Title: In-service Teacher Development Course on Task-based Language Learning, Teaching and Assessment for Primary School English Teachers
1In-service Teacher Development Course on
Task-based Language Learning, Teaching and
Assessment for Primary School English Teachers
- Jointly organised by the
- English Language Education Section, Curriculum
Development Institute, - Education and Manpower Bureau,
- and the
- Language Center, Hong Kong University of Science
and Technology - SESSION 2
2A Task
- A good learning task should
- have a purpose which involves learners in the
use of English for the various purposes in the
Learning Targets and Objectives - have a context in which the purpose for using
English emerges - involve learners in a mode of thinking and
doing - require learners to draw upon their framework
of knowledge and skills in the process and
3A Task
- engage learners in carrying out a purposeful
activity leading towards a product. - Draft CDC English Language Curriculum Guide
- (Primary 1 6) (2003118)
4Classroom and Real-world Tasks
- Most tasks given to young English Language
learners in HK classrooms are pedagogical tasks
which focus on skill practice in meaningful
contexts. - There is a need to introduce real-world tasks
in which learners experience the use of English
for authentic communication. - Draft CDC English Language Curriculum Guide
- (Primary 1 6) (2003118)
5Learning Tasks and Assessment Tasks
- When taking part in well-designed learning
tasks, learners demonstrate their progress
towards the Learning Targets and Objectives. - evidence of learning collected forms the basis
of feedback to promote further learning. - Draft CDC English Language Curriculum Guide
- (Primary 1 6) (2003182)
6Integrated Use of Skills
- Most real-life activities involve the use of
more than one language skill. - It is essential that in the primary English
classroom, learners are given the opportunity and
support to develop the four language skills in
ways that reflect the same integration. - Classroom tasks which replicate real-world tasks
enable students to focus on the integrated use of
skills in meaningful contexts. - Draft CDC English Language Curriculum Guide
- (Primary 1 6) (2003123-124)
7Modules, Units and Tasks
- A module is an organizing focus, and usually
contains a number of units, which are
thematically or conceptually related. - Draft CDC English Language Curriculum Guide
- (Primary 1 6) (200393)
- Tasks organised under modules and units may form
a sequence of activities in which the successful
completion of prior activities contributes to
succeeding ones.
8Extended Tasks and Projects
- Extended tasks and projects are optional
activities in a framework of modules, units and
tasks. They provide more challenging
opportunities for learners to further develop
their knowledge and skills. - Draft CDC English Language Curriculum Guide
- (Primary 1 6) (2003119)
9The Lesson
- Positives
- There is some interaction between the students.
- There is some integration of language skills
- A range of abilities are catered for, and there
are opportunities for peer evaluation and
feedback
10The Lesson
- Negatives
- The grammar item is not presented to students in
a meaningful way. - The exercise is rather mechanical (not much
thinking is required). - There is no genuine communication involved.
- There are no contextualised tasks for students to
practise/use the language meaningfully. - The exercise does not lead towards a real
product.
11The Place of Grammar in TBL
- Pre-task
- The teacher selects language items that the
learners will need in order to do the task - While-task
- Grammar exercises might facilitate work on the
task if learners are experiencing difficulties - Post-task
- The teacher should cover those language items
which learners were having difficulties with
during the task
12The Place of Grammar in TBL
- To young second language learners, grammar
learning is only meaningful if it is used in play
or in effective communication, rather than for
the mastery of individual language forms. - Very often children (like many native speakers)
can use grammar effectively and accurately, but
they are not yet ready to articulate their
understanding of grammar as a set of rules. - Asking students to use analytical skills that are
more appropriate to later stages of cognitive
development may be counter-productive and could
demotivate children.
13Differences Between Tasks and Exercises
14Differences Between Tasks and Exercises
15Single Tasks vs. Modules/Units of Tasks
- Isolated tasks (whether they are interesting,
well-designed or otherwise), are not entirely
satisfactory on their own in that - 1. There is no scheme in which to relate these
tasks to any others. Learning/teaching may be
carried out in a random and haphazard fashion
that does not lend itself to easy monitoring and
assessment of student progress -
16Single Tasks vs. Modules/Units of Tasks
- 2. They lack coherence and may not provide much
room for an integration of the four language
skills - 3. There is no way to ensure that skills/language
items learnt in isolated tasks may be recycled
and consolidated (so they may therefore be easily
lost or forgotten).
17Single Tasks vs. Modules/Units of Tasks
- Linking language tasks into units and modules is
desirable because, unlike isolated language
tasks, this approach - 1. Provides a framework to ensure recycling and
consolidation of skills/language items learnt in
other tasks or exercises. - 2. Provides a better sense of continuity and
flow between the tasks/exercises.
18Single Tasks vs. Modules/Units of Tasks
- 3. Modules might also include projects which help
learners further develop Language Development
Strategies , generic skills and attitudes and
allow for further integration of the four skills.
- 4. Avoids the pitfall of ineffective
learning/teaching that may result from random and
haphazard activities.