Technologically and linguistically adventurous EFL teacher, trainer, writer and manager

Posts tagged ‘task-based learning (TBL)’

Teenagers losing their luggage

Today I taught two low-intermediate teen classes at the same level, covering for another teacher. The first half of the lesson was a test. The topic of one of the recent units they’ve done is travel, so I finally got the chance to try out Mike Astbury’s lost luggage activity, which I’ve been meaning to do for ages. The basic idea of Mike’s materials is that students role-play travellers who’ve lost their luggage and airport workers who take the details. Here’s what I did with it.

Setting the scene

You’re going on holiday. You’ve just arrived at the airport. Your luggage didn’t arrive. What’s missing?/What was in your suitcase? How do you feel about it?

I said this and students discussed it in pairs or small groups, then I took a general poll of feelings for feedback. This also served to generate some ideas for later in the lesson.

Describing luggage

I projected the second page of Mike’s handouts with 8 images of different items of luggage. Students had two minutes to describe what they could see using the language they had available. I didn’t really do any feedback for the first group. In the second we talked about Polish ‘It has green colour.’ versus English ‘It’s green.’ which came up for most groups.

I’d prepared pieces of paper with Mike’s descriptions of the luggage which I laid out on the floor. They had to discuss which description matched which item. Feedback was them using magnets to stick them to the board.

We checked them as a class, and I pulled out items of vocabulary to check the meaning. Examples were ‘buckle’, ‘handle’, ‘strap’ and ‘lock’.

They then described the cases again, with me gradually removing the descriptions.

Preparing their luggage

On the board, I showed students what I wanted them to write on the back of their luggage cards.

I handed out one luggage picture per person at random. They had 90 seconds to write a few items that were in their luggage and to make up their address. They then put their luggage under their chairs for later.

Working out questions

I organised students into pairs or small groups, with one notebook and pen shared between them. I displayed the lost luggage form (page 4 of the handouts) on the board and elicited a couple of example questions – a simple one (What’s your name?) and a more challenging one (What time did you land/arrive?)

In their groups, students had to write a question for each part of the form. I told them that flight details are things like the airline (Lufthansa) and the flight number (ZX 123). I monitored closely and did a lot of on-the-spot error correction, aiming for grammatically correct questions by the end of the exercise.

As soon as a pair/group had a full set of questions, they had to test each other by saying e.g. ‘flight details’ with the reply ‘What are your flight details?’ or ‘What was the airline?’ Each group had different questions. All groups had a couple of minutes to try and memorise the questions.

At the airport

Half of the students had time to look at their luggage cards again, then had to hand them to me. That way they were remembering the information, probably imperfectly – I don’t know about you, but I can never remember exactly what’s in my case or the finer details of what it looks like!

The other half lined up their chairs and stood behind them, as if it was an airport counter. They each had a pen and a lost luggage form. They had to ask questions and complete the form as accurately as possible. Then they put their completed form under the chairs and switched roles. When there were three students in a group, first one person had to collect information from both of them, then two of them had to collect the same information from one person. One student in the second group got particularly into it and kept bothering the airport worker by trying to rush them and asking ‘When will I get my luggage back?’ 🙂

Finding their luggage

I laid out all of the luggage on a ‘carousel’ on the floor. Once everybody had performed both roles, they used their forms to try to identify the luggage. They had to give it back to the owner asking ‘Is this your luggage?’

To round it all off, I asked them to put their hands up if they didn’t get their luggage back, and told they how successful our airport is. In both groups about a third didn’t get it, which I suspect reflects real life nicely!

In sum

The activity worked really well with this group of students, although we were a bit rushed at the end. I allocated 45 minutes, but I think 50 would have been enough, and 60 ideal.

I completely forgot to give them tickets from page 3 of Mike’s handouts, even though I’d prepared them, but this didn’t matter as most students seemed to enjoy making up this information. One student got a bit flustered about it though, and definitely would have benefitted from having something to draw on, although she managed to work around it in the end. The rush at that stage probably didn’t help either!

They were a bit confused by the way that we arranged the room for the role play at first, but as soon as they worked out what was going on they seemed to appreciate it.

