Task and project work

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Task and project work

  1. 1. TASK AND PROJECTWORK By Sandra Rodriguez Julieth Quintana Cilena Cuellar
  2. 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. 3. Implementing Task-BaseedLanguage 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. 4. The project: Student-GeneratedAction 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. 5. THE 12 Week PLAN Week 1
  6. 6. TOPIC CHOICES Key element: The learners have primary control over the topic they investigate. motivation enthusiasm Topic successful conclusion • Marrige • Suicide • The enviroment
  7. 7. DISCUSSION Aspects that promote language acquisition. POSITIVE ASPECTS OF THE PROJECT• Activities (meaning is primary)• Task (real-world activities)
  8. 8. 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
  9. 9.  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
  10. 10. Introducing more flexibility into the curriculum Good communication betweenteachers in different skill areas. The curriculum is highly coordinatedcan be disadvantageous.
  11. 11. Three factors Decreasing the numbers of participants. The use of more familiar information. The use of concrete rather than abstract information.
  12. 12. 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.
  13. 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.
  14. 14.  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.

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