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Task-Based Approach For Online Classes

This document presents a methodology for conducting task-based English lessons both face-to-face and online. For face-to-face lessons, it recommends three stages: a pre-task, task cycle, and language analysis. The task cycle involves task completion, planning a report, and reporting. For online lessons, it acknowledges challenges like technical issues and lack of interaction. However, online lessons also provide language learning opportunities. The document proposes adapting Willis' model for online lessons by having the reporting and language analysis stages during the online lesson, with other stages completed at home.

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yesopunk
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51 views

Task-Based Approach For Online Classes

This document presents a methodology for conducting task-based English lessons both face-to-face and online. For face-to-face lessons, it recommends three stages: a pre-task, task cycle, and language analysis. The task cycle involves task completion, planning a report, and reporting. For online lessons, it acknowledges challenges like technical issues and lack of interaction. However, online lessons also provide language learning opportunities. The document proposes adapting Willis' model for online lessons by having the reporting and language analysis stages during the online lesson, with other stages completed at home.

Uploaded by

yesopunk
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
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COLEGIO DISTRITAL

AULAS COLOMBIANAS
SAN LUIS I.E.D
Teacher: Yesid Abril Molina

Task-based methodological lesson plans


for Face-to-face and Online English classes

In this part I will present the results I got from a little research about
how to carry out a task-based lesson in a classroom (face-to-face)
and how this approach can be applied to online classes.
 A Task-based methodology for face-to-face classes (classroom
classes)
Before introducing a proposed methodology of lesson planning,
application and assessment for online lessons, it is necessary to
check the main structure that task-based lessons should have in face-
to-face classrooms:
As we can see in the figure, Willis (2012) proposed three stages that
a task-based lesson should have to perform tasks properly:
A pre-task, a task-cycle and a language analysis phase. During the
pre-task the teacher introduces the topic and provides activities to
help students to activate possible background knowledge as well as
exposing them to new words, expressions or phrases, this can be
done through games, activities, using pictures, etc. The teacher
makes sure the students understand the instructions and what they
will have to present as a task result in the reporting stage. Next, in
the task cycle students are faced to complete the task, to plan the
report and to report it; the task completion can be done individually
or in groups and the teacher monitors the activity and provides
guidance and support; in the planning stage the teacher provides
students time to prepare the report, the teacher can provide support
in language use; in the report stage the students explain or show the
tasks outcome, the teacher stablishes, the presentations’ order and
provides feedback in content and form; finally, the teacher focuses
on language accuracy providing analysis (comparison of tasks,
mistakes and error correction, etc.) and stablishes a post-task to
practice the forms studied; in the practice, students practice forms
checked during the analysis (e.g., interviews, memory games,
dictations, debates, drills). The teacher may ask students to repeat
the task as a form of promoting practice. Take a look to the next
lesson plan:
 A face-to-face task-based lesson plan model:
The previous lesson plan has a pre-task, a task cycle (with planning
time and report), a focus on language (language analysis and practice
activity). In the pre-task the teacher starts a discussion; during the
task, students have time to plan what they will report; during the
language focus the teacher makes emphasis on forms, this lesson
contain phrases about economic growth, and an explanation of noun
phrases (analysis). In the practice stage, the teacher proposes a
memory activity, then a repetition of the task and a conclusion.
 A Task-based methodology for Online classes

The Covid-19 disease, that has affected the world along 2020, has
challenged all human beings to come up with different ways to
survive; this includes, trying to continue performing their daily
activities and jobs using different methods to accomplish them.
Schools and teachers have had to come up with ways to keep
providing top-notch education using multiple tools to provide
remote education, in order to avoid the possible dangers to health
that could cause exposure to face-to-face classes.
In order to keep providing the education service, teachers have come
to use virtual tools such as: online classes, e-mails with activities,
educational platforms to keep track of students’ assignments and
activities, handouts to be picked up at school at certain times, among
other multiple ways to keep students learning and motivated;
however some teachers and students have noticed that virtual
classes may be hard to carry out especially if they have to work with
multiple students at the same time.
Regarding English language, there is not much research about
teaching online to multiple students at the same time, however
some researchers have detected some difficulties and issues that
may come up during online classes, for instance: online classes do
not work as good as they work face-to-face (Baralt 2014), students
may focus their attention to technical issues or problems that might
occur during an online lesson as well as doing other thing in their
computers like checking social networks, chatting or other activities
that might interfere with teacher instruction and students’ attention
(Stickler 2015), to reach interaction, formation of trust and to
socialize are essential elements of a good class but it is very difficult
to fulfill these features during online classes (Bralt 2016), students
may feel nervous during online interactions (Coverdale 2000),
teachers have to use multiple tools online in order to promote and
scaffold interaction, knowledge understanding and construction,
which requires a big effort on behalf of the teacher; students tend to
prioritize avoiding showing their face during the task completion
which can negatively affect meaning negotiation.
However, to provide classes online provide language learning and
practice chances to people that cannot study the language because
of geographic or other limitations, in this case because of the covid-
19 disease, besides working online provides practice on the use of
technologies (ICT) for learning and acquiring web literacy skills.

 How to prepare task-based teaching online lesson plans and


activities

After reviewing the elemental parts of a task-based teaching in face-


to-face contexts proposed by Willis (2012), Barald (2017) based on
Willis models proposed a lesson plan model suitable for online
language teaching classes; in this methodological model the report
stage of the class and the focus language analysis stage are both
done during the online lesson with the teacher, the other stages of
the class are done by the students at home. The following
methodological lesson plan model is composed of the following
stages:
 A methodological lesson plan to carry out online task-based
English lessons

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