1 / 11

The T ask C ycle

The T ask C ycle. The T ask C ycle. Planning stage. Task stage. Report stage. Reasons for a Report stage. Writing in the Task cycle. ESL and one-to-one : Task cycle a daptations. The task stage. They do the task in pairs or in small groups . TEACHER SHOULD :

kovit
Download Presentation

The T ask C ycle

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Task Cycle

  2. The Task Cycle Planning stage Task stage Report stage Reasonsfor a Reportstage Writing in the Task cycle ESL and one-to-one: Task cycle adaptations

  3. Thetaskstage • They do thetask in pairsor in smallgroups. TEACHERSHOULD: • Makesuress are clearabouttheobjectives, and thatthey are doingtherighttask. • Monitor, thoughnot so actively. Stand back. Letssgetonwiththetaskontheirown. Observe from a slightdistance. • Helponly as a last resort. • Encouragesallsstotakepart. • Commentpositively and brieflyaboutcontent, and aboutthewaysomessdidthetask (noticedwhilemonitoring) • Act as a time-keeper (set time limits, short preferably). Student’s roles Teacher’s roles

  4. Thetaskstage • They do thetask in pairsor in smallgroups. TEACHERSHOULDNOT: • Teach. • Interfere, in ordertohelpbycorrectingorsuggestingbetterways of doingthetask. (Helpoutonlyifthereis a majorcommunicationbreakdown). • Paymuchattentiontoerrors of form. Student’s roles Teacher’s roles

  5. Reasonsfor a Reportstage • Thetaskhelpsthelearnerdevelopbothfluency in the target language and strategiesforcommunication, but, tosomeextent, at the expense of grammaticalaccuracy. • BecausetheReportstage, meantforanaudience, constitutes a natural stimulusforssto use accuratelanguage, they try to: • avoidmakingmistakes; • organiseclearlytheirmessage; and • use appropriatelanguageforspecificsituationsorcircumstances.

  6. ThePlanningstage • They prepare thereport (orally, in writing, audio or video) aboutthetask: whattheydid, howtheydidit, whattheyfound. TEACHERSHOULD: • Tellsswhatthepurpose of thereportis, thekind of informationtheyhavetopayattentionto, and whattheywill do withthatinformation. • Informssabouttheaudience (in case itisnotthesamegroup), theformthereportshouldtake, theresourcesthey can use, howlongthepresentationshould be (time limitfor oral presentations, ornumber of words/lines/paragraphsforwrittenreports). • Act as a languageadviser (givefeedback, helpsstocorrect, rephrase, rehearse and/ordraftthewrittenreport). Student’s roles Teacher’s roles

  7. ThePlanningstage Student’s roles Teacher’s roles • They prepare thereport (orally, in writing, audio or video) aboutthetask: whattheydid, howtheydidit, whattheyfound. TEACHERSHOULD: • Re-assign roles whensomesstendto do allthework. • Waituntil s/he isaskedforhelp (sslearnbestwhentheyworkoutthingsbythemselves). • Helpssshapetheirmeanings and express more exactlywhattheywanttosay. • Suggestwaystoimprovework at a general level (alternativewordings). • Explore optionstogether. • Teachhowto use resources, such as the use of dictionnaires. • Signalonlythemostimportanterrors/mistakes, and encouragepeer help/correction. • Providesswithsamples (of previousss’ work) of whatthey are expectedto do.

  8. TheReportstage • Theyreportthetask(orally, in writing, audio or video) tothewholeclass. TEACHERSHOULD: • Be encouraging. • Act as a chairperson: • Set thepurposeforlisteningtothereport: whatsswill do withtheinformation. • Introduce thepresentations. • Nominatewhospeaksnext. • Keep time. Presentationsshouldlast no more thantwo minutes. Stop thepresentationswhentheyhavebecomerepetitive and no differentinformationwould be addedbytheremainingteams. Student’s roles Teacher’s roles

  9. TheReportstage • Theyreportthetask(orally, in writing, audio or video) tothewholeclass. TEACHERSHOULD: • Givefeedbackmainlyoncontentbutalsoonform. Take notes/notice of weak áreas: expressions, phrases, patternsthatneedto be clarified/corrected. • Be carefulwhengivingfeedback: handleittactfully and positively. Giveexamples of goodexpressionsusedby ss. • Allow peer correctionbypausingorleaving a blankwherethe error/mistakeis, so thatss can complete withtherightword/phrase. Student’s roles Teacher’s roles

  10. TheReportstage • Theyreportthetask(orally, in writing, audio or video) tothewholeclass. TEACHERSHOULD: • Considerthepossibility of stickingthess’ writingsontheclassroomwalls so thatthey can walkaround and readeachother’swork (forwrittenreports). • Sum up thepresentations at theend. Reactfirstpositivelytothecontent, eitherbyaskingquestions (Whowasthestwho…?) orbypraisingss’ reports (Whataninterestingstory!). Focus and commentonthethingsss are doingrightoronareas in whichtheyshow improvement. Student’s roles Teacher’s roles

  11. TheReportstage • Theyreportthetask(orally, in writing, audio or video) tothewholeclass. TEACHERSHOULD: • Havesswritetheirownviewsontheir performance: whattheythinktheyhavelearned, howtheythinktheyhavebenefited. • Endthereportstagebyacknowledgingss’ efforts and byshowinggenuineinterest in whattheyhave done, said, orwritten. Student’s roles Teacher’s roles

More Related