One of the basic principles of a task-based approach is that the task phase, or skills work if you like, comes before language study. There are two very good reasons for this:
If you begin by presenting the grammar and then go on to a task, learners will be concerned primarily with producing the language that has been highlighted rather than using all the language they can. If this lesson were to be about the going to future, for example, it would begin with a very sharp focus on going to, probably with lots of controlled repetition. When the class moved on to identify questions to do with the future they would not be thinking about meaning, about doing things with language, they would simply be trying to produce samples of a particular form.
PHRAS.IN - Say this or say that? - 0 views
The language syllabus: building language study into a task-based approach by ... - 1 views
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So a task-based lesson can and should focus on specific language forms, but that focus should come at the end of a teaching cycle. And a series of task-based lessons can and should provide systematic exposure to the language, both grammar and lexis. But meaning always comes before form in sequencing activities.
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At the next stage, the planning phase, the teacher asks learners to work in groups to prepare a spokesperson who will represent the group in the final (report) phase of the task cycle and present their questions to the class. They have already prepared their ideas and they are preparing to present them in a more formal setting speaking to the class as a whole. They will recycle their questions with a greater focus on accuracy. Of course this does not mean that they will be 100% accurate, but they will be focusing on accuracy within a meaningful context.
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Metaphors We Live By, Lakoff and Johnson - 0 views
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To get an idea of how metaphorical expressions in everyday language icon give us insight into the metaphorical nature of the concepts that structure our everyday activities, let us consider the metaphorical concept TIME IS Money as it is reflected in contemporary English.
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We are adopting the practice of using the most specific metaphorical concept, in this case TIME IS MONEY to characterize the entire system. Of the expressions listed under the TIME IS MONEY metaphor, some refer specifically to money (spend, invest, budget, probably cost), others to limited resources (use, use up, have enough of, run out of), and still others to valuable commodities (have, give, lose, thank you for). This is an example of the way in which metaphorical entailments can characterize a coherent system of metaphorical concepts and a corresponding coherent system of metaphorical expressions for those concepts.
Kendall's Reported Speech print friendly article - 2 views
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Swan writes that the tense does not need to be changed when the present, future, and present perfect reporting verbs are used (because there is normally no important change in time). (7) In addition to this, the past simple and continuous tenses in spoken English are often left unchanged, provided there is no confusion relating to the relevant times and actions. (8) Finally, in regard to modals, must changes to had to; past modals remain unchanged: would in the above example remains as would in reported speech.
The discovery technique | Onestopenglish - 0 views
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What is the discovery technique?
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Grammar can either be taught explicitly or implicitly. When we talk about an explicit approach to grammar we are talking about stating directly, usually at the beginning of a particular activity, what the grammar is. For example, “Today we are looking at the third conditional.” On the other hand an implicit approach to grammar is one where the students are ‘led’ to the grammar through a series of steps – this is what is meant by the ‘discovery technique’. In other words, the ‘discovery technique’ aims to lead students towards a generalized grammar rule or pattern.
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