They were definitely trying to use some of the new language to describe luggage, and I didn’t hear any ‘green colours’ in the second group during the role play 🙂

All in all, I’m really glad I finally got a chance to try out this activity from Mike’s blog. The students were engaged and it generated a lot of language and helped to further practice travel vocabulary and past tense question formation (which some of them had struggled with in the test). It worked well as a task-based lesson, which is something I’m trying to experiment with more, with students pushing themselves to speak as much as possible. Thanks for sharing these materials with us Mike, and I would encourage everyone to take a look at the materials on his blog!

A black cat sitting on a half-packed suitcase

Ironically, I’ve lost my picture of my lost luggage after it was returned to me, so instead here’s a picture of Poppy the cat (not) helping me to pack

Reflections on Teaching EFL/ESL Reading: A Task-Based Approach (Coursera)

I’ve just submitted my final assignment for the Coursera and University of London course entitled Teaching EFL/ESL Reading: A Task-Based Approach. For the first time while doing a MOOC, I’ve actually managed to keep up with the timing on it, and do it in the specified six weeks. It makes such a difference when you’re doing it in your holidays instead of when working full-time 🙂 You can read about what I thought as I started the course. I wrote the reflections below as I was doing it.

Coursera logo

Things I liked

  • Interactive transcripts, so you can click on a line and go directly to that part of the video.
  • Tasks to think about while you’re watching each video.
  • When you’re asked to discuss something in writing, you can do it from right there in the window, without having to click through to another window to find a forum. There’s also a request for you to respond to at least two other posts, which should hopefully mean more real discussion than on FutureLearn.
  • If there is a discussion question, you have to contribute before you can read other people’s answers. This means you’re not influenced by what they’ve written, and there is less of a worry that you’re repeating what other people have said. When you submit your comment, the other responses appear automatically.
  • I’m rubbish at ‘pre-reflection’ unless I have somebody to discuss things with. I can never be bothered to write notes about something which I know I’m about to learn. If I’m feeling particularly good, I might think of it for a whole thirty seconds before I click on. Having the option to post in a forum with your ideas in parts of the course made me spend a bit more time on some of these tasks.
  • As with FutureLearn, it’s easy to see what you have and haven’t done so far. There’s a very clear blue ‘Resume’ button to help you work out what to do next when you return to the course.
  • After introducing a set of dichotomies which can be used to describe types of task, there was a poll asking you which kinds of task you use in the classroom. When you submit your results, you can see what other course participants have answered.
  • Lots of examples of tasks and reading texts are described/shown throughout to help you understand the theory.
  • The lecturers used work they had previously published, and critiqued it based on how their opinions/research has developed over the years.
  • More robust requirements than FutureLearn in order to be granted a certificate: completing assignments and peer reviewing the work of others, not just marking a certain amount of tasks complete (though that may just have been the Italian course I did)
  • The tasks we need to complete are very practical, have clear requirements and have a well-defined communicative purpose. For example, in the first week we had to create an information sheet on behalf of a Department of Educaton for L2 teachers summarising the information we’d learnt during the week (this is a short version of the rubric!) I think I’ll definitely be able to use the information sheet in future training sessions I do.
  • There are clear criteria for peer review, and it doesn’t take very long. It also encourages you to look at other people’s work, instead of skimming past it. I particularly like this reminder: “Remember, English isn’t everyone’s native language. Focus primarily on how well the work meets the grading criteria.”
  • ‘To maintain academic integrity, we check it’s you each time you upload an assignment.’ – never even occured to me, but great to know they’ve thought about this! They do it by matching typing patterns (didn’t know this was possible!) and using your webcam.

