TBL Flashcards
Communicative Tasks
- realistic and meaningful
- motivating: require learners to speak with and listen to other learners.
- meaning > form
- have real purposes such as finding and exchanging information, talking ab oneself, and learning about culture ➡ activities that ppl can perform irl
Enabling Tasks
The goal is to provide students with the necessary linguistic tools to communicate as smoothly and effectively as possible. -> scaffolfing
Complex aspects of the linguistic system are never presented to ss as a block but rather gradually, in small bits.
Awareness-raising tasks:
* drills
* written exercises focusing on form
* elicitation of forms necessary for a communication task to be done
Pre-reading/listening
leading = activation
* to activate prior knowledge (whatever they already know about the text, the topic, etc.) and to review vocab that they’ll need later.
* If we’re presenting new words, it’s ideal that they grasp the meaning from the context.
If ss have to read/listen to answer questions, they have to be shown the questions BEFORE they do the listening/reading
Ejemplos:
- point/say
- hangman
- pictionary
- brainstorming (with a word or picture on the board)
- analyse the title, the images, the paratext, etc.
Warm-up
could be a routine (writing the weather, a song, the date, etc.)
or social talk (with older sts “what did you do during the weekend? how was your weekend?”)
or bullet points with the agenda for today’s lesson, we check them when we complete the activity
Students need a routine to help them feel confident with their knowledge (they feel that they can now express dates, they can talk ab the weather, etc.) and they know what’s coming.
While reading/listening
We need to explain to sts what they need to look for in the text, what information they need.
* Ss should read and listen with a purpose
* NOT EVALUATING PRODUCTION OR GRAMMAR.
* We can‘t include the new content in the while reading (if the lesson focuses on the past simple, we can’t have past simple exercises in the while-reading)
Examples:
- guiding questions (don’t ask TOO MANY questions and number them so that ss don’t get lost and it’s easier to correct)
- t/f (ask ss where that info is in the text and write it on the board to elicit meaning)
- fill in the gap w short or important info (names of family members, etc)
- order the sentences (subtitles, titles, paragraphing)
- matching activities
Post-reading/listening
one or two questions to conclude (we’re already certain that they understood the text and how much they’ve learnt) → “How did you feel reading Messi’s routine?” “Does your routine have something in common with Messi’s routine?”
we work with MEANING, grammar isn’t mentioned
Examples:
- Quiz Your Classmate
- ask for opinions
- Discussion
Language focus: Analysis
check if ss were able to understand the grammar point (present simple, routines, etc.)
We have a language analysis activity when we’re first seeing the language item.
We can’t teach more than one item at a time: if we’re learning present simple affirmative sentences, focus on that, then next class we can incorporate 3rd person ‘s’, then we can incorporate the negative, etc.
Analysis activities that focus on metacognition: reflecting on how the language is used to express different possible meanings.
DEDUCTIVE APPROACH: ss theorize ab what the rule is, they’re not told straight away.
Focus the ss attention on different language items, try to get ss to notice interesting features within the text.
Controlled Practice
Teachers control everything: the grammar, the langauge used. This comes right after the language analysis. They still have to be MEANINGFUL, almost mechanical, ss don’t have to create yet
- Matching
- Filling in the blanks
- Multiple choice exercises
Semi-Controlled Practice
less structured. limit the language ss use but ss are relatively free
- Role playing (maybe they can act as if they’re a specific person and smth ab them)
- Group discussions
- Complex problem-solving
Free Practice
✨creation and communication.✨ normally the final task bc ss aren’t controlled by the teacher and they can produce on their own. the teacher doesn’t participate
- create a poster
- conduct an interview
- manage a project
Closure/Feedback
Short activity (3-5’) to end the lesson to check if everything was clear.
*CONNECT THE OBJECTIVES WITH WHAT THEY’VE LEARNED IN THE LESSON *
* If the ss’ level isn’t very high, we can give them options.
* They can be metalinguistic activities if ss are old enough.
Exit ticket: the ss have to reflect on what they’ve learned during the lesson by putting their ideas on a poster or smth similar.
time fillers: the activity doesn’t have to be timebound, we should always have an activity prepared for whenever we have a few extra minutes.
Fuction vs Notion
Fuction: to use the lan w a purpose, to achieve smth, communicative act
Notion: a concept or idea that can be specific or general.
Formative Assessment
🚧
on-going evaluation of how the sts are progressing.
- used in TBL
Summative Assessment
take a test at the end of the unit, to summarize all that they’ve learnt
