TASK-BASED LANGUAGE LEARNING

File of annotated teaching materials

prepared by

(Your name)

(Your institution details)

(Date)

Based on Module 3 of Developing Language Professionals in Higher Education (DELPHI)

http://www.bham.ac.uk/DELPHI

CONTENTS
Edit / add items, section numbers and page numbers as appropriate

		Page	
	Statement of learning objectives and location of evidence	i	
Part I	Commentaries and notes		
1.1	Conditions for second language acquisition	1	
1.2	Definition of ‘task’		
1.3	A Classification of task types		
1.4	Features of effective language learning tasks		
1.5	Stages of a task-based lesson		
1.6	Consciousness-raising and language focus		
1.7	Task-based syllabuses		
1.8	Planning a series of task-based lessons		
1.9	Changing to TBL		

			
			
Part II	Teaching materials		
2.1	Lesson 1: Speaking and listening: a problem solving task		
2.2	Lesson 2:		
2.3	Lesson 3:		
2.4	Lesson 4:		

			
			
2.?	Plan for a series of task-based lessons		
2.?	Syllabus for (name your course)		
2.?	Leaflet / notes for talk for students explaining TBL in their course		

			

Statement of learning objectives and location of evidence
Edit / add to these as appropriate
Learning objectives (Related activity numbers are given in brackets)
	Description of evidence presented to demonstrate that the objective has been fulfilled	Location of evidence	
a	define what is meant by ‘task’ for language teaching purposes (2)	Definition of task	1.2	
b	list and describe, with examples, a range of different task types (2)	Classification of task types with descriptions and examples	1.3	
c	describe the features of effective tasks, both in general terms and with specific reference to your own teaching situation (3)	Specification of the features of effective language learning tasks	1.4	
d	design reading, writing, speaking and listening tasks for your own students (3,5, 6)	Lesson plans, task instructions and classroom materials; audio tape recordings and transcriptions	2.1, 2.?,
2.?	
e	describe a task-based lesson framework and explain the function and rationale of each stage of a task-based lesson, including an account of the roles of the teacher and learners during each stage (4)	Annotated diagram of task-based lesson stages;
Lesson plans showing lesson stages with objectives and teacher and learner roles	1.5

2.1, 2.?,
2.?	
f	plan lessons based on a TBL frame- work for your own students (4, 5, 6)	Lesson plans and classroom materials	2.1, 2.?,
2.?	
g	explain what is meant by ‘consciousness-raising’ (5)	Definition and explanation of C-R	1.6	
h	design consciousness raising and language practice activities appropriate for your own students as part of a task-based lesson (5)	Lesson plans and classroom materials	2.1, 2.?,
2.?	
i	explain the relationship between TBL and different types of syllabus (process and product syllabuses) (7)	Discussion of possible approaches to constructing a task-based syllabus 	1.7	
j	draw up an outline plan for a series of task-based lessons that relate to a specified syllabus (7)	Plan for a series of twelve related task-based lessons; 
Rationale for plan;
Copy of existing syllabus	2.?

1.8
2.?	
k	Optional Specify the conditions that are essential and desirable for successful learning of an additional language (1)	Diagram / description of essential and desirable conditions for SLA	1.1	
l	explain how a task-based approach can fulfil language learning conditions (1, 4)	Explanation of how TBL relates to SLA conditions diagram;
Annotated diagram of task-based lesson stages	1.1

1.5	
m	Optional Prepare a case to present to learners and other stakeholders to explain and justify your use of TBL in your classes (8)	Identification of potential areas of resistance to TBL and strategies to overcome these.
Explanatory document(s) written for a specified audience	1.9

2.?	

TASK-BASED LANGUAGE LEARNING

(Your name)

PART I

Commentaries and notes

Part I: 	Commentaries and notes

1.1 	Conditions for second language acquisition

(Type your text here).

1.2 	Definition of ‘task’

1.3 	A Classification of task types

1.4 	Features of effective language learning tasks

1.5 	Stages of a task-based lesson

1.6 	Consciousness-raising and language focus

1.7 	Task-based syllabuses

1.8 	Planning a series of task-based lessons

1.9 	Changing to TBL

TASK-BASED LANGUAGE LEARNING

(Your name)

PART II

Teaching Materials

(This section may consist of a ring binder for lesson plans plus a box file or similar if this is more suitable for holding bulky teaching materials, audio tapes etc.
The section should not have page numbers, but you should devise a dividing system, e.g. coloured card, so you can number the sections for easy location. Please delete this message before submitting your file!)