01:18:36 Ponpokurin Sensei: lol!!! 01:18:47 Alex MacGregor: Springboard 01:18:51 Bill Pellowe: Can I get a sample copy of that? Sounds awesome! 01:18:57 Alastair Graham-Marr: LOL! 01:21:04 Suzy Connor: It’s good thing it doesn’t exist:the hot air balloons would be a fire hazard. 01:21:04 Ponpokurin Sensei: Classical PPP 01:21:59 Ponpokurin Sensei: time filler 01:23:08 Tim Pritchard: Do you think students are actually comfortable with PPP as it’s familiar, as well as teachers and publishers being happy with it 01:24:06 Alastair Graham-Marr: Good question, I’ll make sure Paul and Justin address this one . . . 01:24:23 Dominic: Sure. They are in a second language class, so they like (need?) scaffolding to know what is happening and going to happen next. 01:25:12 Paul Leeming: I would argue that TBLT is more appropriate-I will try to address this later. 01:25:41 I. Rossiter: I haven't. 01:25:41 Ponpokurin Sensei: Agent orange? 01:25:50 Paul Leeming: Brother Orange 01:25:55 Ponpokurin Sensei: Ah 01:35:25 Ponpokurin Sensei: How long are learners allotted to complete this task 01:35:51 Paul Leeming: That really depends on the class. I would say CEFR B1 students need about five minutes. 01:35:53 I. Rossiter: Oh! That story! 01:36:47 Bill Pellowe: Did he get his phone back? 01:36:57 Paul Leeming: Yes! He gave it him back! 01:42:15 Ponpokurin Sensei: What is the real@world outcome here? 01:42:59 Paul Leeming: Not real world. Ellis and many others have moved away from the "real world" idea. It is a non-linguistic outcome 01:43:13 Paul Leeming: The classroom is a "real world" in itself 01:43:18 Ponpokurin Sensei: Thank you 01:44:52 Suzy Connor: If anyone thinks that the classroom isn’t real-world probably never had students engaging in drama! 01:47:43 Alastair Graham-Marr: I would ask, how to you address student assessment in a TBLT approach? 01:47:47 Charlotte Murakami: Isn’t the TBLT approach better for B1 - A2 CEFR levels than A1- A2 students who are often unsure of what word needs to come next in a statement? Isn’t it better to have something for them to refer to in the textbook, so that they can better generate their own statements? 01:48:09 Charlotte Murakami: * B1 - C2 01:48:19 Charlotte Murakami: Sorry A1 - C2 01:50:01 Tim Pritchard: Eiffel Tower …u e? 01:53:46 Alex MacGregor: While encouraging learners to use their own linguistic resources, what are your thoughts about L1 usage? 01:53:51 Bob Jones: The mongen example - What Jack Richards called "the teachable moment" 01:55:41 Curtis kelly@kansai-u.ac.jp: Yes, translanguaging, big in L1 countries 01:55:44 John Racine: Was the difficult part of putting together your textbooks balancing the TBLT approach (tasks/meaning/communication over focus on language/form) with providing enough language to complete the tasks? Was the back-of-booking the way around this dilemma? 01:55:58 Curtis kelly@kansai-u.ac.jp: Teachable moment history here https://en.wikipedia.org/wiki/Teachable_moment 01:56:06 Sanaz: could you please say about the proper time for each task? 01:56:29 Charlotte Murakami: You mentioned teaching in the ‘post-task’, but this means you would have to hear them speak in order to hear the ‘gaps’. I can see this happening easily in an Eikaiwa class. How do you do this in a class with 40 students? 01:56:52 Bob Jones: Curtis Kelly, thaks for that. 01:57:08 Bob Jones: I mean "thanks" 01:58:20 Curtis kelly@kansai-u.ac.jp: As TBLT author, I have problems with “back of the book” only. 01:59:19 Curtis kelly@kansai-u.ac.jp: As Alastair knows… 01:59:24 Alastair Graham-Marr: :-) 01:59:31 Alastair Graham-Marr: Yeah, let’s cover that one, good discussion 02:00:12 Ponpokurin Sensei: Are there inspection copies available 02:00:25 Alastair Graham-Marr: Yes 02:00:26 Alastair Graham-Marr: :-) 02:00:34 Alastair Graham-Marr: I’ll get to that soon! :-) 02:00:49 Curtis kelly@kansai-u.ac.jp: Part of it is related to Ellis’s principle of Ss using ONLY own resources 02:01:03 Ponpokurin Sensei: how do we get inspection copies 02:01:11 Alastair Graham-Marr: al@abax.co.jp 02:01:18 Ponpokurin Sensei: Thank you 02:01:22 Alastair Graham-Marr: Name/address and we’ll get them off on Monday 02:01:24 Alastair Graham-Marr: :-) 02:02:49 Curtis kelly@kansai-u.ac.jp: Sorry I was asleep 02:03:18 Ponpokurin Sensei: negotiated exposure 02:06:21 Ponpokurin Sensei: The tblt coolaid 02:06:40 Alastair Graham-Marr: Steve, Bill, what time should we wrap it up 02:07:47 Steve Paton: Ahhhh… if questions are still coming in and the presenters aren’t keeling over,… 02:08:22 Steve Paton: Perhaps we could take x more questions? 