Time – preparation 1

- Pensá y definí los objetivos en cada stage.

- también pensá por qué elegiste el cómic: it has a powerful message, like
“Wake up. There’s more to life than you’ve been told.” It reflects directly
the way language is used outside the classroom. It tells a story. It provides
context for language learning. They, as artists, might eventually do a comic
for their career.
- el ej gramatical me resulta raro, poco contextualizado. Te sugiero que
hagas foco en uno de los tenses y prepares una actividad contextualizada
con eso. Bien, esto no creo q tenga problemas para hacerlo. Quiero ver si
mejora lo otro antes.
- lo de completar speech bubbles me parece medio complicado para
alumnxs de 4to. Creés que tienen las habilidades para hacerlo? Maybe, it
might depend of students’ creativity. I think it might be a bit difficult but
they can do it because the language they need is not so complex, they can
even fill a speech bubble with one word or a phrase. Anyway, if I got to do
this activity again I would change it. I’ll keep thinking about alternatives.
Definiciones de TASK:
Authentic Task- Based Materials: Bringing the Real World Into the
Classroom
Gail K. Oura

Goals refer to the general intentions for the learning task.

Input is the data that forms the point of departure for the task.
Activities specify what learners will actually perform with the input.
Roles refer to the social and interpersonal relationship between learners
and teachers in a task.
Settings refer to the classroom arrangement affecting interaction entailed
in the task, such as pair work or group work. When selecting, adapting,
modifying and creating communicative tasks, Nunan believes that
specification of all these components is needed.
Research into language learning
James A. Coleman and John Klapper
Task-based language instruction
An approach that marries thinking on CLT and FFI and seeks to address the
shortcomings of PPP is task-based instruction (TBI) (Ellis 2003, Skehan
1996, J. Willis 1996). This is based on the assumption that the
communicative interaction characteristic of task-based work provides
sufficient comprehensible input to ‘trigger’ acquisitional processes. It can
thus be seen as an offshoot from or a development of CLT, especially the
‘strong’ form of the latter, asserting
that language learning depends on learners being involved in real
communication in which they use language in a meaningful way. However,
unlike the strong version of CLT, it crucially insists that acquisition needs
to be supported by instruction which ensures a certain attention to
linguistic form; that initial fluency work should lead gradually to accuracy-
focused activities.
Typically (see J. Willis 1996), TBI adopts a three-stage methodology,
involving:
a A pre-task phase, in which the topic and task are
introduced;
a task cycle, in which the task is performed and
b learners plan and deliver a report on the
performance of the task;
a language focus phase, in which formal aspects
c
that arose in the course of the task are analyzed and
subsequently practiced.
The idea of starting with a task is to create an actual need for language to
be used (an ‘information gap’ requiring communication among
participants is a standard element of CLT activities) and for learners to
identify what language they need in order to perform the task. There is
then a gradual move to a greater focus on form with supported
consciousness-raising and analysis. In this sense, the overall cycle is a bit
like PPP in reverse order.
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7.2 Willis) Real World Tasks: 3 levels of correspondence.
Meaning: learners produce meanings which will be useful in the real
world.
Discourse: learners realize discourse acts which reflect the real world.
Activity: learners engage in a communicative activity which reflects
directly the way language is used outside the classroom.
1.5 Willis) Characterizing a task (Skehan): A task is an activity in which:
a. Meaning is primary
b. Learners produce their own meaning, they do not repeat other’s.
c. There is some sort of relationship to comparable real world
activities
d. Task completion has priority
e. The assessment of the task is in
terms of outcomes.
f. Engage learners’ interest