g Discussions and Decisions
In these tasks, the learners are expected to collect and share information and then make a decision.
d. Developing Units of Work
Nunan 2004 proposes some instructional sequences around tasks. There are six-step procedures in developing units.
a Schema Building
The students develop a number of schema-building exercises that will serve to introduce the topic, set the context for the tasks, and introduce some of the
key vocabulary and expressions that the students will need in order to complete the tasks.
b Controlled Practice
This stage provides the students with controlled practice in using the target language vocabulary, structures and functions.
c Authentic Reading Practice
This stage involves the students in intensive reading practice. The tasks in this stage should involve authentic input. It can be in the form of reading
comprehension tasks. d
Focus on Linguistic Elements The students now get to take parts in a sequence of exercises in which the
focus is on one more linguistics elements. e
Provide Freer Practice
It is time for the students to engage in freer practices, where they move beyond simple manipulation. For example, they are involved in information
gap activities. Here, the tasks will push them to negotiate meaning, create their own language and their own meaning.
f Introduce the Pedagogical Tasks
The final stage in the instruction sequence is the introduction of the pedagogical tasks.
e. The Principles for Task-Based Language Teaching
Nunan 2004 summarizes the principles in developing the instructional sequence as follows:
a Scaffolding
Lessons and materials should involve supporting frameworks within which the learning takes place. Producing language should not be introduced at the
beginning of the learning process either explicitly or implicitly. b
Task dependency A task should grow out of, and build upon, the previous task. The tasks
should exploit the students‟ receptive skills first in a great proportion of time. After that, they do the productive works.
c Recycling
The students cannot master a particular language item at once. The tasks that contain that language item should reappear in order to achieve one hundred
per cent mastery. Recycling language maximizes opportunities for learning.
