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A Framework for Task-Based Learning.
Pearson Education; Lindsay, C. Learning and Teaching English. Activities where the target language is used by the learner for a communicative purpose in order to achieve an outcome. These activities focus on the process of communicating by setting tasks for the learner to complete using the target language.
All tasks should have an outcome. Tasks could be anything from an information gap to problem-solving. The challenge of achieving that outcome is what makes TBL motivating. Students can use their full range of skills and language at the same time, rather than in discrete units as sometimes happens with CLT.
An example of an activity that lacks an outcome would be to show students a picture and say Write four sentences describing the picture. Say them to your partner. Here, there is no communicative purpose, only the practice of the language form. Generates talk as learners explain their ideas.
Processes involved include brainstorming, where learners draw on their own knowledge and experience either as a class or in groups, and fact-finding, where learners find out things about each other or others.
Involves four main processes: Processes involved include matching, finding similarities, and finding differences. Sharing personal experiences Creative tasks. These are often called projects and involve pairs or groups of learners in some kind of freer creative work.
Organizational skills and team-work are important in getting the task done. Starting Points for Tasks Personal knowledge and experience: The starting point in normally the statement of the problem. Tasks can be based on pictures, photographs, tables, graphs, etc.
Spoken and written texts: Recordings of spoken English, extracts from videos, and reading texts can make good task material. An example of a task here would be to read or listen to the first part of a story, and given a few additional clues, discuss or write an ending.
Action games, miming and guessing, and popular playground games are effective with young learners. Pre-Task Language Activities Pre-task activities to explore topic language should actively involve all learners, give them relevant exposure, and create interest in doing a task on this topic.
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They provide support for complex tasks and activate schemata, as well as present new vocabulary, grammar, and language functions that the learners will need to complete the task.
Classifying words and phrases: Matching phrases to pictures d. Brainstorming and mind maps Adapting Textbook Materials to TBI Opportunities for task-based learning can happen by making small changes in the way the textbook materials are used.
Switch from whole class to group activities. Change the order of activities. Change the balance of study in certain sections of the text.CELTA - Personal Statement Tips submitted 5 years ago by jerodimus I'm applying to do a CELTA certificate at a college in Scotland, and as part of the application process we have to write a 'personal statement' - a short essay telling why we .
Monday, 08 May. Nov 13, · My interest in the teaching ESOL as a profession has grown throughout my TESOL and CELTA courses as well as personal experiences. In TESOL, I was introduced to the theories and reasoning behind the teaching, whereas CELTA entailed working with adult learners with different needs and levels.
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