Tema 8

Unit 8
Curriculum and Course Design
Tasks & activities

Index
Scheme 3
Key Ideas 4
8.1. Objectives 4
8.2. Introduction 4
8.3. Task-based learning 6
© Universidad Internacional de La Rioja (UNIR)
8.4. Practical application 11

8.5. Authentic activities 15
8.6. Practical application 21
8.7. References 25
In Depth 28
Test 29
Scheme

3
Unit 8. Scheme
Key Ideas
8.1. Objectives
In order to understand the unit, it is important that the students read through the
mandatory content, listed in the key ideas. Students may want to also look at the
recommended material to further reflect upon the key ideas outlined within the unit,
although it is not mandatory to complete the unit test, at the end.
To study this unit, please read carefully through the following sections. There are
advantages provided for each theory as well as examples of how to apply them in the
classroom. It is vital that the student understands them and their relationship to the
different aspects discussed in the course.
 Students will differentiate between task based learning and activity theory.
 Students will understand how the continuum of tasks to theory varies.
 Students will compare different lesson plans from lower English to upper
intermediate.
 Students will analyze the different aspects included in activity theory.
 Students will know how each part of task based learning affects student learning.
 Students will evaluate advantages for task based and activity theory in the EFL
classroom.
8.2. Introduction
Teaching English requires students to learn more than just grammar and vocabulary.
For students to internalize the language learning must be meaningful. Through the

4
Unit 8. Keys Ideas
design of different activities and tasks students can have a motivational, creative and
interactive lesson which will stimulate their interest in learning English.
Task based learning and activity theory are communicative tasks which emphasize a
focus on meaning in real-life situations (Littlewood, 2004). These theories provide
creative and collaborative manners for students to work together alongside their
teachers to use the language in ways which maybe they normally would not. This
allows for students to participate in authentic communication, where they will use
language to communicate in situations where meanings are unpredictable through
role-plays, problem solving and discussions.
These activities are on the other extreme of the scale in which non-communicative
learning occurs. This type of learning focuses on form, the structure of language and
meanings of words. Students are asked to do exercises, to find the one right answer.
The following table provides and overview of the continuum from focus on forms to
focus on meaning (Littlewood, 2004).

5
Unit 8. Keys Ideas
THE CONTINUUM FROM FOCUS ON FORMS TO FOCUS ON MEANING
Focus on forms Focus on meaning
Pre-
Non- Communicative
communicati Structured Authentic
Communicati language
ve language communication communication
ve Learning practice
practice
Practicing
Focusing on language Using language
Practicing pre-
the with some to communicate Using language
taught language
structures of attention to in situations to communicate
in a context
language, meaning but which elicit pre- in situations
where it
how they are not learned where the
communicates
formed and communicati language, but means are
new
what they ng new with some unpredictable.
information.
mean. messages to unpredictability.
others.
E.g.
E.g. structured E.g. creative role
E.g. E.g. question- information-gap
role play or play, complex
substitution and-answer activities or
simple problem problem solving
exercises. practice. personalized
solving. and discussions.
questions.
Exercises Tasks
Enabling tasks Communicative tasks
Figure 1. The continuum from focus on forms to focus on meaning. (Littlewood, 2004).
8.3. Task-based learning
Task-based learning (TBL) has become a popular teaching practice in second/foreign

language teaching. This teaching practices allows for students to participate in a
range of activities where the ultimate goal is using the L2 to communicate. The
versatility of TBL allows students to creatively achieve their goals while acquiring new
knowledge and using previous knowledge learner (Wang, Burton, & Falls, 2012). Not
only does the practice provide a variety of ways to implement it in the classroom but
it is also attributed as being flexible in design and learning environment, that is to say
TBL can be used within or outside of the classroom.
«Another characteristic of task-based learning is that the assessment of task

performance does not focus on grammar items but on whether learners
have the ability to perform the actual task» (Long & Crookes 1992 as cited
in Álvarez & Pérez-Cavana, 2015).

