Task based learning lesson design

Designing a TBL Plan

高歌关于任务型活动的设计实例 1

What is needed for learning?
Jane Willis:
Essential conditions: Learning won’t
happen unless…
 Motivation
 Exposure
 Opportunities to use the language
Desirable conditions:
 Instruction (it counts but not essential)


How can we help a learner?
 We cannot really teach language,
we can only create conditions with
which, language will develop
spontaneously in the learners’
mind in its own way.


What does TBL mean?


This is a task!
Did you in the past few weeks:
(Understanding what a task is)
 ask for way to somewhere?
 identify who is the person in charge of sth.?
 try to find out who had taken your pen and forgot
to return it to you?
 try to borrow a brand-new bicycle from your
friend?
 work out the best bus-route to a school you
haven’t been to?
 explain to your head teacher why you didn't
attend an important meeting last week?


So a task is…
 A task is a piece of work undertaken
for oneself or for others, freely or for
some reward.
 It means what people do in everyday
life, at work, at play, and in between.
(Long 1985:89)
s uc h a s :


How do I plan a TBL lesson?
 Teaching objectives
 A warmer
 Task cycle
a. Task demonstration / instruction
b. Doing the task
c. Preparing and giving a report
4. Language focus
5. Follow-up activities
6. Considerations/check points

1. Pre-task Stage:
Teacher prepares the learners in
 topic, as a vehicle for eliciting the
vocabulary 话题
 Activate background knowledge, 背景
 contextualize, 语境
 essential vocabulary, 关键词汇
 functional language/verb patterns, 有用
的句型
 thinking-time, 学生准备的时间
 confidence, feeling secure ，信心和安全
感的建立

2 Task-cycle: 2.1. Do the task
 Learning English by using it, providing
spontaneous use with focus in fluency
先在用中学，先只求表达不求精确
 Integrated skills are practiced with
opportunities for all the participants
一个任务，多技能练习
 Individual help becomes possible
教师给予有针对性的帮助


2 Task-cycle:
2.2. Prepare for the report
 A task has two roles ( 作用）
 It is used to prepare formal use of
the language for public use, with
focusing more on accuracy as
well as on fluency.
 The report planning is assessed,
and the organization strategy is
practiced.高歌关于任务型活动的设计实例 12

2. Task-cycle:
2.3. Give the report
 Learn English for different
purposes by using it (formal
delivery of a speech,
 An oral presentation task, language
is rehearsed meaningfully and
repeatedly in “preparing the task
and do the task”. “repetition leads
to fluency”

3. Language Focus Stage
 The report to the whole class prompts
opportunities for remedial practice
 to reconstruct the language used in the
tasks,
 to avoid fossilization,
 Data from the original chat in “do the
task” can be recorded and printed-out
for remedial practice or reflective use


Do you have breakfast
everyday?


everyday?
 What’s this?
 It’s porridge
 Do you have it for
breakfast?
 Yes, I do.
 How do you like it,
very much or a little?
 Very much.
 How often do you
have it?
 Everyday. 高歌关于任务型活动的设计实例 18

everyday?
 What’s this?
 It’s a bowl of noodles
 Do you have it for
breakfast?
 Yes, I do.
 How do you like it,
very much or a little?
 A little.
have it?
 Once a week. 高歌关于任务型活动的设计实例 19

A motto to remember
 Meaningful repetition leads to
fluency
 The repetition has to be
meaningful, contextualized, in
use and authentic


Which is your breakfast today?


Which one do you want for
breakfast tomorrow?


Which are your favorite
vegetables?


What vegetables
do you like for lunch today?
 Bill, what vegetable do you like for lunch today?
 I like … tomatoes and potatoes.
 Sandy, what color is this? Do you like (the vege?)
 Green / red. Good! I like red too.
 Lucy, how do you like eggplants? Very much or a
little?
 A little. All right. I don’t like it at all. I like cabbages.
 John, do you like cabbages? Yes. I do.
 How often do you have it? Everyday. Great! Me too.


What do you like for a drink
after class?


Which drink you like best?
 Lily, what’s this  Milk
drink in English?
 How often do you  Everyday.
have it?
 Tom, how do you
like milk? A lot or a
little?  Very much.
 Really? I don’t like
it at all. What  A little.
about you Meimei?
… 高歌关于任务型活动的设计实例 26

Which one do you like for lunch?
Which one do you like for dinner?


Do you like hamburgers?


Do you like Chinese
Breakfast?
How do you like this Chinese breakfast? A little
or very much? If not, what do you want to have
for your Chinese breakfast?


