The document discusses task-based language teaching and project work. It describes tasks as activities that use students' available language to solve problems or share experiences. Tasks provide opportunities for negotiation of meaning. The document then outlines a 12-week project where students work in groups to choose a topic, design a questionnaire, collect and analyze data, and present their findings. The project aims to provide authentic language use and motivation while developing students' questioning, presentation, and collaboration skills.

1. TASK AND
WORK PROJECT
LUCY ACOSTA
LINA CARVAJAL
LINSAY DONCEL

2. Task and project work
It focus on task work project as different ways of
creating opportunities for language learning through
problem solving, cooperative learning, collaboration
and negotiation of meaning.
A task is an activity which learners carry out using their
available language resources and leading to real
outcome.
Playing a game
Solving a problem
Sharing and comparing experiences

3. In carry out task, learners are said to take part in such
processes as negotiation of meaning, paraphrase,
and experimentation.
Tasks can be used as a basis for teaching and give
detailed account of 12- week-long (Beglar and
Hunt)
In carry out the task, students experience ample
opportunities for meaningful language use in a
realistic context

4. Implementing Task-Based
Language Teaching
Synthetic syllabus segments the target
language into a discrete linguistic items, such
as points of grammar, lexical items and
functions.
Analytic syllabus is a
noninterventionist, experiential approach
which aims to immerse learners in real-life
communication.

5. One type of analytic syllabus
is the task-based syllabus
Meaningf
ul input
contextualization and
output
it will engage learners’
general cognitive processing
capacities
a rich linguistic environment
which they will process and reshape the input.
Tasks will likely create
capable of activating the
learners’ intuitive heuristics

6. The project involves:
 Students working in small groups
 Choosing a topic of interest
 Designing a questionnaire
 Analyze and interpret the data
 Finally present their findings in class.

7. The general objective of the project are to
 Provide learners the opportunity to use the English for
authentic purposes for an extended period of time.
 Provide intrinsically motivation activities which take
advantage of the learners desire to improve their listening
and speaking proficiency.
 Allow learners to take responsibility for their own
English education by giving them the primary responsibility
for topic section, questionnaire creation.

8.  decide how they will structure and present the
data they collect
 reinforce learners’ ability to form grammatically
and pragmatically correct questions
 enhance the learners’ presentation skills
 demonstrate to students that the use of English
can further enhance their own education and
development
 provide opportunities for learners to work closely
together with a partner or in a small groups for an
extended period

9. The 12- week plan
Week 1
Learners are introduced to the project
They are shown a sample questionnaire
They view a sample presentation on videotape

10. Week 2
Teacher checks each group ideas. With the instructor
‘s advice, each group should tentatively settle on a
topic.
Week 3
Learners discuss suitable target groups to whom they
can administer their questionnaire
Week 4
Groups brainstorm the main points they wish to
investigate and then brainstorm possible questions to
include on their questionnaire.

11. Week 5
 Groups practice interviewing and using their
questionnaire by ask questions to other members.
 The purpose is to find out how well the questions
they have formulated are eliciting th e type and
quantity of information they hoped for.
Week 6
Learners are instructed to begin data by
interviewing a minimum of ten people per group
member
Week 7
 Learners report to the group members on their

12. Week 8
 Groups members compare interview data and
look for interesting trends.
Week 9
 The instructor explains how the presentation will
be evaluated, in addition discussing presentation
skills, such as eye contact, the use og gestures, and
voice projection.
Week 10
 Half of the groups make a formal presentation of
their results.
Week 11
 The remaining groups make the formal
presentation of their results.

13. Week 12
 The instructor complemented evaluations of
the presentations to each students.
 The information in these evaluations is used in
order to compile suggestions for possible
changes to the project.

14. PRE-TASK ACTIVITIES
Challenging task in
Essential for some case new
Are used in several providing vocabulary,
points in the project adequate support grammar or
to the learners. knowledge of
language
Pre-tasks can potentially lead learners
to interpret tasks in more fluent, more
complex and more accurate ways.

15. THE NEGOTIATION OF
MEANING
 This is beneficial for inter-language
development.
 should produce higher degrees of
comprehension.(Paraphrasing and lexical
substitution).
 It promotes greater flexibility in the
learner’s ruler system by encouraging the
exploration of new hypotheses about
structure of the target language.

16. A CLOSER ANALYSIS OF THE MAJOR TASKS
SKEHAN(1998)PROPOSES THREE
DIMENSIONS FOR THE ANALISIS OF TASKS
1.THE LANGUAGE 3.COMUNICATIVE
2.THINKING REQUIERED
REQUIRED STRESS.

