ISBN-10: 0194422100

ISBN-13: 9780194422109

Edition: 2007

List price: $37.00
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This book provides teachers with a better understanding of task-based learning and how it works, including how to incorporate tasks with textbook material.
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Book details

List price: $37.00
Copyright year: 2007
Publisher: Oxford University Press, Incorporated
Publication date: 4/26/2007
Binding: Paperback
Pages: 296
Size: 7.00" wide x 10.00" long x 0.75" tall
Weight: 1.056
Language: English

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