6
Unit 8. Keys Ideas
«TBL approach in English classes allows students to enhance them in the
learning process and also improve their language performance. For instance,
involving real life activities make language significant and students might
learn a foreign language more spontaneously. The implementation of task
based approach is an innovative framework that is going to help a group of
students to perform a given task, which is going to become effectively in the
development of their critical thinking and also language use.» (Arias
Rodríguez, Roberto Flórez, & Rivera Barreto, 2014).
TBL is beneficial in many aspects particularly because it is communication driven and

implores learners to use previously knowledge in new contexts. Advantages of its
implementations in classrooms include (Ganta, 2015):
 Task based learning helps learners to interact spontaneously: it allows learners

to use the content they know freely, while trying to solve a problem. The emphasis
is not on grammatical perfection if not ability to communicate with one another.
 Automaticity: leaners use language without thinking about what they are doing,
enabling more accurate and stable performances. Since the emphasis of language
using is placed on problem solving learners are not focused on form, the use of
language is for communication.
 Task based learning gives language learners an opportunity to learn vocabulary:

the structure of TBL requires learners to use all linguistic means to communicate
their intentions, meaning even if they can’t recall a specific word they find other
ways to communicate their ideas. Learning vocabulary can occur incidentally, as
learners take part in cooperative group work. Teachers are encouraged to provide
an interactive glossary for learners to have on hand while engaging in the task,
though it is up to the language leaner to keep record of the new words learned.
 Provides essential conditions for language learning: TBL requires leaners to use
language purposefully and in cooperation. That is to say the environment of TBL
creates spontaneous and authentic communication between learners.

7
Unit 8. Keys Ideas
 Maximizes scope for communication: TBL allows learners to use their previous
knowledge as well as acquire new knowledge through purposeful communication.
It also allows a space for learners to make mistakes and try new communication
strategies without being judged.
 Experimental learning: the learners’ active involvement is key to this approach,

putting the leaners at the forefront of their own learning. This allows learners to
not only experiment with language but also acquire other skills such as problem-
solving, critical thinking and creativity.
In order to effectively implement TBL it is important that teacher considers a task

where the students are knowledge-constructing and working through the task
communicatively. Fundamentals that are regarded in TBL framework include
(Williams, 2017):
 The primary focus should be on «meaning» (by which is meant that learners
should be mainly concerned with processing the semantic and pragmatic meaning
of utterances).
 There should be some kind of «gap» (i.e. a need to convey information, to express
an opinion or to infer meaning).
 Learners should largely have to rely on their own resources (linguistic and non-
linguistic) in order to complete the activity.
 There is a clearly defined outcome other than the use of language (i.e. the
language serves as the means for achieving the outcome, not as an end in its own
right).
The structural framework can be divided into three sections, the pre-task, task and
post-task (Skehan, Task-based Instruction, 2003; Skehan, A Framework for the
Implementation of Task-based Instruction, 1996; Pools-m). The framework provides

8
Unit 8. Keys Ideas
the three stages, the procedures of what should occur within the classroom, types of
actions the teacher or students should participate in as well as examples of what to
incorporate such as materials, examples or guidance.
STRUCTURAL FRAMEWORK FOR TBL
Phase Procedure Action Example
Using authentic
Raise Consciousness Modeling material,
demonstrations.
Pre-Task
Using pictures, posters,
Introduction to subject Establish target
audio tapes, interactive
and task language
glossary.
Accuracy,
Teacher assisting with
Task pronunciation, and
L2
language use.
Information gap
Students working
Planning activities, Planning,
with L2
Task researching, reporting,
presenting.
Pair/Group work
Reading report and

Students problem- listening for
Report
solving differences or
problems.
Selecting, identifying
Building personal and classifying
Analyzing
dictionaries/glossaries common words or
Post-Task phrases.
Presenting
Practicing and using

Practice procedures/task in
language in task.
groups
Figure 2. Structural framework for TBL. (Skehan, Task-based Instruction, 2003; Skehan, A Framework for the
Implementation of Task-based Instruction, 1996; Pools-m).

9
Unit 8. Keys Ideas
On the other hand, there is a Willis lesson plan framework which is helpful for the
teacher to structure TBL (Lackman). The framework reflects the task of making
suggestions of things a visitor can do in Toronto.
STRUCTURAL FRAMEWORK FOR LESSON PLAN IN TBL
Phase Stage Activity Aim
Introduction - Teacher explains task. - Introduce task.

Pre-Task to topic and - Students brainstorm - Activate prior
task vocabulary to use in task. knowledge.
- Students do a role play in

groups and give suggestions - Fluency.
Task
of what one student can do in - Negotiate meaning.
Toronto.
- Students work in groups and - Fluency.
plan what to say about what - Focus on accuracy for
Task Planning
went on during the task. report to class (in the
- Teacher monitors students. next stage).
- Students read their reports. - Public speaking.

Report - Other students listen for - Listening for specific
differences. information.
- Student hear a recording of

- Focus on form(s).
native speakers doing the task
- Raise awareness of
Analyzing and pick out useful
task/topic related
expressions.
language.
Post-Task - Teacher provides clarification.
- Students repeat expressions
from above in
Practice - Acquisition.
exercise/activity (controlled
practice).
Figure 3. Structural framework for a lesson plan in TBL. (Lackman).

