicative act they will carry out outside of the class (resemble - real world or target task) Pedagogical tasks : A piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the language while their attention is principally focused on meaning rather than forms (realistic-in the classroom) Activation task : A piece of classroom work involving communicative interaction, but NOT one in which learners will be rehearsing for some out-of-class communication. Rather they are designed to activate the acquisition process (expected out-of class situation) David Nunam, op. cit .(5) Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  8. 8. Types of Tasks & Expected Outcome Lic. Rodolfo Chaviano Universidad Americana ( UAM ) <ul><li>Task Outcome </li></ul><ul><li>Listing Completed list or draft mind map </li></ul><ul><li>Ordering & Sorting Information ordered and sorted according </li></ul><ul><li>to specified criteria </li></ul><ul><li>Comparing Items appropriately match, or assemble </li></ul><ul><li>according to similarities and / or differences </li></ul><ul><li>Problem solving Solution to problems, which can then be </li></ul><ul><li>evaluated </li></ul><ul><li>Sharing Personal Experiences Largely social </li></ul><ul><li>Creative Tasks End product which can be appreciated by </li></ul><ul><li>wide audience ( 3) </li></ul>
  9. 9. TO BE DONE IN THE WORKSHOP Lic. Rodolfo Chaviano Universidad Americana ( UAM) <ul><li>Find Someone who … </li></ul><ul><li>has a pet fish </li></ul><ul><li>collects items </li></ul><ul><li>lives close to a Disco </li></ul><ul><li>has never been abroad </li></ul><ul><li>writes poems </li></ul><ul><li>Is allergic to penicillin </li></ul><ul><li>Can play a musical instrument </li></ul><ul><li>has divorced two or more times </li></ul>
  10. 10. TO BE DISCUSSED IN THE WORKSHOP Some examples ∶ Tasks for Level I See slide with examples (printed handouts) Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  11. 11. TO BE DONE IN THE WORKSHOP <ul><li>Some examples ∶ </li></ul><ul><li>Group Work ∶ Problem solving -- Work with two other students. You are on a ship that is sinking. You have to swim to a nearby island. You have a waterproof container, but can only carry 20 kilos of items in it. Decide which of the following items you will take. </li></ul><ul><li>See slide No 21 </li></ul><ul><li>(printed handouts) </li></ul><ul><li>. </li></ul>Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  12. 12. TO BE DISCUSSED IN THE WORKSHOP Some examples ∶ Tasks for Level III See slide with examples (printed handouts) Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  13. 13. Task-Based Teaching <ul><li>Some examples ∶ . </li></ul><ul><li>Creative Tasks: </li></ul><ul><li>Creating Projects, Interviews,portfolios, etc. </li></ul>Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  14. 14. Task-Based Teaching <ul><li>Framework for TBL* </li></ul><ul><li>Pre-task </li></ul><ul><li>Task </li></ul><ul><li>Planning </li></ul><ul><li>Report </li></ul><ul><li>Analysis </li></ul><ul><li>Practice </li></ul>Lic. Rodolfo Chaviano Universidad Americana ( UAM) *Jane Willis, 2002 (4)
  15. 15. Task-Based Teaching <ul><li>Role of the Teacher </li></ul><ul><li>Cooperate, Listen and respond to Ss needs </li></ul><ul><li>Decide what tasks to work on </li></ul><ul><li>Decide when to try a new task </li></ul><ul><li>Correct and keep feedback (analysis) </li></ul><ul><li>What specific things did the students do? </li></ul><ul><li>Help Ss Monitor each other (6) </li></ul>Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  16. 16. Task-Based Teaching Lic. Rodolfo Chaviano Universidad Americana ( UAM) <ul><li>Role of the Student </li></ul><ul><li>Work individually or with the groups equally </li></ul><ul><li>Gather and organize information (report) </li></ul><ul><li>Present results to others Ss and/or Instructor </li></ul><ul><li>Analysis of his/her performance with Instructor </li></ul>
  17. 17. Conclusions <ul><li>Task-Based Language Teaching addresses </li></ul><ul><li>some of the ways students are changing </li></ul><ul><li>Any curriculum content can be taught through </li></ul><ul><li>tasks – the key point is that the teachers usually </li></ul><ul><li>will have to create their own worksheets or </li></ul><ul><li>strategies! </li></ul><ul><li>The teacher must stay very active during a task- </li></ul><ul><li>based lesson assisting students individually or </li></ul><ul><li>as a group! </li></ul>Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  18. 18. Conclusions <ul><li>Task-Based Language Teaching is another </li></ul><ul><li>tool for your teaching arsenal – use it when </li></ul><ul><li>it works for you! </li></ul><ul><li>Adapt this approach to your classroom </li></ul><ul><li>where you are the expert ! </li></ul>Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  19. 19. References <ul><li>1 Task - based approach and multiple intelligences . Jane Wills, Longman. 2007 </li></ul><ul><li>2 Teaching English through a task - based approach . Jane Willis, 2002, </li></ul><ul><li>ISBN 84-7719-805-5, pags. 27-36 </li></ul><ul><li>3 'A Framework for Task-Based Learning' by Jane Wills, Longman. 1996 </li></ul><ul><li>4 'Doing Task-Based Teaching' by Dave and Jane Willis, OUP 2007. </li></ul><ul><li>5 Task-based syllabus design: Selecting, grading, and sequencing tasks . </li></ul><ul><li>In Crookes and Gass (eds.), 1993b. Nunan, David. 1993. </li></ul><ul><li>6 Task-based syllabus design: Specific needs in curriculum . Ahmed, M. </li></ul><ul><li>1990. In V. Bickley (ed.), Language Use, Language Teaching and Curriculum. </li></ul><ul><li>Hong Kong: Institute of Language in Education, Department. </li></ul><ul><li>7 From Theory to Practice International Conference on Task-Based Language Teaching September 21-23, 2005 - Leuven (Belgium) </li></ul><ul><li>8 Putting Principles to Work” </li></ul><ul><li>Second International Conference on TBLT from September 20 through </li></ul><ul><li>22, 2007, at the University of Hawai‘i at Manoa, in Honolulu </li></ul>Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  20. 20. Task-Based Teaching THANK YOU VERY MUCH! Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  21. 21. TBLT - Definition “ A task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form. The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end.&quot; David Nunan (5) Taken from Roger Nun a n . Senior Associate Editor Asian EFL Journa l September 2006 . Volume 8. Issue 3 Lic. Rodolfo Chaviano Universidad Americana ( UAM)
  22. 22. Group Work ∶ Problem solving Lic. Rodolfo Chaviano Universidad Americana ( UAM) <ul><li>Waterproof sheets of fabric (3 kilos each.) </li></ul><ul><li>Notebook computer (3.5 kilos) </li></ul><ul><li>Rope (6 kilos). </li></ul><ul><li>Fire lighting kits (500 grams each) </li></ul><ul><li>Portable CD player and CDs (4 kilos.) </li></ul><ul><li>Short-wave radio (12 kilos) </li></ul><ul><li>Medical kit (2 kilos.) </li></ul><ul><li>Bottles of water (1.5 kilos each) </li></ul><ul><li>Packets of sugar, flour, rice, powdered milk, coffee, tea. </li></ul><ul><li>(Each packet weighs 500 grams) </li></ul><ul><li>Cans of food (500 grams each) </li></ul><ul><li>Box of novels and magazines (3 kilos) </li></ul><ul><li>Axe (8 kilos) (2) </li></ul>

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