Appendices

APPENDIX1: SAMPLETASK-BASED LESSONS

Here are sevensample taskssubmitted to us by teachersaround the wodd who are committed to TBT. The tasksare arrangedin alphabeticalorder by surnarneof contributor.

Appendix1.1:Earthquahe safety
Teacher YvonneBeaudry C-ontent Motivated adults, low intermediate, private language school, Tokyo. Topic Earthquakesafery;this task can be adaptedto other natural disasters. Background This wasthe third of a threelesson unit to be taught by several teachers different classes. followed intensivereadingand news-based to It authentic listening lessons with vocabularywork. Task sequence r The classdiscussednatural disasters,brainstormed vocabulary (foods, (ro-r5 wildfire, Richter scale,shelter), and sharedpersonal experiences. minutes) z Small groups discussed questions on earthquake preparednessand survival and transferredthis information to a chart. The columns of the 'during' chart were divided into.'before', and'after' stagesof an earthquake (seep. 7).The cells of the chart are small to force note-taking insteadof sentence writing. (zo minutes) 3 I distributed authentic pamphlets from the Red Cross and other organizations.Different groups receiveddifferent stages information. of Each group comparedthe official information to the information in their charts and decided what information needed local adaptation. (zo-3o minutes) 4 Students reviewed some phrasesfor giving directions and paired up to 'task practise finding the emergencyexit blindfolded. This provided a break' in a long lesson and was practical - electriclty sometimes fails during a quake. (ro minutes)

46

Appendixt

I A jigsaw task. Groups with different stagesof authendc information sharedtheir information and addedto their charts. $o minutes) 6 Follow up included listing items to include in an earthquake kit (r5 minutes), and reading stories of politics and earthquakes, e.g. how building code violations causedmany accidentsin Thiwais ry99 quake, the long period that people lived in tent cities after the Kobe earthquake and international rescueco-operation. Evaluation Studentsreported that doing this activity in English made them focus on an important issuethat waseasyto ignore in Japanese. exit activity wasthe highlight Somestudentsreported that the emergency Yvonne's notes for teachers and Warm-upquestions triuia the Discuss following questions: o Natural disasters what are they? (cyclone, tornado, earthquake,tidel landslides,wildfire) foods, volcanoes, wave,locusts,avalanche, \7here/\7hen? o \7hich natural disasters occur in Japan? one? o Have you everexperienced . \7hat was the world's biggestearthquake? haveoccurredin the world in the last ten years? o 'What major earthquakes system? How doesit relateto the Japanese o 'What is the Richter scale? Discussion Discuss following questions: the o \7hat did you learn about earthquakesaferyin school? o Have you eyerbeen to a mock earthquake(the shaking trailer)? o \(here is the nearestrefugeto your home/work/school/institution? o Ifyou dont know the above,it is homework. o tVhere is the emergencyexit in this building? Could you get there from this room if the lights went out and therewas smoke? o Try it with your eyesclosed. o 'Whereis the safestplaceto be in an earthquakeifyou are in theseplaces: in a house,on a high foor of a building, at your workplace, in a subway station, on the street,in your car? Information sharing p. r Distribute the worksheet'Earthquakesafety'(see 79) andhavestudents fill in the top row in small groups.For'Before an Earthquake'they should 'After an Earthquake' to Thke consider a general state of preparedness. 'During ...' they should considerwhatever mean up to a week after.For they can think ofl variousscenarios discussionfor grouPsto comPareinformation. z Have a short whole class

'

Appendixr

237

3 Distribute the worksheet'EarthquakeSaferyInformatiori. Have different student or groups read different sectionsand exchangeinformation. A is supplementarysheetfor more advancedclasses available. 'Earthquake safety' 4 Have the students add to the second row of the just adding information, is there anything they need worksheet. Besides For example' most people in Japanthink a helmet is to deleteor change? most other earthquakeprone countries sayit is pointlessbut essential by the time you get it, the main needfor it is over. Information from the Red Cross http ://www.redcross.org/services/disaster/o,ro8z,o-568-,oo.html and the Los Angels Fire Department http ://www. lafd.org/eqindex.htm#menutop 5 Have students make a list of what should be in an earthquake kit, it personalizing as needed(diapers,medicine,bilingual dictionary, ...). 'Earthquake kit'. Did they get many of the Distribute the worksheet items?Do they think all the items are important? Vhich onesapply only to houseor to apartment dwellers? 'Earthquake tales'. Use with 6 Hand out questions from the worksheet for your class,talk about feelingsand caution. If any seemununsuitable inevitable inTokyo, areyou scared? fearsinstead-'The Big One' seems Horneworhsugestions \Writing o Follow-up on one of the topics from'Earthquake tales'. o Collect some survivors' stories from large earthquakes.Retell them in your own words. Vocabulary Encouragestudentsto keep up their VocabularyNotebooks.

Profitsand media puz,zle: Appendix1.2: Tbxt

Teacher CraigJohnston Context First year college students in Japan studying mass media (i.e. a content course). Topic The influence of the profit motive on newsasreported by the media. Background A mixed abiliry classwith a very wide range of levelsbut the average was somewherearound low intermediate. Task stages 'W'orksheet below. Each paragraph of the article was broken into r See clauses evensmallerunits. or segments:

48

Appendixt

z These segmentswere presentedto the students in mixed order and the students' job (in mixed-ability pairs) was to recreatethe original paragraphs.(There was no inter-paragraphmixing of segments). 3 W'hen students felt they were finished, they were presentedwith the original and askedto'compare and repair'. 4 Focuson form: Studentswere askedto identify'chunks' oflanguagein the article. The strongerstudentsfound quite a lot, for example: X hauea lot of connolouerY that someofthe (negatiueconsequenceslproblems) resuh mass media iro harming the enu nment ing reu nue e losing aduertis slstem the ((cunent) economic) Evaluation I find this kind of task to be very effectivefor a few reasons: with the text-they really wanted to r It givesstudentsa reasonto engage and figure it out for t-hemselves they stayedvery focused. 'official version' provides z The act of comparing (and repairing) with the red necessary, flagssignalling confirmation of comprehensionand, where miscomprehension. it 3 I also like it because allows me to highlight and review certain forms without needing to get into lengthy explanationsof grammar points. For and effbct, I parsethe text in example,if I want to draw attention to cause such a way that studentshave to wresdewith the placement of segmens 'As can Different parsingstrategies be a resub...'or'Since....'. containing used to focus attention on collocation, patterns, rhetorical devices, discoursefeatures,etc. 4 The aboveareachievedin a student-cenuedmanner.I dont haveto spend much time explaining. (\(iith such a mix of abilities in the class,my bored and the other half explanationsarein dangerofleaving half the class confused.)
E WORKSH ET

Profitsand media,Part I
the of belowismixedup.Arrange sections each paragraph the article in Each version. paragraph recreate original the to Exomple: At a thenI hadbreaKast. 7:3oI I b I wokeup earlythismorning. hada showerand c leftforwork. Answer: a,c b,

