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Jane Willis:

Pre-task (introduction to topic: Teacher explores the topic with the class and helps students understand the instructions, this activates topic related words and phrases.)

Task-cycle (Offers learners the chance to use whatever language they already know in order to carry out the task and then improve that language, under teacher guidance. Look at the figure -->)

Language focus (allows a closer study into the specific features that occurs naturally in the language used during the task cycle)

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TBL has a central feature.

something meaningful and that someone does not know already. Learners are not given other people's meaning to reguritate. There is some sort of relationship to comparable real-world activities.

Task completion has some priority - The assessment of the task is in terms of outcome - Having a clear language and learning goals.

The 'code' - letters/graphic symbols.

Letter-to-sound connection (e.g. the sound 'i' can be represented in many different ways in spelling: key, sea, see, receive.

Vocabulary - Gramma/syntax - Genre conventions/ culture.

The fact that texts are context reduced, have to look at the right symbols that are there.

Design a TBL sequence that takes account of an appropriate balance between demands and support:

Pre-task Whole class - Giving out gambit words of the word dicussion - Watch the video together - Brain storm about the video - What did we just watch? Or what are some key points in the video?

Core-task Group task Discuss the themes and situations you see in the video that could show what the moral of the video is.

Post-task Individual task Write down what you think of the video Can you see any similar situations or themes in the video that relates to you own life - If yes how and what? Share out loud in class or upload it to the teacher privately

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TBL consists of 3 parts. pre, core and post task. the core task is the main activity however leading up to it learners are given a pre-task where they are introduced to necessary knowledge. post task is where learners reinforce and apply the newly acquired skills/knowledge

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TBL encourages active learning and focuses on communication, problem-solving, and collaboration.

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Learning based on given tasks where you work with your zone of proximal development through for instance forced output

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Can be used for handling mixed level and noisy classes:

In mixed level groups, weaker students can benefit by hearing what better students have to say and better students also improve by having to explain/paraphrase.

"It may be that the noise level has risen simply because you have let the task go on for to long. Always give a time limit and never wait for everyone to finish." - Jane Willis

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Pre task: (15min) (brainstorm, explaining, photos, video) Discussing meaning, input

Core/during task : (30min) Work with the subject, test.

Post task: (5min) share what you have learned.

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Inputhypotesis: Stephen Krashen: Comprehesible Input +1 is acording to Krashen all a students needs to learn a foreign language. The student is exposed to the foregin language by listening, and by leveling up a tiny bit when needed, the student should be able to learn the foreing language. Later he changed his mind to believing that a variated Input is a neccesarity, but still not a condition for language devolpment.

Immersion programs: Childeren are being exposed (showered) in the foreign language from when they are in Kindergarden.

Total physical response: The childeren have to react physically to the teachers instructions, and then first later begin to practice talking. This way the childeren will reach a level, where they feel more confident speaking.

Pushed language output: Marrill Swain: - Its important to work with both the receptive and the productive. "Negotation of form": The studens will help each other to achieve a oral precision by asking clarifying questions.

Rod Ellis. The information gap, opinion gap and learning gap.

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Including the kids and using every strengh in class to include everybody both in english but also socially.

Having fun with your friends (or new friends) while learning.

Being creative.

Every learner learns the most.

Prevent bullying

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“Real World Task”; language tasks that can help the learner learn a language, in a way that makes it possible for the learner to speak a language as close to reality as possible (how to withdraw money from the bank, how to ask for directions etc.)

“Pedagogical task”; What learners do in the classroom to activate and develop their language skills (Drawing, while listening to a tape, receive an instruction and doing the instruction etc.)

In TBL there are 3 basic conditions for language learning:

1. Exposure: Exposing Learners to a lot of language before they pick up the language. Also how you, as a teacher, communicate and teach the class

2. Use: The learners must have opportunity to use whatever language they already master, and also improve when scaffolded by a teacher

3. Motivation: the right TOPIC will motivate, or if the TASKS ARE FUN, or if learners feel they are good at whatever they do, if they understand what is expected

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An assignment divided into task - pre, core, post. typically something about building/researching knowledge (dealing with imput, implementing it in the core task and sharing/discussing with classmates afterwards (creating output).

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A natural context is developed from the students own experience with language so its personalised. Task-based learning complies the methods of learning by doing (John Dewey). These tasks are good for preparing the students for "the real world", and forces a language output.