TASK 2
HƯỚNG DẪN ĐỌC TÀI LIỆU:
ĐỌC TÀI LIỆU 3.1 ĐỂ TRẢ LỜI CÂU HỎI
1. What approach is commonly used to present new language items (new
grammar, new vocabulary, new pronunciation feature)?
- New grammar: deductive or traditional, inductive or conversational, and eclectic.
- New vocab: Extensive Reading and Listening, Translation, Elaboration and Fluency
Activities, Guessing from Context and Using Dictionaries.
- New pronun: analytic-linguistic approach, intuitive-imitative approach and integrative
approach.
2. What is the difference between Task-based and PPP?
Definition PPP is a simplified methodology In task-based learning, the central
to language teaching. The focus of the lesson is the task itself,
language is presented in small not a grammar point or a lexical area,
units or stages such as and the objective is not to ‘learn the
presentation, practice and structure’ but to ‘complete the task’.
production. Teacher targets a Of course, to complete the task
determined syllabus and use a successfully students have to use the
deductive way of explanation, right language and communicate their
which is based on the intuition of ideas. The language, therefore
the writers of the course books. becomes an instrument of
The various TEFL books are communication, whose purpose is to
based on the same syllabus help complete the task successfully.
where the intuition of the writers The students can use any language
plays an important role and only they need to reach their objective.
focuses on the target language. Usually there is no ‘correct answer’ for
a task outcome. Students decide on
Presentation: The teacher
their own way of completing it, using
presents new words or
structures, gives examples, the language they see fit.
writes them on the board, etc.
Stage 1: The pre-task. The teacher
Practice: Students practice introduces the topic and familiarizes
using words or structures in a students with situations/lexical
controlled way, e.g. making areas/texts (reading and listening)).
sentences form prompts, asking This draws the students into the topic
and answering questions, giving and brings up language that may be
sentences based on a picture. useful. The teacher then explains what
Practice can be oral or written. the task is and sets up the activity.
Stage 2: Students perform the task in
Production: Students use
pairs or groups. They may then
language they have learnt to
present their findings/conclusions to
express themselves more freely,
the rest of the class. In this stage,
e.g. to talk or write about their
mistakes are not important; the
own lives and interests, to
teacher provides support and
express opinions, or imagine
monitors. The learners focus on
themselves in different
communication, perhaps at the
situations. Like practice,
expense of accuracy, but this will be
production can be oral or written.
dealt with in the next stage.
Stage 3: The teacher works on
specific language points which come
up in stage 2. (During the monitoring
stage, most teachers make notes of
common errors and students’
particular learning needs). Students
reflect on the language needed to
complete the task and how well they
did. This is their opportunity to
concentrate on accuracy and make
sure they resolve any doubts or
problems they had.
Advantage - The first advantage is that PPP - The advantage of TBL over more
s lessons provide clear and simple traditional methods is that it allows
structure of the lesson. As a students to focus on real
second positive point is that such communication before doing any
a lesson is easy to prepare serious language analysis. It focuses
because the materials used for on students’ needs by putting them
the lesson are ordered from the into authentic communicative
simplest to the most difficult and situations and allowing them to use
types of activities are arranged all their language resources to deal
from the most controlled to the with them. This draws the learners’
least controlled. The third benefit attention to what they know how to
is availability of materials. do, what they don’t know how to do,
- The teacher sees the progress and what they only half know. It
of students in the lesson clearly makes learners aware of their needs
and easily is the last common and encourages them to take (some
point. This approach is relatively of the) responsibility for their own
easy for beginner students and learning. TBL is good for mixed ability
that communication is effective. classes; a task can be completed
successfully by a weaker or stronger
student with more or less accuracy in
language production. The important
thing is that both learners have had
the same communicative experience
and are now aware of their own
individual learning needs.
- Another advantage of this approach
is that learners are exposed to a wide
variety of language and not just
grammar. Collocations, lexical
phrases and expressions, chunks of
language, things that often escape
the constraints of the traditional
syllabus come up naturally in task-
based lessons. But this can also be a
disadvantage. One of the criticisms of
TBL is this randomness. It doesn’t
often fit in with the course
book/syllabus, which tends to present
language in neat packages. Some
teachers (and learners) also find the
move away from an explicit language
focus difficult and anarchistic. Many
teachers also agree that it is not the
best method to use with beginners,
since they have very few language
resources to draw on to be able to
complete meaningful tasks
successfully.
Disadvanta - There are two main - There are three main disadvantages
ges disadvantages of this approach. of TBL structure. Difficult and time-
The most common is that consuming preparation is the most
students tend to be passive quite usual problem of this method. TBL is
a large part of the lesson, which quite complicated in monolingual
means that lessons are classes, because the students have
predisposed to be teacher tendency to use their native
centered. language. Students have to be
- This fact makes this approach monitored quite closely in order to
unsuitable for more advanced make them really use the target
students, as they do not get so language. This dilemma seems to be
much chance to communicate even more evident with lower levels
freely and independently. The of students whose range of
second point matches one of the vocabulary and grammatical
points mentioned in advantages structures is quite limited.
of PPP; it is predictability of the
lesson structure, which is
criticized as being rigid.
