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ETJ Tokyo Expo 2010 TBL in primary schools

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This is a slideshow of my presentation on task-based language learning in Japanese primary schools. I presented at the ETJ Tokyo Expo 2010

This is a slideshow of my presentation on task-based language learning in Japanese primary schools. I presented at the ETJ Tokyo Expo 2010

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  • Going to look at two topics. <br /> You are going to undertake a task-based activity to review the structure of a TBL for primary school framework <br />
  • This lesson was designed to teach opposites through quiz-making. <br /> In line to be published in Mar/Apr JALT &#x201C;The Language Teacher&#x201D;. <br /> <br /> Before we start, I&#x2019;ll admit that it misses the opportunity to teach &#x201C;a&#x201D; and &#x201C;the&#x201D;. <br /> <br /> I completely ignored this element when making it. <br />
  • This lesson will be looked at in detail <br /> &#x201C;Are cheetahs fast or slow?&#x201D; = is normal way of saying it. <br /> Language point not clear: Is a cheetah ... // Is the chicken ... <br /> Not to confuse them with things in general and specific items... the a/the is not looked at. For their level, it&#x2019;s fine?? <br />
  • This lesson will be looked at in detail <br /> &#x201C;Are cheetahs fast or slow?&#x201D; = is normal way of saying it. <br /> Language point not clear: Is a cheetah ... // Is the chicken ... <br /> Not to confuse them with things in general and specific items... the a/the is not looked at. For their level, it&#x2019;s fine?? <br />
  • This lesson will be looked at in detail <br /> &#x201C;Are cheetahs fast or slow?&#x201D; = is normal way of saying it. <br /> Language point not clear: Is a cheetah ... // Is the chicken ... <br /> Not to confuse them with things in general and specific items... the a/the is not looked at. For their level, it&#x2019;s fine?? <br />
  • This lesson will be looked at in detail <br /> &#x201C;Are cheetahs fast or slow?&#x201D; = is normal way of saying it. <br /> Language point not clear: Is a cheetah ... // Is the chicken ... <br /> Not to confuse them with things in general and specific items... the a/the is not looked at. For their level, it&#x2019;s fine?? <br />
  • This lesson will be looked at in detail <br /> &#x201C;Are cheetahs fast or slow?&#x201D; = is normal way of saying it. <br /> Language point not clear: Is a cheetah ... // Is the chicken ... <br /> Not to confuse them with things in general and specific items... the a/the is not looked at. For their level, it&#x2019;s fine?? <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • important to expose learners to lot of comprehensible input at the start of the lesson. <br /> words that they can use during tasks. <br /> Remember: we are working with students that have (close to) zero English knowledge. <br /> teacher-led listen and identify or memory game. <br /> <br /> In this example, we could ask children if they like things like hot or cold ice-cream, hard or soft fruit and then try to remember what each students liked. <br />
  • practice language on their own -- new most interesting part of the class <br /> Opportunity to make own questions on material not covered in the lesson. <br /> <br /> Target language closer to the students. Things in the classroom, their homes etc. <br /> Brings the second language and real life closer together. <br /> <br /> MEXT guidlines = no FonF. However, exposure is good. <br /> Not forcing to learn rules or perform. Voluntary. <br />
  • practice language on their own -- new most interesting part of the class <br /> Opportunity to make own questions on material not covered in the lesson. <br /> <br /> Target language closer to the students. Things in the classroom, their homes etc. <br /> Brings the second language and real life closer together. <br /> <br /> MEXT guidlines = no FonF. However, exposure is good. <br /> Not forcing to learn rules or perform. Voluntary. <br />
  • practice language on their own -- new most interesting part of the class <br /> Opportunity to make own questions on material not covered in the lesson. <br /> <br /> Target language closer to the students. Things in the classroom, their homes etc. <br /> Brings the second language and real life closer together. <br /> <br /> MEXT guidlines = no FonF. However, exposure is good. <br /> Not forcing to learn rules or perform. Voluntary. <br />
  • practice language on their own -- new most interesting part of the class <br /> Opportunity to make own questions on material not covered in the lesson. <br /> <br /> Target language closer to the students. Things in the classroom, their homes etc. <br /> Brings the second language and real life closer together. <br /> <br /> MEXT guidlines = no FonF. However, exposure is good. <br /> Not forcing to learn rules or perform. Voluntary. <br />
