1. Facilitating Meaningful Interaction through Task-Based learning
Dominique Murdock, TEFL Advisor

2. Warm up:
Card Talk

3. Student Statements:
“I don’t think I understand this assignment… can you help me?”
“I’m bored... this work is boring.”
“I forgot my textbook.”
“Do you think my grade is good or bad?”

4. Do you think your card is above 7 or below?
Can you guess your card value?

5. In task-based learning, EVERY student has strengths.

6. What is Task-Based Learning?

7. What are the key features of Task-Based learning?

11. What steps do you need to take there in order for your students to succeed?
1. Start with a pre-task activity.
2. Follow the actual task cycle.
3. Classroom work ends with the post-task review.
4. Give a relevant homework assignment.

12. Why?
Students learn how to ask questions, how to negotiate meaning and how to interact in and work within groups.

14. What have you tried so far?

16. In his book “Second Language Pedagogy,” N. S
In his book “Second Language Pedagogy,” N. S. Prabhu cites three basic types of tasks:
Information gap, reasoning gap and opinion gap.

17. Information gap activities are those that involve the transfer of information from one person to another, from one form to another or from one place to another. For example, two students might have different schedules, but they want to find time to get together to have tea. They need to get relevant information from each other to determine when they are both free, as well as when the available times coincide with when a tea house is open. This type of activity allows students to request information, ask for clarification and negotiate both meaning, particularly when misunderstandings occur, and appropriate conclusions to the task.

18. Reasoning gap activities are those in which you ask your students to derive some information from that which you give them. They are required to comprehend and convey information, much as in an information gap activity, but the information that they are asked to convey is not exactly the same that they comprehend. They are asked to use reason and logic to decide what information to convey and what resolution to make for the problem at hand. For example, students might be given a railroad timetable and asked to work out the best route to get from one particular city to another, solve a riddle, or guess the end of a story based on inference.

19. Opinion gap activities are those that ask students to convey their own personal preferences, feelings or ideas about a particular situation. On a higher level, you might ask them to take part in a discussion or debate about a political or social issue. On a lower level, you might ask them to complete a story (not based on inference). In these types of activities, there is no right or wrong answer, and, therefore, there is no objective means by which to judge outcomes, outside of whether what the students do or say addresses the task at hand. You might require them to speak or write for a certain amount (words or time) and you might ask them to use certain constructions. Otherwise, assessment is subjective rather than objective.

20. Activity: Advertisement Mixer

22. The Task:
Become familiar with your product or company, fill in questions 1 & 2 on your handout
Discover what product or company you are looking for as your pair, fill in question 3 on your handout
Only using coversation related to your company, find your pair in our “Advertisment Networking Mixer”
When you have found your pair, sit together and talk about why your companies or products are linked, fill in question 4 on your handout
In your pair, create and advertisment higlighting both of your companies /products (similar to the superbowl commercials we watched). Fill in question 5 on your handout (you may draw if necessary)

24. Debrief: Identifying the steps
Pre-Task Activity/ Presentation/ Introduction
Follow thru with the task
Post-task review
Relevant homework/ wrap up

25. How are you measuring success?
as a teacher
of the students
evidence of learning?

27. Assign roles/ pairs, give time to work
Meaningful
learning
Differentiated
assessment
Let students re-teach
Assign roles/ pairs, give time to work
Relay the task: road trip, house party, business mixer, postcards/letters, etc.

28. Thank you!! dlmurdock72@gmail.com