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Ch 8. TBL for beginners and YL. A framework for TBL. Jane Willis. - Coggle…
Ch 8. TBL for beginners and YL. A framework for TBL. Jane Willis.
Adapting the Framework to Beginners
-One result of this will be a longer pre-task phase and a shorter task cycle.
-Thirdly, because there is less emphasis put on public use of language until learners have gained confidence, the planning and report stages are either omitted or very short, with the teacher giving the first reports informally.
-Finally, the language focus concentrates initially on words and phrases, only gradually progressing towards grammar.
-Secondly, the cycle may well consist of sets of short tasks rather than one long one.
Helping Beginners Learn
-Establishing a relaxed, anxiety-free atmosphere in the classroom
-Providing a lot of exposure that learners can make approximate sense of.
-Not forcing them to speak at first if they prefer not to
-Reassuring them of their progress, and generally boosting their confidence
-Building on what they know, but without expecting perfection
By: Ivan Castillo Peña
The First Lesson: Pre-Task Phase
-Sample procedures for a pre-task phase follow, based on familiar words for learners of English.
-Keep to the target language, speak as naturally as possible, but using a lot of mime and demonstration.
-Don't be afraid of pausing now and again to allow learners some thinking time.
The First Lesson
-Collect about twenty or thirty words from the target language which leamers are likely to recognise
-There are likely to be words that have become familiar through pop songs, computers, business and other sources.
-Don't order or classify the words - this is what students will do themselves as their first task
Teaching Social Language
-Simply chatting to students socially provides a useful experience of language.
-It is important to expose learners to everyday social language in class.
-Whenever you meet a student outside class, and when it is polite to do so, speak in the target language.
-There are some formulaic phrases and simple exchanges which can be taught for various social occasions, such as greetings, introductions, saying good-bye and leaving.
Tasks for the First Lesson
-Classifying
-Odd word out
-Memory Challenge and Yes or No?’ Games
-Jumbled Spelling Dictation
-Sorting Alphabetical Letter by name
-Sorting Words Alphabetical
Teaching Classroom Language
-Some teachers make a list of such expressions into a poster to keep wall of the classroom.
-Items are added as required, maybe two or three every lesson.
-These can be classified into categories such as 'asking about spelling’ ‘asking about meaning’ positive/ negative expressions.
Moving Towards Grammar
-Once beginners have got used to hearing the target language spoken most of the time in class, and have built up a repertoire of words and phrases they can deploy to get their basic meanings across, they will feel more confident.
-A wider range of tasks can then be set, and, as the exposure gets richer, their learning will begin to snowball - the more they know, the faster they can learn.
-It is then that a focus on grammar in context will begin to pay off.
-To help beginners perceive their progress, at the end of every lesson list on the board the new words, phrases and patterns highlighted in that lesson
-Make sure learners realise what a lot they have understood and done.
-At the end of each week, summarise again and underline the progress they have made.