This document discusses different types of language tasks and provides examples. It describes tasks such as listing, ordering, sorting, matching, comparing, problem-solving, and sharing personal experiences. Many tasks can build upon each other and recycle similar vocabulary and language functions. Effective tasks provide clear goals and instructions to encourage richer interaction among learners. Real-life tasks are more engaging than pedagogical tasks. The document concludes with an example module on citizenship and living together that incorporates discussing opinions and supporting arguments.

1. Types of tasks
Didactics 2
Tatiana Becerra Posada, Mag.

2.  Typs of task, according to Willis and Willis
(2006)

3. Listing and/or brainstorming
You can list people, places, things, actions,
reasons, everyday problems, things to do in
various circumstances etc.
 Example
 In pairs, agree on a list of the five most
important characeristics to be a good citizen.
Give at least one reason for including each
trait. Complete the chart.
GOOD CITIZENS REASON

4. Ordering and sorting
This can be sequencing, ranking, or classifying.
 Examples
 In pairs, look at the list of values. Which values
are the most needed in society? Rank them from
most needed to least needed, and be prepared to
justify your order to another pair.
 Look at the four pictures. They are mixed up.
Listen to your teacher tell the story. Work in pairs.
Put the four pictures in the correct sequence
according to the story. Compare your story
sequence with the pair next to you.

5. Matching
You can match captions / texts / recorded extracts to pictures;
short notes or headlines to longer texts, e.g. news items.
 Examples:
 Read the texts – each is about a famous person but the
person is not named - and look at the photos. Match each
text to a photo. Then talk to your partner, and say how you
were able to match them. Prepare to tell the class how
you did it.
 Read the four headlines A to D. Match two pieces of
information (given in 1-8 below) to each headline. Explain
to your partner how you did this. What clues did you find?
Did you both use the same clues?

6. Comparing: finding similarities
and differences
Comparison tasks can be based on two quite similar texts or pictures
(a classic example is ‘Spot the Differences’) or places or events that
learners have experience of. Learners can also compare their own
work with that of another learner or another pair or group.
 Examples:
 Compare your list of most needed values with your partner’s list.
Did you have any value in common? Tell each other why you
chose them. How many reasons did you both think of? Finally,
combine your two lists, but keep it to five values.
 Tell your picture story to another pair and listen to theirs.
Compare stories – make a list of the main similarities and
differences.

7.  You will by now have noticed that many of these
tasks carry on the same themes as in previous
tasks. It is possible to build up ‘a set of tasks’ on
the same theme, each one arising out of the
previous one. This is an excellent way to build
learner’s confidence – once they are familiar with
the basic vocabulary for the topic, they can then
do a range of activities recycling the topic
language and using it for different purposes in a
set of tasks.

8. Problem-solving
Text-books often contain activities based on common problems – pollution,
relationships, noisy neighbours and so on. But sometimes problem-solving
tasks are over too quickly – learners agree on the first solution that comes to
mind, using minimal language, e.g. ‘Noisy neighbours? OK – so call police’.
The instructions for the town centre traffic problem in the example below
incorporate six or seven ways of generating richer interaction. Which of these
ways might you use with your classes?
Example:
 Think of a town centre where there is too much traffic. In twos, think of
three alternative solutions to this problem. List the advantages and
disadvantages of each alternative. Then decide which alternative would
be the cheapest one, the most innovative one, the most environmentally
friendly one. Report your decisions to another pair / group / the class, and
discuss with them which solution would be the best one to put forward to
the local government.

9.  More complex tasks like comparing and
problem solving sometimes involve processes
found in simpler tasks, like listing – see
previous examples. The task above –
problem-solving - involves listing and quite a
lot of comparing and evaluating.

10. Sharing personal experiences
and story telling
Activities where learners are asked to recount their
personal experiences and tell stories are valuable
because they give learners a chance to speak for
longer and in a more sustained way. And it is
something we often do in real-life. However, the
instructions for activities where learners are
encouraged to relate things from their personal lives
are often rather vague and open-ended. In order to
encourage richer interaction, we usually need to add
a clear goal, make instructions more precise, and
give clear completion points.

11.  Example
Read about mary´s first day at school.
«Mary´s first day at her new high-school was very
embarrassing. First, she felt very ackward with the new
uniform; she thought it didn´quite fit her. Second, there
was mud in the field, she didn´t realize and stepped in it;
her new shoes were completely dirty. To top it all, her
father showed up at school with her lunchbox. She felt like
the world was falling apart when she saw him.»
After reading, write about an embarrasing experience
you have had. Then, in groups, share your
experiences and decide which is the most
embarrassing. Post the most embarrassing
experience on the classroom walls and be ready to
share with your classmates.

12. Task types (Ellis, 2011)
1. Real-life tasks vs. pedagogic tasks
2. Input-based vs. output-based tasks
3. Closed vs. open tasks
3. Here-and-now vs. there-and- then tasks
4. Unfocused vs. focused tasks
5. Teacher generated vs. learner generated

13. Real life tasks

16. 10th grade
DBA´S
 Exchanges opinions on topics of personal,
social, or academic interest.
 Holds spontaneous and simple conversations
on topics of personal or academic interest or
that are familiar to him/her.

17. MODULE: DEMOCRACY AND
PEACE.
Topic: citizenship and living together
Functions:
 Express agreement and disagreement
 Support opinions with valid arguments
Language elements:
Adjectives, present tense grammar, expressions to
agree or disagree.