The document discusses how to design tasks in the classroom. It defines what a task is and how it differs from an activity. When designing tasks, elements that should be considered include goals, procedures, order, pacing, product, learning strategies, assessment, participation, resources, and language. Effective task design determines learning goals, the learning process, and how learning will be demonstrated. Using a variety of tasks makes language teaching more communicative by providing real purposes for classroom activities beyond just practicing language.

1. HOW TO DESING
TASK
IN THE CLASS ROOM

2.  What is concept of the task ?
 What is different between task
and activities?
 How we design task ?
 What should be including in
the task?
 How we apply it assess in
the class room?

5.  goals – the kind of goals teachers and
learners identify for a task
 procedures – the operations or procedures
learners use to complete a task
 order – the location of a task within a
sequence of other tasks

6.  pacing – the amount of time that is spent on
a task
 product – the outcome or outcomes students
produce, such as a set of
 questions, an essay, or a summary as the
outcome of a reading task
 learning strategy – the kind of strategy a
student uses when completing a task

7.  assessment – how success on the task will be
determined
 participation – whether the task is completed
individually, with a partner,
 or with a group of other learners
 resources – the materials and other resources
used with a task

8.  language – the language learners use in
completing a task (e.g. the mother tongue or
English, or the particular vocabulary,
structures or functions the task requires the
learners to use).

9.  The concept of task is central to many theories of
classroom teaching and learning, and the school
curriculum is sometimes described as a collection
of tasks. From this viewpoint, school work is
defined by a core of basic tasks that recur across
different subjects in the curriculum. The
teacher’s choice of tasks determines learning
goals, how learning is to take place, and how the
results of learning will be demonstrated. In
second language teaching, the use of a variety of
different kinds of tasks is said to make teaching
more communicative (see COMMUNICATIVE
APPROACH) since it provides a purpose for a
classroom activity which goes beyond the
practice of language for its own sake.