This document discusses task-based and project-based language teaching approaches. It defines tasks and projects, compares synthetic and analytic syllabus types, and provides examples of tasks that promote language acquisition, such as problem-solving activities, collaborative work, and negotiation of meaning. Project examples include student-led research with choice of topics. Benefits highlighted are authentic purpose, intrinsic motivation, and language skills development through group work and tasks.

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.