Meningful tasks

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Tasks-base language Teaching

It means to focus on tasks rather than teories as the most part of teaching instruction. Tasks are said to improve learners´motivation motivation and promote learning. the material might be totally authentic and based on learners´past present experiences. the aim must be focused on communicative competences.

A tasks based syllabus can be develope with two types r basic distintics:

Real world tasks: the use of languge in the worls beyond the calssroomIt wll be based on eds analysis which will really focus oin students´connections o their social, familiar and labor environment.

Pedagogical tasks: it occuring in the calassroom while comprehnding, manipulating and interacting in the target language.

Procedures to develop a TBLT:

Pre-task: done by teachers help which consist of topic and objectives presentation along with materials. they will highlight key phrases related to the content.

Task cycle: students work collabaratively by exposing their ideas and teachers monitor them helping formulate what they wont to said, and encourage them to say encorage to freely speak.

Plan: Studetns prepare a repor of thier feelings and creeations. the report might be on any design.

Report: Students are asked to report their work.

POST TAKS ANALYSIS: An example of an already task should b prsented, so that students can compare with their own.

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Task Strategies:

Jigsaw tasks: it is a collaborative learning strategy in which each student receives a different piece of information, and with the teacher guidelines. they will complete the whole task.

Information gap task: they are activities that foster communication aming student students to acquire missing information:

Example:

Problem solving: It is a teamwork activity, in which a situation is presented the teacher, then students must identify the problen and finally, in a cooperative way, present soilutions to solve or to improve it.

Decision making tasks: It is a tasks give with a problem and variety of solutions; students must find the most suitable by supporting their decision.

Opinion exchanges tasks: even when it recommendiete and upper-level language student, this exchanges of ideas along th discussion strategy can be also applied can be also applied in lower-lever language courses, wih just short phrases interaction.

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Text-based instruction

It is based on the idea that communicate competence really means the ability to use and undertand different types of texts.

It derives from a genre theory of the nature of language and the role that texts play in social contexts, the text used to refer rto structured sequences of language that are used in specific context and ways.

Some xamples of authentic material of written and spoken discourse:

Written discourse: books, journals, papers, essays, magazines, forums.

Students wil use each test for the purpose it states, they are supposed to understand all the linguistics features either language, vocabulary, grammar, listening.

teachers must provide good and constant scaffolding by presenting authentic models of texts.

THE PROCEDURE TO KEEP ALL THE KEY ELEMENTS THIN THE TBL APPROACH HAS THSES PHASES OR STAGES:

BiULD HE CONTEX: introduce authentic material of tests to understand the topic.

modelliog and deconstructing the text; lead the learners on th activities to do by explaining how to build the texts

Joint construction of the texts; scaffolding is crucial in this phase, student will start developing their own text based on what was presented. Teachiers will be monotoring all the tme.

independent construction of the text: students will work alone after receiving feedback

linking realted texts: sudents can compared texts´different ues different fields and reason for using them.

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THE LEXICAL APPROACH iT IS BASED on teaching vocabulary in a way of prhases or multi-word chunks:

Binomials; safe and sounds/pros and cons.

Trinomials: tall, dark and handsome/mind, dody, and soul, calm, and collected.

collocations: make a decision/make an effort

similes: CRYING LIKE BABIES/AS BUSY AS A BEE

Connections: thereofroe, however

social-routine rmulate: HAVE A GOOD DAY/NICE TO SEE YOU

DISCOURESE MARKERS; TO BE honest/in my opinion

compounds: opside down/inside out

excalmation: how strange/such a grate

proverb: practice makes erfectwhen in rome do as the Rome.

Learning activities:

Noticing

teachers must lead studets to apy attention to the features od these phrases so that students will be able to recognisze them in different texts and know how and when to use hem according to their needs.

Elaboration:

It consists in thinking about a term´s spelling,pronuncation, grammatical categry, maning and associations other words, students must be exposed ro lots of reading and listening input, course books as well as dictionaries are good intruction materials.

A good activity enhance memory.

Syllabus: how xical approach can be acquired:

1. check the sounds of the word

2. understand the meaning of teh word

3. Do something with the word, phrase, use them in some way, create an idea.

4. Look for an example ona texts, or audios

5. repeat these steps ver time when encounering the itemes again in other contexts.

6. pay attention to the item and notice its features.