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    8 views96 pages

    A Framework For Task Based Learning Willis J

    Uploaded by

    HEYNER JAHIR UMANA RODRIGUEZ

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    © All Rights Reserved
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    r | LONGMAN ONGMAN HANDBOOKS, “walwoa00Ks for LANGUAGE ita “LANGUAGE TEACHERS » Basel ee | A Framework for | Task-Based Learning I ww iat) wn o Qa cc @ 2 = 5 =. > ga. trout Longman Handbooks for Language Teachers A Framework for Task-Based Learning ‘Aaison Wesiey Longman Lied nrg Ga, Hoos Ese C2 Egat td Comp chet he wo (© Addison Wey Lengman Lined 1996 ‘rear pt patina ob i we md Ae w5er 1996 Contents ‘Acknowledgements < Introduction \ PART Ar STARTING POINTS 1 Language learning: creating the best environment 111 Batts about language leaning 1.2 How learers ctor 113 Four conions for language leering 1.4 Classrooms as leaning environments 15 Summary ofection/Observation/Furthor reading Notes / 25 Summary Matorial oppreisaliObservation/Furtherreesing/Notes PART B: TASK-BASED LEARNING 3 The YBL framiéwork: overview and pré-task phase 3.1 General overview 8.2 The pretask phase 3. Managing leaner tak ‘84 Summary Material appraicalPlanningiObservation/Further readingNotes 4 The TOL framework: the task cycle 4. The tas stags Retiection/Furtherreeding/Notes egeass aegegeess _Aemaunonk Fon TASC8ASED LEARNS comers 5 Tasks based on text 7 9 Adopting TAL: some practical issues 189 5.1 Defining text-based tacks 9.4 PPP and T3L 199 5.2 Selecting and blancing exposure 92 Introducing TEL, ‘7 5.3 Reading and istenig stategies 195 Assessment and TEL ve 94 Textbooks and TEL. 144 95 Summary 17 Further readinglNotes 148 ‘Appendices ‘A. Sietypos of task 140 1B. Overview ofthe TEL framework 155 © Sample tsk-based lesson outlines 156 1D. Groupwork appraisal eheets 169 E Tho most frequent words of English m F Tesk-based examinations 173 ae Bibliography and References 175 io : index 7 102 105 Key M0 “To asks on pages 95,38, 44,5, 65, 68-84 00,102, 108-7 v9 113 7 14 16. i "7 \ ne Acknowledgements Initial inspiration and support for taskcbased languege leming came from Prabhu in Bangalore, John Sinclair in Birmingham and sat and students of mary nationalities at the British Counal Teaching Centre in Singapore under Dave Willis. Thee have been mary people both inside and outside the Cobuild kept me going righ to the end, reading and commenting on drat of every chapter and ssggeting revisions Tul version of ven chapters were piloted with ature Spanish teachers of Jn Turkey, together with teachers and talnars om the British Counell Teaching Centres in Istanbul end lemis have undertaken taskcbased Tearing projec, short and long term, and have kept me ia touch with thes findings and eit progress. ‘My greatest appreciation goes, as always, o my family, who have put up with my absences, my Tong week-end of writing and with whom Thave resolved pend far more ine enjoying mayelf inthe coming year Jore Wiis How to use this book Introduction ‘The alm of communication tacks is to stimulate real communication in the target language. Many tetbooke include tasks of this Hind. There are also resource books fal of fmaginalive ass, But typically such tats are usa atthe end ofa methodological cyl, rather than being central to that ele, or are used asthe bass for separate spesking sil lessons. ‘This Book on tsk-based Teerning (TBL) shows how tasks can be used as the this book are based on English, TBL is valid for the teaching of any target language, secand or foreign. Each chapter begins with a focus page which fatrodaces two or three ofthe main too, that you gan profesional satsfacion fom overcoming inital dificult (there are always somal) and seing the difernce that TBL can make in the language classrcom, Jane Wil, Bemingham, March 1956 PART A: STARTING POINTS Language learning: creating the best environment 1-4 Beliefs about language learning 1.2 How tearners ditter What are your views on 1241 Leaming sratogios ing? E 122 Analytic and holistic eamers, language learning? : teas deiees eo ibs voli Rate these statements A, B, © oD accor fo hw fr you 29706 with each o of them. 7 134 Exposure 132 Usoclngoge 133° Movaton cent ror. 7 Reading widely ie ono of te best ‘ ‘ ways to loam anctheranguage, 18 Summary ; Reflection Observation/Further reading/Notes 8 ope of as eer ain ‘This chapter, provides the alone for tsk-bsed leaming It explores how | ‘tral langage lensing Process can eran learning he som, "We begin wha questionnaire which focuses on concept and iesaes in lg envinemene "Finally we show how Ahe teachercented classroom tends to have fixed interact pate with lst lacing undies te nd fcralterative pattems of interaction which centre on the learner rather an | the tener Wc that oS ering on i ee + Hlow does this examination of our beliefs heip us to understand hovr people Scam another language? Or more importndy pechaps, t understand Why people don’t lean one? We will now discuss each statement in turn. ‘One reason why this happen ic bcasedch of hi exposure consats of writen language at sentence level they reused 0 reading textbook exercises end hearing caefully- matching to dently specific points and relate them to each other (end of Task) ‘+ finding simtarities and things in common (Tasks § and 6) * nding diferences 4 Problom sing -Prblealving tsk make deeds upon people's itll and etoing ‘ower end, hough calling hey are engin andofensabyngo salve “Fe poets line el vary enero depending on the pe ad complet of he pation. “ csacton in Appendix Ataris with shor puzles each as lope * _prmuewonr ron ASK-ASEO LEARN situation themeslves (eg buy the stamps) ots aly, sue comport ee verses with another student taking swith thee oven prepared ‘General spesking, the more specif the goal eset for sent to oa re edhe more ikly they are oer Tvlved withthe task She work independent. is oe the gal and outcome that provide the rata for stds ngage in the tk which then Poco for hem 3 223 stating 23. “Tris section gives a general overview of five posible starting poins pols for tasks Combinations of tess can slo be used purpose, (eg bot! reception sl), ass car be bse on the profesional Ercringe and experience. (2) Prtiems Hore the starting point is nol the satement of he problem. Students are ‘ely to engage beter adhe tack nl interact mare onde Gey have had ‘fer minute Individual thinking tine before they ome together to discuss pase solutions. May tasks canbe made more challenging by introducing consis. These canbe given at the beginning or aceon trate the degrectcalenge and sow ‘pontaneiy annem alway Seo Tis cna on pictures photograph abl or raph of Than? nly ses one ctu and they have to dese thr picture tocach oe Gnd {Be differences. Find seven differences. (Cain Ct eh oe ere) For clenlary dents games ie Dest and aang! and Descibeand her what they remembered. (They might even argue abou! whose oder AFRAMENORK FOR TASCASED LEARN, seaseccre oF sie com but he teacher mst tbe tpt ny who it). Til anos ve, in fa, compose spontaneous speech n seine? And what ae the ‘re check wathng te extract aga {fetes tren spots pec language end weiten ngage? Te ere terterdonalenps tener re ft qusions eorings of por ngs extrac fom vdeo rcrings an edge 2:1 Sporaneous Let us look now ato tai, ne apn a hl were dene, pon Can abo ate goed tsk rae Some HPL Books take a er dtc fanowge tenon by ntvespeatrs ent ond hen rane Shvcen stig compensa eadig oaprcerton TA ek exe fom an Open tak were Kael an Chi a compat tote of na can br dae i terse or win no of perce of se Journeys Bl froma cose ty David and Bidet ae Tk Ge Ghapers Seca ang alo Pijng Spot te dicen game cooperavey tbh an ste both {laren ine thet pert of sry a ven afew Picts snd David ic wtng dom the dere ey find oaks ey fr ‘onal cas anasto Goce ind wie seeding ots pts The lcs oe tak were nsucton 223 above. ‘+ Lasers spot diferences between an original news tem (writen or onan ‘audio er videorecording) and a written summary of t containing one or A two factual aceuracie (Chui: Are you a gon! sor? Have you eer een sail? saying whether they agro or disagree and giving evidence ror their own { t: The phon rer of Pend Smith ant Sons ‘experience. The questionnaire format gives a cear step-by-step agenda to the | avid: Oh ya, S, the phone number of Pad Sith and Sons is ~ wht | ‘Ais He one nie ch St ee one nine ohn Petre A use in tacks down. Al co ofr leery Ui hey need wo seni ull sentences: Bt Go See