Task Continuity Unit Design and Development

1 Goals Goals relate to range of general outcomes including communicative, affective, or cognitive or may describe teacher or learner behaviour. 2 Input Input refers to the spoken, written, and visual data that learners work within the course of completing a task. The data for the input can be provided by teachers, textbooks or others. 3 Procedure Procedure specifies what learners will actually do with the input that forms the point of departure for the learning task. 4 Teacher and Learner roles Role refers to the part that learners and teachers are expected to play in carrying out learning task as well as the social and interpersonal relationships between the participants. 5 Settings Settings refer to the classroom arrangements specified or implied in the task. Setting also requires consideration of whether the task is to be carried out wholly or partly outside the classroom. Figure 3: Task Components by Nunan 2004:41 Goals Teacher role Input TASK Learner role Procedures Settings Moreover, Nunan 2004:35 summarises the underlying principles in developing the instructional sequence: 1 Scaffolding Lessons and materials should provide supporting framework within which the learning takes place. At the beginning of the learning process, learners should not be expected to produce language that has not been introduced either explicitly or implicitly. 2 Task dependency Within a lesson, one task should grow out of, and build upon, the ones that have gone before. 3 Recycling Recycling language maximizes opportunities for learning and activities the learning principle. 4 Active learning Learners learn best by actively the language they are learning. 5 Integration Learners should be taught in ways that make clear the relationships between linguistic form, communicative function and semantic meaning. 6 Reproduction to creation Learners should be encouraged to more from reproductive to creative language use.