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Language exercise

Write the past tense form of these verbs: go, is, are, do,
have, work, study, buy, pick, make, put, read.

Now think of four things you did yesterday. Write

sentences in the blanks.
First I got up and _______________________________
Then, ________________________________________
Next, ________________________________________
Finally, _______________________________________

http://www3.telus.net/linguisticsissues/syllabusdesign.html
rommunicative activity
Write three hobbies or activities you like / like doing.

1. _____________________________________________
2. _____________________________________________
3. _____________________________________________

Ask each person in your group what they like / like doing.
Decide on a suitable gift for each person.

http://www3.telus.net/linguisticsissues/syllabusdesign.html
edagogical tasks
List three things you¶re thinking about doing this week.

  




1.
2;

Group work. Tell your partners what you¶re thinking about

doing. For each activity, get a recommendation and a
reason from three different people. Then write the best
recommendations in the chart.
http://www3.telus.net/linguisticsissues/syllabusdesign.html
Ö

  ——
Task Based Learning and Teaching focuses on the use of  



 
and on asking students to do 


   using the
target language. It is based on the belief that students may learn more
effectively when their minds are  
 

, rather than on
the language they are using.
In a task-based lesson the teacher doesn't pre-determine what
language will be studied, the lesson is based around the 


  

  and the language studied is determined by what
happens as the students complete it.

TBLT provides learners with natural
 
(

 ), chances to 


 
without fear of getting things wrong) to express what they
want to mean (  ), to focus 
 
 
 

 

as they proceed from Task to Report stage, and to 




.
 —   ——
  ·tudents are free of language control. In all three stages they must
use all their language resources rather than just practicing one pre-
selected item;
  A natural context is developed from the students' experiences with the
language that is personalized and relevant to them;

  They will be exposed to a whole range of lexical phrases, collocations

and patterns as well as language forms and the language explored
arises from the students' needs. This need dictates what will be covered
in the lesson rather than a decision made by the teacher or the
coursebook;

  It is a strong communicative approach where students spend a lot of

time communicating;

  It is enjoyable and motivating.

 —
  —  

!
   
 

  
    

  

 
 
   
  


suggested by Janes Willis on www.willis-elt.co.uk/conferences.html

 ———

re--task - Kntroduction and task.

re

Task cycle - Task planning and report.

Language focus - Analysis and practice.

 (      ! 

re Task
The teacher 
 
 
 and gives the students

 
 
 on what they will have to do at the task
stage and might 
 
 

  
 


 
that may be useful for the task. The pre-task
stage can also often include playing a recording of people
doing the task. This gives the students a 
 
 
  



  
. The students can take
notes and spend time preparing for the task.
 (      ! 

Task
The students 

 in pairs or groups
using the language resources that they have as
the teacher monitors and offers encouragement.
 (      ! 

lanning
·tudents prepare a    


 to tell the
class what happened during their task. They then practice
what they are going to say in their groups. Meanwhile the


   
for the students to ask for advice to
clear up any language questions they may have.
 (      ! 

Report
·tudents then 
   
   
 




. The teacher chooses the order of when
students will present their reports and may give the
students some   

 on the content. At this
stage the teacher may also play a recording of others
doing the same task for the students to compare.
 (      ! 

Analysis
The teacher then  


  from the text
of the recording for the students to analyze. They may ask
students to notice interesting features within this text. The
teacher can also highlight the language that the students
used during the report phase for analysis.

.
 (      ! 

ractice
Finally, the teacher selects 
 

  

based upon the needs of the students and what emerged
from the task and report phases. The students then do
practice activities to increase their confidence and make a
note of useful language.
 Why TBLT?
Grammar is far too complex and extensive to explain and practice
bit by bit;

Learners often avoid speaking because they are worried about

getting their grammar right;
Tasks give learners the chance to focus on using language to create
their own meanings ± using words and expressions they can recall,
and then refine and build on that language as the task cycle
progresses;

When they find they can achieve the task goals, even with their
limited English, they gain confidence, feel liberated, their motivation
increases, they learn more and become better communicators.
  "

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re Task Instructions
Task Arranging the meeting
lanning Write an e-mail
Report Read the e-mail
Analysis Teacher¶s feedback

ractice Redo or practice through

a different activity
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