Thank you for your talk. I'd like to point our TBL books which weren't mentioned. These are "Heads Up1" and "Heads Up2", Spoken English for Business, pitched at levels B1 and B2. They are published by Delta/Klett and written by Mark Tulip, Richard Nicholas and myself, Louise Green. The new editions which are going to print right now have extra online content which are suitable for pre-work experience students, while the book also contains tasks pertinent to people in work.
About grading students for their contributions in a group, one of my college professors requested us to complete a peer-evaluation rubric for each of our fellow group members. For instance, we ranked each person based on how much they contributed to discussion, research, preparing the presentation, design, or delivery. Then he used this to support his own sense of how much of the group grade was attributable to each person.
The written test (where the candidate is asked to provide information about his/her town) bears absolutely no resemblance to a 'task', partly because it is an exam, but also because it can be done successfully by a candidate with a good imagination. Both speakers seem to confuse functions with tasks (hence the rather odd example of giving directions). And the example of the bag exercise is no more artificial than pretending to advise somebody's non-existent college friends over your (possibly) non-existent town. But the biggest misconception here is from about 11.25 where the speaker suggests that 'the role of task is to enhance the material and to include more LL opportunities for learners'. Surely, as in CLIL (for example), it's the other way around? Surely - the role of the language is to enhance the outcome of the task! If you read anything about TBL, and you know Lee's work on task definition, you would never say what the speaker says at 11.30-ish. And unless you understand it this way, then it's impossible to say (as both speakers do) that you're 'assessing the task'. Sure - if the listener doesn't get to the station it might be the faulty instructions, but other variables might have entered too. How about this as an alternative (real) task? In the Cambridge exam, the candidates are given a town to look up and research online, and THEN make suggestions about what the 'college friends' might do, given one or two more variables written into the question. I could go on. But this video peddles the unfortunately outmoded idea that TBL can still be a language-led paradigm, whereas it isn't. Not now. It's a content-led paradigm, and that's why teachers want to learn about it. Unfortunately, this video won't help them, although I applaud the attempt to do so.
I see your point about the writing task being an exam task. But as I understand it, tasks should have face value for learners and if they give true or false information as a response to a task is not really relevant. So, the speaking (grammar) exercise they give with the bag apparently does not resemble real life and, although some students might still enjoy it, most students would not see much value in it as a real-life task. In contrast, they would see value in the writing task because it could indeed happen that their friends may write to them asking for advice visiting places in town and if they tell the truth or lie - that's up to them. I understand your idea about doing real research to give suggestions. It sounds like it would be a task for higher-level students where they would have to combine reading with writing like say EAP students often need to do. So this supposedly would help avoid "making things up". However, then it also seems like only those tasks that are based on texts (oral or written) would count as "tasks" because it's possible to verify if students give true or false information. Which means listening and reading would have to precede speaking and writing because for any other speaking or writing tasks, where students need to express their opinion or talk about their experiences, they can lie (because it may be easier under circumstances). For example, being an English learner, I could see myself say "Yes, absolutely" to an Ielts examiner's question simply because it's easier to agree and give reasons why than to partially agree (if that's what I really think) and discuss both yes and no. But it's up to me to choose what I say. If I lie, I realise I do it because I am not confident in expressing my opinion. But I still see value in the task because it resembles real life.
Hello, I am from India. I am also doing BEC VANTAGE. Can you make a video for improvement of reading and listening.I will be very thankful to you if you will make a video in this topic.
Hello. Interesting video. I have some questions though. Could somebody help me? Question 1 is about Lingauskill Listening. I do agree that this piece of listening is about something that can happen in real-life. But is this piece of listening a task? What communication problem has to be solved? Question 2 is about IELTS Writing. Where is the communication problem in this task? Maybe I do not fully understand what a communication problem is. Question 3: What is the definition of a communication problem with regard to LingaSkill Listening and IELTS Writing mentioned in this video? Thank you for you help in advance.
