32
presents
presents
• Portugal
• Spain
• Italy
• Greece
• Turkey
• Serbia
• Hungary
• Netherlands
• Germany
• United Kingdom
Pan-
European
Task-based
Activities for
Language
Learning
Granada University IES Luis Bueno Crespo
Dr. Raúl Ruiz Cecilia Prof. Antonio Cantero
Prof. M. Carmen Caravaca
Spain
Portugal
Italy
Spain
Portugal
Italy
SpainPortugal
Once upon a time ESP-POR
PowerPoint: NGOs - ESP-POR
StoryBird:
Task:
SpainPortugalResults:
Outcome - Once upon a time ESP-POR 1
Outcome - Once upon a time ESP-POR 2
Outcome 1 - NGOs
StoryBird:
PowerPoint:
Spain
ItalyTask:
Finding Zemo ESP-ITA
BitStrips: (comics)GoAnimate: (videos)
SpainItalyResults 1. BitStrips:
BitStrips - Finding Zemo
Bitstrips + PowerPoint - Deportes populares
Bitstrips + PowerPoint - Historia
BitStrips - Santa Claus is ill
BitStrips - At the beach
Results 2. BitStrips + PowerPoint
SpainItaly
http://goanimate.com/videos/0l3JoTY51z4s?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent
Results 3. GoAnimate:
http://goanimate.com/videos/0cG5tTaDOyYU?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent
http://goanimate.com/videos/03Jc0SMm9TeU?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent
http://goanimate.com/videos/0ETp3K0ujPXA?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent
http://goanimate.com/videos/0QnYCjkRcyd4?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent
Spain
Italy
Task: Cloze for CLIL.
Spain
Italy
Istanbul café fined
Maine nurse fights Ebola
Results. Hot Potatoes:
Conclusions 1
Conclusions 1Pay special attention to…
• I can … (students) according to the CEFR items. • Students’ and teachers’ prerequisites:
• Technical.• Linguistic.
• Detailed process description.• Day by day, orderly structure.• Exposition stage.• Evaluation (rubric) known by students.
• Why the task is an example of good practice.• Why the task would work well in another
school/country.
Conclusions 2
Conclusions 2Drawbacks
Conclusions 2Drawbacks • Students need previous knowledge.
• Long preparation stage.• Results are limited in time and
degree of learning.• Sometimes you can get more by
using traditional techniques.• Not that useful as teaching activity.
Conclusions 2
Advantages
Drawbacks • Students need previous knowledge.• Long preparation stage.• Results are limited in time and
degree of learning.• Sometimes you can get more by
using traditional techniques.• Not that useful as teaching activity.
Conclusions 2
Advantages • Young people like ICTs.• Highly motivating.• Results are usually good.• Amazing outcomes.• Extremely useful as consolidating
resource.
Drawbacks • Students need previous knowledge.• Long preparation stage.• Results are limited in time and degree of
learning.• Sometimes you can get more by using
traditional techniques.• Not that useful as teaching resource.
Conclusions 3
Conclusions 3When to use tasks
Conclusions 3When to use tasks
When you are looking for:o Motivation:
• For high flyers, use difficult tasks.• For the less gifted, use easy tasks.
o Results or consolidation.
Conclusions 3When to use tasks
When you are looking for:o Motivation:
• For high flyers, use difficult tasks .• For the less gifted, use easy tasks.
o Results or consolidation.
When not to use tasks
Conclusions 3When to use tasks
When you are looking for:o Motivation:
• For high flyers, use difficult tasks .• For the less gifted, use easy tasks.
o Results or consolidation.
When not to use tasks When you are looking for immediate learning:
o To «teach» grammar, vocabulary…o When you are short of time.
