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===Defining a ‘Task’===
* A task is a goal directed.
* A task involves a primary focus on meaning.
* The participants choose the linguistic resources needed to complete the task.
* A task has a clearly defined outcome.
===Types of Task===
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===An Example of a Pedagogic Task===
* Four students – each has one picture and describes it to the rest of the class.
* Students from the rest of the class ask the four students questions about their pictures.
* One student from the class tries to tell the story.
* If necessary Steps 2 and 3 are repeated.
===Some Typical Pedagogic Tasks===
* Information-gap tasks (e.g. Same or Different)
* Opinion-gap tasks (e.g. Balloon debates)
* Personal tasks
Note: Tasks can be dialogic or monologic; they can be performed orally or in writing.
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Look at the e-mail message below. Listen to Mr. Pointer’s instructions on the tape. Make notes if you want to. Then write a suitable reply to Lesieur.
''Dear Mr. Pointer,''
''Please send flight number, date and time of arrival and I will arrange for someone to meet you at the airport.''
''Lesieur.''
===A Focused Task===
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===A Framework for Describing Tasks===
* Goal
* Input
* Conditions
* Predicted outcomes:
a. Process
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===Designing a Task-Based Curriculum===
* Select task types according to general level.
* Determine the themes/topics of the tasks
* Grade tasks in terms of task difficulty
* Specify language/skills/ text types required to perform the task.
===The Methodology of Task-Based Teaching===
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Three phases in a task-based lesson:
# Pre-task phase
# Main task phase
===1. The Pre-Task Phase===
Some options:
* Allow the students time to plan.
* Provide a model
* Do a similar task
* Pre-teach key linguistic items
===2. The Main Task Phase===
Some options:
* Whole-class vs. small group work
* Set a time for completing the task.
* Vary the number of participants.
* Introduce a surprise element.
* Tell students they will have to present a report to the whole class.
===3. The Post-Task Phase===
Some options:
* Students give a report.
* Repeat task (e.g. students switch groups)
* Consciousness-raising activities.
===Focusing on Form===
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===Three Types of Focus on Form===
# Reactive focus on form (error correction)
# Teacher-initiated focus on form
===Reactive Focus on Form: An Example===
:T: What were you doing?
:S: I was in pub(2)
:S: I was in pub
:T: In the pub?
:S: Yeah and I was
===Dual Focus===
:Learner 1: And what did you do last weekend?
:Learner 2: … I tried to find a pub where you don’t see – where you don’t see many tourists. And I find one
:Teacher: Found.
:Learner 2: I found one where I spoke with two English women and we spoke about life in Canterbury or things and after I came back
:Teacher:
===Problems and Solutions===
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Problem -> Solution
# Students unwilling to speak English in class. -> Use small group work; allow planning time; learner training
# Students develop pidginised language system -> Select tasks that demand fully "grammaticalised" language
===Problems with the Educational System and Solutions===
# Examination system -> Develop new more communicative exams
# Large classes -> Use small group work; develop tasks suited to large classes.
===Conclusions===
* Task-based teaching offers the opportunity for ‘natural’ learning inside the classroom.
* It emphasizes meaning over form but can also cater for learning form.
* It is intrinsically motivating.
* It is compatible with a learner-centred educational philosophy.
* It can be used alongside a more traditional approach.
==Useful references==
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