Unit 3 Activity 3.6 The TBL framework: overview and pre-task phase Willis, J. (1996) A Framework for Task-Based Learning Essex: Addison Wesley Longman Students: Josue Koch Claudia Bautista Revised: July 5, 2014

Overview Phases in the TBL framework-pre-task phase Roles of the teacher Preliminary Activities Teacher introduces the topic Teacher prepares learners for the task itself Teacher sets up tasks

Framework Pre-task Task cycle Language focus

Pre-task phase Teacher introduces the class to the topic and task activities, activiting topic-related words and phrases. Students use whatever language they already know. Students at this stage need variety and security. There is greater amount of student activity, and less direct, up-front teaching.

Pre Task The Role of the Teacher Teacher: is a facilitator. makes sure students work in pairs or groups. makes sure students use the language to achieve the task outcomes. is involved in setting tasks up and ensuring that learners understand. acts as a language guide. is a course guide. makes sure that the students have understood the task.

Teachers Role: Pre Task Framework The outline.-to give students an idea of what they will do. Adapt to suit learners needs. Always plan what will be for class and what will be for homework.

Pre-task phase Use a good textbook to introduce the topic (Challenging or compare something) Preparatory activities for learners to do. Planning the task: finding suitable pictures, working out vocabulary-building ideas, or listening to a recording of fluent speakers doing the task. Identifying topic language

Pre-Task Language Activites Vocabulary and phrases Introduce a few vital-related words and phrases that students are unlikely to know. Encourage learners to pool topic-related words and phrases they know already and write them up on one side of the board. Make a list of a few useful words and phrases. Classifying words and phrases. On the board, write jumbled-up words and phrases connected with the topic and task.

Examples of Language Activities Odd one out Matching phrases to pictures Memory challenge Brainstorming and mind-maps Thinking of questions to ask Teacher recounting a similar experience

Giving Task Instructions Ensure that all learners understand what the task involves, what is the goal and what outcome is required. Make the goal specific. Make the students read the instructions by themselves for autonomy. Assure that your students understood the instructions and the task. Teacher demonstrates the task with a good student. Teacher plays audio or video recording of fluent speakers doing the task. Teacher shows the class what previous students have achieved.

Managing Learner Talk: Patterns of interaction and turn-taking Individual students carrying out a task on their own. Individual students circulating, talking to different students. Students doing a task singly, then exchanging ideas in pairs. Students in pairs (as equals, or with one student leading) Students in groups (with or without a chairperson) Teacher working with groups or pairs in turn. Teacher working with the whole class. Pairwork allows more individual student talk in a given time than groupwork can. It is important to always give a time limit and never wait for everyone to finish. Teacher goes around and monitors.

Pre-Task Phrase Summary Pre-task Introduction to topic and ways of setting up tasks. Coping with problems and experimenting with solutions. Learners need an introduction to the topic, and ways to help them recall useful words and phrases. Students understand task instructions. Controlling preparation time. Give exposure to the target language.

Pre Task Summary Pre-task stage is normally teacher-led. Priming and Preparation. Introduce lexis and useful phrases. Introduce an interesting topic and give exposure to the language. Learners are allowed free use of language. Brainstorm for vocabulary. Listening related to topic.

Pre-Task Remember 1.There needs to be an goal/outcome. 2.The pre-task if for preparation. 3.The teacher needs to organize interaction patterns. 4.You need to make time for tasks in class. 5.Outside class.-Leave text book activities for homework of the different skills and encourage indendent vocabulary learning and out of class projects. 6.A TBL is to practice the language in class, communicate, interact and solve problems.