3 lessons x 90 minutes each
Course Kit information
The activities that students’ do each week contribute to the overall assessment. The completion of the final task summarizes the whole process and gives accurate insights into the fulfillment of objectives or not. Assessment is in groups.
Videos, chapters, papers, power point presentations
BA and/or MA students
We would recommend a student evaluation based upon teachers’ observation and peer evaluation.
Digital competences developed are:
Cognitive domain: evaluating
Complexity of tasks: different tasks and problems.
Autonomy: able to adapt to others in a complex context.
Knowledge: advanced knowledge, involving a critical understanding of theories and principles.
Cognitive domain: creating
Complexity of tasks: resolve complex problems with limited solutions.
Autonomy: integrate to contribute to the professional practice and guide others.
Knowledge: highly specialized knowledge, some of which is at the forefront of knowledge in a field, as the basis for original thinking and/or research.
LESSON 1. 90 minutes [POWER POINT PRESENTATION #1]
1: Icebreaking Getting to know each other (duration: 20 minutes)
- Using wonder.me students will perform a group dynamics. The following name game could be a starter: https://www.youtube.com/watch?v=Pd8_pZ2wHo8. Besides, extra information like academic background and goals in future life could be asked by the teacher/moderator.
- Professor’s role: moderator
- Students’ role: active participants
- Teacher explains what Task Based Language Teaching is and provides different definitions and examples.
- Teacher divides students in groups (avoiding that students from the same institution work together) and asks them to agree on their own definition of “task” based on existing interpretations.
- Students watch the YouTube video featuring Rod Ellis and are asked to jot down main ideas of what they find more relevant. https://www.youtube.com/watch?v=zdRibzXW2TI
- Students discuss in their intercultural groups the ideas they have written down.
Homework. Read the following chapters:
- Van den Branden, K. (2006). Introduction: Task-based language teaching in a nutshell. In K. Van den Branden (ed.), Task-Based Language Education: from Theory to Practice, Cambridge University Press, pp. 1-16.
- Ellis, R. (2020). The pedagogic background to task-based language teaching. In R. Ellis et al. Task-Based Language Teaching. Theory and Practice, Cambridge University Press, pp. 3-26.
- Watch this video for more information: https://www.youtube.com/watch?v=jsBTQgE8uhw&t=1872s
LESSON 2: 90 minutes [POWER POINT PRESENTATION #2]
- Teacher explains how to design an ICT based-task.
- Students are asked to design an ICT input-based and an ICT output-based task to teach foreign languages. They work in groups. Students are encouraged to check petallproject.eu website for more ideas and examples.
- Final project: students are asked to design and record the following task: create a dubbing task for EFL learner. They will have to select a video clip and make up the dialogues (the more original the better. They are encouraged to use their imagination to make it as creative as possible). This task helps improving their digital competencies, using authentic audiovisual material; reinforcing linguistic, pragmatic and cultural elements; and increasing students’ interaction.
Homework. Read the following papers:
- Lopes, A.M.B.; Ruiz-Cecilia, R. (2017). Designing Technology-Mediated Tasks for Language Teaching: A Methodological Framework. Hacettepe Journal of Education 32(2), pp. 265-279.
- Huang, H.-T. D. (2022). Investigating the influence of video-dubbing tasks on EFL learning. Language Learning & Technology, 26(1), 1–20. https://hdl.handle.net/10125/73489
LESSON 3. 90 minutes
Students share the tasks they have done, and the rest of groups comment on and evaluate them from a constructive point of view (weaknesses and strengths to help them improve).