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
1 Output 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 & viewing
Presentation on MPs and PPs
Sort out the whiteboard!
On the forum: MPs and PPs
Focusing on form
3 Activities | 1 Output task
Background reading & viewing
Presentation: Focus on form
On the forum: FonF preferences
Evaluating teaching practice
MODULE 5: Designing task-based assessments
Task-based assessment
4 Activities | 1 Output task
Background reading, viewing & listening
Glenn Fulcher interactive transcript
Presentation: TBLT assessment
On the forum: the litmus test
Design a task-based assessment
Evaluating TBLT & course wrap-up
3 Activities
Background reading
On the forum: reflect, reject, adapt
Evaluate us!
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Why TBLT? Presentation

TBLT: From theory to practice (Oct 20) Why TBLT? Why TBLT? Presentation

Watch Geoff Jordan take a look at the issue of how we teach, how learners learn, and how best to facilitate that learning. Take notes and prepare for a quick comprehension check in the next step.

References

  • Breen, M.P. (1987). Contemporary Paradigms in Syllabus Design. Part I. Language Teaching, 20.2, pp. 81-92. Part II, Language Teaching, 20.3, pp. 157-174.
  • Long, M.H. & Crookes, G. (1993). Units of analysis in syllabus design: the case for the task. In: G. Crookes & S.M. Gass, eds., Tasks in a Pedagogical Context. Multilingual Matters, pp. 9-44.
  • Long, M. (2015). Second Language Acquistion and Task-Based Language Teaching. Chichester: Wiley Blackwell.
  • Meddings, L. and Thornbury, S. (2009). Teaching Unplugged. Delta.
  • Ortega, L. (2009). Sequences and Processes in Language Learning. In: Long and Doughty, eds., Handbook of Language Teaching. Oxford: Wiley.

Why TBLT? Powerpoint

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