TEACHER TRAINING DVD SERIES -...

12

TEACHER TRAINING DVD SERIES

Task-Based Learning

International House London

foreword

International House London is a member of the International House WorldOrganisation. Founded in 1953 by John and Brita Haycraft, IH has a network of over120 schools in more than 40 countries. Over the last fifty years, IH has earned areputation for excellence in the field of language teaching and teacher training,helping to promote international understanding through education. Each year,International House London trains thousands of students from all over the world andhelps language teachers maintain standards of excellence in their teaching. Forfurther details, visit www.ihlondon.com

This is a new series of films of lessons taught by International HouseLondon teachers. The series comprises a broad range of lesson typesand each film in the series demonstrates different aspects of ELTmethodology in action. The series is primarily designed for those followinginitial or further training courses in teaching English to speakers of otherlanguages. However, many of the approaches, procedures, andtechniques demonstrated in these films can equally well be used in theteaching of any language.

The films are accompanied by detailed lesson plans and copies of allmaterials used. A variety of worksheets guide the viewer through differentaspects of ELT methodology, lesson planning, class management, andlanguage analysis. Comprehensive notes and answer keys are alsoincluded. All of the worksheets and most of the materials arephotocopiable and are designed for individual use or for use in seminars.

David CarrSeries Editor

© 2006 International House Trust Limited

27

AcknowledgementsThanks to:

Frances Eales and her students for agreeing to be filmed

Jim Blackman, Fran Linley, and Susie Abell for the original filming

Pearson Education Limited for permission to reproduce extracts from New Cutting Edge Intermediate

Belinda Cerda and Frances Eales for writing the viewing tasks and answer keys

Brenda Lynch for her help in the editing process

twenty seven

© 2006 International House Trust Limited

Published by International House Trust LimitedInternational House ®All rights reserved.ISBN 1-905627-11-4ISBN 978-1-905627-11-0

Printed in England by CK Litho: www.cklitho.co.uk

Copyright subsists in this publication and no part of it may be reproduced in anymaterial form, including photocopying or storing it in any medium by electronicmeans and whether or not transiently or incidentally to some other use of thispublication, without the written permission of the copyright owner except inaccordance with the provisions of the Copyright, Designs and Patents Act 1988.

This publication may be copied under the terms of a licence granted by theCopyright Licensing Agency.

The first purchaser of this book is hereby granted a licence to copy extracts from thebook for use by those training to teach languages. This licence is not transferable.

Limitation on LiabilityWhile the publisher and author have used their best efforts in preparing this book,they make no representations and warranties with respect to the accuracy orcompleteness of the contents of this book and specifically disclaim any impliedwarranties of fitness for any purpose. Teaching depends on those individuals involvedwith the teaching and learning process and not all teaching methods will work in allcircumstances. Neither the publisher nor the authors shall be liable for any loss ofprofit or any other commercial damages including but not limited to special,incidental, consequential or other damages.

