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Ch3. The Tbl Framework: Overview...A Framework For Tbl. Jane Willis -…
Ch3. The Tbl Framework: Overview...A Framework For Tbl. Jane Willis
Giving Tasks Instructions
Teacher demonstrates the task with a good student
Teacher place audio or video recording a fluent speakers doing the task
Students read the instructions by themselves
Teacher shows the class what previous students have achieved
The third step in the pre - task phase is to ensure that all learners understand what the task involves, what its goals are, and what outcome is required.
Mixed Level Classes
People of different abilities naturally find their own level on the ways of copying
In mixed level players or groups, weaker students can benefit by hearing what better students say, and better students too, improve, through having to paraphrase, and explain
Teachers who have mixed level classes find that the same tasks can be done quite adequately by learners are different developmental stages
Patterns of Interaction and Turn Talking
Students in pairs as equals or with one student leading
Students in groups with or without a chairperson
Students doing a task singly then exchanging ideas in pairs
Teacher working with groups or pairs in turns
Individual students circulating talking to different students
Teacher working with the whole class
Individual students carrying out a task on their own
Pre - Task - Language Activities
Memory challenge
Brainstorming and mind maps
Matching phrases to pictures
Thinking of question to ask
Odd one out
Teacher recounting a similar experience
Classifying words and phrases
After the learners have done a pre task or two great up other useful words and phrases they have produced specially once that learners have contributed themselves
The task activities to explore topic language should actively involve all learners give them relevant exposure and above all create interest in doing a task on this topic
Flexibility of the Framework
If the topic is familiar and the task are short there may be room for two tasks cycles within one lesson
If the topic is new or unfamiliar or if the task is longer or more complex the framework can be split between 2 lessons
There are many ways in which the components within the framework can be weighted differently and adapted to suit learners needs
Introducing the topic
The second step is to help students recall an activate words and phrases that will be useful both during the task and outside the classroom
Introduce a few vital topic related words and phrases that students are unlikely to know.
First of all you will need to help learners define the topic area
The Pre - Task Phase
The pre task phase will usually be shorter stage in the framework, it could last between 2 and 20 minutes depending on the learners degree of familiarity with the topic, and the type of task if there is a pre task recording tool said sent it could take slightly longer.
Teacher roles in the Framework
Language guide
- Where the focus turns to language form
Course guide
- Explaining to learners the overall objectives of the course and how the components of the task framework can achieve these.
Facilitator
- Facilitates the exposure and the use of language, and ensuring they are both of suitable quality.
By: Ivan Castillo Peña