What breakfast is this?
Is this a Chinese breakfast?
No. it isn’t. it is an ______ breakfast
What can you see here?
Eggs, bacon, chips
sausages, tomato,
mushrooms.
How do you like it?
Do you want to have it for
breakfast?
How often do you want to
…

Is this an English breakfast?
Is this a Chinese breakfast?
No. it isn’t. it is an European breakfast
What can you see here?
Different cakes,
watermelon, butter,bacon,
some pie, pineapples,
mushrooms.
How do you like it?
Do you want to have it for
breakfast?
How often do you want to
… 高歌关于任务型活动的设计实例 32

Teaching objectives
 Language structures:
 Do you like …?
 I like … … very much/a lot, a little
 I don’t like … at all
 What about you/your father?
 What does he/she like to eat?
 What food does/doesn’t you/he like?
 Where is he from?
 Where do you usually like to eat?
 What food do you often like to eat?
 Why do you like …? Because …

Option for Structure:
Asking one’s preference:
 Do you like …? What about her?
 What does he/she like to eat?
 What food does/doesn't he like?
 Why do you like …? Because …
Express opinions:
 I like … … very much, a little
 I don’t like … at all.
Asking one’s routine or habits
 Where do you usually like to eat?
 What food do you often like to eat?
 Where is he from?

Warming up (1)
Asking about students’ breakfast
(Starting from the learners’ personal
experience)
 Alice, do you usually have breakfast in
the morning? (Asking about one’s
routine)
 When do you have it? (developing)
 What do you have for breakfast?
(Eliciting the vocabulary needed for
tasks later)

Warming up (2)
Asking about students’ breakfast
 Jane, what about you? (Comparing
preferences between learners)
 I usually have … for breakfast. (Teacher
participates to built up the rapport.)
 John, do you like … for breakfast?
 Billy, what about you? (To get more
students involved in the discussion)


From warming-up to
opinion exchange
Asking about students’ lunch:
 Diana, what do you usually have for lunch?
(To elicit more vocabulary for later use)
 What food you don’t like for lunch?
 Why? (Try to elicit some adjectives for
reasons)
 John, do you like … for lunch?
 Billy, what about you? (To get more students
involved in the discussion)

Function: Opinion comparison
Asking about students’ dinner:
 Diana, what do you usually have for
lunch (to elicit more vocab for later
use) What kind of food you don’t like
for dinner? (vocabulary practice)
 Why? (try to elicit some adjectives for
reasons)
 John, do you like … for dinner?
 Billy, what about you? (to get more
students involved in the discussion)

What do you have for breakfast?


Does she like noodles
or dumplings?


Do you like English breakfast?


Do you like hamburgers
for lunch?


What do you like for dinner?


Which is your favorite
vegetables?


What does your friend like to eat
today?


What do you like for a drink
today?


Operation check points
 Make sure that all the vocabulary are
on the board in certain categories
 Then ask students to exchange
opinions on food
 Demonstrate this activity to students
 Followed by asking some learners to
act as models for the rest
 List the verb patterns for the next
activities

Task 1: Yours and mine
(pair work)
Clear instructions by the teacher:
 Please write down the kinds of food you
usually have for breakfast, lunch and
dinner.
 Now please ask your desk mate what
he/she often has for breakfast, lunch and
dinner
 Put these food down on the left-hand side
of the sheet.
 What are the food that both of you like?
 What are the food that one of you likes?

What do we eat everyday?
 For breakfast, I  For breakfast. XXX
usually have: often has:

 For lunch:  For lunch:

 For dinner:  For dinner:


Second task: Here is our meal
today! (group work)
In a group of five or six students,
compare
 How many kinds of food that all of the
members like?
 How many kinds of food that few of
members like?
 Discuss why you like or dislike a certain
kind of food
 Jot down notes for reporting back to the
whole class 高歌关于任务型活动的设计实例 51

Operation check points (2)
Make sure that
 All the students know how to use the
language for the task (pre-task phase)
 The teacher demonstrates with a few
learners for the whole class (pre-task)
 Or you can sit in each group to offer
help (teacher’s role during the task)
 Take notes on learners strength and
weakness for language focus later (as
in 3)

Third task: This is our menu
today! (Group work Option A)
 Ask each two students in each group
to plan a breakfast, lunch, dinner
respectively for the whole group
 Talk to all to make sure everybody in
the group likes the food. So they have
to check with each member that the
food they select are their favorite
 They should write down the menu to
report back to the group for
consensus

Third task: My best meals!
(Group work Option B)
1. Ask each student to write down the
best breakfast, lunch and dinner that
they would like to have everyday.
2. The teacher must move around to talk
with students to offer help or advice
3. The menu should be written down
neatly for language accuracy focus


Next Step: Language focus (1)
1. The teacher writes down the problem
sentences in certain ways that she/he
has observed during the tasks
performance
2. Asks students to analyze if they are
correct or not ( do not tell them!)
3. Encourages the students to discuss
them in pairs or groups again


Language focus (2)
 Listen to the tape of the text
 While listening, stop occasionally to
ask students to predict the next
sentence or missing words
 Ask questions about the text
 Do some exercises based on the
texts.
Examples of the exercises are on the
next pages.