APPendixt

2J9

lntroduction a the massmediaare corporationstoo. b At the end of that article,I noted that c Today and next week we'll look at some of the problemsthat resultwhen mass mediabecomegiantcorporations, of consequences d In lastweek s articlewe learnedabout some of the negative the power of largecorporations. e when profit dictateswhat is news and what is not news. Whereis theWotchdo{ taxes,and teaching avoiding the f affecting directionof medicalresearch, So, childrento be materialistic. g Thereareatleastthreereasons: h are they silent? i We learnedlastweek that the current economicsystemis doing serious j in damage ourworld. After all,the media why do the mediaso rarely criticizethe economicsystem? should be a watchdog,protectingus-why corporationsare harmingthe environment,keepingworker pay k Multinational extremely low in some countries, l Reoson Therefore, I and they don't want it to change. m Corporations likethe current economicsystem corporationsand losingadvertising n that mediacompanyrisk alienating revenue. the o if a mediacompanystronglyorfrequently criticizes economicsystem z Reoson p from the current economicsystem. q lf, for example,governmentsmade new lawsthat requiredcorPorationsto Pay highertaxes, r Naturallytherefore, s those new lawswould hurt mediacompanies. t Mediacompaniesare corporationsand they benefit do u mediacompanies not want the economicsystemto change. Reoson 3 'children'. Consequently, v a lot of control over their media and these'Parent' corporationshave largercorporations, w even to x journalistsoften feel pressured avoidwriting storiesthat will angerthe ParentcomPany. are y Largemediacompanies often owned by

2'40

Appendixt

Appendix1.3: Farni$rualues
Teacher Shaun Manning Context About zo mixed level Korean university students aged ry1o. by Studentsare not separated level so rangeofability is from near-native to speaker non-speaker. series. Topic Family life in Asia. This wasthe first lessonof a 3Jesson Background English program is a graduation requirement. of Objectives To inroduce the topic; to evaluateand modify expressions opinion. Target task Compare the valuesof your group to those of others and try to find a matching group. r Studentshad to read a list of slightly controversialstatements(seebelow) and decideif they agreedor not with eachone. into a form that z They then had to work together to rewrite the sentences (i.e. reach a consensus a revisedsentencefor on they all could agreeon eachitem on the list). and other read out their teamk version of the sentences 3 A spokesperson listenedand noted how they had been altered. teams 'family values'to theirs. 4 Teamsthen decidedwhich team is closestin Languagefocus was on the altering of the controversialstatementsin the 5 light of the meanings that learnerswanted to express changing words 'get 'should' 'might permissionbeforemarriage'to to want to...' or like 'get with the advicebeforemarriage.'-this was doneduringthe taskitself,, help of the teacher. Thesearethe statementsusedin the task: r Children should only leavehome after they aremarried. z Old people should be encouragedto stay in old people'shomes rather then with the family. Peopleshould not havemore than two children 4 Children should alwaysobey their parents , You should alwaysget your parents'permissionbeforegetting married. 6 Children should pay rent to their parentsif they are at home and havea j"b. 7 You should alwaysbe readyto help a member of the family. 8 The membersof a family should live in the sameareaso that it is possible for them to visit eachother. 9 Family life is lessimportant in the modern world that it was in the past. I O The government should do more to help families. (E.g. give daycare, medicalcareand money to parents.)

Appendix t

24r

Sometypical tearnanswers: r Children should leavehome when they can take careof themselves. z Old peopleshould be encouraged staywith their family. to 3 It's a personalchoice.etc Evaluation r Students liked the topic and the task provided plenty of laughter and interactivity. z Groups were ableto reacha consensus the items. on what they 3 The informal nature of the linguistic focushelped them express wanted to say,rather than only work on changing modals (for example). However,it could havebeen done more formally. 'fying' they were in 4 I had planned it asa zo-minute activity; but because their groups, I let them keep going-it took the entire period. (yo mins.)

Appendix1.4: Guess wltat animal this is

Teacher Theron Muler Context Low intermediate first-yearstudents,r8-r9 yearsold, at a woment junior collegein Japan. Topic Animals Target task Guessinggame: studentsdescribean animal then other group members guesswhat animal it is. This is then repeated but using an animal cartoon character. r I gavethem a written exampleand they guessed animal (a snake). the z They each, as individuals, chosean animal and wrote our rheir description, using dictionaries and asking others in their group if they were stuck for words. 3 In groups of 5 or 6, with their desks in circles, they read out their descriptions. They took brief notes about what animals and key words their other 4 group members used. j \7e repeatedthe activity using animal cartoon characters, such asMickey Mouse. Evaluation I was really surprisedhow the dynamic changedasthey started reading their descriptions:from thoughtful to enthusiasticand laughing. During the refection time at the end of the lesson,when prompted ro '\7rite about what we did today' one studenr responded, {We studied 'Animal about animals today. quiz' is fun for me. But carroon characteris '\7e difficult for me'. Another wrote: did game very enjoy. \(e choose many animal and character'.

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Appendix t

Sample learner data

t/t. N. u o pet tlttuk it'sbig st plo
ahi*toaL

Ith^aaolnnl wse' It cant runqutcklT ft A/,ei*t Afri.ci"uer/ Lu.^^r(/ It eatlr^tt (Elzfkaat)

&i,L Ithzak us. It wpu,corizc,trirk. : hnn^d.r Fo oxa*uplzI h^akz r an^d,sit Itcantspcak. Iti,r runrfa,rt. (Do!)

lAl'L Thi'sanin^a'1'gnd' trppclinber. It h^ar a,tai.{,. Itlikpbanata.

(uontu/)

Samplesof two learners'notesof keypoints

l<atttz' Rltta' l'lile CJ1i2, lvla.i, l<anat, R?,tt' CJd2. lvto, Uat,

daj d"oj wnkry eltfhAr4t pa]4/A, dol cuto, d^01 ehf*A]4t e/r?/.tA^t far4/A'

ilkoruunitl shakehan^d' runlutrkly lonl noso bklk^n"l'wfuLe' Afu'rru.tut*r1 shakehan"d's b$ euan^d'torynoso ew itcantrunfart/bj two It h.ar cohrs/uriteanl'brack

Appendix1.5:
.t

'Moulin Rouge'mouie

tratler comparrson
Teacher Glen Poupore Context South Korean teacher trainees on a speaking and writing skills at course MATESOL level. Topic The DVD for the movie Moulin Rougewith Nicole Kidman and Ewan McGregor. The DVD contains two different movie trailers for the movie: one wasdesignedfor a North American audienceand the other for The trailersare similar but also quite different in audience. a Japanese terms of what is shown, the music being played, and the overall mood of the trailer. Each trailer is about two minutes long. Thsks r To watch the two trailers and to note down as many diffbrencesas they can. Students seethe trailers twice, then in pairs they make a list of differences.

Appendix t

243

betweenthe z To speculate and explain why there aresuch differences about cultural tn'o trailers. This can lead to a good discussion differences. Language study Teacher provides the script for the trailers with some the challengingvocabulary underlined. Studentstry to guess meaning by using the context (and without using their dictionary). Evaluation Movie trailers are short in dialogue with lots of visual support The movie waspopular, that make them easilyusablewith different levels. it is quite bright and colorful which makesit it has sexymovie stars,and visually stimulating. Finding differencesadds a level of challenge and interest.The cultural element is alsointerestingto the students. Follow-up task (which could be given in a later class) Separatestudents into those who have seen the movie and those who havent. Studentswatch the movie trailers again and, in pairs, following the Guidelines (below), write a brief story ofwhat they thinkwill happen in the story (or what they rememberedhappening-taking into account the trailer). Guidelines Include r the setting (wherethe story takesplace), z who is in the story (at leastfour characters), and 3 the main plot of the story and 4 howthestoryends.

