This document discusses task-based language teaching and student-generated action research projects. It describes two categories of syllabus - synthetic which focuses on discrete grammar points, and analytic which immerses learners in real communication. A 12-week project is proposed where students choose a topic, design a questionnaire, and conduct research. Task-based projects provide authentic purposes, intrinsic motivation, and allow students to take responsibility while developing language abilities through group work.

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. THE 12 Week PLAN
 Week 1

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. DISCUSSION
 Aspects that promote language
acquisition.
POSITIVE ASPECTS OF THE
PROJECT
• Activities (meaning is primary)
• Task (real-world activities)

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.  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. Introducing more
flexibility into the
curriculum
 Good communication between
teachers in different skill areas.
 The curriculum is highly coordinated
can be disadvantageous.

11. Three factors
 Decreasing the numbers of
participants.
 The use of more familiar
information.
 The use of concrete rather than
abstract information.

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. 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.  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.