TBL English 5 th10 th grade Workshop 1

TBL - English 5 th-10 th grade: Workshop 1

Task design: Jane Willis’ TBL model (1996) involves the basic 3 phases, but: • She focuses more on the while and post phases and divides them into several stages • Her focus is more on language awareness and making sure learners understand process langauge points • Her model is perhaps more relevant for more advanced/older learners, whereas Cameron’s model perhaps suits the needs of young learners better

Jane Willis: the Task Cycle This is the WHILE-phase; ‘core activity’ in Cameron’s model. Willis divides it into 3: q Task: this is where the actual Task is made q. Planning: this is where learners prepare presenting their task solution to others q. Presentation: this is where learners present their task solution – can be in pairs, groups or class

An example: Map information gap • Task: information gap. Partners A and B have the same map, but with different names of locations on it. Now, they have to find all locations on the map – and they can’t show the map to each other. • Planning: when the locations have been found, the Task is solved. Now they have to go over the results to check them and draw lines on the map to check routes. • Presentation: A and B partners are now put in groups. They compare results with other A or B partners. When they decide on the right route, the Task cycle is complete

Jane Willis: Language Focus This is the POST-phase, which Willis divides into 2 parts: • Analysis: here the teacher identifies language issues which have come up during the task cycle – and explains rules to learners Example: learners have made written about ‘Me in 5 years’; many of them have experienced difficulties with expressing future. The teacher presents information about verbs and future time in English. • Practice: Teacher helps learners choose exercises which suit their needs Example: exercises with future forms/modals in English; e. g. write a letter to a friend in which you suggest plans for a trip (”we might go see…”, ”I would like to visit…”, ”we will be there at…”)

Demo: microfiction • • - Pre-phase: intro to microfiction writing – what is that? While-phase: task: write a story in less than 100 words about a picture plan: read aloud, check language issues - present: read your story to partners • Post-phase: suggest activities for language work

Microfiction: what is that? • A short fiction text, often under 100 words. Also known as ‘Flash Fiction’. Genre criteria: • With few words, you must start in media res • The story should express mood/atmosphere within a short time span – it involves a specific situation, often told in 3 rd person restricted narrative • Often an open ending, leading up to a given frame – e. g. the situation in a picture/photo.

Write a story that explains this picture in a 100 words Ø Who is this woman? Ø Who is she talking to? Ø Decsribe her facial expression: is she worried? Irritated? Sad? Ø Try to say: ”Ohh…Alright…” out loud: how many different ways can it sound – and what kinds of mood are there?

Language Focus • • Cohesion: ”he” who? Concord (kongruens): Adverb or adjective? Adverb position Commas(!) I like coffee, but I don’t like tea Initial adverbs: Furthermore, First of all, Tense (past-present) Aspect (udviddet tid – før-tid) Nutid er Utid

Discussion: language focus • What kind of skills do you need to tackle language issues ‘on demand’? • What kinds of resources do you need to address individual needs of learners? • How can language awareness be integrated in activities in a meaningful way? (Focus on Form)

Extra: Modelling in the Teaching-Learning Cycle • Genre writing/reading didactics – breaking down the genre becomes the main scaffolding for learners • 4 stages: § Setting the context/explaining genre § Deconstructing and modelling: break down genre rules and show example § Joint construction: teacher creates a text with learners § Independent construction: learners now write/read on their own