  • An overview of the lesson sequence I use. <br /> <br /> <br />
  • I&#x2019;m not saying don&#x2019;t do PPP. <br /> Excellent for familiarizing students with the language <br /> Elem. Sch. -- TBL is best used to review language that is already known. <br /> With young learners, a lesson sequence could be PPP, PPP, TBL. <br /> <br /> no explicit grammar introduction until after the task <br /> <br /> Some people say that TBL is PPP on it&#x2019;s head. I disagree when working in a YL context. They need some focus on vocab at least before they undertake the task. (Remember - no prior knowledge.) <br /> <br /> Repeat the lesson&#x2019;s task as warm-up next time to confirm what has been learnt. <br />
  • I&#x2019;m not saying don&#x2019;t do PPP. <br /> Excellent for familiarizing students with the language <br /> Elem. Sch. -- TBL is best used to review language that is already known. <br /> With young learners, a lesson sequence could be PPP, PPP, TBL. <br /> <br /> no explicit grammar introduction until after the task <br /> <br /> Some people say that TBL is PPP on it&#x2019;s head. I disagree when working in a YL context. They need some focus on vocab at least before they undertake the task. (Remember - no prior knowledge.) <br /> <br /> Repeat the lesson&#x2019;s task as warm-up next time to confirm what has been learnt. <br />
  • I&#x2019;m not saying don&#x2019;t do PPP. <br /> Excellent for familiarizing students with the language <br /> Elem. Sch. -- TBL is best used to review language that is already known. <br /> With young learners, a lesson sequence could be PPP, PPP, TBL. <br /> <br /> no explicit grammar introduction until after the task <br /> <br /> Some people say that TBL is PPP on it&#x2019;s head. I disagree when working in a YL context. They need some focus on vocab at least before they undertake the task. (Remember - no prior knowledge.) <br /> <br /> Repeat the lesson&#x2019;s task as warm-up next time to confirm what has been learnt. <br />
  • I&#x2019;m not saying don&#x2019;t do PPP. <br /> Excellent for familiarizing students with the language <br /> Elem. Sch. -- TBL is best used to review language that is already known. <br /> With young learners, a lesson sequence could be PPP, PPP, TBL. <br /> <br /> no explicit grammar introduction until after the task <br /> <br /> Some people say that TBL is PPP on it&#x2019;s head. I disagree when working in a YL context. They need some focus on vocab at least before they undertake the task. (Remember - no prior knowledge.) <br /> <br /> Repeat the lesson&#x2019;s task as warm-up next time to confirm what has been learnt. <br />
  • I&#x2019;m not saying don&#x2019;t do PPP. <br /> Excellent for familiarizing students with the language <br /> Elem. Sch. -- TBL is best used to review language that is already known. <br /> With young learners, a lesson sequence could be PPP, PPP, TBL. <br /> <br /> no explicit grammar introduction until after the task <br /> <br /> Some people say that TBL is PPP on it&#x2019;s head. I disagree when working in a YL context. They need some focus on vocab at least before they undertake the task. (Remember - no prior knowledge.) <br /> <br /> Repeat the lesson&#x2019;s task as warm-up next time to confirm what has been learnt. <br />
  • I&#x2019;m not saying don&#x2019;t do PPP. <br /> Excellent for familiarizing students with the language <br /> Elem. Sch. -- TBL is best used to review language that is already known. <br /> With young learners, a lesson sequence could be PPP, PPP, TBL. <br /> <br /> no explicit grammar introduction until after the task <br /> <br /> Some people say that TBL is PPP on it&#x2019;s head. I disagree when working in a YL context. They need some focus on vocab at least before they undertake the task. (Remember - no prior knowledge.) <br /> <br /> Repeat the lesson&#x2019;s task as warm-up next time to confirm what has been learnt. <br />
  • I&#x2019;m not saying don&#x2019;t do PPP. <br /> Excellent for familiarizing students with the language <br /> Elem. Sch. -- TBL is best used to review language that is already known. <br /> With young learners, a lesson sequence could be PPP, PPP, TBL. <br /> <br /> no explicit grammar introduction until after the task <br /> <br /> Some people say that TBL is PPP on it&#x2019;s head. I disagree when working in a YL context. They need some focus on vocab at least before they undertake the task. (Remember - no prior knowledge.) <br /> <br /> Repeat the lesson&#x2019;s task as warm-up next time to confirm what has been learnt. <br />
