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| Acknowledgements | |
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| Introduction | |
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| The basis of a task-based approach | |
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| What do you think about task-based teaching? | |
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| Starting with form and starting with meaning: alternative approaches | |
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| Language as meaning | |
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| Meaning and tasks in the classroom | |
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| Characterizing tasks | |
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| Why not start with grammar? | |
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| Task-based sequences in the classroom | |
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| Task sequences | |
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| Planning a task sequence | |
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| Building in focus on form | |
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| Focus on form at the end of the sequence | |
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| Exploiting written language | |
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| Second language acquisition research and TBT | |
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| Tasks based on written and spoken texts | |
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| Introduction: reading for a purpose | |
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| Discussion tasks | |
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| Prediction tasks | |
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| Jigsaw task sequences | |
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| Student as question master | |
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| General knowledge tasks | |
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| Corrupted text | |
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| Factual gap filling | |
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| Linguistic gap filling | |
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| Ways to recycle texts | |
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| Corrupted text | |
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| Quizzes | |
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| Group dictation | |
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| Communal memory | |
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| Summaries | |
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| Personalizing tasks | |
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| Spoken texts | |
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| The nature of spoken text | |
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| Sources of spoken text | |
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| Review | |
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| Follow-up activities | |
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| From topic to task types: listing, sorting, and classifying | |
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| Introduction | |
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| Selecting topics | |
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| Tasks involving listing | |
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| Brainstorming | |
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| Fact-finding | |
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| Games based on listing: quizzes, memory challenge, and guessing games | |
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| Tasks for real beginners | |
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| Evaluating a task | |
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| Pre-task priming and post-task activities | |
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| Summary | |
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| Tasks involving ordering and sorting | |
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| Sequencing | |
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| Rank-ordering | |
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| Classifying | |
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| Games based on classified sets | |
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| Visual support: charts, tables, mind-maps, etc. | |
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| Charts and tables | |
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| Mind maps | |
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| Timelines and storylines | |
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| Integrating reading and writing | |
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| Review | |
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| Follow-up activities | |
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| From topic to task types: matching, comparing, problem-solving, projects, and storytelling | |
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| Introduction | |
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| Matching | |
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| Listening and matching | |
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| Reading and matching | |
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| Comparing and contrasting: finding similarities or differences | |
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| Comparison tasks | |
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| Games: find the similarities or differences | |
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| Problem-solving tasks and puzzles | |
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| Preparing learners for problem-solving tasks | |
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| Problem-solving task sequences and scenarios | |
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| Problem-solving games and puzzles | |
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| Projects and creative tasks | |
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| Sharing personal experiences: storytelling, anecdotes, reminiscences | |
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| A summary of task types using the 'task generator' | |
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| Review | |
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| Language focus and form focus | |
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| Some basic principles | |
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| A sample task: 'How strict were your parents?' | |
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| Priming | |
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| Language focus | |
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| Focus on form | |
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| Identifying items for a focus on form | |
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| Correction as focus on form | |
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| Finding texts | |
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| Some form-focused activities | |
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| Putting texts together | |
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| Organizing language-focused and form-focused activities | |
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| The pedagogic corpus | |
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| Preparing for examinations | |
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| Review | |
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| The task-based classroom and the real world | |
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| Classroom language and the outside world | |
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| Real-world tasks | |
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| English for specific purposes | |
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| Everyday English | |
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| Electronic communication: writing and reading | |
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| Artificial tasks | |
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| Spontaneous spoken discourse | |
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| The social dimension | |
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| Teacher roles | |
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| Review | |
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| Follow-up activities | |
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| Adapting and refining tasks: seven parameters | |
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| Introduction | |
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| Outcome, and interim goals: the need for precision | |
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| Starting points for tasks: input and timing at priming stage | |
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| Pre-task preparation and planning | |
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| Control of 'agenda' and task structure | |
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| Interaction patterns and participant roles | |
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| Pressure on language production: 'pushing' output to achieve accuracy | |
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| Post-task activities | |
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| Follow-up tasks for recycling texts | |
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| Report stage | |
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| Task repetition | |
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| Post-task language work | |
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| Evaluation and reflection | |
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| Review | |
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| Further exploration: investigating your teaching | |
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| Follow-up activity | |
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| Designing a task-based syllabus | |
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| The language-based syllabus | |
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| A meaning-based approach | |
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| What do learners want to mean | |
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| ESP courses | |
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| English for general purposes | |
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| English for examination purposes | |
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| Starting from the course book | |
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| From 'can do' statements to tasks and texts | |
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| The concept of 'can do' | |
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| Grading tasks | |
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| Language coverage and the pedagogic corpus | |
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| The pedagogic corpus | |
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| The role of the course designer and teacher | |
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| Integrating lexis, tasks, and grammar into in the syllabus | |
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| Covering important lexis | |
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| The most common words | |
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| How to teach lexically | |
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| The process of syllabus design | |
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| Follow-up activities | |
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| How to integrate TBT with coursebooks, and other frequently asked questions | |
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| Introduction and problems perceived with TBT | |
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| How can I integrate tasks into my textbooks? | |
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| Identifying tasks and activities that just need 'tweaking' | |
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| Re-ordering activities | |
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| Adding and integrating focused tasks | |
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| How can we find time to design tasks and plan TBT lessons? | |
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| How can I make time to do tasks in class? | |
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| How can you change attitudes of students who aren't used to TBT? | |
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| How can I motivate my students to do more than just the minimum? | |
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| How can we prevent overuse of Li and encourage learners with the same Li to use English during pair-work and project work? | |
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| How do we keep learners' interest during a post-task report stage? | |
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| How can we give learners a sense of their own progress? | |
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| How can we control and keep discipline in large or difficult classes? | |
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| One-to-one classes | |
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| How can you do tasks with mixed ability learners/on different levels, and ensure all students can do the task? | |
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| If we take up TBT, what exams are there that are truly task-based? | |
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| Teacher's tips for implementing TBT | |
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| Sample task-based lessons | |
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| Sample projects and scenarios | |
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| Transcripts of task recordings | |
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| Designing and using communicative tasks | |
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| Sample task-based course plan | |
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| Word frequency lists | |
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| List of teachers who contributed tasks and advice | |
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| References | |
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| Index | |