Modulo Mad Ingles

MÓDULO Nº 01 DISEÑO CURRICULAR NACIONAL: ASPECTOS ESPECÍFICOS DE INGLES

INTRODUCCIÓN

Dear Teacher

The approach called task based learning is the logical outcome of theories of second language learning associated with the communicative approach. is a method of instruction in the field of language acquisition. It focuses on the use of authentic language, and to students doing meaningful tasks using the target language; for example, visiting the doctor, conducting an interview, or calling customer services for help. Assessment is primarily based on task outcome (ie : the appropriate completion of tasks) rather than simply accuracy of language forms. Task-based learning is like an adventure--learners surprise you by coming up with all kinds of things..." "... Exploring language in this way opens up whole new vistas...." These were comments made by teachers at the end of a recent workshop on using a task-based approach to language teaching.

EXPECTATIVA DE LOGRO:

Maneja sustento teóricos práctico de los componentes temáticos del Área de Idioma Extranjero: Inglés del nivel Secundaría del VI y VII ciclo.

“Año de la Unión Nacional Frente a la Crisis Externa”

PRONAFCAP 2009 ENTIDAD CAPACITADORA

ÍNDICE Pág.

INSTITUTO SUPERIOR PEDAGÓGICO

INTRODUCCIÓN………………………………………………… 02

PÚBLICO

Task based to learning (TBL) 1. Introduction and clarification of terms ………..03 ™ clarification of term ………………………..04 2. What is TBL?...................................................05 3. Task-Based Methodology……………………..06 4. Sequence to develop task based learning…07 • The pre-task…………………………………… 07 • Task preparation………………………………. 07 • Task realization ……………………………….. 08 • Post task ………………………………………..08 5. Concrete example of a task …………………..08

“AGUSTÍN BOCANEGRA Y PRADA”

JEFE DE PROYECTO: Lic. Cirilo E. GODOY HUMANÍ COORDINADOR ACADÉMICO: Lic. Isidro Gil CHAMANA CHIPANA AUTORÍA DEL MÓDULO LIC. Joshida F. Muñoz Cáceres

TASK-BASED LEARNING (TBL)

PRIMERA SESION

I. - INTRODUCTION AND CLARIFICATION OF TERMS This section provides the theoretical back-ground to Task-Based Language Learning (TBLL); a framework for TBLL with explanations; factors to consider when implementing task-based language learning; and finally, a concrete example of a task. It shows how adapted versions of task-based approaches to language learning are well suited to the non-formal context of learning in the framework of European language programmer. This method relies heavily on learners’ involvement and their world know-ledge. It places emphasis on the value of the information and experiences which participants bring to the language learning sessions. As participants share their knowledge, experience and opinions, they will also be using their existing language, be exposed to new language and develop a variety of strategies for improving their language skills. TBLL also allows the facilitator to use authentic topic material, which is relevant to the participants’ needs and encourages the development of skills necessary for the successful completion of real-life tasks. 1.1. Clarification of terms Linguistic jargon is notorious for its ambiguity. Different terms mean different things to different people. So for clarification, some of the key terms used in this publication are listed below, together with an explanation. ™

Activity Doing something which can be seen as a step towards achieving the task; one part of the process; work in progress.

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Collaborative learning working together and supporting each other to maximize learning and task outcomes. It is the opposite of competitive learning where each learner is trying to be better than his companions.

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Language facilitator The person who has a native speaker competence in the language being learnt and can provide all the necessary linguistic input to facilitate the activities and task achievement.

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Learner–centred Describes an approach to classroom methodology which puts learners’ needs and interests at the centre of the learning programme.

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Learning styles/strategies A range of ways of studying and learning, along the spectrum from experiential to studial. (SeeSection 1.2 Roles of learners and facilitators).

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Materials Anything which is used to form the basis of a language learning activity or task.

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Task The end product to a planned process; a completed piece of work.

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Topic any subject which provides contextualized language learning.

II. - What is TBL? How often do we as teachers ask our students to do something in class which they would do in everyday life using their own language? Probably not often enough. If we can make language in the classroom meaningful therefore memorable, students can process language which is being learned or recycled more naturally. Task-based learning offers the student an opportunity to do exactly this. The primary focus of classroom activity is the task and language is the instrument which the students use to complete it. The task is an activity in which students use language to achieve a specific outcome. The activity reflects real life and learners focus on meaning; they are free to use any language they want. Playing a game, solving a problem or sharing information or experiences, can all be considered as relevant and authentic tasks. In TBL an activity in which students are given a list of words to use cannot be considered as a genuine task. Nor can a normal role play if it does not contain a problem-solving element or where students are not given a goal to reach. In many role plays students simply act out their restricted role. For instance, a role play where students have to act out roles as company directors but must come to an agreement or find the right solution within the given time limit can be considered a genuine task in TBL.

In the task-based lessons included below our aim is to create a need to learn and use language. The tasks will generate their own language and create an opportunity for language acquisition (Krashen*). If we can take the focus away from form and structures we can develop our students’ ability to do things in English. That is not to say that there will be no attention paid to accuracy, work on language is included in each task and feedback and language focus have their places in the lesson plans. We feel that teachers have a responsibility to enrich their students’ language when they see it is necessary but students should be given the opportunity to use English in the classroom as they use their own languages in everyday life.

III. - TASK-BASED METHODOLOGY (Adapted from Willis, Jane 1996A Framework for Task-Based Learning, Oxford: Longman) Consider four processes.

