Engelsk
yngste
1
Workshops: engelsk yngste
Lokale: Carmen
Torsdag
13.00-15.00: Workshop med faglige indspark
15.30-16.00: Oplæg med læringskonsulent 16.0017.15: Workshop med fokus på
undervisningsaktiviteter og materialer
Fredag
08.30-10.30: Udvikling af egne forløb og materialer
11.00-12.30: Færdiggørelse af egne forløb og
fremlæggelser på holdet
2
1. workshop
13.00-15.00
Working with
tasks in the
classroom
3
Kursets læringsmål
• Målet med kurset er, at klæde deltagerne på til at kunne
arbejde struktureret og integreret med sprogets form og
indhold.
• Deltagerne arbejder med videreudvikling af egen praksis i
samarbejde med fagkolleger i forhold til
undervisningsemner, materialer og aktiviteter med det
formål at kunne begrunde, planlægge, gennemføre og
evaluere undervisning i engelsk, fransk og tysk
• Deltagerne får inspiration til det videre udviklingsarbejde
med kolleger på egen skole og i andre kollegiale fora.
4
Agenda:
• Groups
• ‘Getting to know each other’ & ‘Can you tell a lie?
• Tell me again, what is ’Task-Based Learning’?
Three examples of TBL:
• TBL with young learners – Pet Project
• TBL pre-intermediate learners – Talking Animals
• TBL with intermediate learners – Sweet Shop
• What’s next: Creating your own tasks
5
Groups:
•5-6 groups with 3-4 people in each group.
How to get into groups:
1. Same school
2. Same grade (1-3 grade/4-6 grade)
3. Geographical proximity
6
Getting to know each other – Why are
you here
Consider the following questions and share
with your group:
•Name, age, where you come from, who you
are teaching (English), other subjects, English
‘linjefag’?
•Why did you sign up for this course?
•What was the most interesting thing you just
heard (in the presentations)?
•What do you find the most challenging about
teaching English at the moment?
7
Getting to know each other – Can you
tell a lie?
• I have two dogs and they are called Gin and Tonic.
• I am afraid og heights.
• I love long distance running.
In your groups discuss which one of these
statements about me is a lie. You must agree and be
able to argue why.
Each group presents their answer and their
argument.
8
I would love to have two Bull Terriers called
’Gin’ and ’Tonic’
9
Your turn to tell lies 
•Think of two statements about yourself; one
which is true, one which is a lie, and write
them on a piece of paper.
•One person at a time gives their statements.
•Individually the others consider which
statement they think is a lie and which one is
true.
•All members in the group give their answers
as well as their argument.
•Repeat until everyone has had their turn.
10
Didactic assessment:
Did the ’Guess a lie’ live up to criteria for an
effective task?
•Was the purpose of the task clear?
•Did the activity engage your interest?
•Were you actively involved? – How?
•Was there a primary focus on meaning?
11
Classroom Tasks for Foreign Language Learners:
• Must MAKE SENSE to the learner– so the teacher needs
to ensure that the PURPOSE of the task is made clear.
• Must have a clear STRUCTURE – beginning, middle and
end
• Must have CLEAR LANGUAGE LEARNING GOALS – to
avoid activities that do not exploit language learning
potential.
• Must involve learners ACTIVELY – listening/speaking
12
Task model – Willis (1996)
13
Task based learning 1 - Pre-task phase:
= The Appetizer/The Preparation/Warm-up phase
• Introduction to the topic/task
• Identifying topic language: helping learners
recall/activate words that will be useful during
the task.
• Gathering context knowledge: asking questions
& getting input from learners – how much do
they already know? Teacher-led brainstorming
activities
14
Task based learning 2 – The Task Cycle:
= the Main Course/the Core Activity/the
’Sprint’
= ‘a goal-oriented communicative activity with
a specific outcome, where the emphasis is on
exchanging meaning, not producing specific
language forms’ (Willis, 1996, i SvendsenPedersen, 2005)
15
Task based learning 2 – Seven types of task:
• 1. Listing: brainstorming and/or fact finding
e.g. things, qualities, people, places, features, things
to do, reasons.
• 2. Ordering and sorting: sequencing, ranking,
classifying
e.g. sequencing story pictures, ranking items
according to cost, popularity, negative or positive.
• 3. Matching e.g. Listen and identify, listen and do
(TPR), match phrases/descriptions to pictures, match
directions to maps.
• 4. Comparing: finding similarities or differences
e.g. comparing ways of greetings or local customs,
playing ‘Spot the Difference’, contrasting two
seasons.
16
Task based learning 2 – Seven types of task:
• 5. Problem-solving: logic puzzles, real-life
problems, case studies, incomplete texts e.g.
logic problems, giving advice, proposing and
evaluating solutions, predicting a story ending.
• 6. Projects and creative tasks e.g. doing and
reporting a survey, producing a class newspaper,
planning a radio show, designing a brochure.