films in theseries

3three© 2006 International House Trust Limited PHOTOCOPIABLE

help with…analysing form dvd 2, 5, 9, 11

anticipating problems dvd 4, 5, 11, 15

authentic material dvd 6, 8, 10, 12

checking understanding dvd 9, 11, 12

clarifying language dvd 4, 5, 9, 11

class management dvd 1, 3, 7, 10, 15

concept questions dvd 5, 11, 12

correction dvd 1, 3, 5, 10, 12, 13

drilling dvd 4, 7, 8, 11, 12, 14

eliciting dvd 2, 13

ELT terminology dvd 1, 6, 14

functions dvd 4

grammar dvd 7, 9, 11, 14

handling student output dvd 1, 5, 10, 12, 13

instructions dvd 1, 7, 10, 15

interactive whiteboard dvd 14

involving students dvd 2, 9, 10, 12, 15

language through a text dvd 5, 8, 9, 10,12, 13

large groups dvd 15

lexis dvd 1, 2, 4, 5, 10, 13

listening skills dvd 8, 9, 10, 13, 15

lower levels dvd 1, 4, 14

monitoring dvd 1, 5, 10, 12

monolingual groups dvd 15

phonology dvd 4, 7, 8, 11, 14

planning dvd 2, 3, 5, 6, 8, 11

reading skills dvd 5, 6, 11

receptive skills staging dvd 5, 6, 8, 9, 10, 11,12, 13, 15

reformulation dvd 10, 12, 13

role plays dvd 15

speaking skills dvd 2, 6, 8, 10, 12, 15

staging dvd 2, 3, 6, 8, 9, 10, 12

stage aims dvd 2, 3, 6, 8, 9, 10, 12

task-based learning dvd 10, 12

test teach test dvd 1, 11

writing skills dvd 3

lesson12 list of contents

4 four © 2006 International House Trust Limited

Introduction page 5

Task 1 page 6

Task 2 page 7

Task 3 page 8

Lesson Plan page 10

Materials page 16

Answer Key page 20

General English Low Intermediate (B1)Task-Based LearningFrances Eales

5© 2006 International House Trust Limited PHOTOCOPIABLE

lesson12

five

In this lesson Frances enables her students to give a short talkrecommending a tour of their country. She does this by providing studentswith a model talk, introducing some useful language and giving studentsenough preparation time and guidance before they attempt the taskthemselves. There are nine students in this multilingual class.

Viewing time: 45 minutes

About the TasksTask OneThis task is designed to introduce trainees to the staging of a Task-BasedLearning (TBL) lesson and goes on to explore the aims of these stagesand comment on the principles behind them.

Task Two This task is designed to help trainees with checking understanding. Itreviews concept questions (also examined in Lesson 11) and extends thediscussion further to look at and evaluate other useful ways teachers cancheck understanding with their students.

Task ThreeThis task focusses on feedback and correction. It examines the role offeedback, principles behind the language you select for correction, and howto successfully manage a correction stage after a freer speaking activity.

General English Low Intermediate (B1)Task-Based Learning

6 © 2006 International House Trust Limited PHOTOCOPIABLE

lesson12 task1

six

The aim of the lesson you are about to see is for the students to be‘better able to give a short talk recommending a five day tour of theircountry.’ How could you stage a lesson to achieve this aim? Discusswith a partner.

Look at the stages below and predict a possible order:

Now watch the film and re-order the stages if necessary. Discuss youranswers with a partner and then look at the answer key to check.

What is the purpose of each stage? Discuss with a partner and then lookat the commentary in the answer key to check.

Help with Staging a Task-BasedLearning (TBL) Lesson

a

b

c

d

e

f

g

Students prepare a talk individually or in pairs/small groups; theteacher monitors, providing any particular language items needed.

Students listen to the teacher giving an example of the task,recommending a five-day tour of part of Britain.

Language Focus: the teacher inputs some phrases for thetalk. These are pre-selected items chosen for their generalusefulness for this task.

Students ‘perform’ the task ‘publicly’, recommending theirtour to a larger group

Lead-in

Students ‘rehearse’ / practise their talk with a partner

There is some follow-up work on content and language

7

Look at the two dialogues below. What are the problems with both theseresponses. Discuss with a partner.

Classroom ScenarioTeacher: Did you understand that?

A Student: Yes B Student: No

Teacher: OK, let’s move on. Teacher: Oh, what part didn’t you understand?

In Frances‘ lesson she wants to check her students have understood the languagebelow. Look at the different ways a teacher can check understanding in the boxbelow and choose the most effective methods to use with these language items.Then watch the lesson and circle the ones she uses.

concept questions personalising language mimingdrawing a picture further examples timelinessynonyms/antonyms student extension rephrasing

Oxford is famous for its universityIt takes about one hourYou should definitely stop at StonehengeYou really must look around the CathedralStonehenge is well worth seeing

Look at the language items below and decide the best way to checkunderstanding. Then try it out with a partner to see if it could work. Finally checkyour answers with your tutor or look at the answer key.

a To shake hands.b He tried to get out of doing his homework.c When I got there, the concert had started.d Do you fancy going to the cinema?e She dropped out of school when she was sixteen.f My sister’s isn’t as tall as my father.g She was described in the article as being ‘skinny’.

© 2006 International House Trust Limited PHOTOCOPIABLE

lesson12 task2

seven

Help with Checking Understanding

8 eight © 2006 International House Trust Limited PHOTOCOPIABLE

lesson12 task3

Help with Feedback and CorrectionAfter each stage in a lesson there is feedback. Think about the feedbackyou have observed and experienced after a speaking activity. Write fourreasons why feedback is useful for students and four reasons why it isuseful for teachers.