10
Unit 8. Keys Ideas
8.4. Practical application
The following section will provide task-based learning sample tasks and three outlines
for various ages and grades. The purpose of this section is to understand at the
different levels how TBL can be adapted and utilized within the classroom. All of the
outlines provide (Nunan, 1991 as cited Álvarez & Pérez-Cavana, 2015):
 An emphasis on learning to communicate through interaction in the second/foreign

language.
 The introduction of authentic texts (teaching materials) into the learning situation.
 The provision of opportunities for learners to focus not only on language, but also on
the learning process itself.
 An enhancement of the learner’s own personal experiences as important

contributing elements to classroom learning.
 An attempt to link classroom language learning with language activation outside the
classroom.
SAMPLE TASKS
Category Type Example
Listing Brainstorming/Fact Finding Make lists of things found in a kitchen.
Put events from a news report into the

Sequencing
correct order.
Ordering Ranking Rank qualities needed for a job in order.
& Sorting Complete a chart using information from a

Categorizing
text.
Classifying Think of five ways to classify clothes.

11
Unit 8. Keys Ideas
Match descriptions to particular
Matching
people/places/things.
Comparing Compare ways of doing things in different

Finding similarities
cultures/classes/ages.
Finding differences Contrast mammals and amphibians.
«A farm needs to cross a river with a wolf, a

Puzzles and logic problems
chicken…»
Give advice to a visitor to your
Problem Real life problems & situations
city/school/country.
solving
Incomplete tasks Make up the ending of a story.
Look at the profile of an animal and decide

Case studies
the best place for it to live, food to eat, etc.
Sharing
Tell about a funny/unusual incident that
personal Anecdotes
happened to you or someone you know.
experience
Share what traditions you and your family
Personal Reminiscences
do during the holidays.
Find out what makes someone happy,
Attitudes/Opinions/Preferences
annoyed, frustrated or scared.
Make a model of the planets and describe
Modeling
how they move around the sun.
Write a poem, short story, etc. based on
Creative writing
something you have seen or read.
Creative
Interview older inhabitants about how their
Tasks Social/Historical Investigations
society has changed.
Produce a class or school
Media Projects newspaper/magazine, one or a regular
issue.
Figure 4. Sample Tasks. Willis as cited in (Lackman).
The following two lesson plans are a sample for TBL, all of the tasks are based on
speaking and have a focus on holiday celebrations. For the purposes of this unit it is
important to see the evolution of how tasks can escalate from a lower level to a
higher level. It is fundamental teachers consider their resources and materials prior
to implementing TBL, as well as knowing and catering to their student’s needs.

12
Unit 8. Keys Ideas
SAMPLE LESSON PLAN FOR BASIC ENGLISH
- Show students pictures of a celebration.

- Asks students to share different things they
Introduction - Introduce
see in the picture.
to topic and task
Pre- - Teacher shares information about the holiday
task - Activate
Task celebration in the picture to provide as many
(10 prior
details as possible.
minutes) knowledge
- Asks students to share different things they
do in the holiday season.
- Tell students, in groups of three, that they will
write basic sentences to describe different - Fluency
Task
holiday pictures handed out by the teacher. - Negotiate
(10
- The groups discuss possibilities for a meaning
minutes)
celebration, brainstorm vocabulary and - Monitoring
sentence structures.
- Students in groups write out sentences for
- Fluency
the chosen celebration. For example,
- Focus on
Planning Christmas, Halloween, birthday, or 4th of July.
accuracy
(40 - Students can identify vocabulary words
for report
Task minutes) and/or write sentence structures below the
to class
pictures.
- Monitoring
- It is advisable to check everybody is involved.
- Teacher puts the images for each group on
the board. In groups students present the
- Public
information they have written.
Report speaking
- Classmates listen and ask questions about
(10 minutes - Listening
their celebration.
per group) for specific
- Teacher gives feedback or asks questions.
information
- Students vote and choose the most detailed
celebration.
- Write sentences given by students on the - Focus on

Analyzing board. form(s)
Post-
(10 - Highlight language to address. - Task/topic
Task
minutes) - Students review phrases in context and take related
notes of the language they need. language

13
Unit 8. Keys Ideas
- Option A (in the classroom). Exit card: in pairs.
Each student writes a word they’ve learned
with a drawing.
Practice - Acquisition
- Option B (at home). Have students bring in a
picture from the holidays and write new
words they have learned.
Figure 5. Sample lesson plan for basic English. (Rodríguez-Bonces & Rodríguez-Bonces, 2010).
SAMPLE LESSON PLAN FOR HIGHER INTERMEDIATE ENGLISH
- Show students pictures of a celebration.

