TBLT: From theory to practice (Oct 20)

Pre-course
Course orientation
2 Activities
Orientation presentation
Frequently asked questions
Why TBLT?
5 Activities | 1 Output task
The coursebook debate: reading
Why TBLT? Presentation
Acronym acrobatics
Concept check
Introducing the forum
How interested are you in TBLT?
MODULE 1: Presenting TBLT
How we learn an L2
4 Activities
Read all about it
Try out a pedagogic task
Presentation on Long’s cognitive-interactionist theory
Key concepts from this session
Which TBLT?
4 Activities
Reading on tasks and TBLT types
Presentation on TBLT types
A guide to creating transcripts from YouTube videos
On the forum: which TBLT for you?
Long’s TBLT in more detail
4 Activities | 1 Output task
Background reading
Presentation on Long’s TBLT as a whole
Comprehension check
Forum task: reacting to Long’s TBLT
Propose TBLT in a school or institution
MODULE 2: Designing a TBLT Needs Analysis
Identifying target tasks
4 Activities
Background reading
Presentation: Identifying target tasks
Comprehension check
Anatomy of a target task
Needs Analysis for tech and TENOR
4 Activities | 1 Output task
Background reading & viewing
Presentation: further examples of NA
Extension: a guide to building and searching corpora for NA
On the forum: Investigating a tech-mediated task
Produce a needs analysis outline & instrument
Mid-course reflection week
Mulling it over with Mike & Marta
2 Activities
Background listening and reading
Brainstorm questions for Marta González-Lloret
MODULE 3: Designing a task-based pedagogic unit
Introducing pedagogic task design
4 Activities
Reading
Presentation: Introducing pedagogic task design
Complete the notes
On the forum: From target task to pedagogic task(s)
Complexity in task & syllabus design
5 Activities
Background reading
Presentation 1: Geoff Jordan on task complexity
Presentation 2: Mike Long on syllabus design
Syllabus design pathways
On the forum: varying the complexity of a PT
Materials
3 Activities | 1 Output task
Background reading
Presentation: Principles of task-based materials design
Evaluating TBLT materials
Design a task-based pedagogic unit
MODULE 4: Facilitating task performance
Methodological principles and pedagogic procedures
4 Activities
Background reading
Presentation on MPs and PPs
Comprehension check on MPs and PPs
On the forum: MPs and PPs
Focusing on form
4 Activities | 1 Output task
Background reading
Presentation: Focus on form
Comprehension check
On the forum: FonF preferences
Evaluating a task-based lesson
MODULE 5: Designing task-based assessments
Task-based assessment
4 Activities | 1 Output task
Background reading and viewing
Design a task-based assessment
Presentation: TBLT assessment
Testing, testing
On the forum: the litmus test
Evaluating TBLT & course wrap-up
4 Activities
Background reading
Presentation: Evaluating TBLT
Evaluate us!
On the forum: reflect, reject, adapt
Previous Activity
Next Activity

Acronym acrobatics

TBLT: From theory to practice (Oct 20) Why TBLT? Acronym acrobatics
Session Progress
0% Complete

How familiar are you with some of the acronyms Geoff mentioned in the presentation?

Previous Activity
Back to Session
Next Activity