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Task Based Instruction Lydia Bermúdez Guillén Pablo Díaz Lobato Eduardo Izeta Artamendi 1st of December, 2011
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Schedule
Task Based Instruction ,[object Object],[object Object],[object Object],[object Object],Introduction Focus on TASK COMPLETION
What is a Task? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Task Based Instruction ,[object Object],[object Object],[object Object],[object Object],Main features Students use all forms of understanding and speaking
Task Based Instruction ,[object Object],[object Object],[object Object],[object Object],Main features Authenticity
3 TYPES OF TASKS Information-gap ,[object Object],[object Object],Tasks can also be open ended or closed Task Types
[object Object],[object Object],[object Object],Difficulty Factors These factors must be considered before proposing a task
PRE-TASK ,[object Object],LET’S MAKE A PLAN FOR A NIGHT OUT PRACTICE EXAMPLE:  ‘A NIGHT OUT’ TASK ,[object Object],[object Object],[object Object],PLANNING REPORTING ANALYSIS PRACTICE
PRACTICE ANALYSIS REPORT PRE-TASK TASK PLANNING 15´ 10´ 15´ TIME TASK STAGES STAGES 10´ 20´ 10´
PRE-TASK ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Can also include playing a recording of people doing the task STAGE 1:
TASK ,[object Object],[object Object],[object Object],[object Object],[object Object],Students use their own language resources  STAGE 2:
PLANNING ,[object Object],[object Object],Teacher available for advice and clear up questions STAGE 3:
REPORT ,[object Object],[object Object],May also play a recording of other people doing the same task STAGE 4:
ANALYSIS ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],The teacher can also highlight the language used during the report phase for analysis STAGE 5:
PRACTICE ,[object Object],[object Object],[object Object],[object Object],Students make a note of useful language STAGE 6:
Advantages Disadvantages Advantages & Disadvantages TASK BASED INSTRUCTION ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],TIPS TO AVOID PROBLEMS
[object Object],[object Object],[object Object],[object Object],CONCLUSIONS Enjoyable and motivating !!!
QUESTIONS & FAREWELL  Thank you for your attention!

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Task based learning v3

Editor's Notes

  1. Pragmatic meaning: meaning in context, as opposed to semantic meaning (more associated with exercises) Negotiation of meaning: process that speakers go through to reach a clear understanding of each other (Asking for clarification, rephrasing, and confirming) Scaffolding: Eckerth (2008): The dialogic process by which one speaker assists another in performing a function he or she cannot perform alone.
  2. Opinion-gap: unemployment solutions Information-gap: descriptions Reasoning-gap: best train route Open ended: debate or planning with no solution Closed: discover a solution to a problem