Boel APTUMEWORK FOR TASKOASED LEARN, a-narectéor ets Bridget: Oly, 2.92 Planned It is vita that tasks should expose leamers to speotanceus language in Devic So what sal w put? Themen language apap cet nail te ue se mot wines woop | ‘with tin eal He However iis alo vital to offer lores you look carfuly through the transcriptions, you should be able find j examples of the folowing features: alu dey “peed tei ase ‘+ evidence of realtime compesing, eg unfinished utterances, back- tracking, repetition, use of er. 1 linking devices and signal word that mark stages in the discounse, «in ‘the Sea Joumey account, fact, bu, and six occurrences of and. In the zie, word lke righ, often start a new exchange. + follow-up words, eg Yah, Oh, Mn, Oizy, which acknowledge thatthe message has been understood, + ‘nal evaluation, eg: Chris: Oh terebe. Rachel: 1 aw ghasly Stories and ‘anecdotes, both writen and spoken, normally end with an evalaatve fare more tne to ne of beter weds, eid expe ou wat me coherently) For example, ifRachel had to reel her tory to larger audience in ‘more formal sting, her planned version would probeblysoand moretike his spontancouly, exploring ideas and ways of geting your message ecrss. Your listeners wil eal the content of what you a butte way yousald ig niely te stay in thelr minds —ieis ephemeral ‘On the other hand, i you are speaking to larger audience, or writing for someone other than a lose friend or family member, ts ratual to plan what you are going to say or write. Ao, if what you write is going to be published, ‘or what you say will be recorded on audio ar video (in other words, made ‘The distinction Between the two extremes of spontaneous and planned Tanguage i summarised below: chunks, then ele later how they are made up They ate conanonly red in the mind as whole units, When speaking spontaneously we compose in real time and often resort to lexieal phrases, rather than building complet sentsnors word ‘Learners need opportunites ous the whale range of language between these toro extremes. The thee components ofthe tack cycle cate fr this need 66 Chapter), 23 Protcting Although it may be possible, with expecience, to predct some of the forms language foms that may occur in closed tasks, in move open tasks, Is vitally ipenibe to rl lrguep behav semis 0 need to be fy expt = they understa gals are gots, In our Slase, we need to set realte standard that are atainabl and produce _nomalcondltionsaflanguagesise?— AFRAMENORK FOR TASCASED LEATENG a essrecre oF asks Jere a.m pe apa questions th speaker creo se cadh 24 Leaming Leaman whoarenotwedo TL may notte wha i advantages ae cae pices from tecke” —andake ome mets under wharo rep a em and be esd ot owerey de nro sie of deed ak rly 50 predabl In a Severe ore) lig al nds of ocak wil osu se evant ote Went he or fo ep, some el sens aged dicing sy an oe qu pegrd he groper pera neces around 3 wb hve tae dese Speaing tas te fst te Buk in gap ts goad because. pe PF wetng Fe good 1 a foe become I'm with frends Tite. lbe te fry Falk, and Gindines T make the leaned Be web dale Ay food core nals acces fou ab abe > pe ces oe it orn ene Ldighateeoy a el prertrin bt hw pina cn seb wy mae Sock fin. ok ditheg satin g swe ko {pen eal Pale oS iy | ing ake ELE Chapter 6 and play baccthe recordings several times observing What they have T tied this for the Gat te In the early 1960s when T was working in Singapore. I was planing Ieeen on th topic of giving advice to holiday T fhe gop uork th sometimes my fend He serie hj aniyertmabctciotomee ghee i ne gee ae een a metgatita F dene gre bok ianehines same efpene as From the leone’ positon, doing ates in pairs or grup has a namber of sedvantages Bearing them in rie wil also guide you in your role as faciiator of learning. + "gies eres confidence ty ont whatever language they Kor voter god place na Chaeng Mal] Yo gel this bus el 5 mare Ie jp Seay noe ane Pane ets patron ans pry waican eg epithe ae Obie a fi / fear of bmg weg oro beng corocted in tof te dace. = carefully to many speakers giving advice . earners ot ion, which involves: and have observed that we rarely tse the standard phrases tht appear in | ee ey wre eee erat language coursebooks for thiskind of stuaton. Why then should we predict