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LEARNING LANGUAGE THROUGH TASKS AND ACTIVITIES

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Nove letter

on 29 November 2014

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Transcript of LEARNING LANGUAGE THROUGH TASKS AND ACTIVITIES

LEARNING LANGUAGE THROUGH TASKS AND ACTIVITIES
Learning Language through Tasks and Activities
Overview
I don't
understand
Students can have problems making sense of some the activities in which they are asked to participate in their language lesson
Teacher may not notice students' confusion
Tasks Demands And Supports

How To Construct A Task

How To Balance Task Demands And Supports
Children as
Active Learners
Try to find the meaning and purpose
They work hard to make sense of what teacher ask them to do
They Come with their own understanding
The task as an Environment for Learning
Activities at
school
Activities at home
As a tool for children in Learning Language
Task and activities are seen as the environment or ecosystem of learning
Teacher's tool for evaluating
Task Types
Task Demands
Demands on Learners
Task Support
Support for learning
Types of Demand
understand the way
the grid works to show times
of action
work left to right across columns
and top to bottom from one row to next
understand that the pictures show past action
Recognize the key action in each picture
Find the vocabulary to describe each action
put the words together in the right
order
pronounce the words

give correct stress and intonation
to words and sentence

understand teacher's instructions
and explanation and feed back
Types of Task Demand
Cognitive
Language
Involvement
interactional
Physical
Deals with the contextualization of language, difficulty of concepts

-Determining the language whether spoken or written
-Understanding the production

-Extended talk or conversation

-Needed grammar and vocab


-Type of interaction required

-Nature of interaction

-How long can the child sit still

-Needed actions

-Needed motor skills

-Degree of ease or difficulty with the task

-Links to the child’s interest and concerns

Novelty, humor, and suspense

Types of task support
1. Cognitive
- from familiar format and graphic

- from familiar topics and content

2. Language

- Re-use of language

-moving from easier to difficult

-using known vocab and grammar

- use of L1 to support L2 development

3. Interactional
-Type of interaction

=From helpful co-participants

-From the use of familiar routines


4. Metalinguistic

-From familiar technical terms to talk about new language

-Clear explanations


5. Involvement

-From easy content and activities
-Mixing physical movement and calm, seated activities


6. Physical

- variation in sitting in moving
-use familiar actions

Task Demands and Support should be
Balance
Too high demand -- too difficult
too much support --- not be stretcted
Goldilocks principle
the task that is going to help the learner learn more language is one that is demanding but not too demanding, that provides support but not too much support.
The Importance of Language Learning Goals
-LLG is a step to ensure that the balance of demands and support produces language learning

-Set clear and appropriate language learning goals

-Provide scaffolding for the tasks – breaking down into manageable steps with sub goals

Defining 'task' for young learner classroom
-
have coherent and unity for learners ( from topic, activity and outcome)

-have meaning and purpose for learners

- have clear language learning goals

- have a beginning and end

- involve the learners actively



STAGES IN CLASSROOM TASK
Preparation - prepares learners to be able to complete core activities
Core-activity- set up through language learning goal
Follow up - builds of successful completion of the core
TASK AS PLAN

The task is in plan. Teacher may not know what will happen when the activity is used. Cannot be fully evaluated




TASK IN ACTION
When the task is used in a class based on what actually happened- task for the particular class.
Full transcript