17. the First dimension :
The language required.
This will help to ensure that noticing new lexical items,
grammatical constructions…

18. THINKING REQUIRED
 The second dimension:
 Capacities to analysis.
 Organize information.
 understand the process.

19. The third dimension: COMMUNICATIVE STRESS
students have to take into account.
 The speed of presentation.
 Long time or short time
 The number of participants.
 Length texts.
 Control the interaction.

20. PROJECT WORK: A MEAN TO PROMOTE
LANGUAGE AND CONTENT
To promote meaningful students engagement with
language and content learning.
Through content based instruction
Students develop language skill and knowledgeable society of the
world.
Into the content-based classroom teachers create learning environments.
require
active students------------------participation.
stimulate higher skill.----------thinking
give students responsibility for their own learning.

21. Project work into content-based
 Cooperative students
 Collaborative
 Problems solving.
PURPOSE
 Project work can be integrated into content based classroom.
 Introduce to develop a project in the English classroom.

22. A RATIONALE FOR CONTENT-BASED INSTRUCTION
 In a content-based approach Learners are going to think
and learn through language target.
 students not only to understand information but to
interpret and evaluate it as well.
 It provides a forum in which students can respond orally
to reading and lecture materials.
 It recognizes that academic writing follows from listening
and reading.

23.  1. Thematically organized materials, typical of content-based classrooms,
are easier to remember and learn.
 2. The presentation of coherent and meaningful information, characteristic
of well organized content-based curricula, leads to deeper processing and
better learning.
 3. There is a relationship between student motivation and student interest-
common
outcomes of content- based classes-and a student's ability to process
challenging
materials, recall information, and elaborate.
 4. experience in a topic develops when learners reinvest their knowledge in
a sequence of progressively more complex tasks feasible in content-based
classrooms and usually do not present from more traditional language
classrooms because of the narrow focus on language rules or limited time
on superficially developed and disparate topics.

24. THE PRIMARY CHARACTERISTICS OF
PROJECT WORK
1. Project work focuses on content learning rather than on
specific language targets. Real world subject matter and
topics of interest to students can become central to
projects.
2. Project work is student centered, though the teacher
plays a major role in offering support
and guidance throughout the process.
3. Project work is cooperative rather than competitive.
Students can work on their own, in small groups, or as a
class to complete a project, sharing resources, ideas,
and expertise along the way.

25.  4. Project work leads to the authentic integration of skills and
processing of information from varied sources, mirroring real-life
tasks.
 5. Project work culminates in an end product (e.g., an oral
presentation, a poster session, a bulletin board display, a report, or a
stage performance) that can be shared with others,
giving the project a real purpose. The value of the project, however,
lies not just in the
final product but in the process of working towards the end point.
Thus, project work has
both a process and product orientation, and provides students with
opportunities to focus
on fluency and accuracy at different project-work stages.

26.  6.Project work is potentially motivating,
stimulating, empowering, and challenging.
It usually results in building student confidence,
self-esteem, and autonomy as well as improving
students' language skills, content learning, and
cognitive abilities.

27. SOME FACTORS
The most suitable format for a given context
depends on a variety of factors:
 Curricular objectives
 Course expectations
 Students’ proficiency levels
 Student interests
 Time constraints
 Availability of materials

28. Classification
Henry (1994) proposes three types of projects:
 Structured projects
 Unstructured projects
 Semistructured projects
Projects can differ in data collection techniques
and sourcesof information, so we find:
 Research projects
 Text projects
 Correspondence projects
 Survey porjects
 Encounter projects

29. Projects may also differ in the ways that
information is reported:
 Production projects
 Performance projects
 Organizational projects
Projects can be carried out intensively over
a short period of time or extended over few
weeks, or a full semester
It can be complete by students individually,
in small groups or as a class.
They can take place within calssroom or out
the classroom.

30. INCORPORATING PROJECT
WORK INTO THE CLASSROOM
Project work is introduced as a special
sequence of activities and requires multiple
stages of development to succeed.
Sheppard and Stoller (1995) proposed an
10-step sequence that gives easy-to-
manage structure to project work and
guides teacher and sudents.

31. Stage 1: agree on a theme for the project.
Stage 2: determine the final
Stage 3: structure the project.
outcome.
Step 4: Prepare students for the language demands of step 5
step 5: gather information. Step 6: prepare students for the
language demands of analyzing
data.
step 7: compile and analyzing information.
Step 8: prepare students for the
Step 9: present final product
language demands of step 9
Step 10: evaluate
Th project