our Jeamers wil? ‘composing what they want to sayin real ine, formating phrases and rete are moc ly to provide ‘othen encourage .do so) than adapt therefore, to let carers do the tas Sis, using their own esourees, ane Ghen study the language that fluent of ative speakers typically ' ase ithe tack situation. The Gaal part ofthe task framework bullds on this principle (ooe Chaptre 6 nd 7) jos Se oo ee. Cea Serevent street ae LE aa Test dalined what we mean by tsk: a goal-oriented commanicalve Vi) tha specific outcome, where the emphasis fs on exchanging me { Wie saw how tasks could be grouped into “v six types. We made a distinction between closed and open take and then considered a variety of starting points for tasks. Prom tsk design we turned to language use in tasks. By analysing transcripts Tepoken or writin) may difer ‘We then asked how fart wae posse fo predict language forms that might be ‘used nas, Except in loved taks we argued that sch predictions were unlikely ‘obeaccurate,orrevant to learers and the meanings they might wih to convey rally we scunmarse the leering opportunites that tasks offer, Nate appracal 1 Casing aks Fro cafe the Gi) tt he oad senda soo anes ange atnee gaze 1) teoeation aap scsi ter fen formation fon She so ther en om o toto oe pace aoter 2) Reasoning ea cts vg the dover fnew inkormaton ‘EFOUEN inlerence, deduction, practical reasoning, or a perception of tasks. Then put them in rank ort, withthe easiest. (preceded by an introduction or demonststion) might beginners? soAspecre OF HSS Observation 3 Lexis 8) Collet as many lexical phrases fom spontaneous talk 25 you can ina the language dosen't mate) then compare your list with someone up the following words in a good lesrne’sdctionaryand see how any fixed expressions lexical phraste or comunoncollocations (eg rd acd) you can find ether the examples, or as separate expressions) for Playback the tape and sew how many of te items an you ist were actually weed by both pairs you recorded, Write down any other language forms ct lexical phraor they ned more than tie. "Tanscribe the best recording. Keep tis data for Chapter 7. Further reading For further ideas for tas, see Hae 1967 and 1950, Communication Games, Nelson ‘A Maley snd A Dust 1990, Drama Tecoigus i Language Lerning, CUP Notes 1.8 Abdallah, 199, 2 An excellent account of handling projet workin stconary schoo! classes is in Ribé and N Vidal, 1993, 1 Research indica the value of planting time and the posible effets of ‘ational constraints can be found in P Skehan and P Foster 1996 in J and PTT rasevoncronrscanto ame | 3 Components of the TBL framework Pro-tat isk nroducton to tepe se ask “escheat wth he cl, Hohn tra word an pases Ree ‘students understand tak nstuetons and ropare, Students may hes a roordng of (2) ncn pons inne atk ranewor prove (@) The taming spo compen lhe students with exposure to the target ip ory in ‘Seuage ise? what poco osc omen? (0) Tae pont pase prepares ders odo Fost Sout maha fons 20" PART B: TASK-BASED LEARNING The TBL framework: overview and pre-task phase ‘General overview “Toachor rs in tho framowork “Tho famowodand lesson planing ‘The feabity ofthe framework ‘The pre-task phase ‘Advance preparation Introducing tho topic ening topic language Pre-ask anguage aces Giving task instructions ‘Allowing preparation time ‘Managing leamer talk 14 Contoling tage casses 39.5 Balancing target anguage and mother tongue 34 Summary Material appratealPianning/Observation/FurtherreadingNotes “This chapter isthe ft of thre that wil lustrate dhe base procetuses of {he dhe phases in the TBL framework. Tatar with an overview which shove how the phases in the framework srivemronnaconeninane (oy 3:4 Gonorat Takai leuming sot ut abo elt eaer to do oe ts and hen fverview soother and thn anther Ital were csy tres would pibably SShee aaa aan hnaeee ete fits fame sso ee task an flosmeg, va Phases: pretask, task cyele and language ‘The pretask phase introduoss the class fo the topic and the tas, aetvatin tice wordsand pluses iH steady ow in oe ocy ot i aad then prot legge sear enc wh ing pn Fc tear comes inp or gio sng langue to eee the cuca sn geld by 3-71 TL RAMEVOR OVERVEN 1 FRET PHASE iD | pomrtoaop ewecphing tren Th pr he ache Pyeng cack component the uk ramework ao varies according to is aim. At the end of where the focus tars forexample. 