I think that allowing studnets time to discuss in pairs before asking them for answers would be more beneficial for your learners. 2-3 min is more than enough for them to discuss and process some of the TL. Also, why not to clarify vocab using CCQs? You give more power to the learners that way. Also, as far as ICQs go, you keep repeating yourself. Simple and short instructions are key.
@Ron Bradley Im a beginning teacher and I watched two of your videos and i really like it. Keep teaching through english videos! it would be wonderfall .
Your video is brilliant, especially the phrases part and the closing one (letting the Ss write a complaint letter). But I have two questions. In the first part, the teacher asked the Ss to do the match exercieses to learn some new phrases. However, I didn't watch the Ss practice these phrases. Although the teacher introduced a topic on travelling, the Ss' discussions were not related to it. Thanks for your video again.
Hi, yes I think if you're beginning the lesson with some explicit instruction i.e. presenting some expressions albeit through a matching exercise then you're actually moving into TSLT - task-supported language teaching. In this approach, you'd typically go onto some controlled practice and then a focused task at the end. In this lesson, the teacher is "giving" the learners the TL. In "pure" TBLT, the language should emerge from the task
The teacher went from the pre-task to task to ordering to language to Planning - Im confused. Why did she skip stages and mix it up? The correct order is pre-task - task - planning - report - analysis - practice? Exactly how does TBL work?
how is this different from TTT? Pre-task part is not set up properly. Also, too much Teacher Talk Time! Why not elicit the topic, better ICQs and CCQs? I could not watch this to the end, sorry.
I agree. I'm a CELTA, DELTA and ICELT tutor and will use this video to help candidates be aware of extraneous TTT, no context setting, explaining, echoing and inefficient checking answers and giving feedback. The task was rather poolry scaffolded as well.
Unfortunately this is not a TBL lesson at all, it is a simple activity of some vocabulary for function - chunks. It was totally teacher centered, not student centered. The last stage of the activity is described more like a personalization exercise.
Too much teacher talk, sorry. This was not a communicative lesson. The students were talking far less than the teacher, and far less than they should as upper intermediate. Quite limited CCQs, or bad examples: (do you understand?, any questions?). Nice energy from teacher. The idea is great, but the execution needs attention. Thanks for video.
Great example of a speaking AVTIVITY, but this is not a task - any very far away from Task-based learning. First the teacher is talking too much, she did too much writing (learners should be doing the writing), and she is too frontal. This is the most inactive high intermediate group I have ever seen. If anything - they are upper beginners. Where's the product? TBL needs a final product which has to be presented by the students. This is an example of PPP not TBL.
If she wanted students to rank the degree of most to least negative, she should give them all the words and ask them to figure out by themselves first. Next, discuss in groups for like 2 mins. Afterwards, she should nominate one of them to put it up on the board. There's no thinking time and she echoes the answers too much.
You haven't moved on from your training days. The beauty of learning is being able to approach things your own way and still getting the same. outcome.
what did this class really learn? if I presented this to my tutor I think she would fail me. i think Ontesol needs to update its archives and ensure that its students, like me, are being presented material that meets the expectations of our tutor(s). This is NOT a task based lesson. Disappointed. This could have been a class on different ways people express themselves in North America. This teacher could have started the class by asking students the different ways they already know when it comes to these types of expressions. "Give me some words or phrases you know/ that you use when something bothers you/really bothers you/annoys you etc." Anyway, this instructor should listen to Rod Ellis.
I think that allowing studnets time to discuss in pairs before asking them for answers would be more beneficial for your learners. 2-3 min is more than enough for them to discuss and process some of the TL. Also, why not to clarify vocab using CCQs? You give more power to the learners that way. Also, as far as ICQs go, you keep repeating yourself. Simple and short instructions are key.
When giving instructions, it's important to give an example and then check for understanding, but not by asking, "Do you understand?"
If the group gets along with you, they'll definetly ask once they have questions.
I agree with you Mr. Bradley. Even though they are high-intermediate students, it's important to model to check comprehension.
@Ron Bradley Im a beginning teacher and I watched two of your videos and i really like it. Keep teaching through english videos! it would be wonderfall .
Brilliant!!. Post more videos like this one pleasee !!!!
