Doing task-based teaching:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Oxford [u.a.]
Oxford Univ. Press
2007
|
| Ausgabe: | 1. publ. |
| Schriftenreihe: | Oxford handbooks for language teachers
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis Klappentext |
| Beschreibung: | Hier auch später erschienene, unveränderte Nachdrucke |
| Beschreibung: | XV, 278 S. Ill., graph. Darst., Kt. |
| ISBN: | 9780194422109 0194422100 9783464244661 |
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| 250 | |a 1. publ. | ||
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| 300 | |a XV, 278 S. |b Ill., graph. Darst., Kt. | ||
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| 650 | 4 | |a Task analysis in education | |
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| adam_text | CONTENTS
Acknowledgements
xi
Introduction
xiii
1
The basis of a task-based approach
ι
1.1
What do you think about task-based teaching?
ι
1.2
Starring with form and starting with meaning: alternative
approaches.
4
1.3
Language as meaning
6
1.4
Meaning and tasks in the classroom
8
1.5
Characterizing tasks
12
1.6
Why not start with grammar?
16
2
Task-based sequences in the classroom
21
2.1
Task sequences
21
2.2
Planning a task sequence
23
2.3
Building in focus on form
25
2.3.1
Focus on form at the end of the sequence
25
2.3.2
Exploiting written language
27
2.4
Second language acquisition research andTBT
30
3
Tasks based on written and spoken texts
33
3.1
Introduction: reading for a purpose
33
3.2
Discussion tasks
34
3.3
Prediction tasks
34
3.4
Jigsaw task sequences
41
3.5
Student as question master
43
3.6
General knowledge tasks
45
3.7
Corrupted text
48
3.7.1
Factual gap filling
48
3.7.2
Linguistic gap filling
49
3.8
Ways to recycle texts
53
3.8.1
Corrupted text
53
3.8.2
Quizzes
54
3.8.3
Group dictation
54
3.8.4
Communal memory
55
3.8.5
Summaries
56
vi
Contents
3.8.6
Personalizing tasks
5^
3.9
Spoken texts 56
3.9.1
The nature of spoken text 56
3.9.2
Sources of spoken text
59
3.10
Review
59
3.11
Follow-up activities 6i
4
From topic to task types: listing, sorting, and classifying
63
4.1
Introduction
3
4.2
Selecting topics
64
4.3
Tasks involving listing
66
4.3.1
Brainstorming
66
4.3.2
Fact-finding 67
4.3.3
Games based on listing: quizzes, memory challenge,
and guessing games
68
4.3.4
Tasks for real beginners
69
4.3.5
Evaluating a task
7°
4.3.6
Pre-task priming and post-task activities 71
4.3.7
Summary 72
4.4
Tasks involving ordering and sorting 72
4.4.1
Sequencing 72
4.4.2
Rank-ordering
73
4.4.3
Classifying
75
4.4.4
Games based on classified sets
77
4.5
Visual support: charts, tables, mind-maps, etc.
78
4.5.1
Charts and tables
78
4.5.2
Mind maps
79
4.5.3
Timelines and storylines
80
4.6
Integrating reading and writing
82
4.7
Review
83
4.8
Follow-up activities
84
5
From topic to task types: matching, comparing, problem-solving,
projects, and storytelling
85
5-І
Introduction
85
5.2
Matching
85
5.2.1
Listening and matching
85
5.2.2
Reading and matching
87
5.3
Comparing and contrasting: finding similarities or
differences
90
5.3.1
Comparison tasks
90
5.3.2
Games: find the similarities or differences
Э1
5.4
Problem-solving tasks and puzzles
93
5.4.1
Preparing learners for problem-solving tasks
93
Contents
vii
5.4.2
Problem-solving task sequences and
scenarios
94
5.4.3
Problem-solving games and puzzles
98
5.5
Projects and creative tasks
ç)c>
5.6
Sharing personal experiences: storytelling, anecdotes,
reminiscences
105
5.7
A summary of task types using the task generator
107
5.8
Review in
6
Language focus and form focus
113
6.1
Some basic principles
113
6.2
A sample task
:
How strict were your parents?