Appendix1.6:lunh ue carryaround uith us

Teacher SandeeThompson Context rz intermediate srudentsfrom avariety offuian nations and two from Quebec.Age rangewas 4-6o. Halifax, Canada. Pre-task(Priming) phase I setthe context by bringing in my bag and having the studentsguess contents. I then removeditems from the bag and asked to them to categorize them in someway that made sense them (e.g.things shapes) that had scent,things that madea noise,money,rectangular Taskphase Studentsdid the sametaskwith the contents of their own book bagsand talked about it with their partners. Listening: students heard a tape of me doing the same task with a colleague.They were asked to take note of any differences that were apparentbetweenthe recording and their own discourse.

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Appendixr

Language focusphase:Studentsreturned to their pairs and made notes of tend to comment the differences they had noticed (e.g. native speakers what the person removes,tend to paraphrase on the contents the other speakersaysand often turn precisenumbers in to quantifiers and vice versa). Taskrepetition:they redid the task with a different Partner and this time took note ofwhat their partner said asthey unloaded the contents. fuport phase;Students briefly reported their findings to the class.They also mentioned what they had noticed about the native speaker's interaction 'W'e put a Form focus:From this lessoncomes an analysisof quantifiers. chart on the board and I elicit the quantifiers they used.Thesecould be: a a few (pens),a couple of (paperclips), number of (lipsticks),a bunch (of 'actual numbers' coins). They then come up to the board and write in quantifisl5-'2 or 3' for a few,'2' for a couple, with the that correspond 'ro' etc. for a number of and so on. I also use a guided discoverytask I created to provide them with extra languagework. They listen to the 'quantifiers' native speakertalking on taPe,fill in an identical chart with 'actual numbers', and then compare it to what they did in order to and explorehow they are usedin natural speech. theywere sharing a part Evaluation The studentsenjoyedthe task because it with their partner and because provided the opportunity of themselves for a laugh (the things that we cart around with us for months on end without being awareof!) Studentsliked being askedwhat they had noticed and enjoyedcomparing what they did with what native speakersdid. My keener students had done and the weaker incorporated much of what the native speakers this up what they could. In somecases, wasnot much but studentspicked a second time, which it allowed them the opportunity to do the task helped their confidence. Variation Later I recorded a male colleaguedoing the same task to seeif there were any differencesin the way he did it from the way my original colleague(a woman) had done it. There werent. But it gaveme a chance to use both recordings with the class and ask them to compare the 'noticing' activities contents of his bag and her bag, and to use both for (listening for usefulphrases and comments, etc.)

Appendix1.7: Giuingdirections
Thompson Teacher Sandee Context Beginnersclassin Halifax, Nova Scotia, Canada;mixed nationalities, age nngerS-27.

Appendixt

24t

Pre-task (Priming) phase I gave the students a small map of Halifax and askedthem to tell their partner how to get to their home from school Task phase I gavestudents a sheetwith instructions on how to get to my house and askedthem to read the map, find the placesmentioned and fface the route, following mywritten directions. Planning and tashrepuitioz.'studentswere askedto look at my directions, pick out phrasesand languagethey might find useful, and then make notesabout directions to their own home. They then redid the task when they felt ready. Reportphase: students were asked to give directions to their partner's home to the other groups and then the studentsin classput a push pin in that spot on the map and pinned the directions to that areaof the maP as well. Form focus: students studied the written directions again and identified specific phrasesof location, verbs giving directions etc. Then we had a (turn right at lessonfocusingon the imperativesand prepositionalphrases the lights etc). Follow-up:I testedtheir knowledgeby having them give me directions out room. of the room and down to the teacher's Evaluation It was successfulin more ways than one; in addition to becoming more confident in giving directions, the learners discovered they lived quite closeto eachother. After that, they startedspendingtime with eachother and waiting at the bus stop together.

APPENDIX2 AND SAMPLEPROJECTS SCENARIOS

Appendix2.1: A neutcafeteria
Teacher Aurelia GarcIa Project briefing You want to open a new cafeteriaand you own the premises in the corner of C. Gil and Irigoyen Streets('ex-MegaDeportes'. In order in to be successful need to carry out somemarket research the areato you in find out prospectivecustomers'preferences.'W'ork groupsof 4or 7 r Design the questions for the survey you will carry out in the different bars/pubsin the area. z Carry out the survey. to you get. Present'this the class. 3 Analysethe answers Think up a creativemarketing strategywhich will ensureyour success. + 'Write Compare your ideas. this up briefy and display it for the class. prices,and anyother Includelogo,slogan, a 5 Produce menu for your cafeteria. the necessary information. Displayyour menu.Vote to choose bestone.

Heahhy teens? Appendix2.2: Radio talh shout:

Teacher Aurelia Garcla Project briefing Teensseemto have heard it all before. For as long as they perhapseven doctors, have been telling can remember,parents,teachers, limit sweets, and drink milk. them to eatvegetables, Now, this advicetakeson new meaning for a lot of very different reasons: How can they control their weight to put on muscleinsteadof fat?\X/hatt a in healthyweight for them?How can they squeeze a good, quick mealafter which will find an answerin your talk show. All school? good questions Thinkof ... . narneof the programme o possibleguests o commercials o audiencephone calls Broadcast your programme.

Appendixz

247

Background and context This task was carried out as part of the teachers' training course,and also as part of the curriculum of a pre-intermediate group of teens.This is a group of only nine students around ri-r4 years 'Food,glorious old. \7e use Enterprisez as coursebook and in Unit 6: food', I proposedthis project. I wrote different roleson slipsofpapers and we put them in a bag and they just picked out a role. They presentedthe to talk show live. Unfortunately, I havent got the technologicalresources record them, which would be fantastic! Teacherevaluation lt's nice to seehow they surprisedeachother at seeing how they have developeda characteror designeda commercial, without work, which hasbeen the othersevennoticing this silent and hard (secret) aking placefor z weeks.The fact is that they get so involved in their own taskswithin the project, that they forget about their partners.They laugh a and enjoy the process and applaud themselves lot. \Vhile the task cycle is being developed the kids cover the contents proposed in the textbook unit. In the classafter the presentation,they haveto sit for an examwhich in generalterms had very good results. Acknowledgements Aurelia'staskswere initially part of a TT scheme,and put together by the Instituto de Ciencias de la Educacion para la InvestigacionEducativa (I C EI I ). The teacherswere: Dr Vilma Pruzzo de Di Pego, Maria Graciela Di Franco, Aurelia Garcia, Eva Kloster, Jorgelina Rodriguez, Griselda Gulgliara, ReginaAlfonso

h Appendix2.3 : Scientif.c entation atmosp ere pres : and ueather

Teacher Lorie W'ood Context Upper intermediate adults, working at a ship repair faciliry on a inJapan. US Naval Base Project time Two weeks(zo classroom hours) Topic Atmospheric pressure,wild'weathet fog and mist Stages r Preparation:Theclass wasput into groupsof three to createpresentations. their Each group worked on someaspectof the main topic. They selected own specifictopic, studied the target vocabulary from the textbook and becamefamiliar with the content of their topic. z Planning Students did Internet researchon their chosen topics and developed a presentation. They had to provide information on the topic, and also create a scientific experiment that demonstrated the phenomenon they were explaining.

