lecture-4

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презентация powerpoint lecture-4 the role of tasks and activities in foreign language teaching. plan 1.difficulties in creating tasks and activities in foreign language teaching. 2.using activities at the lesson. the task teaching style is an option available to students under student-directed teaching, a progressive teaching technology that aims to give the student a greater sense of ownership in his or her own education. this teaching style is "for those students who required formal instruction and yet are capable of making some choice as to the appropriate practice for them to master the objective." this formal instruction happens at the same time as the command students. under task, the teacher will: -provide a unit plan consisting of the objectives for several days, written in a language that students can understand -provide formal instruction -limit formal instruction to 25% of the time -provide an instruction area -assign an appropriate amount of choice …

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by students using pre-existing or scaffolded language resources. ‘activity’ is a high-frequency term in elt professional discourse. along with ‘activities’, it appears in the title or abstract of no fewer than 85 articles published in elt journal since january 2000, 1 easily outnumbering other key concepts such as ‘autonomy’/‘autonomous’ (37 articles over the same period) and even ‘motivation’/‘motivate’ (53 articles). one reason for this is the wide range of meanings that ‘activity’ can convey. the collins english dictionary indicates two main uncountable senses—‘the state or quality of being active’ and ‘lively action or movement’—as well as the countable meaning that underpins the way it is commonly used in elt discourse: ‘any specific deed, action, pursuit’. in elt professional talk, “activity” is deployed so flexibly and frequently that distinctions between its various meanings often go unexamined. but the very centrality of ‘activity’ to our discourse, the property of the term that …

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at any one stage in the course of a lesson’. more particular than this ‘umbrella’ sense are those descriptions that view activities as language learning procedures prioritizing meaning over form. harmer explains that, in clt, activities involve students in communication, ‘where the successful achievement of the communicative task they are performing is at least as important as the accuracy of their language use’. ur describes an activity as ‘a procedure where the learner is activated in some kind of task that induces him or her to engage with the target language items in a meaningful way’. she distinguishes activities from exercises, which ‘focus very much on correct forms’, sometimes ‘without any understanding of the meaning at all’. this sense of ‘activity’ as a learning procedure directed at communicative language use emerged in elt discourse during the same period that the communicative approach took hold in uk-based practice. hunter and smith’s …

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tory of education as far as rousseau. even more specific descriptions of an ‘activity’ are those that seek to closely specify its characteristics and offer a typology of its instances. harmer’s description includes the criteria that a ‘communicative activity’ should: have an identifiable communicative purpose; give learners a desire to communicate; and require a focus on content rather than form. a ‘describe and draw’ pair work game is offered as the activity that most fully meets these communicative requirements. ur offers several characteristics of a ‘good’ practice activity. these include the stipulations of ‘validity’ (addressing the language or skill it purports to practise), success-orientation, ‘heterogeneity’ (being manageable by all of the learners in a group), and interest. a more recent list of speaking activity categories is provided by harmer, who mentions: acting from a script, communication games, discussion, prepared talks, questionnaires, and simulations and role-plays as common activity types. while …

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ctivity’. what is perhaps most notable about ‘activity’ as a term is its persistence in our discourse despite the vicissitudes of terminological fashion. hunter and smith (op.cit.) suggest that some of the senses that elt journal writers attached to the keyword activity during the period of clt’s emergence in the 1970s and 1980s—in particular the need for learners to use language free of teacher control—had previously been associated with game. the same study shows that, while task never came close to supplanting activity as a keyword, during the late 1980s, it did absorb some of its senses and valorizing arguments. what has persisted across this transfer of meanings from one term to another is the common ethos, centring on the independence of learners and the importance of absorption in meaningful use of language, that they articulate within elt. part of the secret of the persistence of ‘activity’ as a central …

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презентация powerpoint lecture-4 the role of tasks and activities in foreign language teaching. plan 1.difficulties in creating tasks and activities in foreign language teaching. 2.using activities at the lesson. the task teaching style is an option available to students under student-directed teaching, a progressive teaching technology that aims to give the student a greater sense of ownership in his or her own education. this teaching style is "for those students who required formal instruction and yet are capable of making some choice as to the appropriate practice for them to master the objective." this formal instruction happens at the same time as the command students. under task, the teacher will: -provide a unit plan consisting of the objectives for several …

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