Doing Task-Based Teaching

Doing Task-Based Teaching
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Task-based teaching has created enormous interest among teachers in recent years. But how does the idea of designing tasks (e.g. discussions, problems, games) that encourage learners to use real language work in practice? This book explains the basic principles behind task-based learning and teaching and gives practical examples of how to make it work in different teaching situations.

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David Willis. Doing Task-Based Teaching

ACKNOWLEDGEMENTS

INTRODUCTION

1. THE BASIS OF A TASK-BASED APPROACH

1.1 What do you think about task-based teaching?

1.2 Starting with form and starting with meaning: alternative approaches to teaching

1.3 Language as meaning

1.4 Meaning and tasks in the classroom

1.5 Characterizing tasks

1.6 Why not start with grammar?

2. TASK-BASED SEQUENCES IN THE CLASSROOM

2.1 Task sequences

2.2 Planning a task sequence

2.3 Building in focus on form

2.3.1 Focus on form at the end of the sequence

2.3.2 Exploiting written language

2.4 Second language acquisition research and TBT

3. TASKS BASED ON WRITTEN AND SPOKEN TEXTS

3.1 Introduction: reading for a purpose

3.2 Discussion tasks

3.3 Prediction tasks

3.4 Jigsaw task sequences

3.5 Student as question master

3.6 General knowledge tasks

3.7 Corrupted text

3.7.1 Factual gap filling

3.7.2 Linguistic gap filling

3.7.3 Re-ordering

3.8 Ways to recycle texts

3.8.1 Corrupted text

3.8.2 Quizzes

3.8.3 Group dictation

3.8.4 Communal memory

3.8.5 Summaries

3.8.6 Personalizing tasks

3.9 Spoken texts

3.9.1 The nature of spoken text

3.9.2 Sources of spoken text

3.10 Review

3.11 Follow-up activities

4. FROM TOPIC TO TASKS: LISTING, SORTING, AND CLASSIFYING

4.1 Introduction

4.2 Selecting topics

4.3 Tasks involving listing

4.3.1 Brainstorming

4.3.2 Fact-finding

4.3.3 Games based on listing: quizzes, memory challenge, and guessing games

4.3.4 Tasks for real beginners

4.3.5 Evaluating a task

4.3.6 Pre-task priming and post-task activities

4.3.7 Summary

4.4 Tasks involving ordering and sorting

4.4.1 Sequencing

4.4.2 Rank ordering

4.4.3 Classifying

4.4.4 Games based on classified sets

4.5 Visual support: charts, tables, mind-maps, etc

4.5.1 Charts and tables

4.5.2 Mind maps

4.5.3 Time lines and storylines

4.6 Integrating reading and writing

4.7 Review

4.8 Follow-up activities

5. FROM TOPIC TO TASKS: MATCHING, COMPARING, PROBLEM-SOLVING, PROJECTS, AND STORYTELLING

5.1 Introduction

5.2 Matching

5.2.1 Listening and matching

5.2.2 Reading and matching

5.3 Comparing and contrasting: finding similarities or differences

5.3.1 Comparison tasks

5.3.2 Games: find the similarities or differences

5.4 Problem-solving tasks and puzzles

5.4.1 Preparing learners for problem-solving tasks

5.4.2 Problem-solving task sequences and scenarios

5.4.3 Problem-solving games and puzzles

5.5 Projects and creative tasks

5.6 Sharing personal experiences: storytelling, anecdotes, reminiscences

5.7 A summary of task types using the ‘task generator’

5.8 Review

6. LANGUAGE FOCUS AND FORM FOCUS

6.1 Some basic principles

6.2 A sample task: ‘How strict were your parents?’

6.3 Priming

6.4 Language focus

6.5 Focus on form

6.5.1 Identifying items for a focus on form

6.5.2 Correction as focus on form

6.5.3 Finding texts

6.5.4 Some form-focused activities

6.5.5 Putting texts together

6.6 Organizing language-focused and form-focused activities

6.6.1 The pedagogic corpus

6.7 Preparing for examinations

6.8 Review

7. THE TASK-BASED CLASSROOM AND THE REAL WORLD

7.1 Classroom language and the outside world

7.2 Real-world tasks

7.2.1 English for specific purposes

7.2.2 Everyday English

7.2.3 Electronic communication: writing and reading

7.3 Artificial tasks

7.4 Spontaneous spoken discourse

7.5 The social dimension

7.6 Teacher roles

7.7 Review

7.8 Follow-up activities

8. ADAPTING AND REFINING TASKS: SEVEN PARAMETERS

8.1 Introduction

8.2 Outcome and interim goals: the need for precision

8.3 Starting points for tasks: input and timing at priming stage

8.4 Pre-task preparation and planning

8.5 Control of ‘agenda’ and task structure

8.6 Interaction patterns and participant roles

8.7 Pressure on language production: ‘pushing’ output to achieve accuracy

8.8 Post-task activities

8.8.1 Follow-up tasks for recycling texts

8.8.2 Report stage

8.8.3 Task repetition

8.8.4 Post-task language work

8.8.5 Evaluation and reflection

8.9 Review

8.10 Further exploration: investigating your teaching

8.11 Follow-up activity

9. DESIGNING A TASK-BASED SYLLABUS