ĐỌC TÀI LIỆU 3.2 ĐỂ TRẢ LỜI CÂU HỎI:
3. What is the difference between Tasks and exercises?
Task Exercise
- A task is a communicative act that does - An exercise usually has a restrictive focus
not usually have a restrictive focus on a on a single language element, and has a
single grammatical structure and has a linguistic outcome.
non-linguistic outcome. There is also a
further distinction between a real-life task
and a pedagogical task. The latter is
devised mainly for pedagogical purposes
within the classroom setting. Real-world
tasks, however, are communicative tasks
that are achieved through language
outside the classroom. The following are - A language exercise is guided and
the main characteristics of tasks. controlled by the teacher.
- Tasks are free. Students are given free - An exercise usually has a restrictive focus
will to use language for communicative on a single language element, and has a
purposes. linguistic outcome.
- Focus on multiple skills rather than on - The focus is usually on a single skill.
one.
- There is no reference to the context.
- Tasks are used in context.
- A language exercise is not
- Tasks are communicative and usually
authentic. communicative and usually not authentic.
- Tasks are meaningful and focus is on - It is not meaningful and the focus is on
content. form rather than on content.
- Correction of tasks is delayed and is - Correction is usually done immediately.
done through observation and awareness
raising.
4. When do we use exercises and tasks?
Skills lessons, too, have regular shapes that we. can use to organise lesson plans: for
example, for receptive skills, we usually plan tasks or activities for learners to do before,
while and after reading or listening; for productive skills, there is usually an introductory
stage to set the scene (i.e. to explain the context) and a feedback stage after
the.speaking or writing activity.
Exercises Tasks
- Learning and education: Exercises are - Project management: Tasks are
commonly used in educational settings to commonly used in project management to
reinforce learning and practice specific break down larger projects into
skills or concepts. Teachers often assign manageable components. Each task
exercises to students to solidify represents a specific action or step that
understanding, provide hands-on practice, needs to be completed within a given
and promote active learning. Exercises timeframe. Tasks help organize work,
can include solving practice problems, allocate resources, and track progress
completing worksheets, participating in towards project goals.
simulations, or engaging in interactive
activities.
- Work and professional settings: In
- Training and development: In
the workplace, tasks are assigned to
professional or vocational training
programs, exercises are used to enhance individuals or teams to accomplish specific
skills and knowledge in a particular field. objectives or fulfill job responsibilities.
These exercises can involve role-playing, These tasks can include completing
case studies, simulations, or hands-on reports, conducting research, delivering
practice to improve proficiency and presentations, or carrying out specific
prepare individuals for real-world assignments related to a job role.
scenarios.
- Personal organization: Tasks can also
- Physical fitness and sports: In the be used for personal organization and time
realm of physical fitness and sports management. Breaking down larger goals
training, exercises are used to improve or projects into smaller tasks can make
strength, endurance, flexibility, or other them more achievable and help individuals
physical attributes. Exercises can range stay focused and productive. To-do lists
from weightlifting and cardiovascular and task management tools are often used
workouts to stretching routines and sport- to track and prioritize tasks in personal
specific drills. and professional contexts.
Overall, exercises are primarily used for learning, practice, and skill development, while
tasks are used for project management, work assignments, and personal organization.
ĐỌC TÀI LIỆU 3.3 ĐỂ TRẢ LỜI CÂU HỎI:
5. What is the sequence of a lesson? What are some sequences introduced
for you to plan a lesson?
- A sequence of lessons can refer to a curriculum unit or a sequence of learning
experiences aimed at producing a particular learning objective, goal or intention.
- Planning a lesson typically involves several key sequences:
+ Identifying Learning Objectives: Determine what you want your students to learn
by the end of the lesson. These objectives should be specific, measurable, achievable,
relevant, and time-bound (SMART).
+ Assessment: Decide how you will assess whether students have met the learning
objectives. This can include quizzes, discussions, projects, or other assessment methods.
+ Content and Materials: Select the content and teaching materials you'll use to
convey the information. This may include textbooks, slides, videos, or other resources.
+ Instructional Strategies: Choose the methods you'll use to teach the content. This
might involve lectures, group activities, hands-on experiments, or other strategies.
+ Sequencing and Timing: Plan the order of activities and the time allocated to each.
Ensure a logical flow that builds on prior knowledge.
+ Engagement and Interaction: Consider how you'll engage students and promote
interaction. This could involve asking questions, facilitating discussions, or using
technology for engagement.
+ Adaptations: Be prepared to adapt your lesson based on the needs and responses of
your students. Flexibility is important in teaching.
+ Homework and Follow-up: Determine what, if any, homework assignments or
follow-up activities are needed to reinforce the lesson.
+ Assessment and Feedback: Decide how you'll provide feedback to students and
how you'll evaluate the effectiveness of your lesson.
+ Reflection and Improvement: After the lesson, reflect on what worked and what
didn't. Use this feedback to improve your future lessons.
These sequences help create a structured and effective lesson plan. Remember that
lesson planning is an iterative process, and adjustments may be necessary based on
student feedback and perform
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