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Appendix z

3 Presentation:Nl groups ga've a Power point presentation, a full explanadon and a demonstration using their experiment. In the experiment(p.g)'mist'was heatedin the bottle.This showedup clearly against the black paper. The presentationswere followed up with a question and answersession. Evaluation This classwas quite nervous during this project as it was their first. I had used an experiment in the classroomwhile I introduced the target vocabulary from the textbook. Even though they were hesitant while they worked on initially, they really seemedto enjoy themselves their project. In fact, afterwards,they askedme when theywould be doing another project. The only problem was a scheduling conflicu we didnt haveenough time.'We really neededabout one more day,so that students were really confident beforethe presentations.

Appendix2.4: Creatinga neuspaper

Teacher Lorie'Wood Context Advancedadults. Project time 4o classroomhours over one month. Baclground Studentswere studying vocabulary frequently used in newspapers:editorial, interview, news,feature,etc. They had to Project Each student createdtheir own newspaper. o choosea native speakerto interview for a featurestory; o write a true newsarticle; o write an editorial on a global issue; o write a letter to the editor on a baseissue;and o write an amusementreview. In preparation,they had to and magazines; o reada variety of newspapers o collect samplesof each of the above types of articles, plus a sports article, advertisement,comic strip, political cartoon, a column, and a 'charged news article that describeda situation in which someonewas with' a crime ('chargedwith was one of our target expressions). Procedures r Students set up the interview and then developedtheir questions, and 'We compared and discussedthe various started to collect their articles. writing styles. z Interview stages:a local reporter came and gave a presentation on conducting interyiews, and answeredquestions.After this they practised their interview skills with each other in preparation for the actual interview. The interview was conducted and recorded. Next, they transcribedtheir interviews. During this time, we focusedon the blended

Appendix z

249

3 4 5

6 Z

This wasvery soundsof native speech and clearedup misunderstandings. insightful for students.Additionally, we had refective discussions about the interview process. Studentsstartedwriting and revisingasneeded. A second guest speaker,the editor of the base newspaper,came and journalism and newspaper formats. discussed Students then created a design for their newspaper,incorporating the collected sampleswith their own stories. Students also had to write a sentence describing why they chose the particular articles they had collectedand incorporate that into their pagedesigns. The newspapers were printed and distributed. \7e then read the newspapersand had a wonderful discussion on the entire project, the topics in the articles,etc.

Evaluation The final projects were excellent.The outcome exceededmy expectations,and the students had a tremendous senseof accomplish'When ment. I first introduced the project, they honestly felt it was impossible,but through the process, only did they find they could do not it, but they could do it well, eveneasily.

Teacher YevgenySlivkin Context This taskwascarried out byAmerican learnersof Russian. Background Sometimespeoplewho wish to obtain a greencard and stayin the USA marry someonewho hasUS citizenship,eventhough they have no intention of staying together permanendy asa married couple. These 'fictitious Young Russianpeoplewho arrangements called are marriages'. come to the US on student visasdo this sometimes,sincethere area lot of their former compatriots who haveobtained US citizenship and who live in this country legallyand they arewilling to help. The US Immigration and Naturalization Service tries to reveal these fictitious marriages,interviewing allegedspouses separately, asking them different kinds of cunning questionsabout eachother to which only real spouses would be likely to know the answers. These could be questions about every day habits, gastronomical preferences,interests, hobbies, 'spouses' manners and so on. Before theseinterviews try to agreeon as many things aspossiblein order to avoid discrepancies the courseof the in interview. Instructions Today our role-play situation will be the following: Sveta and Vova, Kira and Misha-you will be two Russian couples suspected fake marriages. of Roman and Vanya-you are immigration officials who will be conducting an interview in Russian.

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Appendixz

Svetaand Vova; Kira and Misha-your task is to talk to each other in order to get preparedfor this interview.You haveto decidewhere and how you cameto know eachother and tell eachother about your daily habits when interviewed separately. so that you will give the sameanswers taskis to comeup with interview questions which RomanandVanya-your are will allow you to checkon whether their marriages genuineor fake. Then you will conduct the interview and decidewhether Vova and Misha shouldbe deportedfrom the country or not. Procedures Ideally it takesa double conversationlessonto implement the whole scenario.During the first hour the two pairsofstudents who played preparedfor their interview in the classroom. the rolesof the fake spouses The two students who played the roles of the immigration officials prepared their questions outside of the classroom (in my office). I circulated betweenthe classroomand the office, monitoring and helping them all, and sometimesgiving them hints about what they should expect to be askedor to hear 'officials' in The wereallowedto haveall their questions written form during not the interview but were encouraged to read,but to askthem naturally. 'fake The spouses'were allowedto make notesin the courseof preparation for the interview, but they were not allowed to use them during the confused, interview.So,duringthe interview,theyoften became gavewrong answers, the'ofEcials'caughtthem on somediscrepancies. and The interviewwas conductedduring the first zo-25 minutesofthe second hour. A'husband' and a'wife' from different coupleswere interviewed at the sametime in different cornersof the classroom.(The first interview actually could be conducted in the last r5-zo minutes of the first hour, if the preparatory work is complete.) 'officials' confronted the'fake spouses' During the last zo minutes, the in This is the and askedfor explanations. with discrepancies their answers 'spouses' tried to creatively most amusing and enjoyable part, since the 'Oh, my from difficult situations, sayingthings like: extricatethemselves wife/my husbandlikes to buy new furniture/move furniture in the sitting room all the time, so I do not rememberwhere exactlythe sofais located'; 'I cant tell you which side of the bed my wife/husband sleepson, since she/heusually keepstossingand turning all night', and so on. 'fake I've staged this scenario three times, and each time one of the spouses'was deported,much to his or her annoyance. Evaluation They reallyhad a lot of fun with this activity. It wasthe first time in my teaching careerthat I saw studentswho did not want to leavethe classroomfor the break! into a one-hour Variation The whole scenariocould of coursebe squeezed shouldbe limited, and lesson, the number of topicsfor the questions but the interviewswould be much shorter.

-.