- Tell how the celebration went. Use the
pictures to provide as many details as
possible.
- Distribute a card with the following

questions and have students answer them:
Introduction - Introduce
When was your last family celebration?
to topic and task
Pre- Which are some of the special occasions
task - Activate
Task you celebrate with family or friends? What
(10 prior
is your favorite celebration with friends or
minutes) knowledge
family? What was the last celebration you
had with your family or friends? How was
it? What details make a celebration a
success? Do you remember an especially
happy celebration with friends or family?
What happened?
- Tell students, in groups of four, that they
will plan a celebration including all aspects
around it like invitation cards and/or a - Fluency
Task
newspaper article to report all the facts - Negotiate
Task (10
about the celebration. meaning
minutes)
- The groups discuss possibilities for a - Monitoring
celebration, brainstorm vocabulary
- Give rubrics out for assessment.

14
Unit 8. Keys Ideas
- Students in groups plan the chosen
- Fluency
celebration. For example, Christmas,
- Focus on
Planning Halloween, birthday, or 4th of July.
accuracy
(40 - Students prepare to report. It is advisable
for report
minutes) to check how roles and assignments are
to class
distributed within the group. Everybody
- Monitoring
needs to be involved.
- The classroom is divided. Each group is
assigned a place in the classroom to
decorate and provide the environment for
- Public
their celebration.
Report speaking
- Students present, classmates listen and
(10 minutes - Listening
participate in their celebration.
per group) for specific
- Teacher gives feedback on the content and
information
quickly comments.
- Students vote and choose the best
celebration.
- Write sentences given by students on the - Focus on
Analyzing board. form(s)
(10 - Highlight language to address. - Task/topic
minutes) - Students review phrases in context and related
Post- take notes of the language they need. language
Task - Option A (in the classroom). Exit card: in
pairs. Each student asks two questions
Practice about one of the celebrations. - Acquisition
- Option B (at home). Homework to practice
new words or structures.
Figure 6. Sample lesson plan for upper intermediate English. (Rodríguez-Bonces & Rodríguez-Bonces, 2010).
8.5. Authentic activities

When learners are given a relevant real world task which requires them to problem
solve, think critically and collaborate with their peers, they are provided an authentic
learning experience. Authentic learning is normally based on real-world problems
and projects that are relevant and interesting to the learner (Traxler, 2009 as cited in

15
Unit 8. Keys Ideas
Wang, Burton, & Falls, 2012), such as using role-playing exercises, problem-based
activities, case studies, and participation in virtual communities of practice
(Lombardi, 2007 as cited in Wang, Burton, & Falls, 2012).
In this respect, Herrington et al. (2003) as cited in (Ozverir, Osam, & Herrington, 2017)
describe authentic activities as those that:
 Real world relevance.

 Complex.
 Provide the opportunity for students to understand problems from different
perspectives, using a variety of resources.
 Opportunity to collaborate.
 Opportunity to reflect.
 Allows for various outcomes/results.
 Integrated with assessment.
 Open ended.
 Conducive to learning and communicating.
 Motivational.
Cultural activities
When teaching a second language it is important that learners are provided the
opportunity to not only learn the language but also the cultures in which the language
stems from. Cultural based activities provide insight to students about the customs,
traditions and beliefs in which the target language stems from. It has been highlighted
there are advantages of cultural activities in the effectiveness of second language
learning (Doganay & Yergaliyeva, 2013):
 Bring a fruitful atmosphere where students learn four skills through sharing
information, discussing and interacting with each other.

16
Unit 8. Keys Ideas
 Involve learners in the task-based activities where the goal is to set and students
do their best.
 Bring real world context into the classroom, and enhance students' use of English
in a flexible and communicative way.
There are some considerations teacher should keep in mind when organizing cultural
activities. For example, it is important that the activities are varied, students can
become easily bored if year after year they are seeing the same holiday or tradition.
Also, attention to the diversity in the class is important, teachers should be conscious
of the varying abilities to make sure that the learner needs are attended to. Finally, it
is important that the atmosphere is positive when students are engaging in a cultural
activity. This will foster not only their attitudes towards the in-class activity but also
towards the cultural tradition itself.
The relationship between language and culture means students are not only
exploring the value of the language but the traditions, customs and values that are
ingrained in it. Culture is ingrained in the language, this relationship is important for
students to explore, some of the benefits include (Doganay & Yergaliyeva, 2013):
 Motivational.
• In achieving high motivation, culture classes do have a great role because
learners like cultural based activities such as singing, dancing, role playing,
discussing about and doing research on countries and peoples, etc.
 Enables students to think about the culture in the language they are learning.
 Help learners relate the abstract sounds and forms of a language to real people
and places (Chastain, 1971).
 The use of cultural based activities in language education increases learners’ not
only curiosity about and interest in target countries.

