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Ten Tips for Terrific Tasks

Ten Tips for Terrific Tasks. Robert S. Williams The American University in Cairo rwilliams@aucegypt.edu Egypt TESOL 2005 Cairo, Egypt This PowerPoint is available at: http://www.aucegypt.edu/faculty/rwilliams/downloads.htm. What is a Task?.

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Ten Tips for Terrific Tasks

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  1. Ten Tips for Terrific Tasks Robert S. Williams The American University in Cairo rwilliams@aucegypt.edu Egypt TESOL 2005 Cairo, Egypt This PowerPoint is available at: http://www.aucegypt.edu/faculty/rwilliams/downloads.htm

  2. What is a Task? “Tasks are activities that call for primarily meaning focused language use. In contrast, exercises are activities that call for primarily form-focused language use. However, we need to recognize that the overall purpose of tasks is the same as exercises – learning a language – the difference lying in the means by which this purpose is achieved” (Ellis 2003: 3)

  3. What is a Task? A task is a goal directed activity. 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.

  4. What is a Task? A task is a goal directed activity. 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.

  5. Task vs. ExerciseEllis (2000: 197)

  6. How is a Task Used in the Language Classroom? A task is used primarily to build communicative competency and fluency skills. A task can also enhance linguistic (grammar) skills, but this is not the main purpose of using a task. Content or theme-based teaching approaches can rely heavily on tasks. Teaching approaches based on linguistic structure can use tasks to support structural teaching.

  7. From an interactionist perspective, a task is a work plan that provides the opportunity for students to negotiate meaning (Long 1989) From a sociocultural perspective, a task is a framework for learning by problem solving in a social event (the Vygotskian model). From both perspectives, a task is the main framework for cooperative and collaborative learning. Tasks in Communicative Approach Language Teaching

  8. Why Use Tasks? Tasks: provide for natural learning in the language classroom. are primarily focused on meaning, but can also be used to teach form. are learner centered, call for a high degree of interaction, and are highly communicative. can be used with more traditional approaches.

  9. How do I Use a Task: Task Methodology A task can be broken into three phases: • Pre-task phase • Main task phase • Post-task phase

  10. Task Methodology: Pre-task Phase Teach any necessary linguistic items (grammatical structures, vocabulary items, pragmatic routines, etc.) that are necessary for task completion. This is where you can focus on grammar. Possibly provide a model of the task, or do a similar along with the students. Decide whether the task will be done as whole-class or small group work. If group work, divide the students into groups. Provide a clear set of task instructions, that specify the purpose of the task, its outcome, and what participants need to do to reach the outcome. Make sure students understand the instructions. Allow the students time to plan for the task.

  11. Task Methodology: Main-task Phase Students discuss the instructions among themselves and decide how to proceed with the task. Students carry out the task and complete the report to the class. The teacher should be an active part of this phase, circulating among task groups in order to help if needed and to ensure that students are working on the task and using the target language.

  12. Task Methodology: Post-task Phase Students give a report which shows or demonstrates the completed task goal. Groups are evaluated solely on whether or not and how well they completed the work specified by the goal. If the tasks are short, they can be repeated During the reporting phase, the teacher can also focus on grammatical form of the reports, by giving some kind of feedback.

  13. Examples of TasksWhat communicative and linguistic skills would each address? Call the airline and ask about booking a flight. Check details, such as availability, cost, time of departure, and time you have to be at the airport. Write a resume for a person, then look at the employment ads in newspaper. Make a list of jobs for which that that person is qualified to apply. Get to know another student in the class, then introduce that student to the class.

  14. Real-World Tasks Real-world tasks: • Booking an airline ticket • Borrowing a library book • Filling in forms • Following map directions Tasks with some real-world relationship: • Describing a picture so someone else can draw it • Identifying differences in two pictures • Deciding where to locate buildings on a map In a picture-drawing task, participants have to negotiate their way to a shared understanding by asking questions and clarifying meanings – which are authentic interactional activities.

  15. Ten Tips for Terrific Tasks • Specify a set of clear learning objectives for the task, both communicative and linguistic. • Design the task as a carefully-constructed work plan, which specifies • goal of the task • what the students should produce (report, map, meal, etc.) • any special conditions or restrictions that apply to the task • the time limit of the task • Write a lesson plan for the task that specifies what you will do in the pre-task, during-task, and post-task phases of the task. • Identify the grammatical skills, lexical items, and communicative structures necessary for the completion of the task. Where necessary, teach these skills in the pre-task phase. • Provide a set of clearly-written task instructions for the students.

  16. Ten Tips for Terrific Tasks • As much as possible, make your task something that would be useful outside the classroom. • Design your task so that there is an information gap. This will ensure interactivity. • In the during-task phase, be an integral part of the task activity. Go from group to group answering questions, making sure that students understand the task instructions, and helping where needed. • For the post-task phase, make sure that: • each group has a chance to present their work • You have a chance to give feedback to the work • Students have a chance to reflect on what they have learned in the task. • Make the task as enjoyable as possible, for the students and for yourself.

  17. References Ellis, R. (2002). Task-based Language Learning and Teaching. New York: Oxford University Press. Ellis, R. (2000). Task-based research and language pedagogy. Language Teaching Research 4(3); pp. 193-220 Long, M. (1989). Task, group, and task-group interactions. University of Hawaii Working Papers in ESL 8; pp 1-26 Nunan, D. (n.d.). What is task-based language teaching. Retrieved 12/02/05 from http://www.nunan.info/presentations/TBLT_files/frame.htm

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