APPENDIX 3 TRANSCRIPTS TASK OF RECORDINGS

Appendix3t: Tbpic:Problem-page aduice

'Well, e Christina, what advicewould you give t}is woman? c \(ell, I dont know, her ..., sheseems be havinga lot of troublewith her to daughter. I would say to her though that maybe she shouldnt be too pushy, A mmm... her c because daughter could really reactto that and just becomereally angryand...youknow... e Yeah.Go evenfurther. c Yeah,yeah. e I think that, erm, sheshouldnt, it's hard not to worry but I dont think she should get too worried about it because,I think that a lot of times teenagers through this phaseand you know it's sort of something they go haveto learn their own independenceand once they feel themselves then they'reable to take their parentsback into their lives. c Yeah,exactly. I think thatt . . . a Speakingfromexperience. c No, I thinkyou're right. Yeah.Often parentsthey just want to hold on to their kids aslong asthey can and they dont realize child wants to break the away and have friends that the parents dont necessarily have to know aboutor ... e Right. c Yeah. e Yeah,becoming an adult. past thoseteenage years,she'll c Yes,definitely, but just wait until she's comeback. e Yeah,and I mean, you know, just being as supportive as they can. You know, saylng that, you know, that we're there for you, and erm thatt I think about the best they can do, just make it clear that you love and supportyour child ...

Tianscript contributed by David Cox

zjz

Appendix 3
c ... your child in as many waysasyou can, definitely,yep, good, I think thosewould work. For a recording of the same task done by different people, see Cox zooS:t83-4.

Logicproblem Appendix3.2: Tbpic:

1 from J.'Willis and D. Willis 1988: Transcripts 58b Thanscript or Okay?
sc Yes nr well, two cluesto help you. One of them went to London to visit her mother. There is only one woman so that must be Mary. Okay? ec Right, So Marywent to Londonop So it's Mary and mother.John bought a computerbut not at it therefore must beManchester, nc John must havegoneto Birmingham. nr Birmingham. Computer.And who'sthe other one?Peter. BG must havegone to Manchester. or Manchester,to see-to go to the theatre.Okay? ec Yes.

Appendix3.3: Tbpic:Catlterine:Workingfromhome
from Gairns and Redman(zooz) Thanscript
B So,do you like working from home? is c Oh yes,the greatadvantage that I can workwhen I want to, (Right) and I can stop when I want to eat,and, well, eatwhen I want to, really,itt very good if you have a family and children. (M*) Erm, alsoyou dont waste time travellingto and fro from work ... s Ah, that'svery good, yeah. is c Soyou havethat extra,extra time, but the main disadvantage that, well, you don t havethat socialcontact that you get in an office . . . ...yeah. E ... or the friends c ... or the fellow workers,yeah,erm ... and it's harder to get awayfrom work, it's always,if youve given a part of your house over to it, it's always there,you know, when you passby the office, you seeyour computer (Yes, and yes.)Itb harderto escape it doestakeup a lot ofroom in your houseas well. E Sure. c That's the main disadvantage.

Handout) APPENDIX 4 ('Workshop DESIGNING AND USING COMMUNICATIVE TASKS

of Aim To design a sequence different types of task that will generate free that can be sharedwith others. language andlead to ^n outcome use

Your topic
Seventypes oftask
r Listing: brainstorming and/or fact finding e.g. things, qualities,people,places,features,things to do, reasons.

ranking,classifring z Orderingand sorting:sequencing, rankingaccording cost,popularity, to storypictures, e.g.sequencing

etc.

3 Matching e.g.Listen and identify, listen and do (TPR), match phrases/ descriptionsto pictures,match directions to maps, 4 Comparing: finding similarities or differences 'Spot playing the e.g. comparing ways of greetingsor local systems, Difference', contrastingtwo seasons. y Problem-solving: logrc pazzles, realJife problems, case studies, incomplete texts e.g. logic problems, giving advice, proposing and evaluating soludons,predictinga story ending. 6 Projects and creative tasls e.g. doing and reporting a survey, producing a class newspaper, planning a radio show. anecdotes, experiences: storytelling, personal 7 Sharing reminiscences, opinions, reactions moments,soap terriblejourneys,embarrassing e.g.earlyschooldays, personality quizzes. operascenes,

OUP. k-Based Teaching. \7illis, D. andJ. \filfis zoo7.DoingTia

zr4

Appendix4

Planning a task-basedlesson
t Try out your task(s)with someoneelse.Refineyour task instructions and write them down. z If possible, record two fuent speakersdoing the task(s) (r-z minutes each),and selectand transcribeextractsto usein class. 3 Following the TBT framework below, plan each phase.Decide at what point(s) to usethe recording(s).

TBT framework
Pre-taskpriming activities/mini-tasks

Task

Planning a report

Reporting back

Form Focus Identify usefulwords, phrases and patternsfrom the texts/recordings. Systematize them: classifyinto semantic,functional, notional or structural categories.

Deviseanalysisand practiceactivities. Task repetition and/or evaluation

\ffillis, D. andJ.\fillis. zoo7.DoingThs k-Based Tbaching. OUP.

APPENDIX5 SAMPLETASK-BASED COURSEPLAN

(draft course outline) Englishand globalissues
by Lorie tWood

Background
'English and global issues'unit plan was developed from students' The requeststo explore global topics and to pursue that exploration in English. Research the unit uncoveredthe following textbools: You,Me and the for Worldand Topics Global Citizenshipby David Peaty(zoo4, zoo5).Many for of the activities in this unit were developedfrom ideasand topics presented in thesetexts. Additionally, this unit plan was designedwith the specificlanguageneeds and interests of students at the US Navy Ship Repair Facility (SRF) in Yokosuka,Japan.It was given to them asa handout at the start of their sixmonth (ro-hours-a-week)course.However, it can easilybe adapted to suit any student population.

for Topics,tasls and usefirlwebsites Englishand global issues

t Enuironmental preseruation/conseraation 'Watch a the EcoSurfervideo and discuss. Identify areasofconcern from the video and personalobservations.List and their potential consequences. their causes b Consider current natural environment policies and take positions for debate. and/or problems near your home or c Thke photos of environmental issues on the base, describe the situation and make a brief proposal for correcting t}re problem. d Discusswhether this websitebelow is really about environmental issues. ronment www.sunnier.com/envi 'Watch and debate. policies, discuss newsvideo about NewYorkt garbage e f Guest Speaker: Navy chemist, presentationwith Q&A following. US

2t6

Appendix 5
z Ecotourism a Investigate the following websites to understand the concept of ecotourism: www.ecotourism.org www.goipeace.or.jp b Design a trip that upholds the Ecotourism Principles, and prepare a presentatron. ecotourismhasfor Japan. Identify the relevance d Describe,in an editorial format, how ecotourism can contribute to world Peace. forum (a'Conversation Describeyour opinions in an open discussion and its possibleecologicaldisadvantages. C"fd') on sightseeing

3 Neut technologlt
a Identify one technological advancementthat could make a significant

we impact on one or more ofthe global issues arestudying. Seethe website below for an exampleof one of the many new technologieschanging the world: pdf com.aulfi les/r/e.Woodlauch. www.kyoceramita. Identify any kind of technology not currendy employed by SRF that could improve current practices by making them more ecologically friendly. Createa proposalfor submissionto the Captain. is Use the Internet to investigatewhat EcoBusiness DiscussEcoBusiness. that and identify five ecobusinesses sell a produd that you routinely buy to Createa brochure for one of thosebusinesses from a'non' ecobusiness. followed by a'Conversation Caft' discusbe sharedwith your classmates, sion.

