Course paper on the theme «Tools for learning: technology and teaching strategies» Done by: Sodiqova Iroda

In the physical classroom (with a group of 10-15 teenagers)

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  Greeting and warm-up: While the students are settling in, you can play a song that’s popular among your students. You can let them sing along if they know the song well!
  
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  Assign the task and give instructions: “Create your own music video in groups of 4-5 students using a song of your choice. Everybody has to have a role, from managing the camera to coming up with choreography to performing in the video. You have this lesson for planning and the next lesson for filming. We will watch all of the videos in the third lesson and give feedback to each other.”
  
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  Do the task: Let students gather in groups and start planning their video. Monitor their language and teamwork, and take notes. Make sure that everybody is engaged and involved and that there are no students who are just standing by.
  
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  Review: Before the lesson ends, give brief and motivating feedback to the students, and praise them for their efforts and their use of the language. Remind the students to be ready to start filming during the next lesson.
  

In the online classroom (with around 5 young learners)

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  Greeting and warm-up: Call out each student’s name and show each of them a card with a different word on it. It could be “dog,” “play,” “boy,” “girl,” “sunny,” etc. Have each student read their word out loud.
  
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  Assign the task and give instructions: “Create a short story that includes all of the words I gave you just now. You can decide the order of the words and how you use them in your story. You can add as many words and plot twists as you like. Each student has to contribute at least one sentence. Please start.”
  
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  Do the task: Watch the students on camera and take notes. If communication between them comes to a standstill, you can provide some support by asking questions, such as “What do you think could happen next?” or “Who can come up with the next idea?” or “Who wants to include their word next?” Your support should encourage the students to participate without giving them an idea straight away. Finally, have the students write down the story that they created. They can then take turns reading it out loud, one sentence at a time.
  
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  Review: Praise your students for their effort and teamwork, and applaud their story. Let the students have time for self-reflection and respond to questions such as “What did you do especially well today?” or “What would you like to improve for next time?”
  

If you’re not comfortable with task-based language teaching just yet, don’t let that discourage you. You can envision using this teaching method as your personal task. Set yourself a goal, try TBL out in your next lesson, and review your class afterward to reflect on what to improve and what went well!