17
Unit 8. Keys Ideas
The Activity Design Model
Figure 7. The Activity Design Model. (Blin & Jalkanen, 2014) based on Engeström 1987.
 The object is the objective of the activity.

• The language learning activity relating to the example is shaped by its object,
the collective creation of a fundraising event.
 The subject are the individuals involved in the activity and how they may be
arranged (i.e. groups, pairs).
• In the example the individual students and how the teams are distributed are
the subject.
 The tools and artifacts are the materials, contents, and items needed to carry out
the object.
• Tools influence subject interactions and change overtime with different
experiences and knowledge acquired.

• Tools are influenced by culture, and how subjects understand to interact
socially.

18
Unit 8. Keys Ideas
• Tools and artifacts included in this activity include: technologies, language,
fundraising and project management methods, authentic materials and
guidelines.
«The top of the triangle diagram above (Subjects – Tools & Artifacts – Object)
depicts the ‘visible curriculum’ (Engeström 2008), used by students carrying
out actions or chains of actions, including languaging about the object of their
activity, in response to the given task.» (Blin & Jalkanen, 2014)
 The community reflects all the subjects involved in the activity and the community
they belong to (i.e. grade level, school, and city).
• In the example the community refers individuals of the class or group,
teachers, and charity representatives, who may participate in the activity.
 The division of labor in the activity is the hierarchal structure of the activity and
how the activity is divided amongst the students participating.
• In the example the students organize the fundraising event, teacher’s guide
students, charity representatives advise students and teachers are ways in
which the activity is divided in labor.
• The division of labor is also structured by the division of power.
 Teachers assess the students.
 Students carry out the activity.
 Students have different roles within the activity.
 The rules are the conventions, guidelines and rules that regulate the activity.
• The rules governing the actions carried out by the students in the activity in
the examples include, class schedule, required assignments, expected mode

of interaction, and expected behavior.
«The bottom part of the figure represents what Engeström calls the "hidden
curriculum" (2008, p. 86), mediated by the "deep social structure of the
activity" (p. 90)» (Blin & Jalkanen, 2014).

19
Unit 8. Keys Ideas
Blin (2010 as cited in Blin & Jalkanen, 2014) proposes a model to help teachers
structure an activity theory model when considering it for classroom application.
FIVE STEP ACTIVITY THEORETICAL DESIGN MODEL
STEP DESCRIPTION
Identify expected and desired learning outcomes

STEP 1 - What knowledge, skills and competencies will learners exhibit upon
completion of this activity? How can they be assessed?
Define the object of the activity

- What kind of object can be transformed into the desired outcomes?
What will learners attempt to or construct during the realization of
STEP 2
the activity?
- What goal-oriented actions or chains of actions are likely to facilitate
the transformation of the object into the desired learning outcomes?
Identify and describe the subjects of the activity?
- What histories are they bringing to the language learning activity?
What cultural tools do they bring to the activity, including their
native language, communicative and literacy practices? Which other
STEP 3 communities do they belong to?
- What motivates their participation in the language learning activity?
- What are the characteristics of the community being shaped by the
objective of the activity (i.e. real vs. imaginary, local vs.
geographically dispersed, etc.)?
Specify the mediators of the activity
- What tools and artefacts will be available to learners (e.g.
technology, concepts, methods, etc, etc.)? How will communication
and interaction be mediated? Which language will be the main
mediator of the activity?
STEP 4 - Are there explicit and implicit rules and conventions imposed from
the outside (e.g. academic calendar, school timetable, assessment
schedules, etc.)? What implicit rules are there with the technology?
- How will the division of labor be organized? Will learners work
independently or in teams? What level of power will be allocated to
learners? To teachers?

20
Unit 8. Keys Ideas
Outline potential internal and external contradictions
- What are potential sources of conflict, breakdowns or disruptions?
Are they likely to be resolved by the community?
STEP 5
- What focus shifts are likely to occur? What level of teacher
intervention may be required? At the design stage? During the
activity? What are the competencies are required from learners?
Figure 8. Five-step activity theoretical design model. (Blin & Jalkanen, 2014).
8.6. Practical application
The following two lesson plans are a sample of activity theory, the two sample lessons
are based on creating a magazine. For the purposes of this unit it is important to see
the evolution of how tasks can escalate from a lower level to a higher level. It is
fundamental teachers consider their resources and materials prior to implementing
TBL, as well as knowing and catering to their student’s needs.
ACTIVITY THEORY BASIC ENGLISH EXAMPLE
ASPECT DESCRIPTION

- Communication.
OBJECTIVE - Writing & editing.
- Creativity.
- Expression opinions & ideas.
- Creating a class magazine.
- Choosing different aspects of the class to share in the magazine.
SUBJECTS - Selecting photographs.
- Writing simple sentences to describe the images.

