How to Carry Out Task Based Language Teaching in the
Classroom of Middle Grades?
Grace Chin-Wen Chien 簡靜雯
Ed. D, University of Washington
[email protected]
Objectives of the Workshop
 1. I can get to know my colleagues and help develop a safe learning environment.
 2. I can identify the key theoretical concepts of task-based language teaching.
 3. I can apply the knowledge of task-based language teaching into my instruction
and design communicative tasks.
 4. I will have a list of references on task-based language teaching.
KWL
K: What I know
W: What I want to know
L: What I learned
Anticipation Guide
Before reading
Pair discussion
After reading
1. There is an emphasis
on
learning
to
communicate
through
interaction in the target
language.
2. Students need both
real-world tasks and
pedagogical tasks under
TBLT.
3. In TBLT, teachers
should
not
teach
grammar and forms.
Article: Branden, K. V. D. (2006). Chapter 1: Principles of communicative language
teaching and task-based instruction. In author. Task-based language education:
from theory to practice (pp. 7-9 & 19). Cambridge, NY: Cambridge University
Press.
Types of Tasks
1.
2.
Characteristics of Tasks
1.
2.
3.
4.
Lesson Planning Process
Framework for Designing Task-Based Instruction
Pre-task
During task
Post-task
Bloom’s Taxonomy Process Verbs and Products
Level
Process verb
Products
knowledge
Define, repeat, list
Name, label, memorize
Record, recall, relate
Match, locate, show
Select, group, quote
Underline, recite, distinguish
Cite, choose, give example
Quiz, label
Definition, list
List, test
Worksheet, workbook
Sort, describe, reproduce
comprehension
Restate, describe, explain
Paraphrase, report, tell
Discuss, recognize, summarize
Locate, review, list
Research, locate, calculate
Convert, outline, expand upon
Annotate, give example, give main ideas
Recitation, example
Summary, definition
Reproduction, quiz
Collection, list
Explanation, test
Dramatization, label
Show and tell, outline
application
Teach, apply, employ
Puzzle, prediction
Adapt, show, manipulate
Exhibit, relate, solve
Illustrate, operate, schedule
Calculate, interview, collect
Interpret, change, dramatize
Prepare, record, construct
Make, translate, use
Scrapbook, drawing
Demonstration, diary
Photograph, report
Illustration, diorama
Simulation, poster
Sculpture, diagram
Experiment, lesson
Distinguish, calculate, test
Question, solve, analyze
Diagram, checklist
Investigation, chart
Research, question, characterize
Appraise, interpret, diagram
Experiment, compare, contrast
Examine, scrutinize, dissect
Probe, discover, categorize
Investigate, order, differentiate
Sift, sort, deduce
Graph, outline
Conclusion, list
Category, plan
Illustration, survey
Inventory, database
Graphic organizer
Rubric, matrix
analysis
Bloom’s Taxonomy Process Verbs and Products (continued)
Level
Process verb
Products
synthesis
Compose, propose, formulate
Assemble, construct, set up
Manage, plan, design
Pretend, revise, blend
Arrange, collect, create
Invent, develop, hypothesize
Generalize, originate, derive
Film, poem
Story, formula
Machine, design
Blueprint, goal
Plan, play
Solution, cartoon
Name game, invention
Compile, predict, act
Modify, suppose, reorganize
Video, event
newspaper
Judge, evaluate, appraise
Rate, compare, value
Validate, defend, probe
Assess, measure, decide
Revise, conclude, evaluate
Determine, justify, support
Prioritize, recommend, reject
Investigation
Opinion, report
Survey, editorial
Debate, scale
Conclusion, review
Recommendation
Recommendation
Referee, debate, award
Score, choose, estimate
Editorial, critique
Verdict, estimation
evaluation
Reflective Practice
Jigsaw Reading on Lesson Plans
Lesson Plan Pre-task
#1
#2
#3
#4
#5
#6
During the task
Post-task
References
Lesson Samples
. http://www.esl-galaxy.com/dish.htm
. http://iteslj.org/Techniques/Rooney-Task-Based.html
. http://www.teachingenglish.org.uk/try/activities/task-based-speaking
. http://www.onestopenglish.com/grammar/grammar-teaching/task-based-grammar-teaching
. http://iteslj.org/Lessons/Huang-CulturalActivity.html
. http://www.wendyeng.com/blog/english/lesson-plan-task-based-learning-tbl-the-three-bears
Books
Brandal, (2007). Communicative language teaching in action: Putting principles to
work. Upper Saddle River, NJ: Pearson Prentice Hall.
