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Task n
Task n
Task n
Task n
Task n
Task n
Task n
Task n
Task n
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Task n

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  • 1. HOW TO DESINGTASKIN THE CLASS ROOM
  • 2.  What is concept of the task ? What is different between taskand activities? How we design task ? What should be including inthe task? How we apply it assess inthe class room?
  • 3.  goals – the kind of goals teachers andlearners identify for a task procedures – the operations or procedureslearners use to complete a task order – the location of a task within asequence of other tasks
  • 4.  pacing – the amount of time that is spent ona task product – the outcome or outcomes studentsproduce, such as a set of questions, an essay, or a summary as theoutcome of a reading task learning strategy – the kind of strategy astudent uses when completing a task
  • 5.  assessment – how success on the task will bedetermined participation – whether the task is completedindividually, with a partner, or with a group of other learners resources – the materials and other resourcesused with a task
  • 6.  language – the language learners use incompleting a task (e.g. the mother tongue orEnglish, or the particular vocabulary,structures or functions the task requires thelearners to use).
  • 7.  The concept of task is central to many theories ofclassroom teaching and learning, and the schoolcurriculum is sometimes described as a collectionof tasks. From this viewpoint, school work isdefined by a core of basic tasks that recur acrossdifferent subjects in the curriculum. Theteacher’s choice of tasks determines learninggoals, how learning is to take place, and how theresults of learning will be demonstrated. Insecond language teaching, the use of a variety ofdifferent kinds of tasks is said to make teachingmore communicative (see COMMUNICATIVEAPPROACH) since it provides a purpose for aclassroom activity which goes beyond thepractice of language for its own sake.

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