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Task-based language teaching and portfolios

Task-based language teaching; portfolios; TBLT; PISA
by

Fatih Uzuner

on 20 December 2010

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Transcript of Task-based language teaching and portfolios

-based language teaching & What is task-based language teaching? Why use TBLT? ? How does it work? the lesson is based around the completion of a central task


teacher does not pre-determine what language will be studied


the language studied is determined by what happens as the students complete the task A reaction/counter-movement to PPP (and its weaknesses) * Students are free of language control

* A natural context is developed from the students' experiences with the language that is personalised and relevant to them

* The students will have a much more varied exposure to language

* The language explored arises from the students' needs

* It is a strong communicative approach where students spend a lot of time communicating

* It is enjoyable and motivating portfolios How do TBLT and portfolio work meet? Reporting phase & reflection: How did the own presentation go? How interesting were the others? Reflection and self-assessment based on a task can be perfectly used in the portfolio! Pre-task phase & reflection : Students' own experience in combination with the task Planning phase & reflection: Experience within the group, own contribution, planning, decision-making process Language focus phase & reflection: How did I perform language-wise during the task? Did I learn
anything (new) from this task? Task A task is an activity "where the target language is used in order to achieve an outcome". (Willis & Willis 2007) ? WHAT IS A TASK ? Task types Listing Ordering and sorting Matching Comparing Problem-solving Sharing personal experiences Projects and creative tasks A model task-based lesson:
"Accident on 'Wetten, dass...'-show Pre-task phase: Task cycle: Language focus: Ask class if they have seen the accident; start a brief discussion (VOCAB) Play a youtube clip from a media expert talking about how TV channels allow extreme stunts/acts/performances on their hunt for higher ratings (VOCAB & EXPOSURE TO REAL LANGUAGE) Talk about extreme performances you have recently seen on TV shows or on the internet (TASK PHASE)
Pick the most extreme one and decide if you think this type of performances should be allowed or not (TASK PHASE)
Plan to report the performance you have chosen - What will you say? Who will say it? (PLANNING PHASE)
Report it to the class (REPORT PHASE) Teacher writes down 3 correct and 3 incorrect sentences that have been produced during the reports (ANALYSIS) Briefly explain the function of passive modal verbs - show students that they have used them without noticing! "We think jumping over cars should be forbidden." (ANALYSIS) Turn to your textbook and let them practice on an exercise on passive modal verbs (PRACTICE) Tell your class that today you will talk about the accident that took place on the TV show "Wetten, dass..." (TOPIC & GOAL) Tell them to go together in groups of 4 and make sure you mention how much time they have for the task (ORGANIZATION) - Read your assigned text - Discuss the latest PISA results that are presented in your article within your group - Visualize your group work on your poster - Present your poster to the class - Present your poster to the class TASK: TBLT + PORTFOLIO Willis and Willis (2007:12-14) offer the following criteria in the form of questions.

1. Will the activity engage learners' interest?
2. Is there a primary focus on meaning?
3. Is there a goal or an outcome?
4. Is success judged in terms of outcome?
5. Is completion a priority?
6. Does the activity relate to real world activities?'

Do you think these criteria were fulfilled during your task? [Dave and Jane Willis. 2007. Doing Task-based Teaching. OUP.] - Watch your time limit of 30 minutes! As a future teacher, what is the most important piece of information you got out of today’s task about the latest PISA survey (2009)? Write a short reflection.
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