THE PRE-TASK Willis suggests that the teacher (facilitator) ‘explores the topic with the group and highlights useful words and phrases’. For facilitators wishing to exploit materials, it is at this stage that the chosen material will need to relate to the task. In preparing for the task fulfilment the facilitator will need to consider how the chosen piece of material will be exploited. Exploring the Topic with the group could be by exploitation of a picture (see Section 3.2), by watching a video clip, (see Section 4) or by looking at a text (see Section. The material to be exploited can be: Used for topic content as a springboard or to highlight useful words and phrases. It is up to the facilitator to decide how much language work he/she thinks will be needed by the learners but it is necessary to remember that the purpose of using a piece of material is as a pre-task lead-in. e.g.: ™ Material exploitation: using a picture/text etc. to lead into the topic ™

brainstorming: making a list ; comparing ideas ; sharing experiences

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Activating language: eliciting and providing vocabulary.

TASK PREPARATION This has been separated from the Pre-Task phase used by Willis to highlight the importance of preparing learners thoroughly, where necessary rehearsing the task in order to recycle the language and familiarize learners with the context as much as possible. If the previous stage involved brainstorming words connected with the topic, This stage could involve learners in a discussion of their attitudes to it, and preparing their arguments for a debate, or their ideas for a leaflet to Dra. Peoples’ attention to the issue. Learners prepare own input for tasks e.g. ™

Planning a report.

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Practising role-play.

™ Writing a questionnaire to be administered. ™ Thinking of issues in a debate. ™ Brainstorming necessary language. ™ Activating language: eliciting and providing the necessary language.

TASK REALISATION The two previous stages will have been leading up to this stage by fully preparing learners both ideologically and linguistically for the task.This part of the task cycle will mirror as closely as possible an authentic undertaking which participants in European youth work will have to carry out. Whether the task is performed, displayed, recorded, conducted as a group, or carried out in small groups the focus will be on successful realisation of the task. Learners produce/perform/present their tasks e.g : ™ Producing a poster ™ Performing a role-play ™ Having a debate ™ Producing a leaflet ™ Giving a presentation

POST TASK Post-Task options ™

Language focus While the task is being carried out, the facilitator may wish to make notes on the language:

could any vocabulary be added? Were there any structures that caused misunderstanding or confusion? Were there any phrases which could have been expressed differently ? Could any of the language have been used to better effect e.g. made less abrupt, more persuasive etc.? After the task has been completed, participants may wish to look at the material again to gain a better understanding of the language: to look at structures, difficult/unusual vocabulary etc. ™

Feedback and evaluation The facilitator may wish to conduct a feedback session to discuss the success of the task

and consider suggestions for improving it. Participants may wish to discuss such issues as working together , performing in a group, reactions to the topic, amount of language input, things they enjoyed doing, things they didn’t enjoy and so on. Evaluation of the task will provide useful information for facilitators when planning further tasks. ™ Reflection upon task realization • Was it useful ? • Was it enjoyable? ™ Language reflection, possible further input • Further exploitation of material for language • Error correction • Reflection by learners

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Peer suggestions :

‘could you explain…?’ ‘could you repeat…?’

III.- CONCRETE EXAMPLE OF A TASK Context: with a multicultural group you decide to prepare a meal and to use this activity to learn the language. TASK: Preparing a meal

PRE-TASK ™ What to do Discuss: • Possible menus/dishes • Food likes/dislikes • Available budget • Available ingredients • Available utensils • …… ™ How to do it Explain specialties from different countries; gather promotional material from different stores; study special offers; examine available budget; check available ingredients, utensils, etc; put together a menu. Important language points: vocabulary of cooking and food, numbers, etc …

TASK PREPARATION ™ What to do • Select the menu to be prepared • Divide it into stages • Find out what each person is able to do • Decide each person’s responsibility • Collect money • Go shopping ™ How to do it Express likes and dislikes ; decide who is to do what ; decide where to shop; go shopping; make a list of things to be bought with their prices ; check receipts ; … Important language points : making comparisons, Negotiating, decision-making, communication activities (buying things, asking for information, prices, etc).

TASK REALISATION ™ What to do • Cook the meal • Set and decorate the table • Resolve any disputes • Eat and chat • Wash up ™ How to do it Decide where everyone is to sit ; settle any disputes ; talk about individual references, the role of women and men, eating habits in different countries, etc ; write out menus ; Important language points : negotiating, conversation gambits, giving commands, requesting things, prepositions of place etc.

POST-TASK ™ What to do • Comment on and discuss the meal and its. • Preparation, human relationships, any • Disputes that may have arisen • Exchange recipes, etc • Write a letter to a friend describing the evening, etc • Invent a new (intercultural ?) recipe • ................ ™ How to do it Share views, feelings and sensations ; organize a debate on different food habits vegetarian/non-vegetarian) ; put together an international menu; write an account in the past tense; etc …Important language points : expressing the past, expressing subtleties, agreeing and disagreeing, etc.

FUENTES DE INFORMACIÓN 1. Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press. 2. Long, M. H. 1985, "A role for instruction in second language acquisition: Task-based language teaching." In: K.Hyltenstam & M.Pienemann (eds.), Modelling and Assessing Second Language Acquisition. 77-99. 3. Nunan, D. 1989, Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press 4. Williams, J. (1995). Focus on form in communicative language teaching: Research Findings and the classroom teacher. TESOL Journal, 4(4),12-16. 5. Willis, J. (1996). A framework for task-based learning. Harlow,U.K.: Longman AddisonWesley. 6. Willis, J., & Willis, D. (1996). (Eds.). Challenge and change in language teaching. Oxford: Heinemann ELT.