- Formatting the pages.
- Working in groups.

21
Unit 8. Keys Ideas
- Simple grammatical structures.
- Vocabulary.
TOOLS &
- Rubric.
ARTEFACTS
- Examples of magazines (from stores).
- Computers/iPad.
- Lived experiences with photographs.

- Timeline.
RULES
- Guidelines for mandatory parts of the page.
- School timetable.

- Learners will work in groups specified by the teacher.
- Groups will distribute the work amongst themselves.
DIVISION OF - Group communication/agreement can be a conflict but can be
LABOR resolved by the teachers/community.
- Teacher facilitate group work throughout the activity, but the
students will have the ultimate decision in deciding what information
and photo is included on their pages.
- Teacher.
- Students.
COMMUNITY - Grade level students.
- Parents.
- School.
Figure 9. Activity Theory Design Model in Basic English.
ACTIVITY THEORY UPPER INTERMDIATE ENGLISH EXAMPLE
ASPECT DESCRIPTION

- Communication.
OBJECTIVE - Writing & editing.

- Creativity.
- Expression opinions & ideas.

22
Unit 8. Keys Ideas
- Creating a class magazine.
- Choosing different aspects of the class/school to share in the
magazine.
SUBJECTS
- Selecting photographs.
- Writing paragraphs to describe.
- Formatting the pages.
- Working in groups.
- Simple and complex grammatical structures.
- Vocabulary.
TOOLS &
- Rubric.
ARTEFACTS
- Examples of magazines (from stores).
- Computers/iPad.
- Lived experiences with photographs.

- Timeline.
RULES
- Guidelines for mandatory parts of the page.
- School timetable.

- Learners will work in groups chosen by the students.
- Groups will decide on a section and distribute the work amongst
themselves.
DIVISION OF
- Group communication/agreement can be a conflict but can be
LABOR
resolved by the teachers/community.
- Teacher facilitate group work throughout the activity, but the
students will have the ultimate decision in deciding what
information and photo is included on their pages.
- Teachers.
- Students.
COMMUNITY - Support staff.
- All school and teachers’ students.

- School.
Figure 10. Activity Theory Design Model in Upper intermdiate English.

23
Unit 8. Keys Ideas
Gamification
Game based learning is a way to integrate academic material in a competitive game

to promote learning. Games include features such as goals, rules, time limits and
incentive to participate. This type of learning increases motivation, curiosity and
motivation. Gamification:
 Modifies the mood within the classroom.

 Increases learners’ feeling of happiness.
 Provides breaks from learner’s fatigue.
 Increases motivation and improve attention; increases student’s engagements in
the classroom activities.
 Stimulates a goal oriented activity.
 Makes learning fun.
«Gamification provides lots of opportunities for both learners and teachers.

To learn a foreign language these kinds of activities foster learning, increase
the pace of achieving learning outcome by participating learners in the
process actively. It also enables learners to feel in a relaxed and confident
atmosphere in class and this triggers social and communicative skills of
learners that are very necessary while learning a foreign language. That is
why the activities prepared by the teacher should be evaluated and
determined carefully. Teachers should keep in their minds that these kinds
of gamified activities should be arranged according to the needs, level,
personality, age, interest of the learners; otherwise these activities lose their
meanings to make the learners reach successful learning and have fun at the
same time. When these characteristics and contributions of games and
gamified activities are taken into consideration, the pedagogical value of
them cannot be ignored» (Yürük, 2019).
Games such as Chalk board Acronym, Letter Scramble and Charades may be
integrated in the classroom to motivate learning.
Chalk board Acronym «is an ideal pedagogical tool for teaching young
learners' vocabulary in this game teacher write respective words vertically,
on the board and then have students come up at a time, to write a word
starting with each letter of the vertical word. As far as this game is designed