114
6.3
Priming
115
6.4
Language focus
116
6.5
Focus on form
117
6.5.1 Identifying items for a focus on form
117
6.5.2
Correction as focus on form
121
6.5.3
Finding texts
122
6.5.4
Some form-focused activities
124
6.5.5
Putting texts together
128
6.6
Organizing language-focused and form-focused activities
129
6.6.1
The pedagogic corpus
130
6.7
Preparing for examinations
131
6.8
Review
132
7
The task-based classroom and the real world
135
7.1
Classroom language and the outside world
135
7.2
Real-world tasks
136
7.2.1
English for specific purposes
136
7.2.2
Everyday English
139
7.2.3
Electronic communication: writing and reading
140
7.3
Artificial tasks
142
7.4
Spontaneous spoken discourse
142
7.5
The social dimension
147
7.6
Teacher roles
148
7.7
Review
151
7.8
Follow-up activities
151
8
Adapting and refining tasks: seven parameters
153
8.1
Introduction
153
8.2
Outcome, and interim goals: the need for precision
156
8.3
Starting points for tasks: input and timing at priming stage
159
8.4
Pre-task preparation and planning
160
8.5
Control of agenda and task structure
161
8.6
Interaction patterns and participant roles
163
viii Contents
8.7
Pressure on
language
production:
pushing output to
achieve accuracy * 5
8.8
Post-task activities I(>8
8.8.1
Follow-up tasks for recycling texts i68
8.8.2
Report stage l69
8.8.3
Task repetition i7°
8.8.4
Post-task language work
Ч1
8.8.5
Evaluation and reflection
173
8.9
Review r74
8.10
Further exploration: investigating your teaching i74
8.11
Follow-up activity X74
9
Designing a task-based syllabus
Σ77
9.1
The language-based syllabus
W
9.2
A meaning-based approach
г79
9.2.1
What do learners want to mean i79
9.2.2
ESP courses
49
9.2.3
English for general purposes i8o
9.2.4
English for examination purposes i8i
9.2.5
Starting from the course book
182
9.3
From can do statements to tasks and texts
183
9.3.1
The concept of can do
183
9.3.2
Grading tasb
185
9.4
Language coverage and the pedagogic corpus
187
9.4.1
The pedagogic corpus
187
9.4.2
The role of the course designer and teacher
189
9.4.3
Integrating lexis, tasks, and grammar into in the
syllabus
191
9.5
Covering important lexis 192
9.5.1
The most common words 192
9.5.2
How to teach lexically
194
9.6
The process of syllabus design
196
9.7
Follow-up activities
198
10
How to integrate TBT with coursebooks, and other frequently
asked questions
199
10.1
Introduction and problems perceived with TBT
199
10.2
How can I integrate tasks into my textbooks?
2.01
10.2.1
Identifying tasks and activities that just need
tweaking
201
10.2.2
Re-ordering activities
209
10.2.3
Adding and integrating focused tasks
210
10.3
How can we find time to design tasks and plan TBT
lessons?
2.12
Contents ix
10.4
How can I make time to do tasks in class?
213
10.5
How can you change attitudes of students who aren t
usedtoTBT?
217
10.6
How can I motivate my students to do more than just
the minimum?
217
10.7
How can we prevent overuse of Li and encourage learners
with the same Li to use English during pair-work and
project work?
220
10.8
How do we keep learners interest during a post-task
report stage?
221
10.9
How can we give learners a sense of their own progress?
222
10.10
How can we control and keep discipline in large or
difficult classes?
223
10.11
One-to-one classes
224
10.12
How can you do tasks with mixed ability learners/on
different levels, and ensure all students can do the task?
225
10.13
If we take up TBT, what exams are there that are truly
task-based?
226
10.14
Teacher
s
tips for implementing TBT
227
Appendix
1
Sample task-based lessons
235
Appendix
2
Sample projects and scenarios
246
Appendix
3
Transcripts of task recordings
251
Appendix
4
Designing and using communicative tasks
253
Appendix
5
Sample task-based course plan
255
Appendix
6
Word frequency lists
259
List of teachers who contributed tasks and advice
263
References
267
Index (with page numbers in bold where a word is explained in the
text)
273
This series is designed to provide a source of reference for both
language teachers and teacher trainers. Each title is intended
to serve both as a basis for courses and seminars, and as a
longer-term reference text for the working teacher s bookshelf.
Doing Task-based Teaching
There is currently enormous interest in task-based teaching
and learning. This highly readable book is a practical guide
to designing, creating, and using tasks and task sequences,
and to providing a focus on grammar and lexis in a task-
based context.
It includes:
—
Accessible explanations of the basic principles behind
task-based learning and teaching.