• 7. Sharing personal experiences: story-telling,
anecdotes, reminiscences, opinions, reactions
e.g. early schooldays, terrible journeys,
embarrassing moments, personality quizzes.
17
Task based learning 2 – The Task:
• Simple tasks may consist of of only one type of
task:
eg. Learners listing all the English words they know
• More complex tasks can involve several different
tasks:
eg. Learners listing all the pets/wild animals they
know & ranking them – the most/least
dangerous/cute….
18
Task based learning 3 – Post-task phase:
= the Follow-Up/Focus on Language Phase
NOTE that different age groups require different
types of follow-up tasks!
Focus on Language activities for young learners
primarily focus on vocabulary:
see handout from Willis
19
Task based learning 3 – Post-task phase:
Follow up tasks for pre-intermediate learners:
• planning and giving a report of the task
• reflecting, then repeating the task with other partners
• comparing with recordings of same task done by others
• form focused study, noting useful words, phrases, patterns
• learners recording themselves summarising or repeating the task
• reflecting and evaluating on the process, writing feed-back.
20
An example of Task-Based Learning for
Young Learners
21
My Pet project 1 – Pre-Task Phase:
Activities:
• Intro to topic: What is a pet?
• I have pet
song:https://www.youtube.com/watch?v=pWepfJ8XU0
• Which animals did we see? What do they say?
• Who has a pet?
• Describing pets: Focus on appearance
Purpose & Lang learning goals:
• Activate topic & vocabulary (nouns & adjectives)
• Activate interest from pupils
22
My Pet project 2 – Core activity:
Simple Mix and match:
A: Hello- What are you?
B: I am a xxxx – What are you?
Guess my pet:
A: My pet has claws.
B: Is it a tortoise?
Purpose & Lang learning goals:
• Eleven kan med støtte og forberedelse beskrive en
genstand
• Repetition of body parts/colours/numbers
• Introduction of new vocabulary – adjectives for
appearance & animal body parts
23
My Pet project 3 – Follow up:
My pet poster task:
Labelling
Purpose & Lang learning goals:
• Consolidation of knowledge
through writing & visualisation.
• Writing key vocabulary/simple
sentences.
• Working with categorisation &
classification – preparation for
later work on descriptive texts.
24
An example of Task-Based Learning for
Pre-Intermediate Learners
Talking animals
25
Talking Animals 1 – Pre-Task Phase:
Animal brainstorm (Listing)
• Work in pairs and write down as many animals on a sheet of paper as you can think of in 2
minutes.
• Exchange your paper with the pair sitting next to you and add as many new animals to the
list you have received as you can.
Describe your animal & guess an animal (Categorising & Problem solving Guessing/predicting)
• Work in pairs and choose an animal from your own brainstorm list and write it on the
middle of a piece of paper.
• Think about and write down as many words as you can think of that describe your animal Think about words that describe its size and colour – and what you think it feels or looks
like…
• On a new piece of paper write short sentences that describe your animal (it is grey/it eats
nuts…)
• Three pairs get together & each pair takes turns reading one sentence at a time – the two
other pairs have to try guessing which animal it is.
Purpose & Lang learning goals:
• Reactivating animal vocabulary (nouns & adjectives)
• Creating motivation through competition – who can guess the animal
• Written skills – writing short sentences
26
Talking Animals 2 – Core Activity:
Talking animals
• Your teacher will give you pictures of animals.
• In pairs look at the photos and choose one of them.
• Talk about what the animals might be saying to
each other.
• Make speech bubbles for your animals and write
down what they are saying.
• Then you practice saying what they saying to each
other.
• Act out your animal conversation in front of the
class and see if anybody can guess which photo you
chose.
27
Talking Animals 3 – Follow-up:
What are your ideas?
Focus is still primarily on consolidating vocabulary
28
Talking Animals – Other task possibilities:
Listing:
Make a list of pets/wild animals/farm animals
Ordering & Sorting:
Rank the animals - how cute/dangerous…
Comparing:
Match written descriptions with animals
Creative writing:
Write about a day in the life of your animal
29
An example of Task-Based Learning for
Intermediate Learners
– Robbery in the Sweet Shop
30
Sweet Shop 1 – Pre-Task Phase:
A few hints…
The Characters:
• A shopkeeper
• Her two children
• A young man
• An eight-year-old boy
• The police
The Props
(things used in the story):
• A balaclava
• A packet of Smarties
• A plastic bag
• A gun
The Setting:
A corner shop in
Ashton-under-Lyme,
Manchester, England.
31
Sweet Shop 1 – Pre-Task Phase:
Some phrases from the story:
• A young man came in to buy a newspaper.
• He pointed a gun at her and told her to fill up the
bag.
• I pretended to reach for some money.
• They are taking the case very seriously, like all cases
which involve a firearm, fake or not.
In your groups: Try to guess what happened in the
story. Who do you think is the robber?
One person from each group tells the rest of the class
who they think did it and why.
32
Sweet Shop 2 – Core Activity:
Read the text
Eight-year-old tries to rob sweet shop.
Manchester police are looking for an eight-year-old boy who attempted to hold up a sweet
shop last night in the suburb of Ashton-under-Lyme.
The boy, who was wearing a balaclava, went into the corner shop and bought a packet of
Smarties for 25p. As the shopkeeper gave him his change a young man came in to buy a
newspaper. The boy waited until the man had gone then threw a plastic bag at the
shopkeeper. At the same time he pointed a gun at her and told her to fill up the bag.
“I’m not sure whether he wanted me to fill it with sweets or with money,” said the
shopkeeper, who did not want to give her name. “I didn’t know if the gun was real or not, but
it certainly looked more real than the guns my little boy plays with. I was quite frightened
because I had my children with me. I pretended to reach for some money, but I pressed the
alarm instead. When it went off he turned and ran out of the shop.”
She described the boy as 1.2 metres tall, and dressed in jeans and a dark coat. The police are
asking the public to help. They say they are taking the case very seriously, like all cases which
involve a firearm, fake or not.
33
Sweet Shop 3 – Follow-up/Focus on form
• This is a list of verbs from the text:
went, ran, gave, came, looked, pointed, dressed, told,
wanted, said, was, had, pretended, pressed, turned, threw,
described, bought, say, waited.
• Find the words in the text and underline them.
• Are there any verbs that are spelt in similar ways?
Hint: Try looking at the verb endings & organize the verbs into
two groups.
Two patterns:
1. Verbs end with –ed
2. Verbs that do NOT end with –ed.
34
Sweet Shop 3 – Follow-up/Focus on form
went, gave, came, told, said, was, had, threw, ran,
bought
• How many words on the list have to do with coming
or going? How many have to do with saying
something?
pretended, looked, pointed, dressed, wanted,
pressed, turned, described, waited
• How many words of the list have to do with moving
the body?
• Discuss with your partner and see if you agree.
35
Sweet Shop 3 – Follow-up/Focus on form
1. went, gave, came, told, said, was, had, threw,
ran, bought
1. pretended, looked, pointed, dressed, wanted,
pressed, turned, described, waited
• Write two sentences using a verb from each list.
• Read the sentence aloud to your partner but leave
out the verb. See if they can guess which verb is
missing.
36
Good websites:
• supersimplelearning.com
• bbc.co.uk/children
• bbc.co.uk/cbeebies.com
• education-world.com
• enchantedlearning.com
• teachingenglish.org.uk
• britishcouncil.org/learnenglish
• iatefl-ylsig.org
• http://esl-kids.com/
Good photographs that can be used to create tasks around (mellemtrin)
• http://learning.blogs.nytimes.com/2015/02/27/10-intriguingphotographs-to-teach-close-reading-and-visual-thinking-skills/?_r=0
• Jane og Dave Willis’ website:
• http://www.willis-elt.co.uk/index.html
37
Referencer
fra reviewet
• Batstone (1996). Noticing. ELT journal, 50, s. 274
• Carless, David (2002) Implementing task-based learning with
young learners ELT Journal vol. 56, 4.
• Carter, R. Language awareness. ELT journal, 57, s. 64-65.
Link:
http://eltj.oxfordjournals.org/content/57/1/64.full.pdf+html
• Cullen, Richard (2008) Teaching grammar as a liberating
force. ELT Journal Volume 62, 3
• Daryai-Hansen, P., Gregersen, A.,S., Søgaard, K. (2014).
Tidligere sprogstart: begrundelser og praksisanbefalinger.
Sprogforum 58, Begyndersprog, s. 19-25.
• Haastrup, K (2004): Focus-on-form med afsæt i
nordamerikansk forskning. Sprogforum 30. Sproglig
opmærksomhed s. 6-14.
38
Referencer
fra reviewet
• Haastrup, K (2004): Focus-on-form med afsæt i nordamerikansk
forskning. Sprogforum 30. Sproglig opmærksomhed s. 6-14.
• Laufer, B. (2006). Comparing Focus on Form and Focus on FormS in
Second Language Vocabulary Learning. The Canadian Modern
Language Review/ La Revue Canadienne des langues vivantes, 63, s.
149-166
• Laursen, H. og Holm, L. (2010). Sproglig bevidsthed og sproglig
opmærksomhed (s. 96-111) i Dansk som andetsprog: pædagogiske og
didaktiske perspektiver. Kbh. Dansklærerforeningen
• Lund, K. (1999). Sprogforum 14, Er kommunikativ undervisning
kommunikativ? s. 26-33 og Sprogforum 49-50, s. 43-52
• Moore, D. (2014). Sproglig opmærksomhed. Sprogforum 58, s. 41-4
• Pedersen, M. (2001). Task Force—Et bud på kommunikativ
sprogundervisning. Sprogforum 20, 7: 7-19.
• Stenius-Stehr, L. (2009/11). Tilegnelse og testning af ordforråd i
Gregersen, A. S. (red.). Sprogfag i forandring – pædagogik og praksis.
Samfundslitteratur.
39