ALIGNING TASK-BASED MATERIALS DEVELOPMENT WITH YOUR CURRICULUM
CATHERINE BAUMANN
DIRECTOR, UNIVERSITY OF CHICAGO LANGUAGE CENTER
HOW DO WE THINK ABOUT LESSON PLANNING?
HOW DO WE THINK ABOUT OUR CURRICULA?
HOW DO WE THINK ABOUT SYLLABUS DESIGN?
REVERSE DESIGN AS AN APPROACH
Ellis, R. 2009. Task-based language teaching: sorting out the misunderstandings. Journal of Applied Linguistics. 221-246.
Defining “tasks”
Tasks vs situational grammar exercise: grammar exercise meets 2+3 above, but not 1+4
unfocused tasks: designed to provide leaners with opportunities for using language in general communicatively
focused tasks: designed to provide opportunities for communicating using some specific language feature (typically grammar or vocabulary)
Nunan’s Seven Principles for TBLT (2004)
1. Scaffolding. Lessons and materials should provide supporting frameworks within which the learning takes place.
2. Task dependency. Within a lesson, one task should grow out of, and build upon, the ones before it.
3. Recycling. Recycling language maximizes opportunities for learning and activates the ‘organic’ learning principle.
4. Active learning. Learners learn best by actively using the language they are learning.
5. Integration. Make clear the relationships between linguistic form, communicative function and semantic meaning.
6. Reproduction to creation. Encourage learners to move from reproductive to creative language use.
7. Reflection. Give learners opportunities to reflect on what they have learned and how well they are doing.
Information Gap Activities
Be ready to report on your partner’s eating habits.
Scaffolding
Task Dependency
Recycling
Active Learning
Integration
Reproduction to
Creation
Reflection
What curricular goals would the Information Gap on food likes and dislikes serve?
Practicing food vocabulary
Asking questions
Answering questions simply
Talking about eating habits
Answering with one or two words
Speaking in full sentences
ACTFL Intermediate Speaking
• create with language
• carry on a conversation
• ask questions
• answer questions
• get through a transaction
• produce strings of discrete sentences
• about personal, everyday topics
• accurate enough for sympathetic listener
CEFR Spoken Interaction A1 and A2
ACTFL Intermediate Reading
• comprehend texts that conveys basic information simply
• strings of discrete sentences, questions, phrases or idea units
• at ease with a broad range of topics pertaining to daily life
• comprehend familiar genres, texts, and contexts
• understands adequately, both the overall meaning of the
text as well as some details, despite gaps and misunderstandings
CEFR Reading A1 and A2
Lee, 2000; Nunan, 2004
Task-Based Activities
identify a desired outcome – usually a class discussion
breakdown the topic into subtopics and lead the learner to the discussion after they have processed the subtopics
create and sequence concrete tasks
each subtopic component should be meaningful for the next step, and all components should be meaningful in the ultimate completion of the task
TASK-BASED ACTIVITY: AL BAWADI GRILL, N/IL LEVELS
1. Work with a partner to categorize the vocabulary into three categories: meats-vegetables-sides
2. Describe a dish to your partner until they can guess which one it is.
Instructor provides this language: the dish has, the dish doesn’t have, the dish costs more/less than, the dish is/isn’t
3. Find a new partner. Interview them about Al Bawadi’s menu. Be ready to report on your partner.
Which dish do you like? Why?
Which dish don’t you like? Why?
Which dish is the healthiest? Why?
Which dish is the unhealthiest? Why?
During reports, students listening ask questions
4. With your partner, decide which is the best dish on the menu. You must come to agreement.
5. Class vote/discussion: Which is the best dish on menu?
Pre-F2F activities for Al Bawadi Grill
F2F activities
ACTFL Intermediate Speaking
• create with language
• carry on a conversation
• ask questions
• answer questions
• get through a transaction
• produce strings of discrete sentences
• about personal, everyday topics
• accurate enough for sympathetic listener
CEFR Spoken Interaction A1 and A2
ACTFL Intermediate Writing
• create with language
• initiate, maintain and bring to a close simple written communication
• ask questions
• answer questions
• produce strings of discrete or loosely connected sentences
• personal, everyday life settings
• can manage simple transactions
• personal and social needs
• requires a sympathetic audience, first language influence is evident
CEFR Writing A2 & B1
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