4 Water conseruation
a Discuss current practices, international concerns, potential con-

what can be done, what can you do in a'Conversation Caft' sequences, format. New technolory video-watch and discuss. Investigate and discuss the causesand impacts of global warming, alternativesfor energy, and whether or not global warming is fact or fiction. 'Could 'The this W'atch day after tomorrow,' and discuss.Preparefor a happen?'debate. Consider the following in your group preparation. The websitesbelow may alsobe helpful. in Aspectscurrendy discussed regardto globalwarming: layer of a Destruction the ozone b Acid rain

t Ghbalutarming

Appendix5

257

c Reduction of tropical forests

d Reduction in the diversity ofwildlife

Marine pollution

f Toxic wastegoing beyond national borders

I D

Desertification htm www. globalwarming.org/science-archive. www.nrdc.org/ globalwarming www. nrdc.orglairldefault.asp wwwnrdc.or gl citieslrcqcling/gnyc.asp

h Pollution emanating from developingnations

andpouerty 6 The homeless for three different a Look online and find statistics on homelessness For how many children arehomeless? statistics, countries.In the homeless for those countries, identify resources the homeless.Compare your findIn ings with thoseofyour classmates. an open forum, determinewhich of the countries investigated have the greatest percentage of homeless people. Develop and shareopinions about why this country has such a problem. seYere 'W'hat do stereotypes we b Discussion: how do people become homeless? \(hat would we do ifwe suddenly found ourselves haveof the homeless? unemployedand unableto find work for r month, for 6 months, for r year, 2,5? c Find the poverty statistics for Japan, the US, and one other country. Discuss the fact that the minimum wage cannot pay for housing. Solutions? d What is Heifer International? How is it helping the world fight poverty and hunger?Using the internet, find another organizationthat is trying to make a differencein the world and preparea briefpresentation that details its mission. 'W'orldpeacelNobel PeacePrize utinners 7 Discussion:'What doesworld peacemean to you? How do you think this What couldyou do?\7hat couldJapan/US do? could be accomplished? Prizewinners and their contributions. Chooseone that Identify Nobel Peace in your mind has made the greatest contribution to Peace. Prepare a presentation. I Volunteering a Investigatedifferent volunteer organizationsand find one that interests you. Describe the organization to your peersand tell why you'd like to help this organizationeither by volunteering or scimeother way' 'conference' and PrePare a recruitment b Set up a volunteering presentation/boothfor your volunteer organization.

2r8

Appendix 5 g Mabingadffirence a Investigatehow'real' people have made differences.tVhat can you do to \What will you do to make a difference? make a difference? b Createa group proposal to Capt. Thylor outlining some of the ideasthat SRF or another command could implement to make a differencein any in of the areas that we havediscussed this unit. Develop a realisticrecommendation for SRF andlor other commands. \7rite it up as a formal proposaland submit it to Capt. Thylor. 'We there NorES: will be frequentlyworking in the computer lab because for discussionand will be times when you want to do researchto prepare varied materials that I would like you to read. To keep this course ecologicallyfriendly, I prefer that you readmaterialsonline rather than print them out. One last task: Pleaseread various articles in English or Japaneseand summarizeone in English eachweek. Submit on Fridays.In addition, please provide the original articles regardlessof whether theyte in English or Thanks! Japanese. *Lorie'scornments this drart on 'I havehad so little dme since I becamea teacherthat most things never go beyond the draft form. I tend to work with the drafts, jotting notes as I go along, but neverformalize them. So this is still a draft-I dont know that it could everbe a final product asit needsto be revisedand updatedwith new issues, technology,websitesetc., and tailored to the needsof each specific group ofstudents. am now back in the USA and havebeenand will continue using parts of it with a much broader communiry of students. In fact, I have adapted the environmental conservationand preservationaspectaspart of an Earth Day focus for a group of 6-ro year olds to be done in 7 hours. I am alsocurrently raising' as using the material on homelessness an ongoing'global awareness (native and nonnative speakers) who meet coursefor a local group of teens for an hour once a week. The topics are universal, and the resourcesfor customizing and personalizing them for whatever age group or language level are readily available.The key is to always incorporate a task that is for appropriate the student.' 'I

APPENDIX 6

.$TORD FREQUENCYLISTS
The zoo most frequentwordsin English
in order of frequency(readdown the columns, from the left)
the be of and to
a get more when can

where after back right

up
out who about see time know other take some them like him its think into use then my yeat work only come two give just look new may any over also first

should
even how most because find dont man down much good want d^y between need many mean our own tell three us sdll last here too feel must house off gfeat put both place change become

in that have it i for on you he as with this at by but his not from th.y do she or which an we her there say will go would no make well

very
way such

part Iittle late child life old seem end state govefnment same case woman point call system ask yes again world group hand include set course high interest mr follow comPany never turn while uy form show area write problem provide

agarnst home early something small service begin Per p^rty hold one all if their what so could than people me your now before leave through thing long far might each under number however another why start keep oPen school away

260

Appendix6

Nouns in the most frequentToo words

in alphabeticalorder
account action activity age agreement alr amount application area arm aft authority bank base basis bed behaviour benefit

bill body book boy business

caf care case cause centre

century chapter child church city claim class club colour committee community computer condition control cost country course

cut date d^y deal death decision demand department design detail development difference director door drink education effect end event evidence example experience eye face fact family father feature field

figure film firm [ood

food foot front fund future game garden

girl god government group half

hand head health help history home hope hour house idea individual industry influence information interest issue job kind kirg labour land language law letter level life light limit line list Ioad lot love man management manager mark market material matter measure method

model moment money month morning mother movement music name nature night note nothing number office officer page paper Parent part parry patient pattern peace performance

period people picture

place plan plant point police policy position pound Power pracrice president price problem process product production programme

project properry quality question range rate reason record relation rePort research rest result role rule rule scheme school section sense service share shop side sign situation society son sort sound source staff stage state

step story
sueet structure student style subject system table tax teacher

million mind minute

6 Appendix
term tesr theory thing time trade rype union unit university value view voice walk wall war water way wife window woman work worker world year

z6r

Verbs in the most frequent1oo words

(in alphabetical order)
accept achieve add agree allow answer aPPear APPIY approach artempr be bear become begin believe break bring build b*y call can cafe carry cause change charge choose claim close come concern consider contain continue control cost could cover create cut decide demand describe design dwelop die do draw drive eat establish exist expect explain fail fall feel find force get give go grow happen have hear help hold hope increase interest involve join keep kill know lead learn leave let
Ile
t .

