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Task design: Jane Willis
Jane Willis’ TBL model (1996) involves the basic 3 phases, but:
• She focuses more on the while and post phases and divides them into several stages
• Her focus is more on language awareness and making sure learners understand and process langauge points
• Her model is perhaps more relevant for more advanced/older learners, whereas Cameron’s model perhaps suits the needs of young learners better
Jane Willis: the Task Cycle
This is the WHILE-phase; ‘core activity’ in Cameron’s model. Willis divides it into 3:
Task: this is where the actual Task is made
Planning: this is where learners prepare presenting their task solution to others
Presentation: this is where learners present their task solution – can be in pairs, groups or class
An example: Map information gap
• Task: information gap. Partners A and B have the same map, but with different names of locations on it. Now, they have to find all locations on the map – and they can’t show the map to each other.
• Planning: when the locations have been found, the Task is solved. Now they have to go over the results to check them and draw lines on the map to check routes.
• Presentation: A and B partners are now put in groups. They compare results with other A or B partners. When they decide on the right route, the Task cycle is complete
Jane Willis: Language Focus
This is the POST-phase, which Willis divides into 2 parts:
• Analysis: here the teacher identifies language issues which have come up during the task cycle – and explains rules to learners
Example: learners have made written about ‘Me in 5 years’; many of them have experienced difficulties with expressing future. The teacher presents information about verbs and future time in English.
• Practice: Teacher helps learners choose exercises which suit their needs
Example: exercises with future forms/modals in English; e.g. write a letter to a friend in which you suggest plans for a trip (”we might go see…”, ”I would like to visit…”, ”we will be there at…”)
Demo: microfiction
• Pre-phase: intro to microfiction writing – what is that?
• While-phase:
- task: write a story in less than 100 words about a picture
- plan: read aloud, check language issues
- present: read your story to partners
• Post-phase: suggest activities for language work
Microfiction: what is that?
• A short fiction text, often under 100 words. Also known as ‘Flash Fiction’.
Genre criteria:
• With few words, you must start in media res
• The story should express mood/atmosphere within a short time span – it involves a specific situation, often told in 3rd person restricted narrative
• Often an open ending, leading up to a given frame – e.g. the situation in a picture/photo.
Write a story that explains this picture
in a 100 words
Who is this woman?
Who is she talking to?
Decsribe her facial expression: is she worried? Irritated? Sad?
Try to say: ”Ohh…Alright…” out loud: how many different ways can it sound – and what kinds of mood are there?
Language Focus
• Cohesion: ”he” who?
• Concord (kongruens):
• Adverb or adjective?
• Adverb position
• Commas(!) I like coffee, but I don’t like tea
• Initial adverbs: Furthermore, First of all,
• Tense (past-present) Aspect (udviddet tid – før-tid) Nutid er Utid
Discussion: language focus
• What kind of skills do you need to tackle language issues ‘on demand’?
• What kinds of resources do you need to address individual needs of learners?
• How can language awareness be integrated in activities in a meaningful way? (Focus on Form)
Extra: Modelling in the Teaching-Learning Cycle
• Genre writing/reading didactics – breaking down the genre becomes the main scaffolding for learners
• 4 stages:
Setting the context/explaining genre
Deconstructing and modelling: break down genre rules and show example
Joint construction: teacher creates a text with learners
Independent construction: learners now write/read on their own