Task cycle

1. Clickoneachbutton toread more Charateristics Task cycle Objectives Teacher’s role Charateristics Planningstage Objectives Teacher’s role Charateristics Reporting Objectives Teacher’s role Charateristics Writing in thetaskcycle Objectives Teacher’s role

2. Characteristics Taskcycle • Advantages of the task component. • It develops fluency in the target language and strategies of communication. • Language used in public is usually planned. • Sts try to use their best language and avoid making mistakes. • They realize it’s important to organize ideas and use appropriate language. • The more public or permanent presentation, the longer they’ll want to plan. • The report stage stimulates them to upgrade and improve their language. • It gives learners the time and support they need to prepare for the linguistic challenge. • By monitoring, teachers encourage learners to be independent to achieve goals.

3. Objectives Taskcycle • It offers learners the chance to use the language they know. • Provides a holistic experience of language in use. • Emphasize exposure/use of the target language. • Make students confident to become autonomous. • It helps to develop fluency and strategies for communication.

4. Teacher’s role Taskcycle • Make sure that all students are doing the task and they understand objectives. • Encourage them to take part even if they’re weak. • Forget about errors of form. • Don’t interrupt. • Pay attention to students who are talking too much, controlling or if somebody is left out. • Check if they switch to mother tongue. • You’re the time keeper. • Wait until you’re asked before offering help. • Comment on good points and creative use of language. • If learners ask to be corrected, point out errors selectively (obscure meaning) • Remind them occasionally how much time they have left • Make sure learners know how to use dictionary for encoding.

5. Characteristics Planning • Explain you want them to report their findings. • What’s the purpose of the report ? What kind of information they’re going to look/listen and what will they do with this information? • If the report is for an outside audience, explain whom it is for. • What format? Oral presentation with/without OHP, with written notes or full script or written form for display, etc. • Lenght? (Time limit or number of words/lines/paragraphs) • What should they include? • Assign specific roles if you notice the same students do all the work. • Help them to organize their conclusions in a suitable form for presentation in public.

6. Objectives Planning • Free language usage. • Focus more on meaning (though form is not unimportant) • Encourageteamwork. • Workingwithoutassistance of teacher. • Createconfidence in Sts. • Promotecommunicationamongpeers. • Free usage of target language. • Prepare an oral orwrittenreport.

7. Teacher’s role Planning • Adviser. • Set clear objectives for the final reporting stage (form, length, format, …) • InformStsaboutthe format, length, purpose of the report. • Control time. • Try nottohelp, helponlyifStsaskyouto. • Give Sts their own space. • Encourage independence. • Give tips but not solve the problem for them. Little error correction (only errors that obscure meaning). • Encourage self correction.

8. Characteristics Reporting • ItistheConclusion of the task. • Generally not that time-consuming. • It occurs in plenum. • A delegate of every team/peer(or maybe of the most of them) • Focus on form and meaning. • Form: oral orwrittenpresentations, as well as on video or tape. • Ifthepresentationshouldbepublic, Stsusually try to use verycorrectlanguage. • (The report phase can be omitted at first with beginners)

9. Objectives Reporting • Formal usage of target language (others are aware of what you say) • Goal: • a listing ( read a list they prepare) • comparing (compare their task with other group) • Ordering/sorting ( justify their priorities to persuade) • problem solving(compare strategies, justify and recommend one solution) • experience sharing • creative report

10. Teacher’s role Reporting • The teacher as chairperson. • Introduce the presentations. • Organize the students. • Summary at the end. • Take notes of the good expressions and also of the mistakes and patterns that need to be corrected. • Don’t interrupt or correct because it could be discouraging. • control the time limit, decide if all groups will present on this session. • During the feedback time it’s important to act tactfully and positively. • Mention the good points.

11. Characteristics Writing • The report can be on writing form. • There are a few opportunities to write, aside the academic world. • Writing is a learning process, it helps people to clarify ideas and it’s a natural part of the TBL cycle. • Planning is an important part of writing • Drafts and corrections are natural stages of writing. • Written tasks need a longer planning stage. • Examples: letter, a list of recommendation or a story ending.

12. Objectives Writing • The objective of writing is learning itself. • Read other’s work. • Motivation through a real life purpose (brochures about local activities, a class magazine, surveys on school for tourists or visitors or other students) • Production of a polished written document. • Through writing, Sts develop strategies for a better language planning.

13. Teacher’s role Writing • Time control. • Assessment. • Don’tofferhelp, waituntiltheyaskforit. • Decide if you want them to remain seated while reading each other’s work or if they can get up and display their writing on the wall. • Make sure that everybody must have the chance to read other’s work • Comment the areas in which they’re improving.