Leuven, Centrum voor Taal en Migratie
Task-Based Language Teaching, September 21-23 2005, Belgium
Ann De Schryver and Jes Leysen, p.1/2,
teacher trainers “Dutch as a Second Language”
University of Antwerp, Campus Drie Eiken, D0.35
Universiteitsplein 1, 2610 Wilrijk
Belgium
,
Where am I supposed to sit? What am I supposed to do?
Giving instructions when working with complex tasks:
how to prepare teachers.
I)Introduction: What is the problem?
-Simple tasks and complex tasks: examples (Arabic, Russian: easy = learners recognise the format, e.g. multiple choice; difficult = several phases and materials with different tasks)
-Long and “complex” instructions, various materials: an example.
-Target language is the same as the language in which the instructions are given.
-Teachers have to obtain competency in giving clear instructions under these conditions, it is not an obvious thing.
II)Our approach
1)Open learning course
-Questions and tasks to be assimilated at home. A key is provided.
-E.g. write down the instructions for A/B-task “Find the differences”.
On the internet (in Dutch):
2)Class activities
a)Make a survey of points to keep in mind when giving instructions
See p.2 (survey we aim at).
b)Video fragments: apply the tips
E.g. miming activity (two examples: see references).
c)Peer teaching: ‘students’ and ‘teachers’/observation
-A task everybody knows, few materials (information gap with 4 pictures).
-Tasks the ‘students’ don’t know, more materials (recipes; puzzle)
III)Conclusions
-Fewer problems during in-training: teacher trainees are aware of the problem and prepare better.
-Even when the trainees have become experienced teachers, they tell us that they turn back to what they were taught in these lessons.
Ann De Schryver and Jes Leysen, p.2/2
Where am I supposed to sit? What am I supposed to do?
Giving instructions when working with complex tasks:
how to prepare teachers, p.2/2
IV)Survey (II 2 a)
Points to keep in mind when giving instructions
In general
1. Start with simple tasks.
Tips concerning the contents and the language of the instructions
2. Avoid using complicated structures and unfamiliar words.
3. Check whether the instructions have been understood.
4. Write catch words on the blackboard (offer visual support).
5. Group the instructions belonging to the various activities of a task.
6. Whenever possible, give an example.
Tips concerning practical organisation
7. Ask the students to do the practical things first (make groups, move tables, …), only then give them the instructions.
8. Never change the instructions while the students are working.
9. Use coloured cards or numbers to rotate students.
10. Think about the number of students beforehand, think up alternative plans in case you have more or fewer students than you expect.
Tips concerning the materials
11. Hand out the materials before or after giving the instructions, not while you are speaking.
12. Hand out the right materials for that part of the task they are about to start.
Tips concerning the final product.
13. Clearly describe the written or oral result you want the students to produce.
14. If the result is to be handed in, provide working sheets.
15. Impose time limits.
V)References
-The British Council: Language Teaching and Learning Programmes. A video-based teacher training package at certificate level. Programme 8: Giving instructions. 1993.
-Article in Dutch:
De Schryver, A., Leysen, J, Hauwe, J. van den: Waar moet ik gaan zitten? Wat moet ik doen? Het geven van duidelijke instructies bij taken. In: Vonk (Tijdschrift voor de Vereniging voor het Onderwijs in het Nederlands), 27ste jrg., nr. 3, jan-feb 1998, p.33-41.
-Ur, P.: Discussions that Work. Task-centred fluency practice. Cambridge University Press, 1981.
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