Students Teachers1 12 23 34 4

If you think back to Frances’ lesson she gives students feedback on the content oftheir talk, commenting on the places the students talked about and asking students tochoose which tour they would most like to go on. She also gives them feedback onlanguage (a correction stage). Look at the language she selects for correction and answer these questions (trytaking each sentence individually and answering the questions)

a Why has she chosen this language?b What do you think she does with the language?

1 It’s well-known for its beautiful women

2 To see it all you’d need a week or more

3 Maybe you’ve heard of Hiroshima

4 It’s a tiny .sHmh9. country■

5 It’s a unique forest

6 The architecture is too diverse .cHu29r.

7 There are a lot of bars where you can hear Latin music a lot of beaches swima lot of restaurants eat French food

lesson plan


lesson12 lesson plan

ten

Level: Low Intermediate

Lesson Time: 2 x 40 minutes

Viewing Time: 45 minutes

AimBy the end of the two sessions, the students will be better able to give ashort talk recommending a tour of their country. This will be achieved by:a listening to a native speaker modelb focussing on and practising some useful phrases for this kind of talkc allowing plenty of preparation time, in class with the teacher as a

resource, and out of class producing a poster as an aid to their talkd focussing on useful language emerging as a result of the task.

Subsidiary AimsTo give students the opportunity for extended speaking practice.To practise listening for general comprehension.

AssumptionsStudents have now had several task-based lessons and are accustomedto the idea of using the teacher as a resource in the preparation stage.Much lexis used in the initial listening has recently been covered, e.g.cathedral, famous, architecture, tourist, recommend. Also should forgiving advice.


lesson12 lesson plan

eleven

Anticipated Problems and SolutionsLanguage: It’s well worth seeing: concept and form.

■ SOLUTION: equate it with the other two recommendation phrases,give a definition, ask concept questions, check the -ing form,highlight on the handout.

■ ■

Phonology: You should definitely…. You really must…. sounds and intonation.RTcdem?skH. .lUr.

Linking and weak forms generally, e.g.famous for its .eqHsr.

■ ■

tourist attraction■ SOLUTION: model and drill if necessary; mark on the handout.

Different levels / degrees of confidence: specifically, Kanako, theJapanese woman, is very shy about speaking in class and rarely initiatesor speaks at any length. She lacks confidence in her listening ability.Mauro, one of the Italian men, is only at pre-intermediate level and veryhalting in his speaking and weak at listening. He has asked to stay in theclass because of the group dynamics but is sometimes overwhelmed bythe more outgoing, stronger students.

■ SOLUTION: a task based approach should, hopefully, give thesestudents more confidence to speak because of the preparation timeincluded, and the individual attention that can be given.

Materialsvisuals, handout.

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du

re

Lea

d-i

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‘Hav

e yo

u vi

site

d a

ny p

lace

s in

Eng

land

out

sid

e Lo

ndon

?’‘W

hich

pla

ces

wou

ld y

ou li

ke t

o go

to?

’

Lis

ten

ing

: (5

min

s)‘I’

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oing

to

give

you

som

e id

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abou

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lace

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see

out

sid

e Lo

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thes

e q

uest

ions

’(o

n fli

pcha

rt):

Whe

re c

an y

ou g

o w

alki

ng?

Whi

ch p

lace

was

the

old

cap

ital o

f E

ngla

nd?

Whi

ch p

lace

has

the

mos

t b

eaut

iful a

rchi

tect

ure

do

you

thin

k?

The

teac

her

talk

s th

roug

h a

five-

day

tour

of

Eng

land

(uns

crip

ted)

usi

ng m

ap a

nd g

uide

book

pic

ture

s.S

tude

nts

conf

er o

n q

uest

ions

the

n an

swer

‘Any

oth

er q

uest

ions

?’‘O

n M

ond

ay y

ou’r

e go

ing

to t

alk

abou

t a

tour

in y

our

coun

try’

‘Her

e’s

som

e us

eful

lang

uage

to

help

you

’

Lan

gu

age

Fo

cus:

(10

min

s)D

emo

on b

oard

:‘W

hich

is c

orre

ct?’