Branden, K. V. D. (2006). Task-based language education: from theory to practice.
Cambridge, NY: Cambridge University Press.
Branden, K. V. D., Gorp, K. V., & Verhelst, M. (2007)(Eds.). Tasks in action:
Task-based language education from a classroom-based perspective. Newcastle,
UK: Cambridge Scholars Press.
Eckerth, J., & Siekmann, S. (2008). Task-based language learning and teaching:
Theoretical, methodological, and pedagogical perspectives. Frankfurt: Peter Lang.
Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford
University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge, NY: Cambridge
University Press.
Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Basingstoke:
Palgrave Macmillan.
Geglar, D., & Hunt, A. (2002). Ch 9. Implementing task-based language teaching. In J.
Richards & W. A. Renandya (Eds). Methodology in language teaching.
Cambridge, NY: Cambridge University Press.
Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford, UK: Oxford
University Press.
Journal Articles
Adams, R. (2009). Recent publications on task-based language teaching: A review.
International Journal of Applied Linguistics, 19(3), 339-355.
Bachman, L. F. (2002). Some reflections on task-based language performance
assessment. Language Testing, 19(4), 453-476.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings.
International Journal of Applied Linguistics, 19(3), 221-246.
Feeny, A. (2006). Task-based language teaching. ELT Journal, 60(2), 199-201.
Littlewood, W. (2004). The task-based approach: Some questions and suggestions.
ELT Journal, 58(4), 319-326.
Littlewood, W. (2007). Communicative and task-based language teaching in East
Asian classrooms. Language Teaching, 40, 243-249.
Long, M. H., & Crookes, G. (1992). Three approaches to task-based syllabus design.
TESOL Quarterly, 26(1), 27-56.
Mislevy, R. J., Steinberg, L. S., Almond, R.S. (2002). Design and analysis in
task-based language assessment. Language Testing, 19(4), 477-496.
Norris, J. M., Brown, J. D., Hudson, T. D., & Bonk, W. (2002). Examinee abilities and
task difficulty in task-based second language performance assessment. Language
Testing, 19(4), 395-418.
Norris, J. M. (2002). Interpretations, intended uses and designs in task-based language
teaching. Language Testing, 19(4), 337-346.
Ogilvie, G., & Dunn, W. (20). Taking teacher education to task: Exploring the role of
teacher education in promoting the utilization of task-based language teaching.
Language Teaching Research, 14(2), 161-181.
Plews, J. L., & Zhao, K. (2010). Thinking with tasks knows no bounds: ESL teachers’
adaptation of task-based language teaching. TESOL Canada Journal, 28(1),
41-59.
Robertson, P., & Jung, J. (2006)(Eds.) Task-based language teaching in the Asian
context. The Asian EFL Journal Quarterly, 8(3).
Rooney, (2000). Redesigning non-task-based materials to fit a task-based framework.
The Internet TESL Journal, 6(12). Retrieved from
http://iteslj.org/Techniques/Rooney-Task-Based.html
Seedhouse, P., & Almutairi, S. (2009). A holistic approach to task-based interaction.
International Journal of Applied Linguistics, 19(3), 311-338.
Tomlinson, B. (2008). Review on Doing Task-Based teaching and Task-Based
Language Education. ELT Journal, 61(1), 92-95.