Steps for follow-up activities
 Students copy the menu of “my best
meals” onto their exercise book as
homework (consolidation)
 Put the homework up on the wall of
the classroom for demonstration
(sense of achievement)
 The students select the best writing
for the intranet / broadcast programs
(sense of achievement)


Considerations
 PowerPoint document: what, how to
present, for what purpose, where for
resources?
 Preparing a larger task!
 Board work design (for doing tasks)
 Teaching aids preparation
 Feedback as motivation (educational)
 Sense of achievement (motivation)

PowerPoint document:
 What: pictures for visual effect
 Where: www.google.com ( 图像）
 How: arrangement as functions
 When: elicitation and during the task
 Who: getting targeted


How can I design a TBL task?
Ordering, sorting, classifying

listing comparing
Any
topics
Problem solving
Sharing
opinions
Sharing personal
experiences
Creative tasks or projects

A larger task A
Task 1: What was your breakfast today?

Task 2: what do you want for lunch?

Task 3: Here is our lunch menu!

Publicize the menus for advice

Surfing the net for reference and ideas

Revise and work 关于任务型活动的设计实例 next week
高歌 out the menu for 61

A larger task B
Warmer: Have been to hospital for some rsns?

Task 2: What did the doctor & patient say?

Task 3: Seeing a doctor: a role play

Task 4: Writing a doctor’s report

Task 5: Who is the patient?

Writing a guideline for seeing an English doctor

A larger task C
Task 1: Do you want a house of your own?

Task 2: What do you want in each house?

Task 3: A Task 3: B
Looking for Advertising
a house a house

Task 4: Negotiating for your house

Task 5: You have got your house! Share it with your
Friends and describe your house to them

Moving towards TBL Tasks
A TBL example based on JEFC text
Step One:
Imagine you want to have a house of
your own. Think by yourself ：
 How many rooms do you want in your
house?
 What do you want in your rooms?
 What do you want to have outside your
house?

Moving towards TBL Tasks
Language for Step One:
I want a bed, a television and a fridge etc.
in my rooms.
Words suggested:
 furniture words, microwave oven,
computer
 A vegetable garden, lawn, a fence, fruit
trees
 A swimming pool, a tennis court, a
garage

Have vs. there be
 What do you want  What do you want
to have outside inside your rooms?
your house?


Progression Steps
Step Two:
Mr Green has a house for rent. Now
telephone Mr Green and ask:
 what are there in the house
 what are there outside the house
Your phone conversation starts with:
(Language for Step Two)
 Is there … / Are there any … in /
beside / behind, in front of / near …

Progression Steps
Step Three: Situation 1
Mr. Green’s house is too expensive and you
do not have enough money. However, your
friend is rich and of course has a lot of
money. Now try to tell your friend how good
the house is and ask him to rent the house.
The house is very good! There is a big
television inside and there are many
trees outside! …
 You can play … outside …
 You can watch … in the …

Progression Steps
Step Four: Written work:
Option One: Write a newspaper ads.
Saying that you are looking for a house
and what kind of house you want
Option two: Write an advertisement for
Mr. Green in a newspaper. Try to say
how good the house is


Progression Steps
Step Four: Written work:
Option One: You have rent the house
and you are very happy. Now you are
writing a letter to your parents telling
them how your house is.


Suggestions
1. Never translate: demonstrate
2. Never explain: act
3. Never make speech: ask questions
4. Never imitate mistakes: correct
5. Never speak with single words: use
sentence
6. Never speak too much: make
students speak much

Principles
1. Never use the book: use your lesson
plan
2. Never jump around: follow your plan
3. Never go too fast: keep the pace of the
student
4. Never speak too slowly: speak normally
5. Never speak too quickly: speak naturally
6. Never speak高too loudly: speak naturally
歌关于任务型活动的设计实例 72

The dynamic classroom
 A good lesson plan does not
necessarily mean a good result in
teaching.
 Teaching is a moment to moment
decision making process, therefore a
plan is only a plan
 The teacher-learner rapport also counts
 The teacher’s Language proficiency


Task based learning lesson design

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