‘Mat

ch t

he y

ello

w a

nd r

ed c

ard

s’(in

pai

rs):

1O

xfor

d is

fam

ou

s fo

rits

uni

vers

ity2

It t

akes

ab

ou

t 1

ho

ur

by c

ar f

rom

Lon

don

3Yo

u sh

ou

ld d

efin

itel

yst

op a

t S

tone

heng

e4

You

real

ly m

ust

look

aro

und

the

Cat

hed

ral

5It’

s w

ell

wo

rth

seei

ng

6It’

so

ne

of

the

mo

st b

eau

tifu

l ci

ties

inE

ngla

nd7

It’s

a fa

mo

us

tou

rist

att

ract

ion

The

teac

her

mon

itors

To o

rient

ate

stud

ents

to

the

topi

c.

To g

ive

stud

ents

a n

ativ

e-sp

eake

r m

odel

of

the

task

the

y w

ill b

e do

ing

late

r.

To g

ive

stud

ents

a m

anag

eabl

e ta

sk t

o fo

cus

thei

rlis

teni

ng.

Par

ticul

arly

inte

nded

to

help

the

w

eake

r st

uden

ts.

To in

trod

uce

and

give

con

trol

led

prac

tice

of s

even

expr

essi

ons

whi

ch w

ill b

e us

eful

for

giv

ing

the

talk

.

Aim

s

less

on12

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on

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irtee

n©

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06

Inte

rnat

iona

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rust

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PH

OT

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Feed

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eck

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* an

d fo

rm a

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rill t

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ngua

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s/if

need

ed (s

ee a

ccom

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hand

out

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deta

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onol

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.

*3,4

,5‘D

o I w

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you

to d

o it?

’ Y

es.

‘A li

ttle

or

a lo

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A lo

t.4

‘If I

look

aro

und

the

cat

hed

ral,

am I

insi

de

or o

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5‘T

ell m

e so

me

pla

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ond

on t

hat

are

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eein

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‘And

a p

lace

whi

ch is

not

wor

th s

eein

g?’

7‘A

noth

er w

ord

for

att

ract

ion

here

?’

Pla

ce.

The

stud

ents

tur

n ov

er t

he r

ed c

ard

s an

d t

ry t

o re

mem

ber

the

phr

ases

and

tes

t ea

ch o

ther

.Th

e te

ache

r gi

ves

out

a ha

ndou

t w

ith a

rec

ord

of

the

lang

uage

.

Task

Pre

par

atio

n:

(10-

15 m

ins)

The

stud

ents

rea

d th

e ta

sk o

n th

e ha

ndou

t. T

he t

each

er c

heck

s th

ey u

nder

stan

d.Th

e st

uden

ts w

ork

in g

roup

s, p

airs

and

sep

arat

ely,

map

pin

g ou

t a

five-

day

tour

and

cal

ling

on t

hete

ache

r fo

r la

ngua

ge h

elp

as

need

ed.

The

teac

her

sets

up

post

er w

ork

for

hom

ewor

k an

d sh

ows

som

e do

ne

by a

pre

viou

s cl

ass.

Nex

t L

esso

nL

ead

-in

: (2

min

s)P

oste

rs a

re u

p ar

ound

the

wal

ls.

The

stud

ents

wal

k ar

ound

and

hav

e a

look

. M

usic

pla

ying

.

Task

Reh

ears

al:

(6 m

ins)

The

stud

ents

hav

e a

“dry

run

”, e

xpla

inin

g th

eir

tour

in p

airs

. Th

ey c

an c

all t

he t

each

er if

the

y ge

t st

uck

or n

eed

an

exp

ress

ion.

Task

Per

form

ance

: (2

0 m

ins)

The

stud

ents

reg

roup

in la

rger

gro

ups

and

each

stu

dent

in t

urn

desc

ribes

her

/his

tou

r, us

ing

the

post

ers

as a

pro

p an

d re

fere

nce

poin

t.Th

e te

ache

r m

onito

rs a

nd w

ill h

elp

if as

ked.

Fee

db

ack:

(5-1

0 m

ins)

On

cont

ent:

‘Whi

ch t

our

wou

ld y

ou m

ost

like

to g

o on

?’

On

lang

uage

:A

ny u

sefu

l lan

guag

e w

hich

eith

er w

as p

rodu

ced

by t

he s

tude

nts

or w

as n

eede

d by

the

m.

