1. TASK AND PROJECT
WORK
By
Sandra Rodriguez
Julieth Quintana
Cilena Cuellar

2. TASK AND PROJECT WORK
 Definition: Are different ways of
creating opportunities for
language learning.
• Problem solving • Cooperative learning
• Collaboration • Negociation of
meaning
Syllabus design:
• Communicative Language Teaching
• Task-based Lnaguage Teaching
• Content-based Intruction.

3. Implementing Task-Baseed
Language Teaching
Two categories of syllabus.
 The synthetic sillabus
Discrete: linguistis item, points of
Grammar, lexical items, and functions.
 The analytic syllabus
Immerse learners in real-life
communication.

4. The project: Student-Generated
Action Research
Task-based project:

Time, Activities, Make group
Design a questionnaire (choise of topic)
Objective
• Authentic purposes
• Intrinsically motivation
• Take responsabilities
• Ability (grammatically – pragmatically)
• Group of work

5. THE 12 Week PLAN
 Week 1

6. TOPIC CHOICES
 Key element: The learners have
primary control over the topic they
investigate.
motivation
enthusiasm
Topic successful conclusion
• Marrige
• Suicide
• The enviroment

7. DISCUSSION
 Aspects that promote language
acquisition.
POSITIVE ASPECTS OF THE
PROJECT
• Activities (meaning is primary)
• Task (real-world activities)

8. NEGOTIATION OF MEANING
 1. Inclusion of large amounts of pair
and group interaction.
 2. two-way task in wich both
partners of group members have
access to unique information

9.  3. Convergent task, which require
participants to come to a single
soltution
 4. Learners formed groups with their
friends.
 5. Learners undertake a task after first
hearing and seeing the task
performed

10. Introducing more
flexibility into the
curriculum
 Good communication between
teachers in different skill areas.
 The curriculum is highly coordinated
can be disadvantageous.

11. Three factors
 Decreasing the numbers of
participants.
 The use of more familiar
information.
 The use of concrete rather than
abstract information.

12. Encouraging self-evaluation
 a priority in task-based approaches is
to mobilize the learner´s metacognitive
recourses to keep track of what is
being learner´s, and what remains to
be learned. engaging in self-
assessment is the first step in
consciously understanding one´s
weaknesses.

13. conclusion
 They found the experience to be
rewarding, intrinsically interesting, and
educationally beneficial.
 allows for more meaningful
communication, and often provides for
practical extra-linguistic skill building.
 promotes language acquisition through
the types of language and interaction
they require.

14.  This allows them to use all the
language they know and are
learning, rather than just the 'target
language' of the lesson.
 tasks can also be designed to
make certain target forms 'task-
essential,' thus making it
communicatively necessary for
students to practice using them.