Designing lesson tasks and materials

TASKS AND MATERIALS objectiveionalWillis ( 1996 ) has proposed a elaborate model for forming lessons which involves the phases of pre-task, job and linguistic communication focal point. In the first phase, the teacher introduces the take and pupils argon involved in a communicative undertaking that provide assist them echo words and phrases and brainstorm thoughts that might be utile in executing the chief undertaking. What follows is what Willis c onlys the task calendar method acting in which scholars perform the alive undertaking, in braces or groups. Then, they prepare a study and battle array their findings to the syndicate. As Manolopoulou-Sergi references, after that is their attending directed towards specific characteristics of linguistic communication signifier ( Manolopoulou-Sergi et al. , 2004171 ) . In add-on, as Carless observesthe post-task stage git besides lend to reminding studentsthat while the undertaking may hold been gratifying, on that point were adept larning purposes underpinning it( Carless, 2007604 ) .The three adapted undertakings follow the aforesaid undertaking construction proposed by Willis. Undertaking 1 ( design cecal appendage II ) focuses on developing reading, listening, speech production and composing accomplishments utilizing communicative teaching method in a series of undertakings taking to steer pupils in developing the accomplishments necessary to form an trustworthy travel path. The subject is derived from the text edition On Screen but eitherthing else has been changed. More specifically, the pre-task or preface practise attempts to trip content scheme, pulling on students bing information ( rule Appendix II ) . The brisk undertaking is a saber saw reading undertaking which serves both as an reliable commentary and it is besides an illustration of the mark undertaking pupils are so asked to make. In finishing the mark undertaking, pupils enquire to entree Google maps and follow the finish desc ribed in the reading text. Therefore, scholars allow go more acquainted(predicate) with some tourer sites in Athens, every bit good as let the usage of engineering in a purposeful manner as they may be asked to make in existent life. Furthermore, pupils in groups of 2 or 3 are asked to develop a twenty-four hours path in their country for a friend abroad taking into consideration his/her likes and disfavors ( see Appendix II ) . grownup pupils the chance to seek on a different country entrust ask coaction and interactionin order to success waxy finish the undertaking ( information spread ) . In add-on, though this undertaking pupils will develop travel related vocabulary. Students are so asked to show their paths in forepart of the category which will actuate them to make well-designed and interesting paths. Finally, in the post-phase, the instructor leads a treatment on the complete undertaking ( the launching ) which will unite a linguistic communication focal point every bi t good as acknowledging of effect information from the published article that should hold been included in the students instauration. What follows is a repeat of the schemes of a well-designed presentation/speech ( mentioning to a old unit ) and an existent presentation of the published article, therefore, giving scholars the chance to pattern the process and linguistic communication of a presentation one(a) time more.Traveling on to Task 2, as a pre-task pupils are asked to direct forth a text ( see Appendix II ) through quickwriting. The undertaking is contextualized by supplying a intent and audience. Students are so encourage to compare their quickwritings with another schoolmate and make up ones mind on a intent for composing. Therefore, pupils are asked to reflect on their Hagiographas and assist them develop schemes required in cognition transforming. In the task-cycle pupils are foremost introduced to a gap-filling activity which may non be an open-ended, procedure orie nted activity or may non supply for specific written results, but will prosecute scholars in creative and synergistic ( with the speech production activity at the terminal ) state of affairss bring forthing thoughts for the existent piece of music and giving scholars a feeling of success. Then, what follows is a 2nd bill of exchange and a alteration of it where pupils gull the opportunity to measure their equals at a non-final phase with the aid of specific rating points. Through this, pupils are encouraged to portion ( verbal studies ) among themselves and assist them understand what goes in the writers and readers head and what schemes to utilize in order to acquire intending through a text ( metacognitive scheme ) . Furthermore, the following(a) and concluding phase involves linguistic communication consciousness exercisings which are designed with the lone intent to bring forth more thoughts before pupils start composing their concluding bill of exchanges ( see Appendix II ) . Overall, this undertaking and the three phase intervention of composing a text is to let pupils to command, modify and further develop their merchandise.Geting started can be hard and therefore, in the 3rd undertaking the instructor foremost introduces the subject and encourages scholars to brainstorm thoughts with the usage of wordlists ( see Appendix II ) . Then, in the task-cycle pupils are divided into groups sharing thoughts on a problem-solving activity where they birth to come up with a text utilizing specific words and phrases give by the instructor. This collaborative authorship is particularly valuable as it involves other accomplishments as good ( e.g. talk of the town ) . In add-on, this problem-solving activity will advance dialogue of significance andpush scholars to prosecute in checking and lighten up uping as they go along( Skehan, 2002291 ) . Once each group has completed the text, they will be encouraged to show it in category and the remainder of the pupil s to notice on it, therefore