Your video is brilliant, especially the phrases part and the closing one (letting the Ss write a complaint letter). But I have two questions. In the first part, the teacher asked the Ss to do the match exercieses to learn some new phrases. However, I didn't watch the Ss practice these phrases. Although the teacher introduced a topic on travelling, the Ss' discussions were not related to it. Thanks for your video again.
Thank you for sharing. It's not the best demo, but you was so brave to share. And it helped us very much.
Hi, yes I think if you're beginning the lesson with some explicit instruction i.e. presenting some expressions albeit through a matching exercise then you're actually moving into TSLT - task-supported language teaching. In this approach, you'd typically go onto some controlled practice and then a focused task at the end. In this lesson, the teacher is "giving" the learners the TL. In "pure" TBLT, the language should emerge from the task
What was the context? Not sure what they would learn with a load of random expressions.
Thanks, it's so interesting.
Question: For TBLs, is TTT naturally elevated? I noticed that the teacher is talking a lot more than I expected.
After a year of teaching now, I can say that this T has extremely high talk time.
Please, what do you mean by this abbreviation (TBL)
@@yousssyousss4375 Task-Based Learning or lesson
What are the criteria for these tasks? I AM NOT SURE WHETER we can call it TBLT...
what happened to this rule?
task before text
The teacher went from the pre-task to task to ordering to language to Planning - Im confused. Why did she skip stages and mix it up? The correct order is pre-task - task - planning - report - analysis - practice? Exactly how does TBL work?
The Comments are more useful than the video itself.thanks for the video anyway.
I'm a trainee staff. I'd like to advise from you.
how is this different from TTT? Pre-task part is not set up properly. Also, too much Teacher Talk Time! Why not elicit the topic, better ICQs and CCQs? I could not watch this to the end, sorry.
I agree. I'm a CELTA, DELTA and ICELT tutor and will use this video to help candidates be aware of extraneous TTT, no context setting, explaining, echoing and inefficient checking answers and giving feedback. The task was rather poolry scaffolded as well.
Please, what do you mean by this abbreviation (ICQs and CCQs)
Yousss Yousss Instruction Checking Questions and Concept Checking Questions
keep the topic till the end
Unfortunately this is not a TBL lesson at all, it is a simple activity of some vocabulary for function - chunks. It was totally teacher centered, not student centered. The last stage of the activity is described more like a personalization exercise.
Too much teacher talk, sorry. This was not a communicative lesson. The students were talking far less than the teacher, and far less than they should as upper intermediate. Quite limited CCQs, or bad examples: (do you understand?, any questions?). Nice energy from teacher. The idea is great, but the execution needs attention. Thanks for video.
True. Her stile contradicts TCL as defined.
Great example of a speaking AVTIVITY, but this is not a task - any very far away from Task-based learning. First the teacher is talking too much, she did too much writing (learners should be doing the writing), and she is too frontal. This is the most inactive high intermediate group I have ever seen. If anything - they are upper beginners. Where's the product? TBL needs a final product which has to be presented by the students. This is an example of PPP not TBL.
Teacher talking time is very high, I think this is TTT not tasked based learning
I don’t agree with the order they put the negative sentences in.
?
Teacher talk time is very much. Also it seems that teacher has lost the track of work. Too much explanation is seen too.
Yes, she's trying.
If she wanted students to rank the degree of most to least negative, she should give them all the words and ask them to figure out by themselves first. Next, discuss in groups for like 2 mins. Afterwards, she should nominate one of them to put it up on the board. There's no thinking time and she echoes the answers too much.
You haven't moved on from your training days. The beauty of learning is being able to approach things your own way and still getting the same. outcome.
what did this class really learn? if I presented this to my tutor I think she would fail me. i think Ontesol needs to update its archives and ensure that its students, like me, are being presented material that meets the expectations of our tutor(s). This is NOT a task based lesson. Disappointed. This could have been a class on different ways people express themselves in North America. This teacher could have started the class by asking students the different ways they already know when it comes to these types of expressions. "Give me some words or phrases you know/ that you use when something bothers you/really bothers you/annoys you etc." Anyway, this instructor should listen to Rod Ellis.
Too much TTT, I didn’t find that much effective
What do you mean by this abbreviation (TTT)
@@yousssyousss4375 Teacher Talk Time, the class didn't appear to be active enough