THE TBL FRAMEWORK:

Lopez, Evelyn

Didactics II

The Report Stage

the teacher as a chairperson:

FEEDBACK:

The role of the teacher now is to introduce

the presentations, set a purpose for listening, nominate who speaks next etc.

Public correction needs to be handled very carefully.

through tasks:

Give feedback tactfully and positively.

WRITTEN PRESENTATIONS:

Think (for example) if we want students to remain seated while they read each other's work.

Acknoledge the effort students put into the presentations!

STUDENTS MAY BECOME BETTER COMMUNICATORS AND LEARN NEW WORDS.

how far does the task situation help with internalization of grammar?

How does this "output"...

help "intake"?

THE PLANNING STAGE

Another stage is needed

after the task itself!

IT COMES AFTER THE TASK AND BEFORE THE REPORT.

Report Stage:

-Learners strive for accuracy and fluency together.

-Weaker students can get additional

support.

HOW CAN WE HELP LEARNERS LEARNERS PLAN THEIR

REPORTS AND MAXIMIZE THEIR LEARNING OPPORTUNITIES?

What is the "report stagE"?

When groups report briefly in spoken or written form to the whole class on some aspect of their class --> public

audience

• WHO WON THE GAME

-HOW THEIR GROUP SOLVED THE PROBLEM.

• 2 OR 3 THINGS THEY FOUND OUT FROM EACH OTHER.

this is planned language.

-students want to use their best language.

-they will check that it is correct.

-they will avoid mistakes and try to be accurate.

- feel the need to organize what they want to say.

-POLISHED FINAL DRAFT AFTER SEVERAL DRAFTS.

IT WORKS AS A STIMULUS TO IMPROVE THEIR LANGUAGE.

Purposes for Reports:

-Be clear about the purpose,

the form, explain what they

can use, how long it should be,

give specific roles to students

if necessary.

THE TBL FRAMEWORK: THE TASK CYCLE

A vital opportunity for ALL learners to use language, working in pairs or small groups

The Teacher as Language Adviser During the Planning Stage.

The Teacher as Monitor

-Stop teaching during this stage and just monitor.

TO ACHIEVE THE GOALS OF THE TASK

-Comment on good points and creative use of language.

-Stand back and let the learners get on with the task on their own.

-Observe and encourage from a slight distance.

-Encourage students to help each other.

-Now let students think of different ways of expressing themselves.

-Point out errors of form that we feel that students may notice

-Teacher's monitor role is LESS ACTIVE and should

now be:

MAKE SURE THAT...

• All groups are doing the right task.

• students do not switch to mother tongue

-Encourage experimentation vs. penalize it

• we forgive errors of form

(attempts to use new words and phrases)

• Next time we change these groupings or give specific roles to each member of the group. ALL STS MUST TAKE PART

• We act as time keeper.

-Remind them occasionally how much

time they have left.

WRITING IN THE TASK CYCLE:

what for?

-It is in itself a learning process.

-It helps people to clarify ideas and learn new ones.

-It forces students to go back to their grammatical knowledge.

LENGTHY PROCESS!

STATES MANY PEOPLE GO THROUGH WHEN WRITING SOMETHING IMPORTANT OR DIFFICULT:

Think what to say and what NOT to say.

Prune it back and tidy it up.

Think about format and

layout...

THE WRITING COUNTS AS A PUBLIC DOCUMENT AND MUST THEREFORE BE WELL WRITTEN.

etc!

THE PLANNING STAGE FOR A WRITTEN REPORT MAY BE LONGER THAN THAT NEEDED FOR AN ORAL PRESENTATION.

WRITING FOR A WIDER AUDIENCE!

COULD OUR STUDENTS "PUBLISH" SOMETHING

FOR OTHER CLASSES?

OF COURSE!

EXAMPLES:

A GUIDE BOOK TO THE VILLAGE/TOWN FOR TOURISTS OR VISITORS.

A DIARY OF A HOLIDAY COURSE FOR PARENTS/ FRIENDS/OTHER CLASSES.

A FRAMEWORK FOR TASK-BASED LEARNING: CHAPTER 4