312 The ‘The components within cach phase of the framework provide a naturally framework and loving sequonce, each one preparing the ground forthe next. Read Lesson tesoon panning Outlines 1 and 2 in Appendix C. They are based on the recorded tsks we analyeed in Chapter 2. They illustrate two diferent types of ask at two distinct 84.8 Theflonibity There are ily wap7in which the components within the framework can be lhe framework and adapted to st learners’ needs. For example, inital, 3.2 The protask phase 32:1 Advance: reparation 322 introducing the topic 323 lentiying topic language “The pretask phase will usualy be the shortest stage in the framework. T could last between two and twenty minutes, depending on the leznexe’ degree of familiarity with he topic andthe type of tak If dre i'a pre task recording to ‘su the scene, it could take eighty longer you are panning to doa task fom a coursebook or resouroe book then much ‘ofthe advance preparation will have been done for you. A good textbook wil have ideas for introducing the topic and task, and will include preperalory sce fo kame fe ou may perp el you wat 1 fe re the fntroducory plan suggested inthe Teacher's Book f ait your own cass, but that should not take 100 long Once the topic s clea, f the insinctons forthe ‘askare dearly set out in the Stadert’s Book, learners canbe encouraged 01084 ‘om, plan individually ho bos o tackle the tas, and get taight on wi it Withcat farther explantion from you. Ifyou are designing your ov isk. or planing to supplement what i inthe coursbok, thee wil bea cerain amount of preparation odo belorehand, for perhaps making « one-o fworminute recording of some fentspeskers doing the tak If isthe second or third task on a particular topic there wil be les preparation, since stadents will by tis time have sufficient vocabulary to smarage and the pre-taik phase can be much shorter. Preparing your own tasks for the rt dane may seem to prciminary wor, but you can alvays we them agin with fer normally very litle marking to do after the leson helping them fo et nd improve their own work as they plan thelr viten reports in las, with the support ofthe group, ‘Let's lok at what we need to do inset setup a task successfully [ist ofall you will need to help leamers define the topic aes, For example, topics such a fami, echool or work, are familar to most people and should ‘not be difficult fr them to-urdorstand. There may peesbly be ained to dai, sn the ease of families, for example, the concept of a nacleae family a oppoved to an extended family, However, students ay, espedaly if they come from other cultures, hol Aiferent views on what oome topics are about. For example, Twas once teaching group of young adults auniton hold 9.24 Pretack language actives to introduce a few vital topicrelated words and plases that students are _urdikly to know. Usually these are introduced and ilusrated in the textbook. Tian class you ae likely fo have some learners who know move of the target language than others. If hey are children, come may have had private lessons, ‘or may have travelled to where the language ie spoken. Some are just beter at remembering than overs some ty some dont Ifthe ar als, they wil have hud different languageeaming experiences, different kinds of input, and will reveal diferent areas of expertise and weakness speakers doing similar tasks (06.2 for more detail). Sometimes textbooks have twanserpts ofreordings you could us. nether ease, make alist ofa few useful, ‘words and phrases. eta tlre aging ol asi a APUMEWORE FOR TASK-OASEO LEUNG THE TR FRENOFC OERVEW AND PRE-THEK SE T: Rend through the words and phrases an clasify them in different woays, for exannple, ‘Textbook instructions have usually been piloted with students, so they should heptane cl ew many aeons ca yo Hk fn es be dees Wit ea tsk you have designed youll however or one you have el ‘Sapte foment Soares ie down tens bee ar ‘ to then out on. collngse Wat sors Cao yor may nt Be Ge Witt ofa words nd pas on he boar ring on en each slr I jour calegee gure ot what a ou can day he tet dont eB ht Hs as lng es om ele 1 vo cole ene abt wht 5 Sy Bp oy