  • I&#x2019;m not saying don&#x2019;t do PPP. <br /> Excellent for familiarizing students with the language <br /> Elem. Sch. -- TBL is best used to review language that is already known. <br /> With young learners, a lesson sequence could be PPP, PPP, TBL. <br /> <br /> no explicit grammar introduction until after the task <br /> <br /> Some people say that TBL is PPP on it&#x2019;s head. I disagree when working in a YL context. They need some focus on vocab at least before they undertake the task. (Remember - no prior knowledge.) <br /> <br /> Repeat the lesson&#x2019;s task as warm-up next time to confirm what has been learnt. <br />
  • I&#x2019;m not saying don&#x2019;t do PPP. <br /> Excellent for familiarizing students with the language <br /> Elem. Sch. -- TBL is best used to review language that is already known. <br /> With young learners, a lesson sequence could be PPP, PPP, TBL. <br /> <br /> no explicit grammar introduction until after the task <br /> <br /> Some people say that TBL is PPP on it&#x2019;s head. I disagree when working in a YL context. They need some focus on vocab at least before they undertake the task. (Remember - no prior knowledge.) <br /> <br /> Repeat the lesson&#x2019;s task as warm-up next time to confirm what has been learnt. <br />
  • I&#x2019;m not saying don&#x2019;t do PPP. <br /> Excellent for familiarizing students with the language <br /> Elem. Sch. -- TBL is best used to review language that is already known. <br /> With young learners, a lesson sequence could be PPP, PPP, TBL. <br /> <br /> no explicit grammar introduction until after the task <br /> <br /> Some people say that TBL is PPP on it&#x2019;s head. I disagree when working in a YL context. They need some focus on vocab at least before they undertake the task. (Remember - no prior knowledge.) <br /> <br /> Repeat the lesson&#x2019;s task as warm-up next time to confirm what has been learnt. <br />
  • I&#x2019;m not saying don&#x2019;t do PPP. <br /> Excellent for familiarizing students with the language <br /> Elem. Sch. -- TBL is best used to review language that is already known. <br /> With young learners, a lesson sequence could be PPP, PPP, TBL. <br /> <br /> no explicit grammar introduction until after the task <br /> <br /> Some people say that TBL is PPP on it&#x2019;s head. I disagree when working in a YL context. They need some focus on vocab at least before they undertake the task. (Remember - no prior knowledge.) <br /> <br /> Repeat the lesson&#x2019;s task as warm-up next time to confirm what has been learnt. <br />
  • An overview of the lesson sequence I use. <br /> Opportunity to see grammar/vocabulary. Teacher-led tasks. <br /> Accomplish some sort of common goal. Focus on fluency. <br /> Report findings/results. Focus on accuracy. <br /> Double check understanding. Focus on accuracy. <br /> Students experiment with the language. <br /> Can you think which parts of the lesson can be considered each element here? <br /> <br /> <br />
  • An overview of the lesson sequence I use. <br /> Opportunity to see grammar/vocabulary. Teacher-led tasks. <br /> Accomplish some sort of common goal. Focus on fluency. <br /> Report findings/results. Focus on accuracy. <br /> Double check understanding. Focus on accuracy. <br /> Students experiment with the language. <br /> Can you think which parts of the lesson can be considered each element here? <br /> <br /> <br />
  • An overview of the lesson sequence I use. <br /> Opportunity to see grammar/vocabulary. Teacher-led tasks. <br /> Accomplish some sort of common goal. Focus on fluency. <br /> Report findings/results. Focus on accuracy. <br /> Double check understanding. Focus on accuracy. <br /> Students experiment with the language. <br /> Can you think which parts of the lesson can be considered each element here? <br /> <br /> <br />
  • An overview of the lesson sequence I use. <br /> Opportunity to see grammar/vocabulary. Teacher-led tasks. <br /> Accomplish some sort of common goal. Focus on fluency. <br /> Report findings/results. Focus on accuracy. <br /> Double check understanding. Focus on accuracy. <br /> Students experiment with the language. <br /> Can you think which parts of the lesson can be considered each element here? <br /> <br /> <br />
  • Reveal as the are said. <br />
  • Reveal as the are said. <br />
  • Reveal as the are said. <br />
  • Reveal as the are said. <br />
  • <br />
  • <br />
  • A focus on the grammar used in the lesson. <br /> MEXT does not recommend the explicit teaching of grammar. <br /> But, there is a way to do it without mentioning verbs, nouns, or adjectives! <br /> The next activity I will introduce is a focused activity that lasts a full lesson. <br /> <br /> <br />
  • A focus on the grammar used in the lesson. <br /> MEXT does not recommend the explicit teaching of grammar. <br /> But, there is a way to do it without mentioning verbs, nouns, or adjectives! <br /> The next activity I will introduce is a focused activity that lasts a full lesson. <br /> <br /> <br />
