Text based materials
Task based materials
Activating schema and setting the mood
Prepare students for the activity using: a picture that activates relevant lexis (e.g. things, actions, phrases, feelings); a mind-map; a provocative quote; a headline; a song/piece of music.
Activity and Response
These vary widely and emanate from the text/pictures etc used. Activities include:
- Reading aloud (teacher or student/s) and listening
- Reading alone
- Listening/viewing: audio/audio-visual
- Looking at picture(s)
- Combinations of reading, listening, looking at pictures
- Looking at the text in parts, step-by-step
- Discussing responses to the text
- Writing about responses to the text
Language awareness-raising
Focus on new, difficult or interesting language encountered or used in the activity. Explore the effect of language, reasons for choices of lexis, tenses, expressions, idioms, metaphoric & figurative language etc.Explore connotations, collocations etc.
Raise awareness of the genre and register of the text, and genre/register-specific features of the language.
This can lead to Extension activities
Extension Activities
Extension activities might include: online/offline research, further reading, writing activities (e.g. in a particular genre, such as a poem, newspaper article, play).
Notes
Add optional additional notes about using the text, task or teaching materials, e.g. language proficiency level, your experiences using the materials, acknowledgements.
Setting the Task
Tasks can be: games, competitive games, problem-solving activities, role plays, creative tasks e.g. building, drawing, writing, researching.
Make task instructions clear: written, spoken, demonstrated.
Make aim of task clear: completion? creativity / originality? competition with other groups? (based on speed? efficacy? quantity? originality? etc.).
Set a time-frame (tasks can last part of a lesson, a whole lesson, continue over a term etc).
Carrying out the Task
Tasks can be: games, competitive games, problem-solving activities, role plays, creative tasks e.g. building, drawing, writing, researching.
Teacher roles: leader, facilitator, moderator, assistant, consultant, troubleshooter
Post-Task feedback
Interaction patterns for feedback:
As a whole class with the teacher?
As a whole class without the teacher?
In same groups as performed the task?
Re-form new groups?
Format for feedback:
Discussion?
Written (confidential or not?)
Feedback on:
Did the students complete the task?
Are they satisfied with the outcome?
What have they learned from doing the task? [practical skills, language skills, lexis/grammar]
What would they change if they had to do it again?