9.1 The language-based syllabus

9.2 A meaning-based approach

9.2.1 What do learners want to mean?

9.2.2 ESP courses

9.2.3 English for general purposes

9.2.4 English for examination purposes

9.2.5 Starting from the coursebook

9.3 From ‘can do’ statements to tasks and texts

9.3.1 The concept of ‘can do’

9.3.2 Grading tasks

9.4 Language coverage and the pedagogic corpus

9.4.1 The pedagogic corpus

9.4.2 The role of the course designer and teacher

9.4.3 Integrating lexis, tasks, and grammar into the syllabus

9.5 Covering important lexis

9.5.1 The most common words

9.5.2 How to teach lexically

9.6 The process of syllabus design

9.7 Follow-up activities

10. HOW TO INTEGRATE TBT INTO COURSEBOOKS AND OTHER FREQUENTLY ASKED QUESTIONS

10.1 Introduction

10.2 How can I integrate tasks into my textbooks and save on planning time?

10.2.1 Identifying tasks and activities that just need ‘tweaking’

10.2.2 Re-ordering activities

10.2.3 Adding and integrating focused tasks

10.3 How can we find time to design tasks and plan TBT lessons?

10.4 How can I make time to do tasks in class?

10.5 How can you change attitudes of students who aren’t used to TBT?

10.6 How can I motivate my students to do more than just the minimum?

10.7 How can we prevent overuse of L1 and encourage learners with the same L1 to use English during pair-work and project work?

10.8 How do we keep learners’ interest during a post-task report stage?

10.9 How can we give learners a sense of their own progress?

10.10 How can we control and keep discipline in large or difficult classes?

10.11 One-to-one classes

10.12 How can you do tasks with learners of mixed ability/on different levels, and ensure all students can do the task?

10.13 If we take up TBT, what exams are there that are truly task-based?

10.14 Teacher’s tips for implementing TBT

Appendices

APPENDIX 1. SAMPLE TASK-BASED LESSONS

APPENDIX 2. SAMPLE PROJECTS AND SCENARIOS

APPENDIX 3. TRANSCRIPTS OF TASK RECORDINGS

APPENDIX 4 (Workshop Handout)DESIGNING AND USING COMMUNICATIVE TASKS

APPENDIX 5. SAMPLE TASK-BASED COURSE PLAN

APPENDIX 6. WORD FREQUENCY LISTS

TEACHERS WHO CONTRIBUTED TASKS AND ADVICE TO THIS BOOK

REFERENCES

Отрывок из книги

When we began planning this book, we sent out a request to language teachers worldwide who were involved in TBT. We asked them to send us tasks which had worked well with their learners together with outline lesson plans to go with them. We also asked them what advice they would give to other teachers hoping to implement TBT, and to report difficulties and problems they had encountered themselves and had heard of from colleagues in connection with TBT. The response was magnificent. So first, and most importantly, we would like to thank the contributors listed at the end of this book, not only for sending us their tasks and ideas, but also for responding so willingly to our follow-up requests for more details. Sadly we were unable to find space for all the tasks sent in – we received well over 100 – but everyone’s advice has been collated and incorporated at relevant stages in the book, and especially in the final chapter. It is their co-operation that makes this book truly worthy of its title: Doing Task-based Teaching.

We’d also like to thank the large number of teachers and trainers whom we have met and talked to over the past ten years at conferences, workshops, and talks in Argentina, Brazil, Canada, Chile, Germany, Greece, Ireland, Italy, Japan, New Zealand, Pakistan, Portugal, South Korea, Spain, Switzerland, Taiwan, Thailand, Turkey, UAE, UK, and more recently at IATEFL conferences. We would also like to include participants in the TBLT 2005 conference at Leuven who sent us feedback through Steve Mann, who attended that conference. By asking questions and filling in slips of paper in workshop sessions, teachers have, sometimes unwittingly, contributed advice and ideas that have helped to shape this book We should also thank Masters students at Birmingham and Aston Universities who, through their assignments and research, have given us useful insights into classrooms all over the world and demonstrated how TBT can work in practice.

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The book is entitled Doing Task-based Teaching and we have on the whole used TBT as the short form to refer to task-based teaching. Of course, where teaching goes on, learning does, too – or so we hope! The reader will, therefore, find TBL used from time to time, particularly when we are quoting from the work of others.

Dave Willis and Jane Willis, Kendal, Cumbria, February 2006

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