pred cu hh ono anh Ten Te problem ngage drm ct uel geting eae mle upton et raed ‘ wal 225 T eggnted at he mom epee ta po and hc te A Isto hee ly stds ao onset dng tay (Dering erase pares ‘atest wneranie rape Fee ovr ast ofc 0 yourtopc-somecanbe qu deed an ‘oro or thee ph captions for ench picture (acluding in understanding what to do. But as we have sce, there i6 Sunbeot at et costa gerd spreaders ew ey ‘wil begin to recognise what the tsk roles. You wil hear comments ike: OF, {senator ‘Spo he ference task Now see. OK, you are A, you start. ew ask me fit, OF ‘Many teachers simply read out the tevbook instructions and/or give an ‘explanation. If done inthe target language, thie certainly gives saafl exposure, “This the same asthe matching activity only you take the pictures down after Since students have to icten caeflly to make sare they understand. ‘one of two minutes and students must match the pheaces or emptor to the "There are, however, alternative ways to ensure that students know how to do pictures from memory. Its beter nt to number the pictures Then students wil the task and these provide dtferent kinds of leming opportunities. Ihave to specify verbally which pictuze they mean by describing it, which of cai ene eieepnel ‘Students read the. by themseves a you eo etc wh pang ou in (2) ranting na nina ace & Wirt the main topic word(s) inthe cente ofthe boasd. It you have a picture ‘sted your ope sha cs Encourage ents cl ener ene td plies an sk whenabuts one ond you shad we Se Seve spend ore es ling ol to an st in Ido frst il eel. - ie he tho miso kee igo ey L-\__T: What do you think of when you Bear thse words andlor se these pictures? lon’ understnd, ask enh other, thet me. O rmseeoranster as ‘ect orate so rat at 1 usin jo mg af we i on TV vin Aska god tent dothe tase wihyon eros te fst parity tele eet ae mete Ba . salving task or a game, Aliematively, sk a pair of good teh peer wie the oles met eu nay nef tlk fo oe Stent) about stele lesen ie em ae 2) "Tim going to ask Ana todo (art of is tsk with me, hi ti things tha. te enor ofr even wh ya ing them pthc werd rd pce ey have proeendpsals cones that lamers have contibtedthemslves 9.2.5 Giving task The thd step in the pre-task phases toensure thal eemers understand whet Intrutons the task ives, what ie gots are ‘want t knowhow they should begin, e ‘uch Hine they have and wh Teacher shows the les wha! previous students have achieved ‘T These ae descriptions of teachers writen by lst year's ls. Pas thm round and read tye of them fd ot. Fr yeu ak, you wil be talking abot cers yo remember, then writing sbou ne of your partner teschee. Whether you choose spoken or writen intrucons, and with or without demonstration, remember tat instruction giving Isa truly communicative use ofthe target language It provides valuable expooure and a chance for learners to grapple with meaning and 0 should be considered another Ieening ‘opportunity Resist the temptation to revert to the stents frst language unless {here a major breakdown in communication, 325 Allowing Allowing a few minutes for learners to prepare themselves individually for ‘reparation ime certain tasks hae been shown to reali language uve that sche in re of ‘complexity and variety of syntax, breadth of vocabulary, andi flueney and naturalness? Sometimes, howeves, you may want to give leeners a chance to practise speaking entiely spontancously, ar they would have to in mary reablfe situations. In this ease, omit the proparation tm, get them to zead the two minutes may’ be ‘enough. Fora more complex task on ales familia topic. learners may benefit fGom a long a tn minutes, stage actually performed less accurately thar those who prepared on toi ov, 1 could be thal in striving to incorporate the language guldance into what they aleeady knew they overstretched thir ingulste resoures, and were notable Day enough attention other featres ‘Once the preparation time i over. students begin the task eye prope. ‘hee components: ast, planning and report wil ll be described in detail in Chapters. 9.9 Managing —_eiore deserting the tack cyl et us caneider some aspects of eamer tlk and learner talk then preempt some ofthe probes that ra and pairwork. achers managing group. 