Task-based Language Teaching

Task-based Language Teaching

In 1976, Wilkins distinguished between two types of syllabi: Synthetic syllabi comprise linguistic units: grammar structures, vocabulary and functions. On the contrary, analytic syllabi are based on terms purposes for which people are learning the language.  A task-based syllabus is composed of tasks not a sequence of linguistic factors, so it belongs to the analytic syllabi.

The goal of the teacher is to facilitate students language learning by engaging them a variety of tasks that have a clear outcome. Consequently, the teacher has to choose tasks, pre-tasks and task follow-up phases that are appropriate to the students’ level and in line with the abilities and needs of them. During the initial phase of the lesson the teacher is the input provider.  The teacher also monitors students’ performance and intervenes as necessary.

On the other hand, students have to communicate with their peers to complete a task, so they often work together to help each other. Moreover, they get motivated by doing tasks that prepare them for the real world. Students’ errors are corrected through recasts or by giving a brief grammar explanation.

The activities of this method begin with a pre-task. The tasks must be meaningful and relevant so that the students see the reason for doing the task and can see how the task relates to possible situations in their lives outside the classroom. Every task must have clear outcomes so that teacher and students can see if the task is being accomplished. Then, a post task is used to reinforce student´s learning or to address any problem. Furthermore, these tasks can utilize any of the four abilities. In this way, the teacher constantly evaluates students in light of task outcomes and the language they use. For example, the information- gap task allows an exchange of information, the opinion-gap task make students to express their personal preferences, feelings and attitudes and the reasoning-gap task demands students to derive new information from given information.

UNIVERSITY OF COSTA RICA

ATLANTIC BRANCH - TURRIALBA CAMPUS

Lesson Plan

Institution

Date

Group: 9-1

Target Content: COMPUTERS AND TECHNOLOGY TODAY IN OUR LIVES
Linguistic objectives	Mediation Activities	Evaluation of learning outcomes and strategies	Time allotted
SWBT: -To understand meaning of written information. -To produce short pieces of writing.   -To identify the correct use of grammar structures. -To express opinions with given information.	1. Teacher greets students and tells the topic and objective of today´s class. (2 min) 2. Teacher provides a list with five tasks that people can do using their computers. Example: -People can look for information on the internet. -People can send and respond emails.  -People can communicate with friends and relatives. Students are asked to read this list. (5 min) 3. Teacher asks students to form groups of five and find disadvantages of three sentences from the list given before. Example: -Children can find inappropriate information on the internet. Students are asked to write it on their notebooks.(10 min) 4. Teacher explains  the following structure: -A computer helps me if I want to… but… -The advantages to have a computer are…however… -I think…  -I believe…  -In my opinion…(8 min) 5. The teacher provides each group a color paper. The teacher asks students to create a brochure which has to include advantages, disadvantages and opinions about the use of computers. Students can use the sentences from the list, sentences they made before and the structure given. Teacher checks the brochures and provides feedback. (15 min)	The teacher adapts these activities to the student´s level and abilities. Teacher intervenes and provides feedback when necessary. Students must be able to work together in small groups to solve the task. Students must be able to communicate in English with their classmates.	40 minutes
Resources:  Handouts and color papers.
Chronicle: