Task and project work
- 1. TASK AND PROJECT WORK By : Sandra Rodriguez Julieth Quintana Cilena Cuellar
- 2. TASK AND PROJECT WORK • Definition: Are different ways of creating opportunities for language learning. • Problem solving • Cooperative learning • Collaboration • Negociation of meaning Syllabus design: • Communicative Language Teaching • Task-based Lnaguage Teaching • Content-based Intruction.
- 3. Implementing Task-Baseed Language Teaching Two categories of syllabus. • The synthetic sillabus Discrete: linguistis item, points of Grammar, lexical items, and functions. • The analytic syllabus Immerse learners in real-life communication.
- 4. The project: Student-Generated Action Research • Task-based project: Time, Activities, Make group Design a questionnaire (choise of topic) Objective • Authentic purposes • Intrinsically motivation • Take responsabilities • Ability (grammatically – pragmatically) • Group of work
- 5. TOPIC CHOICES • Key element: The learners have primary control over the topic they investigate. motivation enthusiasm successful conclusion Topic • Marrige • Suicide • The enviroment
- 6. DISCUSSION • Aspects that promote language acquisition. POSITIVE ASPECTS OF THE PROJECT • Activities (meaning is primary) • Task (real-world activities)
- 7. NEGOTIATION OF MEANING • 1. Inclusion of large amounts of pair and group interaction. • 2. two-way task in wich both partners of group members have access to unique information
- 8. • 3. Convergent task, which require participants to come to a single soltution • 4. Learners formed groups with their friends. • 5. Learners undertake a task after first hearing and seeing the task performed
- 9. Introducing more flexibility into the curriculum Good communication between teachers in different skill areas. The curriculum is highly coordinated can be disadvantageous.
- 10. Three factors Decreasing the numbers of participants. The use of more familiar information. The use of concrete rather than abstract information.
- 11. Encouraging self-evaluation • a priority in task-based approaches is to mobilize the learner´s metacognitive recourses to keep track of what is being learner´s, and what remains to be learned. engaging in self-assessment is the first step in consciously understanding one´s weaknesses.
- 12. • This allows them to use all the language they know and are learning, rather than just the 'target language' of the lesson. • tasks can also be designed to make certain target forms 'task-essential,' thus making it communicatively necessary for students to practice using them.
- 13. conclusion • They found the experience to be rewarding, intrinsically interesting, and educationally beneficial. • allows for more meaningful communication, and often provides for practical extra- linguistic skill building. • promotes language acquisition through the types of language and interaction they require.