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Task Design EL 441 Introduction to Teaching Young Learners Nilüfer Demirkan-Jones Session 3 IA/Spring Task Design EL 441 Introduction to Teaching Young Learners Nilüfer Demirkan-Jones Session 3 IA/Spring 2007 1

Tasks • • are goal-oriented have a specified objective have an expected outcome encourage Tasks • • are goal-oriented have a specified objective have an expected outcome encourage language use for communication IA/Spring 2007 2

Activities • • have no expected outcome help maintain YLs’ motivation have no communicative Activities • • have no expected outcome help maintain YLs’ motivation have no communicative purpose enable the practice of language form IA/Spring 2007 3

• • • Types of tasks Listing Ordering and sorting Comparing Problem solving • • • Types of tasks Listing Ordering and sorting Comparing Problem solving Sharing personal experiences Creative tasks (from Willis, 1996: 26 -27) IA/Spring 2007 4

Types of activities • • Listen-and-do Colouring Story telling Listening to songs • Classifying Types of activities • • Listen-and-do Colouring Story telling Listening to songs • Classifying • Games and puzzles • Modelling • Matching words to pictures • Sentence building (from Willis, 1996: 127 -130) IA/Spring 2007 5

Task evaluation criteria • • • Learner profile Linguistic aims of the task Non-linguistic Task evaluation criteria • • • Learner profile Linguistic aims of the task Non-linguistic aims of the content Cognitive / meta cognitive challenges Type of participation it promotes IA/Spring 2007 6

To teach the material • • • Classroom management demands Resources needed Time it To teach the material • • • Classroom management demands Resources needed Time it is likely to take How the activity could be extended How the language could be recycled IA/Spring 2007 7

Teacher’s responsibility 1/2 • Establish a friendly environment • Be sensitive in criticism of Teacher’s responsibility 1/2 • Establish a friendly environment • Be sensitive in criticism of children’s work • Display work attractively • Change groupings regularly • Provide guidance for tasks • Ensure variety IA/Spring 2007 8

Teacher’s responsibility 2/2 • Plan around the whole curriculum • Analyse activities for language Teacher’s responsibility 2/2 • Plan around the whole curriculum • Analyse activities for language content • Plan classroom management • Plan recycling of language • Stretch children to their full potential IA/Spring 2007 9

1. 2. 3. 4. 5. 6. Suggested reading Brewster J, Ellis G, Girard D 1. 2. 3. 4. 5. 6. Suggested reading Brewster J, Ellis G, Girard D (2002) The Primary English Teacher ‘s Guide. Harlow: Penguin English Guides Cameron L (2001) Teaching languages to young learners. Cambridge: CUP Halliwell S (1992) Teaching English in the Primary Classroom. Harlow: Longman. House, S. (1997) An Introduction to Teaching English to Young Learners. London: Richmond Publishing. Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: Oxford University Press Vale D. & Feunteun A (1995) Teaching Children English Unit 2 & appendix Willis J. (1996) A Framework for Task-Based Learning Harlow: Longman IA/Spring 2007 10