Doing Task-based Teaching

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ISBN: 9780194422109 | 0194422100
Cover: Paperback
Copyright: 4/26/2007

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Summary

Supplemental Materials

This book provides teachers with a better understanding of task-based learning and how it works, including how to incorporate tasks with textbook material.

Acknowledgements	p. xi
Introduction	p. xiii
The basis of a task-based approach	p. 1
What do you think about task-based teaching?	p. 1
Starting with form and starting with meaning: alternative approaches	p. 4
Language as meaning	p. 6
Meaning and tasks in the classroom	p. 8
Characterizing tasks	p. 12
Why not start with grammar?	p. 16
Task-based sequences in the classroom	p. 21
Task sequences	p. 21
Planning a task sequence	p. 23
Building in focus on form	p. 25
Focus on form at the end of the sequence	p. 25
Exploiting written language	p. 27
Second language acquisition research and TBT	p. 30
Tasks based on written and spoken texts	p. 33
Introduction: reading for a purpose	p. 33
Discussion tasks	p. 34
Prediction tasks	p. 34
Jigsaw task sequences	p. 41
Student as question master	p. 43
General knowledge tasks	p. 45
Corrupted text	p. 48
Factual gap filling	p. 48
Linguistic gap filling	p. 49
Ways to recycle texts	p. 53
Corrupted text	p. 53
Quizzes	p. 54
Group dictation	p. 54
Communal memory	p. 55
Summaries	p. 56
Personalizing tasks	p. 56
Spoken texts	p. 56
The nature of spoken text	p. 56
Sources of spoken text	p. 59
Review	p. 59
Follow-up activities	p. 61
From topic to task types: listing, sorting, and classifying	p. 63
Introduction	p. 63
Selecting topics	p. 64
Tasks involving listing	p. 66
Brainstorming	p. 66
Fact-finding	p. 67
Games based on listing: quizzes, memory challenge, and guessing games	p. 68
Tasks for real beginners	p. 69
Evaluating a task	p. 70
Pre-task priming and post-task activities	p. 71
Summary	p. 72
Tasks involving ordering and sorting	p. 72
Sequencing	p. 72
Rank-ordering	p. 73
Classifying	p. 75
Games based on classified sets	p. 77
Visual support: charts, tables, mind-maps, etc.	p. 78
Charts and tables	p. 78
Mind maps	p. 79
Timelines and storylines	p. 80
Integrating reading and writing	p. 82
Review	p. 83
Follow-up activities	p. 84
From topic to task types: matching, comparing, problem-solving, projects, and storytelling	p. 85
Introduction	p. 85
Matching	p. 85
Listening and matching	p. 85
Reading and matching	p. 87
Comparing and contrasting: finding similarities or differences	p. 90
Comparison tasks	p. 90
Games: find the similarities or differences	p. 91
Problem-solving tasks and puzzles	p. 93
Preparing learners for problem-solving tasks	p. 93
Problem-solving task sequences and scenarios	p. 94
Problem-solving games and puzzles	p. 98
Projects and creative tasks	p. 99
Sharing personal experiences: storytelling, anecdotes, reminiscences	p. 105
A summary of task types using the 'task generator'	p. 107
Review	p. 111
Language focus and form focus	p. 113
Some basic principles	p. 113
A sample task: 'How strict were your parents?'	p. 114
Priming	p. 115
Language focus	p. 116
Focus on form	p. 117
Identifying items for a focus on form	p. 117
Correction as focus on form	p. 121
Finding texts	p. 122
Some form-focused activities	p. 124
Putting texts together	p. 128
Organizing language-focused and form-focused activities	p. 129
The pedagogic corpus	p. 130
Preparing for examinations	p. 131
Review	p. 132
The task-based classroom and the real world	p. 135
Classroom language and the outside world	p. 135
Real-world tasks	p. 136
English for specific purposes	p. 136
Everyday English	p. 139
Electronic communication: writing and reading	p. 140
Artificial tasks	p. 142
Spontaneous spoken discourse	p. 142
The social dimension	p. 147
Teacher roles	p. 148
Review	p. 151
Follow-up activities	p. 151
Adapting and refining tasks: seven parameters	p. 153
Introduction	p. 153
Outcome, and interim goals: the need for precision	p. 156
Starting points for tasks: input and timing at priming stage	p. 159
Pre-task preparation and planning	p. 160
Control of 'agenda' and task structure	p. 161
Interaction patterns and participant roles	p. 163
Pressure on language production: 'pushing' output to achieve accuracy	p. 165
Post-task activities	p. 168
Follow-up tasks for recycling texts	p. 168
Report stage	p. 169
Task repetition	p. 170
Post-task language work	p. 171
Evaluation and reflection	p. 173
Review	p. 174
Further exploration: investigating your teaching	p. 174
Follow-up activity	p. 174
Designing a task-based syllabus	p. 177
The language-based syllabus	p. 177
A meaning-based approach	p. 179
What do learners want to mean	p. 179
ESP courses	p. 179
English for general purposes	p. 180
English for examination purposes	p. 181
Starting from the course book	p. 182
From 'can do' statements to tasks and texts	p. 183
The concept of 'can do'	p. 183
Grading tasks	p. 185
Language coverage and the pedagogic corpus	p. 187
The pedagogic corpus	p. 187
The role of the course designer and teacher	p. 189
Integrating lexis, tasks, and grammar into in the syllabus	p. 191
Covering important lexis	p. 192
The most common words	p. 192
How to teach lexically	p. 194
The process of syllabus design	p. 196
Follow-up activities	p. 198
How to integrate TBT with coursebooks, and other frequently asked questions	p. 199
Introduction and problems perceived with TBT	p. 199
How can I integrate tasks into my textbooks?	p. 201
Identifying tasks and activities that just need 'tweaking'	p. 201
Re-ordering activities	p. 209
Adding and integrating focused tasks	p. 210
How can we find time to design tasks and plan TBT lessons?	p. 212
How can I make time to do tasks in class?	p. 213
How can you change attitudes of students who aren't used to TBT?	p. 217
How can I motivate my students to do more than just the minimum?	p. 217
How can we prevent overuse of Li and encourage learners with the same Li to use English during pair-work and project work?	p. 220
How do we keep learners' interest during a post-task report stage?	p. 221
How can we give learners a sense of their own progress?	p. 222
How can we control and keep discipline in large or difficult classes?	p. 223
One-to-one classes	p. 224
How can you do tasks with mixed ability learners/on different levels, and ensure all students can do the task?	p. 225
If we take up TBT, what exams are there that are truly task-based?	p. 226
Teacher's tips for implementing TBT	p. 227
Sample task-based lessons	p. 235
Sample projects and scenarios	p. 246
Transcripts of task recordings	p. 251
Designing and using communicative tasks	p. 253
Sample task-based course plan	p. 255
Word frequency lists	p. 259
List of teachers who contributed tasks and advice	p. 263
References	p. 267
Index	p. 273
Table of Contents provided by Ingram. All Rights Reserved.

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Doing Task-based Teaching

Summary

Table of Contents

Supplemental Materials