Although this is my first time learning about TBL I will take a stab at answers: 1. When listening to the machine say what the issue is with the ticket the audience will gain information they were missing before (the issue with the ticket) and once they have gained the knowledge they can then find a ticket agent and explain what they need (another task), or simply press another button on the machine to allow them to do a group check in (if such a thing were possible). TBL isn't just about a communication problem- it's an information gap. The person is missing info and needs to ascertain what he is missing. 2. Again, the communication is not just about person to person. Here it is what two graphs are showing and how to understand and analyse them, which is information a person just glancing at them cannot quickly ascertain. 3. Again, it is the same question you've stated twice, but now coming outright with it. I believe the communication in regards to how these speakers are using it is filling an information gap, either by listening to something (from another person, a message, or otherwise), reading something (an email, a graph, etc), or seeing something (they did not mention this, it just seems to follow)
I'm from Ethiopia, east Africa. I'm an English language teacher in one of private school. My students are always asking me to clarify linguistic form and focus in meaning teaching. How can i easily clarify linguistic form and meaning approach of teaching English grammar? I'm your regular attendant of your program. Thank you.
Hi thank you for the video. It was very useful. Can I ask you how can we prepare information GAP activities?I have at least 25 ss in every classrooms. If I am doing a inf. - GAP pairwork activity I need to prepare 12 different inf. - gap worksheets.Could you give me some idea about that please?
@@cambridgeenglishtv thank you for the answer. Please keep doing videos like this. I would like you to make videos about speaking activities and how can teachers encourage students to speak in English.
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Thank you for your talk. I'd like to point our TBL books which weren't mentioned. These are "Heads Up1" and "Heads Up2", Spoken English for Business, pitched at levels B1 and B2. They are published by Delta/Klett and written by Mark Tulip, Richard Nicholas and myself, Louise Green. The new editions which are going to print right now have extra online content which are suitable for pre-work experience students, while the book also contains tasks pertinent to people in work.
Great! Both the speakers explained TBLT very well. I watched it twice, enjoyed, and learned. Thank you, Organizer!
About grading students for their contributions in a group, one of my college professors requested us to complete a peer-evaluation rubric for each of our fellow group members. For instance, we ranked each person based on how much they contributed to discussion, research, preparing the presentation, design, or delivery. Then he used this to support his own sense of how much of the group grade was attributable to each person.
I'm from Mexico. Greetings, love your videos and teachings, thank you so much.
It was an amazing platform l really greatful to the efforts which presented in this channel 💙
Thanks a lot for your video, I really appreciated in particular the way Andrea explained the concept making appropriate examples. Greetings from Italy
Glad it was helpful!
I love what you explained everything, thank you so much!
Thank you for this enormous video...
Greetings from Brazil, professors. Thank you so much.
Great ideas for my research. Thanks
Thank you for uploading this video 👍🏼👍🏼👍🏼
A question I'd like you to please answer is: do you think that TBL is suitable for very beginners?
Yes, absolutely. As long as the task is appropriate and achievable.
The written test (where the candidate is asked to provide information about his/her town) bears absolutely no resemblance to a 'task', partly because it is an exam, but also because it can be done successfully by a candidate with a good imagination. Both speakers seem to confuse functions with tasks (hence the rather odd example of giving directions). And the example of the bag exercise is no more artificial than pretending to advise somebody's non-existent college friends over your (possibly) non-existent town. But the biggest misconception here is from about 11.25 where the speaker suggests that 'the role of task is to enhance the material and to include more LL opportunities for learners'. Surely, as in CLIL (for example), it's the other way around? Surely - the role of the language is to enhance the outcome of the task! If you read anything about TBL, and you know Lee's work on task definition, you would never say what the speaker says at 11.30-ish. And unless you understand it this way, then it's impossible to say (as both speakers do) that you're 'assessing the task'. Sure - if the listener doesn't get to the station it might be the faulty instructions, but other variables might have entered too.
How about this as an alternative (real) task? In the Cambridge exam, the candidates are given a town to look up and research online, and THEN make suggestions about what the 'college friends' might do, given one or two more variables written into the question. I could go on. But this video peddles the unfortunately outmoded idea that TBL can still be a language-led paradigm, whereas it isn't. Not now. It's a content-led paradigm, and that's why teachers want to learn about it. Unfortunately, this video won't help them, although I applaud the attempt to do so.