pay pl^y please produce provide Put raise reach receive reduce regard relate remain remember represent require return rule run say see seek seem sell send serve set shall share should show sit sound

like live look Iose love make matter may mean meet might mind move must need notice oPen order own Pass

speak spend stand slart stay stoP study suggest supply supPort suppose take talk tell thank think tfy turn understand use visit wait walk want watch wear will win wish work would write

ffii

262

Appendix6 Adjectivesin the most frequent7oowords

in alphabeticalorder
big black central certain close common complete different earlry easy far

fine free general good great hard high

lmPorranr large last

less light little late Iong main national necessary old only

oPen personal Poor private public recent red round same short

similar simple single small special srrong sure white wide young

TEACHERS\THO CONTRIBUTED TASKSAND ADVICE TO THIS BOOK

Alicia Mora van Altena is from Argentina and works at YaleUniversity in the USA. Shehas taught Spanishat collegelevel since ry87 and before that she taught inArgentina at secondaryand collegelevelsfor twenty-one years. students of all levelsand faculties at Maggie Baigent is British and teaches Bologna Universiry Italy. She has also worked in Egypt and Spain, and contibuted to the Oxford University Pressseries Clockwiseand Natural English. Yvonne Beaudry from Canada, teacheshigh school in Japan. She has previously worked in Sri Lanka, Indonesia, and Singaporeas a volunteer, she and curriculum developer; is currentlydoing an MScTESOL. teacher, Claudia Bey (USA, German) works at the DefenseLanguageInstitute in the USA, which teacheslanguagesto military personnel to be stationed forces,for whom she designedthe such as the UN peacekeeping oyerseas, task in this book Dale Brown is British and works for GEOS Corporation in Japanwhere he English teachingand learning materialsfor a wide rangeof learners. develops Beatrix Burghardt, Hungarian by birth, worls aslanguagecoordinator for the Department of Central Eurasian Studies at Indiana Universiry Bloomington, USA, where she teachesHungarian to diplomats at introductory and intermediate levels. and Career ESL in the Professional Joann Chernen is Canadian.Sheteaches English Department at Vancouver Community College and communication skills for foreign-trained pharmacists at the University of British Columbia. Shehasalsoworked inJapan. BellaAnna Cohen, Russianby origin, is now a US citizen. After teaching English in Europe and Chicago she moved to the Defense Language Institute asRussianspecialist,program manager,OPI tester,and Diagnostic Specialist. Assessment

264

Teachers contributed tashs and aduiceto this booh who

RosaneCorreia is Brazilianand hasbeenteachingEFL to Brazilian students at different levels.Shealsoworks asa branch supervisorfor Centro Cultural BrasilEstados Unidos in Campinas,Brazll. David Coulson is British and has taught Japanese learnersof all agesand levels for many years. He now teaches communication classes to undergraduatesat Niigata \(oment College and is developing ways of teachingstory-telling. Marilyn Dahl, Canadian,works forThe Higher CollegesofTechnology in the United Arab Emirates, teaching English at various levels to young Emirati men. Shepreviously taught ESL in Canadaand the USA. Aurelia M. Garcia is from Argentina. She teaches English in a high school and a private languageschool in La Pampa.She also teaches Didactics and Practiceat UNLPam and is an active member of an educational research team. Roger Hawkey, from Britain, has many years' experience in English languageteachingprojectsin Africa, fuia, and Europe. He is now a consultant on test impact and also supervisesdoctoral students in that area of research. James Hobbs is from Britain and has lived in Japan since r99r, teaching high school,adult, and universiryclasses. is currentlyafull-time lecturer He at Iwate Medical University. Simon Humphries is British and is currently teaching English to engineeringstudentsat Kinki UniversiryTechnical CollegeinJapan. He has also taught French in the UK and completed a distanceMastersin TESOL withAston University. Bob Jones is from Britain and has been teaching English in Japan since r99o. He now runs his own small school in Gifu Prefecture. Before going to Japan,he taught in Spain, Sweden, Malaysia,and the UK. Michael Kelly is an English instructor from the USA who hasbeenworking in Japan for ro years. He had a ESL column called Mikeyt ABC in the Kobe Shinbun and now runs his own school in Akashi, Hyogo, Japan. Patrick Kiernan is British and works at Tokyo Denki Universiry J^p^, teaching English to engineeringmajors. He hasworked in Japanfor over r5 yearsandhas taught studentsfrom beginner to advanced, and to all ages. English (all levels)at Celia Eva Kloster is from Argentina where sheteaches severalhigh schools and at a private language school. She is an active member of an educationalresearch team at the Universiry of La Pampa.

Teachers contributed tasksand aduiceto this book who

26t

Maria Leedham is British and works at Oxford Universiry UK, teaching undergraduateand postgraduatestudents. She previously taught in Japan and is on the editorial board of TheEastAsianLearner. and adults Lamprini (Lana) Loumpourdi is Greek and teachesteenagers (intermediateand advanced)at a private languageinstitution in Greece.She at has also taught beginnersand given seminarson testing to postgraduates Aristotle University. Shaun Manning is Canadian and teaches methodology at Hanguk Universityof ForeignStudiesGraduateSchoolof TESOL in Seoul,South English and task-based-learning Korea.He has developed online business EFL programs. Tim Marchand currently runs a Smitht School of English franchise in where Kyoto, Japan.Originally from Britain, he haslived in Japansince1998 high schooland universityclasses. he hasalsotaught Englishto business, Jason Moser, from Canada, is head of curriculum at the Osaka Shoin and nadve-speaker \(oment University in Japan where over zo Japanese instructors have successfullyintroduced task-basedEnglish teaching into their classrooms. Theron Muller, anAmerican,is co-ownerofNoah LearningCenter,a small studentsof all ages and levels, Englishschoolin Nagano,Japan.He teaches including variouscollege classes. Simon Mumford is British and works at The University of Economics, Izmir, Turkey, teaching the English preparatoryyear. He has alsotaught on in summercourses UK. Glen Poupore, from Canada, teachesin Korea on the Konkuk-Illinois TESOL Program,a graduateschool with studentsfrom intermediateto in advancedlevel. He previously taught English to undergraduates Konkuk University. Yevgeny A. Slivkin is originally from Russia. After teaching Russian at languageand literature at three universitiesin the USA, he now teaches the Defense Language Institute in California, where they run intensive languagecourses. SandeeThompson is Canadianand is the Director of Studiesand a CELTA tutor at the International Language Institute in Halifax, Nova Scotia, Canada.Shehastaught EFL at various levelsfor over 13years. Heidi Vande Voort Nam, American, has been teaching English in South Korea since t997. She currently teachesin the Department of English Education at Chongshin University.

and aduiceto this book Teachers connibuted tashs who 'Wiecek is a Brazilian EFL teacher at CEL-LEP, a large Sandra A. G. languageinstitute in Slo Paulo, Brazil. She is currently teaching basic and intermediatelevelsand is interestedin affectivelearning. Lorie'W'ood taught English at a US Naval Basein Japan for sevenyears, materials.Sheis now back in the USA where using a rangeof project-based 'The school. Learning Park', a home-staylanguage sheruns upPer secondarystudentsages16-18 and Yasuro Thnaka is Japanese teaches at Funabashi High School, Funabashi City near ToLyo. He has been teachinginJapan for z4years. Aiden dela Cruz-Yeh is Filipino/tiwanese andworks at'Wen Zao Ursuline Thiwan, teaching languageand culture and College of Foreign Languages, and advancedEFL. intermediate

