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Unit 3: Models for Language Teaching
Transcript of Unit 3: Models for Language Teaching
Chapter 4 - The Task Cycle
is an opportunity for learners to use the language working in pairs or groups to achieve the goal of the
The teacher as monitor
The teacher stands back and lets the learners get on with the task on their own.
AFTER THE TASK
The goal of the task is to get the meaning across.
To avoid the risk of achieving fluency at the expense of accuracy and to foster language development another stage is needed:
This is the central part of the
It describes how to help learners plan their report effectively and maximise their learning opportunities.
Setting up the Planning Stage
Role of the Teacher:
Tell students that someone from each pair/group will report their findings to the class.
Be clear about the purpose of the report (listing, comparing, experience sharing, creative, ordering, problem solving). What information they have to look for and what they are going to do with it.
Explain who is for and what they have to achieve if it is for an outside audience.
Specify the form of the report (presentation, a script, etc).
Let students know about the resources available.
Say how long the presentation will be. With written report suggest the number of words or paragraphs.
Set a time limit for the planning.
Assign specific roles.
The teacher as
The Planning Stage
Go around to check if students know what they are supposed to be doing.
Wait until you are asked before you offer help, this will encourage learners independence.
When correcting, point out errors that obscure the meaning. And point out the obvious mistakes.
Make sure students know how to use dictionaries for encoding.
Encourage students to help each other.
Get the students to decide who will be the spokesperson.
Remind how much time the have left.
Creating need for accuracy:
In this stage the group reports briefly in spoken or written form to the whole class or a different audience on some aspect of the task.
For this public stage they will want to use their best language. They will feel the need to organise content clearly, use appropriate language and new wording.
The report gives students a natural stimulus to upgrade and improve their language
Types of report
The teacher as chair person
ake sure there is a clear purpose for listening.
eep an eye on time.
top the report stage if it becomes repetitive.
ake mental notes of points for summing up.
Design an efficient setting so students can share their information with everybody (passing the report round the class, having a wall display, etc.).
When you want the writing to be anonymous assign a number or a letter code to identify pairs or groups.
Specify the purpose of the reading
Give guidelines for their feedback.
Audio and video presentations
Decide whether the recording will be played back or the recording will take place at the time of the presentation.
Decide who will watch/hear the recording (everybody or just those who were recorded).
Tell the purpose for listening or viewing.
React to the content of the report first
Public correction needs to be handled very carefully
Give feedback tactfully and positively
Correct anonymously if possible
Acknowledge the effort students showing interest in what they have said or written
THE TASK CYCLE
Find out what your students need or want to be able to write so you can tailor their
to suit their needs.
Some learners may benefit from language-focused tasks.
Composing in the target language forces learners to examine aspects of their current grammatical knowledge.
Planning what to write (stages)
Think what to say
Write down some ideas
Explain to someone what you have written
Write a draft and show it to someone for comments
Prune it back and tidy it up
Think about layout and format
Evaluate the feedback and decide what to change
Write a final draft
The planning stage may take longer then the oral report but it is worthwhile.
Writing for a wider audience
To give students a real sense of purpose and raise motivation think of other audiences that may benefit by reading what students have written.
Make a brochure for a visitor to your city.
Write an article for a College newspaper or magazine.
Rodríguez Gómez Lourdes Patricia
Rodríguez Loaiza Aída Lorena
Velasco Manjarrez Lucía Guadalupe
The natural conclusion of the
The learning process of planning, drafting & rehearsing would not happen without the incentive of the report.