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?
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
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
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
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).
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.