02:08:34 Steve Paton: 5, 3,? 02:08:44 Bill Pellowe: x=3 02:08:46 Alastair Graham-Marr: Sounds good, question bank is dry is someone else has a comment/question!? :-) 02:08:49 John Racine: I gotta go. Gentlemen, great job! Al, please send me a copy. 02:08:55 Alastair Graham-Marr: Thanks, John! 02:08:56 Bill Pellowe: Bye John, thanks for coming! 02:09:12 Alastair Graham-Marr: John, Level? 02:10:40 Curtis kelly@kansai-u.ac.jp: Assessment for learning. This sounds interesting. 02:11:59 Curtis kelly@kansai-u.ac.jp: Sounds good …but had 02:12:02 Curtis kelly@kansai-u.ac.jp: hard 02:12:13 Curtis kelly@kansai-u.ac.jp: Good comment Paul. 02:14:42 Charlotte Murakami: he argument I am hearing here is ‘no input’ but rather ‘exposure’. Here, however, ‘exposure’ means listening to other A1 students’ pidgin English and gestures (their existing resources). Then, there is a generic ‘teachable moment’ (not easily accessible in the book) from the teacher. In TBLT, should teachers then get the students to have another go at refining what they have just said? 02:14:54 Charlotte Murakami: *The 02:15:48 Bill Pellowe: My understanding of reading Willis and tasks is that a final presentation is when students polish up their language to make a presentation. 02:16:49 Curtis kelly@kansai-u.ac.jp: So, lets say you have a TBLT lesson on talking about. Photo Could’nt you have a test question like ask 5 questions about it? 02:17:42 Ponpokurin Sensei: INTERLANGUAGE!!! 02:17:54 Curtis kelly@kansai-u.ac.jp: Good comment Charlotte 02:19:23 Dominic: Task repetition allows students to improve, and know that they are improving. 02:19:54 Bob Jones: The 4-3-2 approach? 02:20:11 Curtis kelly@kansai-u.ac.jp: Task repetition is critical for mastery 02:20:36 I. Rossiter: My apologies, but I have another engagement tonight. Thank you for holding this. 02:21:04 Case(ケイス) Stephen(スティーブン): Thank you everyone involved! Great discussion. 02:21:11 Alastair Graham-Marr: Thanks, Stephen! 02:21:19 Ponpokurin Sensei: Text books like Tombstone? 02:21:44 Dominic: What is "The 4-3-2 approach?" 02:21:46 Ponpokurin Sensei: OOOPsI mean Touchstone 02:22:26 Curtis kelly@kansai-u.ac.jp: Interesting, Alastair 02:25:05 Bob Jones: Answer to Dominic's question to me. Excuses the typos. As an example, students sit facing each other, they each give a 4 minute presntation, then change partners and give the same presentation for three minutes, than change again and give the same presentation for two minutes. Paul Nation is a great advocate of this approach. 02:25:31 Dominic: Thanks Bob! 02:25:34 Curtis kelly@kansai-u.ac.jp: I’d like to add, Justin, that just having language visible with no action on it, but available for students to access is an even different level. 02:27:01 Alex MacGregor: The reflection with teacher and participant input/feedback around these presentations is key. 02:28:35 Bob Jones: Sorry, I have to go now but thanks, guys. It's been a great presentation and given me plenty to think about when I start planning for next semester. 02:28:38 Ponpokurin Sensei: My students at Kindai need to give 02:28:51 Ponpokurin Sensei: me a good review to get a good mark 02:29:16 Alastair Graham-Marr: al@abax.co.jp 02:29:36 Steve Paton: The video of this will be at fukuokajalt.org within a week hopefully 02:29:58 Justin Harris: https://www.buzzfeed.com/mjs538/i-followed-my-stolen-iphone-across-the-world-became-a-celebr 02:30:08 Martin Spivey: Thank you very much everyone. Really interesting talk, Paul and Justin! Would like to check the textbook out. 02:30:21 Curtis kelly@kansai-u.ac.jp: That is such a great story. 02:30:37 Bill Pellowe: Ready to turn off the recording? 02:31:02 Ponpokurin Sensei: Thank you J and P 02:31:14 Curtis kelly@kansai-u.ac.jp: So sorry I was late 02:31:14 Mark T.: THanks. 02:31:15 Paul Leeming: Thank you all.