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References in Exphring Tashs ELT. Edwards, C. and J. Willis (eds.). zoo5. Tbachers Macmillan Oxford: Palgrave Eldridge, I. tgg6.'Code switching in a Tirrkish secondary school'. ELT Journal 5ol4i io3-rr. and Learning. Oxford: Oxford LanguageTbaching Ellis, R. zoq. Tixh-based Press University La'nguage. performancein a Second Ellis, R. (ed.). zooy. Planning and Task Publishing Company. Amsterdam.John Benjamin's 'Story-telling: effbctsof planning, repetition and context' in Essig,'W.zoo5. in (eds.). Teachers Exploring Thsks ELT. oxford: c. Edwards and J.willis Macmillan. Palgrave Foster, P. ry96.'Doing the task better: how planning time infuences students' performance' in J.'Willis and D. \ffillis (eds'). Challengeand h Teac ing. Oxford: Heinemann. Changein Language Foster,P.and P.Skehan.ryg6.'Theinfuence of planning on performancein Acquisition t8: 299-324' in condLanguage learning'. Studies Se task-based Fuchs, M., M. Bonner, and M. W'estheimer. t994. Focuson Grammar' Hadow: Longman. Gairns, R. and S. Redman. zooz. Natural English Intermediate.Student's Book. Oxford: Oxford University Press. Hobbs, J. zoo5.'Inreracrive lexical phrases in pair interview tasks' in ExphringThshsin ELT. Oxfod: C. Edwards and J. \tr7illis (eds.). Teachers Macmillan. Palgrave Jabbour, G. ry92. Corpus Linguistics, Contextual Collocation and ESP Approach to the Stud! of Medical Research Syllabus Creation: a Tbxt-analysis PhD thesis.University of Birmingham. Articles. 'Fighting fossilisation:languageat rhe taskversusreporr Johnston, c. zoo;. \ffrllis (eds.). Tbachers Exploring Tixhsin ELT. in stages' c. Edwards and J. Macmillan. Oxford: Palgrave Kelly, C. and A. Gargagliano. 2ool. Writing From \Yithin. Cambridge; Cambridge University Press. Kelly, C. and A. Gargagliano. zoo4. Writing From Within. Introductory. Cambridge: Cambridge University Press. Instruction in Foreign Leaver, B. and J. R. \Tillis (eds.). zoo4. Thsh-based D.C. and Education:Practices Prograrns.'W'ashington : Georgetown Language Universiry Press.

References 'Exam-oriented Leedham, M. zoo5. tasks: rranscripts, turn-taking and backchannelling'in C. Edwards andJ.'willis (eds.). Teachers ExploringThsks in ELT. Oxford: Palgrave Macmillan. Lightbown, P. and N. Spada. zoo6. How Languages Leamed (Third are edition). Oxford: Oxford University Press. 'Instructed Long, M. 1988. interlanguage development'in L. Beebe(ed.). Issues SecondLanguageAcquisition: Multiple Perspectiues. in Rowley, Mass.: NewburyHouse. Long, M. and G. Crookes. 1992.'Three approaches task-based to syllabus design. TESOL Quarterlyz6h z7-56. Lopes,J. zoo4.'Introducing TBI for teachingEnglish in Brazil: learning 'Willis how to leap the hurdles' in B. Leaver and J. R. (eds.). Tash-based Instruction in Foreign Language Education: Practices and Programs. \WashingtonD. C. : GeorgetownUniversiry Press. Loumpourdi,L. zoo1.'Developingfrom PPP to TBL: a focusedgrammar tasli in C. Edwards and J.'Willis (eds.). Teachers Exploring Tashs ELT. in Oxford: Palgrave Macmillan. Lynch, T andJ. Maclean. zoor. A caseof exercising:eflectsof immediate task repetition on learners' performance' in M. Bygate, P. Skehan, and M. Swain (eds.). Researching PedagogicTasks:SecondLanguage Learning, Teaching and Tbsting. Harlow: Longman. Lys, E zoo4.'Using web technology ro promore writing, analytical thinking and creativeexpression German in B. LeaverandJ. R. \7'illis (eds.). Taskin basedInstruction in Foreign Language Education: Practicesand Programs. \Tashington D.C. : GeorgetownUniversity Press. McCarthy, M., McCarten, J. and H. Sandiford. zoo5. Touchstone r. Cambridge: Cambridge University Press Meara, P. ry95lzoor. 'The importance of an early emphasis on Lz v_ocabulary.The Language Teacher. http://www.jalt-publications.org/tlt/ files 9S f ebI meara. I I html. 'The Mehnert, U. 1998. effectsof diflerent lengths of time for planning on second languageperformance'. Studiesin Second Language Acquisition zo: 83-ro8. Nation, P. zoor. Leaming Vocabukry in Another Language.Cambridge Cambridge University Press. Nunan, D. ry89. DesigningTixhsfor the ComrruunicatiaeClzswnCambridge: Cambridge University Press.

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References 27r D. zoo3.Rules, Patterns andWords: Grarnrnar Lexisin English and Language Tbaching. Cambridge: Cambridge Press. University 'Willis, Learning. Harlow: Longman J. ryg6. A Frameuork Task-based for Pearson Education. 'Willis, D. andJ. \7"rllis.t987.'Yaied activities variable for language'. ELT rz-r8. Journal4tlr: 'Task-based Villis, D. andJ.I7illis. zoor. language learning'in R. Carter andD. Nunan (eds.). Cambridge The Teaching English Speahers Guide to to of Other Languages. : CambridgeCambridge University Press. Villis, J. and D.'Willis. 1988.Collins CobuildEnglishCourse LeuelI (Tlanscripts). London:CollinsELT. 'Willis, and iru J. and D. \Willis (eds.).ry96. Challenge Change Langaage Tbac Oxford:Heinemann hing. Macmillan. 'Willis,

READERACTIVITIES

ra rb rc rd

The essentials a task-based of approach r \X/hy should we structure a discussion?ro Characterizingtasks rz Evaluadnga task 14

za Aconversational task z4 zb Tasksand realworld-activities z8-9 3a Languageusepreparing for a reporting txk 37 3b Languageusein a target task 38 discussion 47 3c Using questionsto generate 4a Evaluating tasksin terms oflanguage use 7o-r 4b Appraising criteria for ranking 74-y 4c Draftingamind map 79-8o support 8z 4d Designa taskwith somevisual/organizational 4e Narrowing down task topics G) 8l-+ 4f Narrowing down task topics (z) 8l-+ ya Grading a set of tasks 86 5b From task designto task instructions 89 ending in a comparingtask 9z ;c Plan a tasksequence Jd A prediction task 97 5e Appraising the task in terms of languageexposureand use 99 yf End-productsfor your projects roo 59 Identifying learning opportunities roz 5h Planningaproject andlor scenario ro4 5i Planninga storytellingsessionro7 ;j Generatea set of tasls ro9 6a Identifying topic relateditems rr7-r8 6b Identifying useful forms to focus on rzo-r 6c Finding or creatingtexts (spokenand written) n4 7a ldentifying languageitems r44 speech r45 7b Looking at spontaneous

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Read.erActiuines ' t:' . 8a Improving a task ry4 8b Analysing and adapting task instructions 156 8c Group interactionsand learning opportunities t63-4 sametask but different instructions r74 Sd Applying the parameters: 9a Identifying a form focus r9o roa tVhatadvicewouldyou give? r99 rob Tweaking instructions 2o4 roc Adapting activities zo6 rod Calculating speaking time zr4