Using real-world tasks in Using real-world tasks in language immersionslanguage immersions

Daniela Ferreira

Fabiane Aguiar

Task Based Learning and Task Based Learning and TeachingTeaching

ExerciseExercise

Communicative ActivityCommunicative Activity

TaskTask

Language exerciseLanguage exercise

Write the past tense form of these verbs: go, is, are, do, have, work, study, buy, pick, make, put, read.

Now think of four things you did yesterday. Write sentences in the blanks.First I got up and _______________________________Then, ________________________________________Next, ________________________________________Finally, _______________________________________

http://www3.telus.net/linguisticsissues/syllabusdesign.html

Communicative activityCommunicative activity

Write three hobbies or activities you like / like doing.

1. _____________________________________________2. _____________________________________________3. _____________________________________________

Ask each person in your group what they like / like doing. Decide on a suitable gift for each person.

http://www3.telus.net/linguisticsissues/syllabusdesign.html

Pedagogical tasksPedagogical tasks

List three things you’re thinking about doing this week.

 Group work. Tell your partners what you’re thinking about doing. For each activity, get a recommendation and a reason from three different people. Then write the best recommendations in the chart.   

http://www3.telus.net/linguisticsissues/syllabusdesign.html                     

Activity Recommendation

1.

2;

Main Pedagogic Fundaments of TBLTMain Pedagogic Fundaments of TBLTTask Based Learning and TeachingTask Based Learning and Teaching focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. It is based on the belief that students may learn more effectively when their minds are focused on the task, rather than on the language they are using.

In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.

TBLT provides learners with natural exposure (input), chances to use language (without fear of getting things wrong) to express what they want to mean (output), to focus on improving their own language as they proceed from Task to Report stage, and to analyse and practice forms.

The Advantages of TBLTThe Advantages of TBLT Students are free of language control. In all three stages they must use all their language resources rather than just practicing one pre-selected item;

A natural context is developed from the students' experiences with the language that is personalized and relevant to them;

They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms and the language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook;

It is a strong communicative approach where students spend a lot of time communicating;

It is enjoyable and motivating.

Types of Tasks Types of Tasks

suggested by Janes Willis on www.willis-elt.co.uk/conferences.html

The TBLT ProcessThe TBLT Process

Pre-taskPre-task - Introduction and task.

Task cycle Task cycle - Task planning and report.

Language focus Language focus - Analysis and practice.

11, 2, 3, 4, 5, 6 Steps, 2, 3, 4, 5, 6 Steps

Pre TaskPre Task

The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.

1, 1, 22, 3, 4, 5, 6 Steps, 3, 4, 5, 6 Steps

TaskTask

The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.

1, 2, 1, 2, 33, 4, 5, 6 Steps, 4, 5, 6 Steps

PlanningPlanning

Students prepare a short oral or written report to tell the class what happened during their task. They then practice what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.

1, 2, 3, 1, 2, 3, 44, 5, 6 Steps, 5, 6 Steps

Report Report

Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.

1, 2, 3, 4, 1, 2, 3, 4, 5, 5, 6 Steps6 Steps

AnalysisAnalysis

The teacher then highlights relevant parts from the text of the recording for the students to analyze. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.

.

1, 2, 3, 4, 51, 2, 3, 4, 5, 6, 6 Steps Steps

PracticePractice

Finally, the teacher selects language areas to practice based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.

Why TBLT?Why TBLT? Grammar is far too complex and extensive to explain and practice

bit by bit; 

Learners often avoid speaking because they are worried about getting their grammar right;

Tasks give learners the chance to focus on using language to create their own meanings – using words and expressions they can recall, and then refine and build on that language as the task cycle progresses;

When they find they can achieve the task goals, even with their limited English, they gain confidence, feel liberated, their motivation increases, they learn more and become better communicators.

Program for a Day ImmersionProgram for a Day Immersion

Target Public: Executive Secretaries

Level: Elementary

8:00 – 9:00: Welcoming Breakfast

9:00 – 10:15: Task 1 (Arrange a meeting over the phone)

10:15 – 11:45: Activity 1 (Organize your boss’s schedule for the day)

11:45 – 13:45: Lunch

Program for a Day ImmersionProgram for a Day Immersion

13:45 – 14:30: Activity 2 (Putting random emails in the correct order)

14:30 –15:15: Task 2 (First part: CV Preparation)

15:15 – 16:45: Task 2 (Second part: Job Interview)

16:45 – 17:00: Feedback

Program for a Day ImmersionProgram for a Day Immersion

Steps for choosing the activities:

STEP 1: Needs analysis

STEP 2: Setting objectives

STEP 3: Adequate language

Target Public: Executive Secretaries

Level: Elementary

Guidelines Guidelines Task 1: Arrange a meeting over the phone

In pairs, students will negotiate over the phone so they can arrange a meeting based on a given schedule.

Pre Task

Task

Planning

Report

Analysis

Practice

Instructions

Arranging the meeting

Write an e-mail

Read the e-mail

Teacher’s feedback

Redo or practice through a different activity

Example of Practice Example of Practice Activity 1: Organize your boss’s schedule for Activity 1: Organize your boss’s schedule for the daythe day

1. Students will be provided with a sample schedule (PRESENTATION)

Guidelines Guidelines 2. They will use sentences to talk about the activities and appointments in the schedule (PRACTICE).

Ex: He has a welcome dinner in the evening. He doesn’t have anything on Day 4 in the evening.

www.rizvi.com.br/imersao

Guidelines Guidelines 3. They will have to organize their bosses’ schedule for the day (PRODUCTION).Thursday, July 15th

09:00 am

10:00 am

11:00 am

12:00 am

01:00 pm

02:00 pm

03:00 pm

Your boss usually arrives at the office at 9 am. Today, he travels to São Paulo. He leaves to the airport at around 4 pm. Before that, he has to meet with a client, participate in a conference call with the head office, have lunch with some visitors, finish a report, attend a presentation at the company, and do some shopping.

Conclusion Conclusion

A day immersion program is a great opportunity for ESL students to get an extensive language training, using the language as a tool of communication, and not only an object of study.

Real-world tasks promote this communication in an interactive and genuine way, making the use of language meaningful and authentic.

Hands on!Hands on!

Profile 1: A group of 8 lawyers, aged 26 to 35 years old. Level: Pre-Intermediate.

Profile 2: A group of 6 engineers and 4 accountants. Level: Upper Intermediate.

Profile 3: A group of 5 flight attendants. Level: Elementary.

GuidelinesGuidelines

Step 1: Pre-task

Step 2: Task

Step 3: Planning

Step 4: Report

Step 5: Analysis

Step 6: Practice

Profile 1: A group of 8 lawyers, aged 26 to 35 years old. Level: Pre-Intermediate.

Profile 2: A group of 6 engineers and 4 accountants. Level: Upper Intermediate.

Profile 3: A group of 5 flight attendants. Level: Elementary.

ReferencesReferences

A Task-Based Approach.

http://www.teachingenglish.org.uk/think/articles/a-task-based-approach

Willis-ELT by Janes and Davis Willis.

http://www.willis-elt.co.uk/

Task-based Language Learning and Teaching by Rod Ellis.

http://www.tesl-ej.org/wordpress/issues/volume7/ej27/ej27r5/?wscr