  • A focus on the grammar used in the lesson. <br /> MEXT does not recommend the explicit teaching of grammar. <br /> But, there is a way to do it without mentioning verbs, nouns, or adjectives! <br /> The next activity I will introduce is a focused activity that lasts a full lesson. <br /> <br /> <br />
  • A focus on the grammar used in the lesson. <br /> MEXT does not recommend the explicit teaching of grammar. <br /> But, there is a way to do it without mentioning verbs, nouns, or adjectives! <br /> The next activity I will introduce is a focused activity that lasts a full lesson. <br /> <br /> <br />
  • A focus on the grammar used in the lesson. <br /> MEXT does not recommend the explicit teaching of grammar. <br /> But, there is a way to do it without mentioning verbs, nouns, or adjectives! <br /> The next activity I will introduce is a focused activity that lasts a full lesson. <br /> <br /> <br />
  • A focus on the grammar used in the lesson. <br /> MEXT does not recommend the explicit teaching of grammar. <br /> But, there is a way to do it without mentioning verbs, nouns, or adjectives! <br /> The next activity I will introduce is a focused activity that lasts a full lesson. <br /> <br /> <br />
  • A focus on the grammar used in the lesson. <br /> MEXT does not recommend the explicit teaching of grammar. <br /> But, there is a way to do it without mentioning verbs, nouns, or adjectives! <br /> The next activity I will introduce is a focused activity that lasts a full lesson. <br /> <br /> <br />
  • A focus on the grammar used in the lesson. <br /> MEXT does not recommend the explicit teaching of grammar. <br /> But, there is a way to do it without mentioning verbs, nouns, or adjectives! <br /> The next activity I will introduce is a focused activity that lasts a full lesson. <br /> <br /> <br />
  • A focus on the grammar used in the lesson. <br /> MEXT does not recommend the explicit teaching of grammar. <br /> But, there is a way to do it without mentioning verbs, nouns, or adjectives! <br /> The next activity I will introduce is a focused activity that lasts a full lesson. <br /> <br /> <br />
  • A focus on the grammar used in the lesson. <br /> MEXT does not recommend the explicit teaching of grammar. <br /> But, there is a way to do it without mentioning verbs, nouns, or adjectives! <br /> The next activity I will introduce is a focused activity that lasts a full lesson. <br /> <br /> <br />
  • A focus on the grammar used in the lesson. <br /> MEXT does not recommend the explicit teaching of grammar. <br /> But, there is a way to do it without mentioning verbs, nouns, or adjectives! <br /> The next activity I will introduce is a focused activity that lasts a full lesson. <br /> <br /> <br />
  • A focus on the grammar used in the lesson. <br /> MEXT does not recommend the explicit teaching of grammar. <br /> But, there is a way to do it without mentioning verbs, nouns, or adjectives! <br /> The next activity I will introduce is a focused activity that lasts a full lesson. <br /> <br /> <br />
  • <br />
  • Through the use of &#x201C;collaborative-learning tasks&#x201D; <br />
  • Through the use of &#x201C;collaborative-learning tasks&#x201D; <br />
  • Through the use of &#x201C;collaborative-learning tasks&#x201D; <br />
  • Through the use of &#x201C;collaborative-learning tasks&#x201D; <br />
  • Through the use of &#x201C;collaborative-learning tasks&#x201D; <br />
  • <br />
  • Before I show you the collaborative learning task for the focus on form lesson plan, <br /> i will outline the topic i used this in. <br />
  • Before I show you the collaborative learning task for the focus on form lesson plan, <br /> i will outline the topic i used this in. <br />
  • <br />
  • <br />
  • <br />
  • <br />
  • <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • This was used for students to give their opinions on various subjects. Their partner wrote down their answers. <br />
  • <br />
  • But, students cannot write. <br /> <br /> So.... <br />
  • But, students cannot write. <br /> <br /> So.... <br />
  • But, students cannot write. <br /> <br /> So.... <br />
  • But, students cannot write. <br /> <br /> So.... <br />
  • <br />
  • <br />
  • <br />
  • <br />
  • <br />
  • <br />
  • <br />
  • <br />
  • <br />
  • After doing the task though, I discovered that this was a bit too much cognitive suport and the students found it quite easy. <br />
  • <br />
  • <br />
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ETJ Tokyo Expo 2010 TBL in primary schools ETJ Tokyo Expo 2010 TBL in primary schools Presentation Transcript

  • TBL in primary schools Framework overview Implementing “Focus on Form” activities
  • Animals and adjectives An example lesson
  • Animals and adjectives
  • Animals and adjectives • Elicit the target vocabulary.
  • Animals and adjectives • Elicit the target vocabulary. • Introduce the target grammar.
