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Real-World Tasks: If you get lost in a new city you began to ask for direction from the people around

Pedagogic Tasks: A role play where a student is lost and ask the direction to get to a museum, and the other student must give the step to get there.

Real- World Tasks: A person who wants to go on vacation search for different kind of hotels to decide where is he/she going to stayed.

Pedagogic Tasks: Some flash cards are presented to the students, each one has an image of a different kind of hotels, the teacher gives a card to each student, in pairs they can describe what type of hotel they have, and as a second activity all the group can say what hotel do they prefer and why.

Hotel Descriptions:

Student who describes: Productive Skills

Partner: Receptive Skills

Warm-up: Ask the student if they have ever been lost and aske them what do they do in that situation (in order to introduce the topic of asking for directions).

Warm-up: Ask what are the most important thing about planning vacations, when choosing a hotel arise ask what do they look in a hotel.

Pre-task:

Lexical items >> verbs and nouns of places and buildings

Scaffolding >> Show a simple map of a city, the teacher says a simple directions and the students have to say where did the teacher “arrive”

>>> Language work begins

Pre-task:

Lexical items >> nouns and adjectives related to hotels

Scaffolding >> Show images of things you cand find in a hotel (swimming pool, cafeteria, playground, bar, etc.)

>>> Language work begins

While- Task

Organize the students in pairs, give a map to each pair and give the instructions to do a role play, where student A is going to be lost in a new city a needs to ask for directions, while Student B is the one who must give the correct direction with the help of the map. The activity is repeat but they change roles.

While-Task

Present flash cards with different hotel images, give to each student a different card and organize them in pairs or groups, the instructions are, without showing the image they have to describe what does the hotel have, the other classmate(s) have to guess what type of hotel is.

Post-task

All student share a brief set of directions of how to get to their houses

Post- task

The post-task is where all the group says which hotel has been their favorite so far and they need to give a brief description of the hotel.

Real-World Tasks: Communicative acts that are achieved through language in the world outside the classroom

Pedagogic Tasks: In which learner rehearse, in class, a communicative act that can be carried out outside of the class. Provides them with skills for real-world tasks. Many real-world tasks can be transformed to make them appropriate for the classroom.

Role-play:

Students A and B: Productive skills

Classmates: Receptive Skills

Receptive Skills: are those in which learner do not need to produce the language it is enough to understand it

Productive Skills: are those in which learners produce either spoken or written language.

The first step is to give learners an opportunity to activate their general knowledge of the word, creating connections between their BACKGROUND KNOWLEDGE and the INPUT by means of the warm-up or introduction to the topic.

These are an opportunity to process topic-related LEXICAL ITEMS, they will need in order to understand the input. Pre-tasks provide SCAFFOLDING

Beginners need to learn to understand others and express themselves through social language, interacting with other. The language items are found in the conversation, so the LANGUAGE WORK takes place immediately after LEARNERS BECOME AWARE OF THEM

Learners must PROCESS THE INPUT, or do something with it, so that this information is transferred to long term memory.

As they interact with the input to find this information or solve the problem, LEARNERS PROCESS IT BY LISTENING OR READING DOR MEANING. They must carry out the task in order to DEMOSTRATE COMPREHENSION OF THE INPUT, making use of the language in the input.

The post-tasks offers:

Sharing personal experiences

Creative tasks

Presenting items for the class through a discussion or debate

In the case of post-tasks, the SPOKEN OR WRITTEN COMMUNICTION IS THE TASK OUTCOME.