24
Unit 8. Keys Ideas
basically for young learners, they learn this game very quickly and so do
vocabulary» (Bavi, 2018).
«Letter scramble as another game is widely used as a learning tool. In this

process of teaching vocabulary through Letter scramble, teacher took a list
of words that students have recently learned and then to write a scramble
version of each word on the board and then allowing students to unscramble
the words on the paper the first one to finish deciphering all the words wins»
(Bavi, 2018).
«Charades is another game that is used in the teaching vocabulary class. In

this process, the teacher Write vocabulary words on individual index card
and break the class into two teams and have one individual from each team
act out the same word. The team to correctly guess the word first scores a
point» (Bavi, 2018).
8.7. References
Álvarez, I., & Pérez-Cavana, M. L. (2015). Multilingual and multicultural task-based

learning scenarios: A pilot study from the MAGGIC project. CercleS, 5(1), 59-82.
Arias Rodríguez, G. L., Roberto Flórez, E. E., & Rivera Barreto, A. M. (2014). Increasing
critical thinking awareness through the use of task based learning approach.
Hallazgos, 11(21), 189-205.
Atlantic International University. (s.f.). Activity Theory. Obtenido de Theories of

Learning: http://courses.aiu.edu/THEORIES%20OF%20LEARNING/9/9.pdf
Bavi, F. (May de 2018). The Effects of Using Fun Activities on Learninger Vocabulary
at the Elementary Level. JOurnal of Language and Teaching Reserach, 9(3), 629-639.
Blin, F., & Jalkanen, J. (2014). Designing for Language Learning: Agency and
Languaging in hybrid environments. Journal of Applied Language Studies, 147-170.

25
Unit 8. Keys Ideas
Doganay, Y., & Yergaliyeva, A. M. (2013). The Impact of Cultural Based Activities in
Foreign Language Teaching at Intermediate (B1) Level. Procedia - Social and
Behavioral Science, 89, 734-740.
Dundar, S. (2013). Nine drama activities for foreign language classrooms: Benefits
and challenges. Procedia - Social and Behavioral Sciences, 1424-1431.
Ganta, T. G. (2015). The strenghts and weaknesses of Task-Based Learning (TBL)

Approach. Scholarly Research Journal for INterdisciplinary Studies, 2760-2771.
Lackman, K. (s.f.). Introduction to Task-based Learning: The Willis model and

variations. Obtenido de Ken Lackman & Associates:
http://www.kenlackman.com/files/tblhandout10.pdf
Littlewood, W. (October de 2004). The task-based approach: some questions and

suggestions. ELT Journal, 58(4), 319-326.
Myshak, E. (June de 2018). Education Extracurricular Activites in Foreign Language as

means of Forming Persnality of a Futue Agrarian Specialist. Euromentor Journal, 4(2),
86-91.
Ozverir, I., Osam, U. V., & Herrington, J. (2017). Investigating the Effects of Authentic
Activities on Foreign Language Learning: A Design based Research Approach. Journal
of Educational Technology & Society, 20(4), 261-274.
Pools-m. (n.d.). Task Based Learning. Retrieved from Languages.dk:

https://www.languages.dk/archive/pools-m/manuals/final/taskuk.pdf
Rodríguez-Bonces, M., & Rodríguez-Bonces, J. (2010). Task-Based Language Learning:

Old Approach, New Style. A New Lesson to Learn. PROFILE, 165-178.

26
Unit 8. Keys Ideas
Skehan, P. (1996). A Framework for the Implementation of Task-based Instruction.
Applied Linguistics, 38-62.
Skehan, P. (2003). Task-based Instruction. Language Teaching, 1-14.
Wang, F., Burton, J. K., & Falls, J. (December de 2012). A Three-Step Model for
Designing Initial Second Life-Based Foreign Language Learning Activities. MERLOT
Journal of Online Learning and Teaching, 8(4), 324-333.
Williams, L. (2017). 6 Task-Based Language Teaching and Concept-Based Instruction.

En M. J. Ahmadian, & M. d. García Mayo, Recent Perspectives on Task-Based
Language Learning and Teaching (págs. 121-141). De Gruyter.
Yürük, N. (2019). Edutainment: Using Kahoot! As A Review Activity in Foreign

Language Classrooms. Journal of Educational Technology & Online Learning, 2(2), 89-
101.

27
Unit 8. Keys Ideas
In Depth
Task-based Language Teaching: from meaning to form
Willis, J. (2009 Oct 31). Task-based Language Teaching. Retrieved from: Jane Willis ELT:
http://willis-elt.co.uk/wp
content/uploads/2015/03/JaneWillisLanguageShow09handout.pdf
This is document contains and overview of TBL as well as some useful websites and
lesson plans.
Authentic Activities/Learning
Authentic Learning. (n.d.). Authentic Learning. Retrieved from Authentic Learning:

http://authenticlearning.weebly.com/
This is a blog that provides ample amounts of resources and examples about
authentic activities students have participated in.