To g

ive

stud

ents

the

opp

ortu

nity

and

tim

e to

mar

shal

the

ir id

eas

and

to im

prov

e th

eir

abili

ty t

oex

pres

s th

ese

idea

s by

usi

ng t

he t

each

er a

s a

lang

uage

res

ourc

e.

To w

arm

the

stu

dent

s up

.

To b

uild

con

fiden

ce b

efor

e sp

eaki

ng in

a

larg

er g

roup

.

To p

ract

ise

spea

king

at s

ome

leng

th. T

o pr

actis

eco

mm

unic

atin

g id

eas

effe

ctiv

ely.

The

list

ener

s w

ill be

prac

tisin

g cl

arific

atio

n as

wel

l as

liste

ning

ski

lls.

To g

ive

the

stud

ents

a s

ense

of c

oncl

usio

n to

the

less

on. T

o fo

cus

on h

ow s

ucce

ssfu

lly th

ey c

ompl

eted

the

task

and

on

furth

er im

prov

emen

ts in

thei

r lan

guag

e.

materials

New Cutting Edge Intermediate

Cunningham and Moor, (Longman 2005)

lesson12materials

18 eighteen © 2006 International House Trust Limited PHOTOCOPIABLE

Speaking and Writing TaskMake a five day tour similar to Frances’a It is for your classmates who want to visit your country.b Decide if your tour will cover:

your whole countryjust your regionanother region of your country that you know well.

c Decide:which places your classmates would most enjoy visitinghow long you recommend that they spend in each place.

Useful phrases:Oxford is famous for its university

.eqHsr.

It takes about 1 hour by car from LondonU

■ ■ ■

You should definitely stop at Stonehenge.RTcdemHskH.

■ ■

You really must look around the cathedral.lUr.

Stonehenge is well worth seeing

It’s one of the most beautiful cities in EnglandU most interesting

It’s a famous tourist attraction

Materials adapted from Cutting Edge by Cunningham and Moor: 1998 Longman.

answer key


task1answer key

twenty

1e

2b

3c

4a

5f

6d

7g

Lead-in

Students listen to the teacher giving an example of the task,recommending a five-day tour of part of Britain.

Language Focus: the teacher inputs some phrases for thetalk. These are pre-selected items chosen for their generalusefulness for this task.

Students prepare a talk individually or in pairs/small groups; theteacher monitors, providing any particular language items needed.

Students ‘rehearse’ / practise their talk with a partner

Students ‘perform’ the task ‘publicly’, recommending theirtour to a larger group

There is some follow-up work on content and language

Ordering the stages

Following is a helpful overall framework when designing this type of TBLlesson. It shows three major stages and possible sub-stages for thepreparation phase.

StagesA Model for TBL Lessons

Preparation for Task

Students perform Task

Follow-up work

Model UsefulLanguage

PlanningTime

IndividualLanguage Input

RehearsalTime

21

Stages and Purposes with commentary on features of TBL in relation to this specific lesson


task1answer key

twenty one

1

2

3

4

Stage

Lead-in

Students listen tothe teacher givingan example of thetask, recommendinga five-day tour ofpart of Britain.

Language Focus:the teacher inputssome phrases forthe talk. These arepre-selected itemschosen for theirgeneral usefulnessfor this task.

Students preparea talk individuallyor in pairs/smallgroups; theteacher monitors,providing anyparticularlanguage itemsneeded.

Purpose

To generate interest inthe topic and task

To provide a model for students

To introduce and givebrief controlled practiceof useful expressionsfor the task

To give students theopportunity and timeto marshal their ideasand to improve theirability to expressthese ideas by usingthe teacher as alanguage resource

Comment

This will help give students ideas for the contentand organisation of their talk. It can be given ‘live’by the teacher or using recorded material. Use ofa model is characteristic of TBL lessons. To helpstudents listen, the teacher can give some simplelistening questions beforehand.