I see your point about the writing task being an exam task. But as I understand it, tasks should have face value for learners and if they give true or false information as a response to a task is not really relevant. So, the speaking (grammar) exercise they give with the bag apparently does not resemble real life and, although some students might still enjoy it, most students would not see much value in it as a real-life task. In contrast, they would see value in the writing task because it could indeed happen that their friends may write to them asking for advice visiting places in town and if they tell the truth or lie - that's up to them.
I understand your idea about doing real research to give suggestions. It sounds like it would be a task for higher-level students where they would have to combine reading with writing like say EAP students often need to do. So this supposedly would help avoid "making things up". However, then it also seems like only those tasks that are based on texts (oral or written) would count as "tasks" because it's possible to verify if students give true or false information. Which means listening and reading would have to precede speaking and writing because for any other speaking or writing tasks, where students need to express their opinion or talk about their experiences, they can lie (because it may be easier under circumstances). For example, being an English learner, I could see myself say "Yes, absolutely" to an Ielts examiner's question simply because it's easier to agree and give reasons why than to partially agree (if that's what I really think) and discuss both yes and no. But it's up to me to choose what I say. If I lie, I realise I do it because I am not confident in expressing my opinion. But I still see value in the task because it resembles real life.
Hello, I am from India. I am also doing BEC VANTAGE. Can you make a video for improvement of reading and listening.I will be very thankful to you if you will make a video in this topic.
Hello.
Interesting video.
I have some questions though. Could somebody help me?
Question 1 is about Lingauskill Listening. I do agree that this piece of listening is about something that can happen in real-life. But is this piece of listening a task? What communication problem has to be solved?
Question 2 is about IELTS Writing. Where is the communication problem in this task?
Maybe I do not fully understand what a communication problem is.
Question 3: What is the definition of a communication problem with regard to LingaSkill Listening and IELTS Writing mentioned in this video?
Thank you for you help in advance.
Although this is my first time learning about TBL I will take a stab at answers:
1. When listening to the machine say what the issue is with the ticket the audience will gain information they were missing before (the issue with the ticket) and once they have gained the knowledge they can then find a ticket agent and explain what they need (another task), or simply press another button on the machine to allow them to do a group check in (if such a thing were possible). TBL isn't just about a communication problem- it's an information gap. The person is missing info and needs to ascertain what he is missing.
2. Again, the communication is not just about person to person. Here it is what two graphs are showing and how to understand and analyse them, which is information a person just glancing at them cannot quickly ascertain.
3. Again, it is the same question you've stated twice, but now coming outright with it. I believe the communication in regards to how these speakers are using it is filling an information gap, either by listening to something (from another person, a message, or otherwise), reading something (an email, a graph, etc), or seeing something (they did not mention this, it just seems to follow)
I'm from Ethiopia, east Africa. I'm an English language teacher in one of private school. My students are always asking me to clarify linguistic form and focus in meaning teaching. How can i easily clarify linguistic form and meaning approach of teaching English grammar? I'm your regular attendant of your program. Thank you.
Can I share your this TH-cam video in my website, so can my colleagues can watch it?
Yes, please do :)
Thank you very nice
Very nice Andrea Ma'am
Thanks for liking
Hi thank you for the video. It was very useful. Can I ask you how can we prepare information GAP activities?I have at least 25 ss in every classrooms. If I am doing a inf. - GAP pairwork activity I need to prepare 12 different inf. - gap worksheets.Could you give me some idea about that please?
The pairs can do the same information gap task. You don't need to prepare a different one for each group.
@@cambridgeenglishtv thank you for the answer. Please keep doing videos like this. I would like you to make videos about speaking activities and how can teachers encourage students to speak in English.
thanks so much
You're welcome!
Is this what they call Communicative Language Approach?
No
Greetings from Nicaragua
Hello, I am from Mexico.
Estos tres si que saben
Good to hear polish people
Hi Thelma from the Phil
What is the differences between TBL, TBLT, TBI?
i guess there is none
hello,i'm from bangladesh..
I'm from Egypt.
16:49
From pak
I'm the first