—
Examples of tasks and lesson plans from teachers around
the world, suitable for all learner levels.
—
Sample materials illustrating a three-way focus on
meaning, language, and form.
—
Guidance on adapting course materials to include a
task-based element, and advice on overcoming typical
problems.
dave
willis
has published widely on both methodology
and grammar and lexis. After working overseas as a teacher,
he was a British Council English Language Officer for twenty
years, and later taught for ten years on MA TEFL/TESOL
programmes at Birmingham University.
Writer of several prize-winning books, jane
willis
has worked extensively overseas as an English teacher
and trainer. She then taught for twelve years on the Aston
University Masters in TESOL programmes, and continues
to travel widely as an
ELT
consultant.
|
| adam_txt |
CONTENTS
Acknowledgements
xi
Introduction
xiii
1
The basis of a task-based approach
ι
1.1
What do you think about task-based teaching?
ι
1.2
Starring with form and starting with meaning: alternative
approaches.
4
1.3
Language as meaning
6
1.4
Meaning and tasks in the classroom
8
1.5
Characterizing tasks
12
1.6
Why not start with grammar?
16
2
Task-based sequences in the classroom
21
2.1
Task sequences
21
2.2
Planning a task sequence
23
2.3
Building in focus on form
25
2.3.1
Focus on form at the end of the sequence
25
2.3.2
Exploiting written language
27
2.4
Second language acquisition research andTBT
30
3
Tasks based on written and spoken texts
33
3.1
Introduction: reading for a purpose
33
3.2
Discussion tasks
34
3.3
Prediction tasks
34
3.4
Jigsaw task sequences
41
3.5
Student as question master
43
3.6
General knowledge tasks
45
3.7
Corrupted text
48
3.7.1
Factual gap filling
48
3.7.2
Linguistic gap filling
49
3.8
Ways to recycle texts
53
3.8.1
Corrupted text
53
3.8.2
Quizzes
54
3.8.3
Group dictation
54
3.8.4
Communal memory
55
3.8.5
Summaries
56
vi
Contents
3.8.6
Personalizing tasks
5^
3.9
Spoken texts 56
3.9.1
The nature of spoken text 56
3.9.2
Sources of spoken text
59
3.10
Review
59
3.11
Follow-up activities 6i
4
From topic to task types: listing, sorting, and classifying
63
4.1
Introduction
"3
4.2
Selecting topics
64
4.3
Tasks involving listing
66
4.3.1
Brainstorming
66
4.3.2
Fact-finding 67
4.3.3
Games based on listing: quizzes, memory challenge,
and guessing games
68
4.3.4
Tasks for real beginners
69
4.3.5
Evaluating a task
7°
4.3.6
Pre-task priming and post-task activities 71
4.3.7
Summary 72
4.4
Tasks involving ordering and sorting 72
4.4.1
Sequencing 72
4.4.2
Rank-ordering
73
4.4.3
Classifying
75
4.4.4
Games based on classified sets
77
4.5
Visual support: charts, tables, mind-maps, etc.
78
4.5.1
Charts and tables
78
4.5.2
Mind maps
79
4.5.3
Timelines and storylines
80
4.6
Integrating reading and writing
82
4.7
Review
83
4.8
Follow-up activities
84
5
From topic to task types: matching, comparing, problem-solving,
projects, and storytelling
85
5-І
Introduction
85
5.2
Matching
85
5.2.1
Listening and matching
85
5.2.2
Reading and matching
87
5.3
Comparing and contrasting: finding similarities or
differences
90
5.3.1
Comparison tasks
90
5.3.2
Games: find the similarities or differences
Э1
5.4
Problem-solving tasks and puzzles
93
5.4.1
Preparing learners for problem-solving tasks
93
Contents
vii
5.4.2
Problem-solving task sequences and
scenarios
94
5.4.3
Problem-solving games and puzzles
98
5.5
Projects and creative tasks
ç)c>
5.6
Sharing personal experiences: storytelling, anecdotes,
reminiscences
105
5.7
A summary of task types using the'task generator'
107
5.8
Review in
6
Language focus and form focus
113
6.1
Some basic principles
113
6.2
A sample task
:
'How strict were your parents?'