28
Unit 8. In Depth
Test
1. Communicative tasks emphasize…
A. a focus on meaning and form using both exercises and real-life situations.
B. a focus on form using exercises.
C. a focus on meaning in real-life situations.
D. a focus on meaning and form using both exercises and personalized
questions.
2. Task-based learning means using the L2 in real life situations to communicate.

A. True.
B. False.
3. TBL has three phases in the framework:

A. Pre-task, raising consciousness and task; task, task, planning, and reporting;
post-task, analyzing and practicing.
B. Pre-task, introducing the subject and task; task, information gap activities,
and presenting information; post-task, analyzing and practicing.
C. Pre-task, introducing the subject and task; task, task, and reporting; post-
task, analyzing and practicing.
D. Pre-task, introducing the subject and task; task, task, planning, and
reporting; post-task, analyzing and practicing.
4. TBL can be adapted and used in the classroom because it… (select all that apply)
A. introduces authentic texts.
B. has students work on grammatical exercises.
C. provides opportunities for collaborative work.

D. links classroom language to the outside world.

29
Unit 8. Test
5. Sample tasks include… (select all that apply)
A. Incomplete tasks.
B. Finding similarities.
C. Case studies.
D. Memorizing.
6. The top of the triangle diagram represents…

A. the cultural curriculum.
B. the visible curriculum.
C. the hidden curriculum.
D. the L2 curriculum.
7. The bottom of the triangle diagram represents…

A. the cultural curriculum.
B. the visible curriculum.
C. the hidden curriculum.
D. the L2 curriculum.
8. In the five-step activity theory design model the mediators of the activity include…
(select all that apply)
A. the interaction between students and teachers.
B. the groups of students.
C. the guidelines.
D. the technology.
9. Gamification is a way to promote learning, stimulate a goal oriented activity and

increase learners’ feelings of happiness.
A. True.
B. False.

30
Unit 8. Test
10. The activity design model can be adapted for almost all ages.
A. True.
B. False.

31
Unit 8. Test

Tema 8

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Tema 8

Uploaded by

Copyright:

Available Formats

Unit 8

Curriculum and Course Design

Tasks & activities

8.4. Practical application 11

Curriculum and Course Design

Curriculum and Course Design

Curriculum and Course Design

Focus on forms Focus on meaning

8.3. Task-based learning

Task-based learning (TBL) has become a popular teaching practice in second/foreign

TBL can be used within or outside of the classroom.

«Another characteristic of task-based learning is that the assessment of task

Curriculum and Course Design

TBL is beneficial in many aspects particularly because it is communication driven and

 Task based learning helps learners to interact spontaneously: it allows learners

 Task based learning gives language learners an opportunity to learn vocabulary:

Curriculum and Course Design

 Experimental learning: the learners’ active involvement is key to this approach,

In order to effectively implement TBL it is important that teacher considers a task

Curriculum and Course Design

STRUCTURAL FRAMEWORK FOR TBL

Phase Procedure Action Example

Reading report and

Practicing and using

Curriculum and Course Design

STRUCTURAL FRAMEWORK FOR LESSON PLAN IN TBL

Phase Stage Activity Aim

Introduction - Teacher explains task. - Introduce task.

- Students do a role play in

- Students read their reports. - Public speaking.

- Student hear a recording of

Figure 3. Structural framework for a lesson plan in TBL. (Lackman).

Curriculum and Course Design

 An emphasis on learning to communicate through interaction in the second/foreign

 An enhancement of the learner’s own personal experiences as important

Category Type Example

Listing Brainstorming/Fact Finding Make lists of things found in a kitchen.

Put events from a news report into the

Ordering Ranking Rank qualities needed for a job in order.

& Sorting Complete a chart using information from a

Classifying Think of five ways to classify clothes.

Curriculum and Course Design

Comparing Compare ways of doing things in different

Finding differences Contrast mammals and amphibians.

«A farm needs to cross a river with a wolf, a

Look at the profile of an animal and decide

Figure 4. Sample Tasks. Willis as cited in (Lackman).

Curriculum and Course Design

Phase Stage Activity Aim

- Show students pictures of a celebration.

- Write sentences given by students on the - Focus on

Curriculum and Course Design

SAMPLE LESSON PLAN FOR HIGHER INTERMEDIATE ENGLISH

Phase Stage Activity Aim

- Show students pictures of a celebration.

- Distribute a card with the following

Curriculum and Course Design

8.5. Authentic activities

Curriculum and Course Design

 Real world relevance.

Curriculum and Course Design

Curriculum and Course Design

 The object is the objective of the activity.