Demo: Task-Based Learning - International TEFL Academy

Key Concepts:

Task-Based Learning (TBL), Pre-Task, Task Preparation, During Task, Post-Task, Brainstorming, WordWeb, Model Text, Group Collaboration, Target Language, Fluency Activity, Language Features (strong and weak), Reflection.

1. Pre-Task Stage:

• Main Topic: Preparing students mentally and linguistically for the task.
• Key Points: The pre-task stage aims to activate prior knowledge and introduce relevant vocabulary and structures.
• Methods:
  • Brainstorming with a WordWeb: Students generate ideas related to the topic (e.g., "What makes a good party?"). This helps activate vocabulary and get them thinking about the theme.
  • Pictures and Discussion Questions: Using visuals to prompt discussion and elicit relevant vocabulary. Example: Showing a picture of people ordering food and asking, "What are they doing?"
  • Model Text (Reading or Listening): Exposing students to a text or audio that uses the target language in a similar context to the task. Example: Listening to a conversation about planning a surprise party.
• Purpose: To prime students for the language and content they will need in the task stage.

2. Task Preparation Stage:

• Main Topic: Equipping students with the tools and instructions to complete the task independently.
• Key Points: Clear and concise instructions are crucial for successful task completion.
• Process:
  1. Group Formation: Students are divided into small groups (e.g., groups of three).
  2. Handout/Checklist: Each group receives a handout with step-by-step instructions or a checklist to guide them through the task.
  3. Time Allocation: A specific time limit is given for task completion (e.g., 10-15 minutes).
  4. Presentation Preparation: Students are informed that they will present their party idea to the class.
• Emphasis: The instructor emphasizes the importance of following the handout.

3. During Task Stage:

• Main Topic: Students independently work on the task in their groups.
• Key Points: This stage focuses on group collaboration, creativity, and the use of the target language.
• Teacher's Role: The teacher circulates, observes, and takes notes on language use (both strong and weak features) without interrupting unless asked for help.
• Focus: Encouraging the use of the target language and fostering a fun and engaging environment.
• Note-Taking: The teacher uses a clipboard to record observations on language use.

4. Post-Task Stage:

• Main Topic: Reflecting on the language used during the task and consolidating learning.
• Key Points: Addressing key language features (both strengths and weaknesses) observed during the task.
• Process:
  1. Language Feature Identification: The teacher identifies the most important language features to address based on their notes.
  2. Class Discussion: The teacher presents these language features on the board and leads a class discussion.
  3. Reflection: Students reflect on the language they used and learned during the task.
• Goal: To improve accuracy and fluency by addressing specific language needs.

5. Notable Quotes/Significant Statements:

• "The pre task stage should mentally and linguistically prepare your students for the upcoming task ahead."
• "Group collaboration and creativity take hold. And generally it's the fun and exciting part of the task."
• "It's a fluency activity, so I don't commonly interrupt unless asked for help."
• "Always point out both strong and weak language features."

6. Technical Terms and Concepts:

• Task-Based Learning (TBL): An approach to language teaching where learners complete meaningful tasks using the target language.
• Pre-Task: The initial stage of TBL, designed to prepare students for the task.
• Task Preparation: Providing students with the necessary tools and instructions to complete the task.
• During Task: The stage where students independently work on the task.
• Post-Task: The final stage, focused on reflection and language consolidation.
• WordWeb: A visual brainstorming tool used to generate ideas and vocabulary.
• Model Text: A sample text or audio that demonstrates the target language in context.
• Target Language: The language being learned.
• Fluency Activity: An activity that emphasizes communication and natural language use over strict accuracy.
• Language Features: Specific aspects of language, such as grammar, vocabulary, and pronunciation.

7. Logical Connections:

The video presents a clear, sequential progression through the four stages of TBL. The pre-task prepares students for the task, the task preparation equips them to work independently, the during task stage allows for practice and collaboration, and the post-task stage consolidates learning and addresses language needs.

8. Synthesis/Conclusion:

The video provides a practical demonstration of a task-based learning activity focused on planning a party. It highlights the importance of careful planning and execution in each of the four stages (pre-task, task preparation, during task, and post-task). The instructor emphasizes the need for clear instructions, student collaboration, and a focus on both fluency and accuracy. The key takeaway is that TBL can be an engaging and effective way to teach language by providing students with opportunities to use the target language in meaningful contexts. The instructor encourages viewers to explore different interpretations of TBL and adapt the approach to suit their students' needs.