One characteristic of TBL is to help students ‘raisetheir game,’ i.e. to improve their speaking, insteadof relying on what they can already produce. Thismeans improving the accuracy, fluency orcomplexity of how they speak. One way to do thisis to input some language (often phrases) whichcould naturally be used by any person doing thistask (hence the term ‘useful language’). It is thenup to the students whether they actually use someor all of these phrases when giving their talk. Note,in other versions of TBL, it is possible that nolanguage is inputted at this stage but students workentirely with the language they want to express

Preparation time is a very important feature of TBL:students need sufficient preparation time wherethey can make notes or write out part of their talksand focus on careful, accurate and more complexuse of their English. They can ask the teacher forindividual phrases and words to express what theywant to say. The teacher’s role is to respond to thelanguage needs of the students both in terms ofproviding new phrases and in reformulating existinglanguage so that students sound more natural.

task1answer key

22 twenty two © 2006 International House Trust Limited PHOTOCOPIABLE

5

6

7

Students‘rehearse’ /practise their talkwith a partner

Students ‘perform’the task ‘publicly’,recommendingtheir tour to alarger group

There is somefollow-up work oncontent andlanguage

To build confidencebefore speaking in alarger group

To practise speakingat some length andcommunicating ideaseffectively. Thelisteners are alsoencouraged topractise respondingand clarifying

To focus onsuccessful languageuse and on furtherlanguageimprovement inresponse to whatstudents haveproduced

This is characteristic of many TBL lessons; theidea is that if students perform the task more thanonce, each successive performance is moreeffective, on the basis of ‘practice makes perfect.’

One principle behind TBL is the idea that a more‘public’ performance will challenge students toproduce more accurate, careful and complexlanguage, which really stretches them in a way thatsmaller, more informal pairwork may not.

This is the third place in this particular TBL lessonwhere there is some language input; in this casebased entirely on what students are struggling to sayor language which they have used well. Somestudents may have chosen to use phrases theystudied earlier in stage 3, and others not, which isfine. There may be interesting items learnt in stage4, which individuals could share with the whole group.

In other versions of TBL frameworks, all languagework can be done after the task (e.g. A Frameworkfor Task-Based Learning, Willis, J 1996,Longman). In the end it is up to the teacher todecide when and where language can be inputted.The key characteristics of TBL lessons, however, isthat the emphasis of the lesson is on successfulperformance of the task and not on the productionof specific, pre-selected items of language.

task2answer key

23twenty three

Response A: This response is more common among students butoften doesn’t mean anything. Sometimes students say this to saveface or because they think that is what you want to hear. Also theymay say yes because they believe they understand. However, thisdoes not mean that they do. Whether they have or they haven’tunderstood, the teacher still doesn’t really know. So the best thing todo is avoid asking this question and check understanding instead.

Response B: This can happen in the lesson but it is usually thestronger or more confident students who will admit to not havingunderstood. The teacher is then left with the dilemma of what to do.Identifying the problem and then dealing with it can be time -consuming and problematic.

Oxford is famous for its universityShe asks them for further examples. She asks them about Bath,Winchester and International House.It takes about one hourShe personalises the language to get other examples. She asks them“What about from your country to England, how long does it take?”You should definitely stop at StonehengeConcept questions. She asks “Do I want you to stop at Stonehenge?A little or a lot?”You really must look around the Cathedral Concept questions. She asks “Do I want you to look around thecathedral? A lot or a little? So it’s a strong recommendation. Do I wantyou to look inside or outside?”Stonehenge is well worth seeingFirst she tells them that she thinks it’s a good idea. She then asks forfurther examples. She says “Tell me a place that is well worth seeing”.“Are there any other places in London that are well worth seeing?””Tell me a place which is not worth seeing”



task2answer key

twenty four

Possible ways of checking understanding (you don’t have to do allof them!)

a To shake handsMime. Ask them to shake hands with the person next to you thenmove on (or not).

b He tried to get out of doing his homeworkConcept questions: Did he want to do his homework? Did he give areason? Did he do his homework? Do you try to get out of doing thingsyou like or things you don’t like? Then some student personalisation.

c When I got there, the concert had startedA timeline and concept questions: What happened first- the concertstarted or you got there? . Follow this with further examples.

d Do you fancy going to the cinema?Rephrasing – What’s another way of saying “Do you fancy” ? andconcept questions: Is it formal or informal? Would you say this to a friend?

e She dropped out of school when she was sixteenConcept questions; Did she leave school at 16? In the past, did sheplan to stay after 16? Can you drop out of work? What do you normallydrop out of? (a course or something educational) Then….studentpersonalisation – “Have you ever dropped out of something?”