114
6.3
Priming
115
6.4
Language focus
116
6.5
Focus on form
117
6.5.1 Identifying items for a focus on form
117
6.5.2
Correction as focus on form
121
6.5.3
Finding texts
122
6.5.4
Some form-focused activities
124
6.5.5
Putting texts together
128
6.6
Organizing language-focused and form-focused activities
129
6.6.1
The pedagogic corpus
130
6.7
Preparing for examinations
131
6.8
Review
132
7
The task-based classroom and the real world
135
7.1
Classroom language and the outside world
135
7.2
Real-world tasks
136
7.2.1
English for specific purposes
136
7.2.2
Everyday English
139
7.2.3
Electronic communication: writing and reading
140
7.3
Artificial tasks
142
7.4
Spontaneous spoken discourse
142
7.5
The social dimension
147
7.6
Teacher roles
148
7.7
Review
151
7.8
Follow-up activities
151
8
Adapting and refining tasks: seven parameters
153
8.1
Introduction
153
8.2
Outcome, and interim goals: the need for precision
156
8.3
Starting points for tasks: input and timing at priming stage
159
8.4
Pre-task preparation and planning
160
8.5
Control of'agenda' and task structure
161
8.6
Interaction patterns and participant roles
163
viii Contents
8.7
Pressure on
language
production:
'pushing' output to
achieve accuracy *"5
8.8
Post-task activities I(>8
8.8.1
Follow-up tasks for recycling texts i68
8.8.2
Report stage l69
8.8.3
Task repetition i7°
8.8.4
Post-task language work
Ч1
8.8.5
Evaluation and reflection
173
8.9
Review r74
8.10
Further exploration: investigating your teaching i74
8.11
Follow-up activity X74
9
Designing a task-based syllabus
Σ77
9.1
The language-based syllabus
W
9.2
A meaning-based approach
г79
9.2.1
What do learners want to mean i79
9.2.2
ESP courses
49
9.2.3
English for general purposes i8o
9.2.4
English for examination purposes i8i
9.2.5
Starting from the course book
182
9.3
From 'can do' statements to tasks and texts
183
9.3.1
The concept of'can do'
183
9.3.2
Grading tasb
185
9.4
Language coverage and the pedagogic corpus
187
9.4.1
The pedagogic corpus
187
9.4.2
The role of the course designer and teacher
189
9.4.3
Integrating lexis, tasks, and grammar into in the
syllabus
191
9.5
Covering important lexis 192
9.5.1
The most common words 192
9.5.2
How to teach lexically
194
9.6
The process of syllabus design
196
9.7
Follow-up activities
198
10
How to integrate TBT with coursebooks, and other frequently
asked questions
199
10.1
Introduction and problems perceived with TBT
199
10.2
How can I integrate tasks into my textbooks?
2.01
10.2.1
Identifying tasks and activities that just need
'tweaking'
201
10.2.2
Re-ordering activities
209
10.2.3
Adding and integrating focused tasks
210
10.3
How can we find time to design tasks and plan TBT
lessons?
2.12
Contents ix
10.4
How can I make time to do tasks in class?
213
10.5
How can you change attitudes of students who aren't
usedtoTBT?
217
10.6
How can I motivate my students to do more than just
the minimum?
217
10.7
How can we prevent overuse of Li and encourage learners
with the same Li to use English during pair-work and
project work?
220
10.8
How do we keep learners' interest during a post-task
report stage?
221
10.9
How can we give learners a sense of their own progress?
222
10.10
How can we control and keep discipline in large or
difficult classes?
223
10.11
One-to-one classes
224
10.12
How can you do tasks with mixed ability learners/on
different levels, and ensure all students can do the task?
225
10.13
If we take up TBT, what exams are there that are truly
task-based?
226
10.14
Teacher
s
tips for implementing TBT
227
Appendix
1
Sample task-based lessons
235
Appendix
2
Sample projects and scenarios
246
Appendix
3
Transcripts of task recordings
251
Appendix
4
Designing and using communicative tasks
253
Appendix
5
Sample task-based course plan
255
Appendix
6
Word frequency lists
259
List of teachers who contributed tasks and advice
263
References
267
Index (with page numbers in bold where a word is explained in the
text)
273
This series is designed to provide a source of reference for both
language teachers and teacher trainers. Each title is intended
to serve both as a basis for courses and seminars, and as a
longer-term reference text for the working teacher's bookshelf.
Doing Task-based Teaching
There is currently enormous interest in task-based teaching
and learning. This highly readable book is a practical guide
to designing, creating, and using tasks and task sequences,
and to providing a focus on grammar and lexis in a task-
based context.