Things I didn’t like so much

  • You have to play a video to the end for it to be marked as complete. I find having to wait for people to finish talking frustrating when I can skim the transcript much faster. I ended up skipping to the end of videos and playing the last few seconds to get round this.
  • One or two of the videos don’t have transcripts 😦
  • Coursera has a similar disregard for punctuation and proof reading in some of the video transcripts. Here’s an example from week 1: “Why would this activity constitute a pedagogic task. Peter general, off sited the definition of the task. Describes pedagogic tasks in terms of […]” This is also true of some key words: “You probably understand why recognizing the correspondence between a written sign, a graph theme, and sound, a phoneme, is a skill.” [grapheme!] and dates “Keith Morrow who name is strongly associated with an emergence of communicative language teaching recognized the importance of this area in 1918, as this exercise shows.” [1980!]
  • You have to scroll to the top of the page again to move on once you’ve completed each task. Perhaps the ‘previous/next lesson’ bar could be sticky, so it moves as you go down the page.
  • A certain level of background knowledge of methodology is assumed for some tasks, but I don’t remember this being mentioned before signing up. For example, this discussion task assumes you might know some of what it asks (though ‘participation is optional’):

TBLT has received much attention from researchers, practitioners, and policy makers recently. Discuss what theoretical and practical rationale(s) might underlie TBLT.

  • It’s not possible to edit forum posts if you want to add/change anything.
  • At the end of each unit, you should peer review work by three other participants. If you’re one of the first people to do the work, it says they will email you when other work is ready to be reviewed. This never happened.

Overall

I found this course fascinating and incredibly useful. It was the right amount of input versus output, and I feel like I’ve learnt a lot from it. I’m also going away from the course with a lot more questions to answer, which is exactly what I would expect from something like this: it’s motivated and inspired me. It was the MOOC equivalent of a page-turner that you can’t put down – I kept wanting to go back to do the next bit, regardless of how tired I was or how late it was! I also now have some materials ready for a potential future course I’m putting together, so it’s killed two birds with one stone. Thank you to everyone involved in creating the course for such stimulating content!

Teaching EFL/ESL Reading: A Task-Based Approach (Coursera)

Why I’m doing it

This course, run by University of London and UCL Institute of Education, was recommended by Helen Legge. Having just finished a course on FutureLearn I thought it would be interesting to compare the two MOOC platforms. I won’t go into anywhere near as much depth in this post as I did on the Italian course though! I’m also interested in finding out more about Task-Based Learning, something I’ve only touched on in passing on a few courses I’ve done, and have never explicitly tried out. Finally, reading is an area I’ve been reading up on over the past year to try and balance all the research I did on listening for my Delta. Many birds, one stone 🙂

Coursera logo

First impressions

As soon as you arrive on the Coursera site, it emphasises deadlines, and there are reminders of these in various places, including at the top of the to-do list. This is coupled with getting grades (“If you submit late, you might not get a grade.”), a word which I don’t remember ever being mentioned on FutureLearn.

Every Coursera task has an estimated time next to it, very useful for working out what you might be able to fit in in one sitting. Each section terminates in a peer graded assignment (due in 5 days for me) and ‘review your peers’ (due in 8 days), both of which are graded. This will potentially give more purpose to the community/discussion side of the MOOC than on FutureLearn, where it often seemed to lack purpose. There are clear links to references and further reading to enable you to take your learning further.

It’s a six-week course which I know I won’t have much time to do the second half of. You can see all of the tasks for the whole thing, including the deadlines, unlike FutureLearn which releases the tasks a week at a time. I wonder if the Coursera tutors are able to be as responsive as FutureLearn were, adapting the course based on feedback each week. Progress can apparently be carried over from one session to another, with most courses having a new session starting every few weeks. This is very different to FutureLearn, where many courses only seem to run once a year from what I’ve gathered (please correct me if I’m wrong).

These impressions are just based on skimming the interface: I’ll actually start it tomorrow. Anyone want to join me on the course?

If all goes to plan, I’ll share another post when I finish the course to reflect on what did and didn’t work. If you decide to join the course to, I’d be interested to hear what you think.

Itchy feet

A few days ago I shared a lesson plan which Claire Hart created based on a recording I did about Moving to Sevastopol.

Now Lizzie Pinard has got in on the act, and created another set of materials based on the same recording. You can find the post she wrote about how she will use the materials on her excellent blog, as well as the materials themselves (scroll down to number 3: Itchy Feet).

I hope you find them useful!

Another gratuitous picture of Sevastopol, this time at Chersonesus

Another gratuitous picture of Sevastopol, this time at Chersonesus

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