Appendix B: Overview of the TBL framework Pre-task (including topic and task) The tear + irsues a inst apis + use aches to ap ston cau vel war and pvaes *enres sudo ude tuctne + may ly acre ding sane oa er tt The students + note down vse words an pass rm te peak ates andr the rearing + ty send a fe nes prepa forthe sk nda Te student Toe stents + do the skin pra groups may be * prepare to repr tothe class now thy cd |» preset th spoke reports tothe as, or ‘ised on a redingseing tt thetask and wal they discoredeed | eesleldspay the writen reports ae ahaa wha yw 2 ofa 2 witoa |r ashen 7 sudents | _ Sone eas eat sa ctkperson, selecting who wl psa + ses a8 motor an eno + acta ctlpeson sling who oa The factor do enurng a sedans read mos of + ensues he purpose ofthe repotisclear | the wien reports + actsas agian aise + may gh rt eedback a0 content a frm * tps suns rehearse or reports or + may pay arecoring of thers doing the ‘oxanise writen oes same oa simi isk Language focus Avani Pte The wotents Te tater dcorsousts ng aces ety an pcs + enc pt ais aor aa aces ee ‘onc agg tle tan est tod andr |” pceey. tad cote. tens + may ak bout oer fetes tay have sted | TM student * pra words, phrases and pats from the Tho tearhar ‘ans stiies reyes each aii acy wt te class | + gras ter ets occuring i the task bangs oer uel words, phrase ard} tector pot tage tiesto tden’ anton [+ atorusflnguage Rosin tie ‘may pickup on anguage tens | language naeboks from he report tage NB: Some time after this final phase, students may Uke to repeat the same ora similar task with a different partner GESIREEIET © Accson wosley Longman Lid’ 185Presentation, practice and production at a glance 17 5 Presentation, practice and production at a glance Carol Read Presentation Practice Prodvetion Purpose to give Sethe opportunity — eo provide maximum =o provide the opportunity to realize the wefulness ancl practice within controlled, for Se to ue new language felevance of 4 new bot reatitie and Uecer, more ereative ways language item contextualised Frameworks — to check how much has to present the meaning and — to buld confidence in using really been learat form new language to intgrate new language to check understanding with old to practise dealing with the Unpreditable —to motivate Se can be used for revision oF iagnostie purpoues Important lear, morivating, natural — framework provides purpose asks Features sod relevant context sidance for uterances, __— Se work together at their = model (or marker) Feduces scope for rors own pace seatence() = dlear and realiie prompts —cleae instructions ~ comcepe checking Student Talking Time = dtlowanee of possibilty of grammatical explanation if maximised ‘making evitakes Typical build-up of appropriate — del (choral and games, role plays, dicourve Aetivities situational and Finguisic ‘avidly thains, discussions, cootests for new language — 2.3, line dialogues information and apinion = listening to and nil information and opinion pete zepetition of model piper Role of informant conductor monitor, adviter, Teacher corrector fneourager, mistakeshearer, consultant TS choral Ts S45 pare TS individual =S-8 (open pairs) soups S78 (loved pair) mingles Degree of Control — highly conteolled, — very controled, Se have — greater element of Feedonn Timadel Timed choice Correction important to covet so that —T, other Ss or self generally non-interference Se have correct yrsip of correction byT form Length and — short = depends on SF” needs and depends on level of Se and Pc ia usualy a che beginning ‘ifenlty ‘ype of activity = llows presentation, or at the beginning for revision aller presentation and practice = Within or across lessons