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Task-based Teaching

Task-based Teaching. Tania Iveson BA CELTA. People We Love. Is this a task?. Does the activity engage learners’ interest? Is the primary focus on meaning that is learner generated (not simply regurgitating someone else’s) ? Is there an outcome / communicative goal?

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Task-based Teaching

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  1. Task-based Teaching Tania Iveson BA CELTA

  2. People We Love

  3. Is this a task? • Does the activity engage learners’ interest? • Is the primary focus on meaning that is learner generated (not simply regurgitating someone else’s)? • Is there an outcome / communicative goal? • Does it relate to real-world activities? • Is the primary goal to produce specific language?

  4. Willis (1996) • “A task is a goal-oriented communicative activity with a specific outcome, where the emphasis is on exchanging meanings, not on producing specific language forms.”

  5. Which ones are tasks? What was their legacy? (Just Right Advanced, MCELT) Culture shock (Tapestry 2, Heinle & Heinle) Last Saturday (Interchange Intro, CUP)

  6. Which ones are tasks? What was their legacy? (Just Right Advanced, MCELT) Culture shock (Tapestry 2, Heinle & Heinle) Last Saturday (Interchange Intro, CUP)

  7. How do we adapt and refine activities to make them into tasks? • add a communicative goal / purpose • get creative to better ensure engagement at starting point • personalize • consider learner interests • add a report stage to the feedback

  8. Which of the following instructions do NOT indicate a communicative goal?

  9. How do we ensure the success of a task-based lesson? In other words, the activity is one thing…how it’s used is another.

  10. Consider • How the lesson begins • How the teacher ‘supports’ the task • How and when the teacher corrects target language • How the teacher does feedback • How the interaction is organized

  11. Who’s to blame?

  12. Benefits of TBT • Challenge, not spoon feeding • Focus on real world use of language • Clarifies context • Practices choosing appropriate language • Positive group dynamics • Existing knowledge recognized • Establishing the need to know

  13. Key teacher affectivequalities that impact on success • Expectations • Willingness to share • Empathy • Flexibility • Tolerance • Enthusiasm

  14. Bibliography • Willis, J & Willis, D. (2007). Doing Task-based Teaching. Oxford University press. • Van den Branden, K. (2006). Task-Based Language Education (From theory to practice). Cambridge Applied Linguistics.

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