Task-based language teaching
In task-based language teaching during FSA, your students carry out a specific task (for example, visit a museum in order to describe a work of art to the group). The steps required for successfully completing this task become your lesson planning focus.
Generally, there are three steps to designing task-based lessons (Rodríguez-Bonces & Rodríguez-Bonces, 2010):
1. Pre-task
Identify the specific language knowledge (such as vocabulary and grammar) that students will need to successfully complete this task. Introduce the task to the students so that they understand and feel motivated to carry out the task.
For example, if you want students to describe works of art in the target language, you need to make sure they have the vocabulary to describe artwork (e.g., colours, shapes, objects) as well as the grammatical structures (e.g., how to use adjectives in a sentence). Then, once they arrive at the museum, students need to choose a work of art to describe to the group.
2. During the task
In order to prepare students for the task, give them an opportunity to practise in pairs or small groups as you stand by and offer advice. Students then present to the whole group and receive feedback.
For example, once students have selected their art work, ask them to present to their partners. Ask the partners to provide feedback by comparing their presentations. Did each presenter use the vocabulary and grammatical structures presented earlier? Did the listening partner understand the presentation?
3. Post-task
In the final step, in addition to reviewing feedback, help students analyze what they learned from the task.
For example, review the vocabulary and grammatical structures they used and practise new words they acquired while carrying out the task.
Refer to step 2 in the Interactive lesson planner [Word, 86k].