1 waysof ting tp, You ask phase. The way the ase iy influence the amount and quality of talk generated. Here ‘+ students doing a tak ingly then exchanging ideas in pais: ‘students in pairs (es equals or with one student leading) ‘students in groupe (tor without a chairperson) {teacher working with groups or pars in turn; be designated in advance. ) with one student chasing a group discussion, to ensure all members have 9.8.2 Mixed level ‘asses ‘ach other to checl-thelr wilting, Altomatvely, they could writ afiet of phracos they and the other students might Find useful. 29.9 Takalve Some students perenve tasks purely as ‘vehiclos fr selfexpresion’ and so ‘students ddominsle in any group or pat situation” The effect ls heightened if other students ae shy or fll to understand the purpose of the task, and do not really now how to contribute, (Once the group realise that someone's ‘ontibutions are off the point, tis kel that they sel begin to ignore ox Bleck ‘hat persen) ‘Ty aking a talkative student tobe the group chaizperson, wise job it isto {alkatve boy, but otherwise the intaraction was fairly equal. Both students and teacher bensfited from the insights they gained through doing thie® 284 Contofing Big classes may be a problem. Logi the lange the das, the greater Targe elacso2 2-7 TL FRAME ORC OVEN AD RETAOK PHASE ‘When task-bsed learing s beng tried out forthe fr time explain to students that if they want to communicate i the target language they need to praction, Discuss how people lear, the conditions for learning, how speaking can help ‘even in ral ie, ‘come countries, students are very obedient and will stick tothe target language if they aze old why Tote cuntres, ther forms of persuasion might ‘beresded, But even if only half the task done inthe target tnguage, ths sl results in 50 per cent more target language belng spoken than if no tasks were done, i. if re interaction pattern was teacher to individual student Banning mothes tongue we altogether may not be advisable. study carried ‘out ecenty in Turkish secondary school classes with 12-year-old revealed that incirsumstances wien the mother tongue was totally banned in group talk the opr English. The mesege is ear by allowing such use of mother {ongue, you are in fact allowing studen's to generate more opportunities for use ‘ofthe target language, not fewer In blingual situations outside the cesroom, ‘such langage switching i quite natural, sae et tue aso mtertegte wom har. Fr [example the mother tongue can only bo spoken: na ifa student hata questo’ to ack the seaches tat they ean exlain it English + isthe teacher asks the dass how they would say a word or phrase in heir {opis and tak. If that doesn't work, concentrate for 3 eading with text-batod trl that give good exposure (ee Ch have move confidence in thei nga ability After an agree revntroduce very simple tasks that require more spoken language ge sometimes helps eg. whole phrases lke Sorry, what id you say, Walt minute, Ca you tr, Your fu and ‘00m. Intndace these one or two a a ine, ae they are needed. Some teachershave found itusefal one the amount of trget language spoken ‘The frst part ofthis chapter contained an overview ofthe the phases ofthe taal base framework pre-tas, task eyle and language fous. We saw how the task cycle enooureges a holistic use of language often supported by farther Aiscused the effects of preparation time. Tho value of exposure to the target language was inderined, “Having looked in etal at the pre-as phase, the next chapter takes son to (he main tack eel 3+ THETL FRAMEWORK OVERVEW AND PRETASKPHASE Material appraisal 1 Lookat Leston Outline 1in Appendix C. How would you change the pretask Planning Further reading phase i 2) the lass was partly made up of students who had recently joined and had ‘not done the frst three unit? 'y you intended 10 split them into A/B pals, where they could not so each ‘other's picture? sense, soe211-212) £2) What pre-tsk activites do they suggsot? What language belp do they give? er tongue (608 3.3.55 co words they don’t kaow Formore om tesching and learning vocabulary, of relevance tothe pre-task phase, Nand D Schmitt, 1995, who summarise clearly on pages 199-337 eleven ~ | PERT

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