paying attending on signifier by holding the chance to become teachers . Finally, in the last phase there is a listening activity in which pupils are asked to place specific words from the wordlist and so make full in the spreads of the paragraphs ( see Appendix II ) . The post-task stage is a opportunity to concentrate on linguistic communication and as Carless saysit is important to take the kids see the connexion between the undertaking they have just done and some linguistic communication work( Carless, 2007601 ) .Scaling AND SEQUENCING CRITERIARating and sequencing of undertakings is so a major(ip) challenge for instructors and task-based course of study interior decorators. Therefore, a figure of theoretical accounts and standards for rating and sequencing undertakings have been developed. dickens of the most popular models for the sequencing of undertakings are Skehans ( 1996 ) and Robinsons ( 2001 ) . Although the procedure of rating and sequen cing undertakings seems arbitrary and harmonizing to teachers judgement, I have chosen Robinsons model to place task complexity and later usage for the scaling of my undertakings. The consideration for taking Robinson is as Steenkamp et Al. specifies Robinson conducted research to find the function of undertaking sequencing in learners production ( Steenkamp et al. , 201113 ) and I am covering with a productive country, that of authorship.Robinson distinguishes three agents that influence the complexness of a undertaking viz. cognitively defined undertaking complexness, scholars perceptual experience of undertaking trouble and the synergistic conditions under which undertakings are performed ( Robinson, 2001b27 ) . Task trouble and undertaking conditions are factors that might act upon methodological analysis and the determinations instructors will be asked to do for successful undertaking completion, but as they deal largely with learners affectional sensitivity and ability fact ors they can non be manipulated beforehand. In contrast, as Robinson states undertaking complexness is the exclusive footing of pedagogic undertaking sequence ( Robinson, 2007 in Steenkamp et al. , 201118 ) , and it has to make with the undertaking itself. Therefore, it can be manipulated and predicted in progress. Furthermore, Robinson claims that the great the cognitive demands of a undertaking, the more they engage cognitive resources ( attending and memory ) an so are likely to concentrate attending on input and end product which will hold public presentation effects ( Manolopoulou-Sergi et al. , 2004176-177 ) .Along these lines, I focused on the factors that influence cognitive complexness such as individual undertaking, prior cognition, planning set, there and now, concluding and more ( see Appendix III ) . In peculiar, the undertakings presented in the old subdivision are sequenced this manner chiefly because I want scholars to set more or less activities which bec ome progressively demanding, i.e. traveling from comprehension-based activities ( saber saw reading/ Task 1/ see Appendix II ) to controlled production activities and exercisings ( pros and cons of nomadic phones/ Task 2/ see Appendix II ) and eventually to activities touch reliable communicating and interaction ( carnival/ Task 3/ see Appendix II ) . Additionally, undertakings with unkindly results ( Task 1 ) should be presented before more open-ended undertakings ( Task 3 ) as they will be easier to carry through and participants can direct their effects more purposefully as there is merely one correct reply ( see Appendix IV B ) . Furthermore, undertakings affecting duologues should keep on those affecting soliloquies every bit good as describing speeches/ presentations that might be extremely complex for scholars and wish truth and eloquence to be accomplished. All three undertakings include consciousness-raising activities ( listening or reading transcripts of comparing, se e Appendix II ) so as to diminish the cognitive burden of the chief undertaking which comes afterwards. Therefore, scholars can be induced to remember conventional cognition they already have which is relevant to the undertaking they will make ( Manolopoulou-Sergi et al. , 2004180 ) .Similarly, the undertakings require mention largely to events go oning now as the attending is worn-out on learners eloquence although much more cognitively demanding mention to events go oning elsewhere in clip and infinite could be added.There is flexibleness in timing and grouping, with alternate functions being assigned to pupils at different times, and groups being rearranged in different ways, to supply more chances for students to ordain different roles ,( Carless, 2002394 ) . Another factor taken into history in sequencing undertakings is one manner or two manner constellation of information. In a one-way constellation, all of the information related to the undertaking is given to one scholar w ho mustiness pass on it to the other. In a bipartisan constellation the information is related to the undertaking is distributed among all of the scholars who must portion and incorporate it. In this respect, one manner undertakings promote less dialogue of intending than nonpartisan undertakings which affects the complexness of the tasks( Ahmadi, 2014338 ) , and hence should continue bipartisan undertakings. Finally, clip force per unit area put on pupils ( which will overload students attending ) and the bind they have from their instructor or other scholars ( more support will perchance ease the undertaking ) are taken into history. Gradually increasing the complexness of undertakings is of import as it may motivate scholars to look for more and more aid in the input, go toing to facilitative signifiers made salient by teacher intercession ( Manolopoulou-Sergi et al. , 2004178 ) . However, what is more of import for me is to increase the complexness of pedagogic demands in ord er to bit by bit come close the complexness of the existent universe.