It includes:
—
Accessible explanations of the basic principles behind
task-based learning and teaching.
—
Examples of tasks and lesson plans from teachers around
the world, suitable for all learner levels.
—
Sample materials illustrating a three-way focus on
meaning, language, and form.
—
Guidance on adapting course materials to include a
task-based element, and advice on overcoming typical
problems.
dave
willis
has published widely on both methodology
and grammar and lexis. After working overseas as a teacher,
he was a British Council English Language Officer for twenty
years, and later taught for ten years on MA TEFL/TESOL
programmes at Birmingham University.
Writer of several prize-winning books, jane
willis
has worked extensively overseas as an English teacher
and trainer. She then taught for twelve years on the Aston
University Masters in TESOL programmes, and continues
to travel widely as an
ELT
consultant. |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Willis, Dave Willis, Jane |
| author_facet | Willis, Dave Willis, Jane |
| author_role | aut aut |
| author_sort | Willis, Dave |
| author_variant | d w dw j w jw |
| building | Verbundindex |
| bvnumber | BV023015883 |
| classification_rvk | DP 2050 DP 4200 HD 150 HD 190 HD 192 |
| ctrlnum | (OCoLC)137247491 (DE-599)HEB186108729 |
| dewey-full | 418.007 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.007 |
| dewey-search | 418.007 |
| dewey-sort | 3418.007 |
| dewey-tens | 410 - Linguistics |
| discipline | Pädagogik Sprachwissenschaft Anglistik / Amerikanistik |
| discipline_str_mv | Pädagogik Sprachwissenschaft Anglistik / Amerikanistik |
| edition | 1. publ. |
| format | Book |
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| id | DE-604.BV023015883 |
| illustrated | Illustrated |
| index_date | 2024-07-02T19:11:17Z |
| indexdate | 2024-08-01T11:27:21Z |
| institution | BVB |
| isbn | 9780194422109 0194422100 9783464244661 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016220045 |
| oclc_num | 137247491 |
| open_access_boolean | |
| owner | DE-355 DE-BY-UBR DE-824 DE-19 DE-BY-UBM DE-20 DE-11 DE-384 DE-29 DE-83 DE-862 DE-BY-FWS DE-N32 |
| owner_facet | DE-355 DE-BY-UBR DE-824 DE-19 DE-BY-UBM DE-20 DE-11 DE-384 DE-29 DE-83 DE-862 DE-BY-FWS DE-N32 |
| physical | XV, 278 S. Ill., graph. Darst., Kt. |
| publishDate | 2007 |
| publishDateSearch | 2007 |
| publishDateSort | 2007 |
| publisher | Oxford Univ. Press |
| record_format | marc |
| series2 | Oxford handbooks for language teachers |
| spellingShingle | Willis, Dave Willis, Jane Doing task-based teaching Sprache Language and languages Study and teaching Task analysis in education Handlungsorientierter Unterricht (DE-588)4125440-5 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Englischunterricht (DE-588)4014801-4 gnd |
| subject_GND | (DE-588)4125440-5 (DE-588)4018428-6 (DE-588)4014801-4 |
| title | Doing task-based teaching |
| title_alt | Doing task based teaching |
| title_auth | Doing task-based teaching |
| title_exact_search | Doing task-based teaching |
| title_exact_search_txtP | Doing task-based teaching |
| title_full | Doing task-based teaching Dave Willis and Jane Willis |
| title_fullStr | Doing task-based teaching Dave Willis and Jane Willis |
| title_full_unstemmed | Doing task-based teaching Dave Willis and Jane Willis |
| title_short | Doing task-based teaching |
| title_sort | doing task based teaching |
| topic | Sprache Language and languages Study and teaching Task analysis in education Handlungsorientierter Unterricht (DE-588)4125440-5 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Englischunterricht (DE-588)4014801-4 gnd |
| topic_facet | Sprache Language and languages Study and teaching Task analysis in education Handlungsorientierter Unterricht Fremdsprachenunterricht Englischunterricht |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016220045&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016220045&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT willisdave doingtaskbasedteaching AT willisjane doingtaskbasedteaching |
Inhaltsverzeichnis
THWS Schweinfurt Zentralbibliothek Lesesaal
| Signatur: |
2000 HD 192 W734 |
|---|---|
| Exemplar 1 | ausleihbar Verfügbar Bestellen |