  • Animals and adjectives • Elicit the target vocabulary. • Introduce the target grammar. • Complete information gap worksheets.
  • Animals and adjectives • Elicit the target vocabulary. • Introduce the target grammar. • Complete information gap worksheets. • Reveal answers.
  • Animals and adjectives • Elicit the target vocabulary. • Introduce the target grammar. • Complete information gap worksheets. • Reveal answers. • Students make their own questions.
  • Show pictures to elicit the target language
  • Show pictures to elicit the target language
  • Introduce the target grammar
  • Introduce the target grammar Is an elephant heavy or light?
  • Introduce the target grammar Is an elephant heavy or light? Is a turtle soft or hard?
  • Introduce the target grammar Is an elephant heavy or light? Is a turtle soft or hard? Is a cheetah fast or slow?
  • Introduce the target grammar Is an elephant heavy or light? Is ice cream hard or soft? Is a turtle soft or hard? Is a cheetah fast or slow?
  • Complete the information gap worksheets
  • Complete the information gap worksheets
  • Complete the information gap worksheets
  • Complete the information gap worksheets
  • Reveal answers
  • Reveal answers
  • Reveal answers Is the dog good or bad?
  • Reveal answers Is the dog good or bad? Is the mouse clean?
  • Reveal answers Is the dog good or bad? Is the mouse clean? Is the lion young?
  • Reveal answers Is the dog good or bad? Is the mouse clean? Is the lion young? Is the crab hard or soft?
  • Students make their own questions
  • Students make their own questions r so ft? ardo c rea mh Is ice
  • Students make their own questions r so ft? ardo rea mh Is E vere Is i ce c st big or s mal l?
  • Students make their own questions r so ft? ardo rea mh Is E vere Is i ce c st big Is or s (Mars) mal hot or l? cold?
  • Students make their own questions r so ft? ardo rea mh Is E vere Is i ce c st big Is or s (Mars) mal hot or l? cold? or bad? r go od *I s din osau
  • Lesson Framework
  • PPP and TBL typical lesson structure
  • PPP and TBL typical lesson structure
  • PPP and TBL typical lesson structure
  • PPP and TBL typical lesson structure
  • PPP and TBL typical lesson structure
  • PPP and TBL typical lesson structure
  • PPP and TBL typical lesson structure
  • Lesson Framework
  • Lesson Framework Priming
  • Lesson Framework Priming Task
  • Lesson Framework Priming Task Planning and Reporting
  • Lesson Framework Priming Task Planning and Reporting Focus on Form
  • Today’s example lesson
  • Today’s example lesson • Priming: Introduced the target language.
  • Today’s example lesson • Priming: Introduced the target language. • Task: Completed an information gap activity.
  • Today’s example lesson • Priming: Introduced the target language. • Task: Completed an information gap activity. • Planning/Report: Students told the teacher what they discovered.
  • Today’s example lesson • Priming: Introduced the target language. • Task: Completed an information gap activity. • Planning/Report: Students told the teacher what they discovered. • Focus on Form: Students formed new questions to tell the rest of the class.
  • Focus on Form
  • Focus on Form What is it?
  • Priming Task Reporting Focus on Form
  • Priming Task Fluency Reporting Focus on Form
  • Priming Task Reporting Fluency Focus on Form
  • Priming Task Reporting Focus on Form Accuracy
  • Priming Task Reporting Focus on Form
  • Collaborative Learning
  • Collaborative Learning
  • Collaborative Learning Student-centered focus on grammar
  • Topic outline
  • Topic outline
  • Topic outline Subjects
  • Topic outline
  • Topic outline Days of the week
  • Expressions used
  • Expressions used “On Monday, we have science!”
  • Monday Tuesday Wednesday Thursday Friday Science Maths Art Maths PE English PE Art Japanese Maths Social Japanese Science Music Japanese Studies Social Social Japanese Art Science Studies Studies “On Monday, we have science!”
  • Expressions used “I like science. It’s easy!”
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  • Dictogloss
  • Dictogloss
  • Dictogloss • Introduce topic
  • Dictogloss • Introduce topic • Read a story
  • Dictogloss • Introduce topic • Read a story • Read it again (students take notes)
  • Dictogloss • Introduce topic • Read a story • Read it again (students take notes) • Remake the story in groups
  • On... I have...
  • I don’t like... It’s...
  • A video of students undertaking the task can be seen here: http://bit.ly/YorkTBL
  • Any questions?
  • Further Information Email: yorksensei@gmail.com Twitter: @yorksensei Information gap worksheets available here: http://bit.ly/c8KOEN