f My sister isn’t as tall as my fatherConcept question: Who is taller, my sister or my father? pictures,further examples and student personalisation.

g She was described in the article as being ‘skinny’Concept questions: Is it a positive description or a bit negative?Look at these two pictures – “Who is skinny, this woman or thiswoman?”. Antonym “What’s the opposite of skinny? and ask forexamples (e.g. someone famous)


task3answer key

twenty five

For students, feedback is important because:1 They have the opportunity to ask more questions if something they are

not sure about has come up.2 They need to have their answers/responses/ideas corrected or

checked and commented on.3 They can find out what other students thought/discussed and perhaps

compare/contrast with their own ideas.4 It gives them closure to an activity.

For teachers, feedback is useful because:1 It helps you to see how much your students have understood.2 It gives you an opportunity to clarify misunderstandings.3 You can affect students’ language use in the future in a developmental

and constructive way through a correction stage. 4 You can comment on the success of an activity – positive reinforcement. 5 It gives you another opportunity to interact with the group as a whole.

Remember that feedback should not just be about language. In Frances’lesson there is feedback on what they said not just on how they said it.

Why she has chosen the language and what she does withthe languageGenerally speaking it is:a Language related to the subject of the lesson.b Suitable for the level – neither too easy nor too difficult. c Examples of their language output. She does not take all their mistakes

and single people out nor does she only praise good language (this canbe patronising). So the stage provides corrective feedback by askingstudents specific questions related to the form and pronunciation andalso praises the students for correct use of language.

d Examples of language she can use to encourage reformulation anddevelop their future language use. She encourages students to thinkof alternatives.


task3answer key

twenty six

1 It’s well-known for its beautiful womenShe highlights this phrase because it is an alternative model from the one she has presented. It is also motivating for the student who has used this language.

2 To see it all you’d need a week or more She highlights this phrase on the board because a slight correction was made from what the student said but almost more importantly so the teacher can praise the student for experimenting and taking risks with language. It is also a useful and accessible phrase to learn at this level.

3 Maybe you’ve heard of HiroshimaShe highlights the correct use of language and elicits the contraction because it’s something all would benefit from and it has come from a weaker and shyer student. She elicits further examples here and asks students to finish the sentence themselves.

4 It’s a tiny .sHmh9. country She corrects the pronunciation as it is a common mistake made and the word itself is useful for these students, in this context.

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5 It’s a unique forestAgain here the pronunciation is corrected as everyone will benefit and the incorrect stress is a common mistake. Also the word itself is useful for these students.

6 The architecture is too diverse .cHu29r.

This word is useful for students in this context and the pronunciation error again is a common one and the correction of this benefits all.

7 There are a lot of bars where you can hear Latin musica lot of beaches swima lot of restaurants eat French food

This is a useful construction for the students and she uses it to generate different examples. The examples come from the students.

1 Pre-Intermediate (A2) Lexis and Skills Jonathan Stoddart

2 Upper Intermediate+ (B2) Speaking and Lexis (EAP) Will Hutton

3 Pre-Advanced (B2) Writing and Discourse Melissa Lamb

4 Elementary (A1) Function and Speaking Jayne Silva

5 Mid Intermediate (B1) Reading and Lexis Celia Noble

6 Pre-Advanced (B2) Reading and Speaking David Riddell

7 Low Intermediate (B1) Phonology and Speaking Maureen McGarvey

8 Upper Intermediate+ (B2) Listening and Phonology (ESP) Nick Hamilton

9 Upper Intermediate (B2) Grammar and Listening Benita Cruickshank

10 Low Intermediate (B1) Task-Based Learning Justin Vollmer

11 Low Intermediate (B1) Grammar and Reading Catherine McFarlane

12 Low Intermediate (B1) Task-Based Learning Frances Eales

13 Upper Intermediate (B2) Live Listening and Lexis Jacqueline McEwan

14 Pre-Intermediate (A2) Grammar (Interactive Whiteboard) Steve Miller

15 Upper Intermediate (B2) Speaking (Large Groups) Nick Lidwell

TEACHER TRAINING DVD SERIES

International House London

£75.00

www.ihlondon.com

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