Activity 4 Task: Study the table of the types of written texts depending on the addressee (audience, readers). Tick those kinds and types of texts you are going to teach at school.
Types of writing
Personal writing
Public writing
Creative writing
diaries shopping lists
Letters of-enquiry
Poems
journals packing lists
complaint
stories
addresses recipes
request
rhymes
reminders for oneself
form filling
drama
applications (for member-
songs
ships)
autobiographies
Social writing
Study writing
Institutional writing
letters
making notes while reading
Agendas posters
invitations
taking notes from lectures
Minutes instructions
notes of- condolence
making a card index
Memoranda speeches
- thanks
reports of- experiments
Reports applications
- congratulations
- workshops
Reviews contracts
cablegrams
curriculum vitae specifications
telephone messages
summaries reviews
business-letters note-making
instructions - to friends
synopses essays
public notices (doctors and
- to family
bibliographies-
advertisements other profess-
ionals)
Activity 5 The task and its components Task: Read the definitions of "task" and decide which one fits better teaching a foreign language. What are the most important components of the "task"?
A. "[a task is] a piece of work undertaken for oneself or for others, freely or for some reward... In other words, by 'task' is meant the hundred and one thongs people do in everyday life, at work, at play, and in between" (Long, M, A Role forInstruction in Second Language Acquisition; 1985, p. 89).
B. "[a task is] an activity or action which is carried as the result of processing or understanding language (i.e. as a response). . . A task usually requires the teacher to specify what will be regarded as successful completion of the task. The use of a variety of different kinds of tasks in language teaching is said to make language teaching more communicative . . . since it provides a purpose for a classroom activity which goes beyond the practice of language for its own sake." (Richards, J., Platt, j. and Weber, H.: Longman Dictionary of Applied Linguistics; Longman, 1986, p. 289).
C. ". . . any structured language learning endeavour which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertake the task. 'Task' is therefore assumed to refer to a range of work plans which have the overall purpose of facilitating language learning - from a simple and brief exercise type, to more complex and length activities such as group problem-solving or simulations and decision making (Breed, M, Learner Contributions to Task Design, 1987, p. 23) Task design Activity 6 Task: Think of the components of the task
setting Patterns of interaction
input TASK goal
Activities (step by step)
Learner role
If a teacher wants a student to have some progress, his\her written works should be graded\marked\tested\evaluated\assessed\examined.
(The most important components of the tasks are:
- particular objective
- appropriate content
- a specified working procedure
- a certain range of activities)
Activity 7 Task: Put the following steps of students" writing process and of the teacher's interference to help during this process of writing into the scheme and explain why it is appropriate to intervene at various points of process of creating a written paper.
student writes draft 1
student writes draft 2
student writes draft 3 or proofreads edits
student reads draft 2 with guidelines or checklist: makes changes
student makes outline of draft one
preparation for writing/ prewriting activities
selection of topic by teacher and/ or by student(s)
teacher evaluates progress from draft 1 to 3
teacher reads notes, lists, outlines, etc. and makes suggestions
teacher reads draft 2; indicates good points and areas for improvement
teacher assigns follow-up tasks to help in weak areas of the language, style, etc.
T. and sts read draft: add comments and suggestions about content
LABORATORY WORK # 15. Self –assessment sheet AIM: to get students acquainted with self –assessment sheet Self-Assessment Worksheet
Complete the following self-assessment work sheet as honestly as you can. Just write down whatever comes to mind; don’t over-think the exercise. Most likely, your first response will be your best. Once you’ve finished the exercises, look for patterns (i.e., is there a need for a business doing one of the things you like or are good at?).
List at least five to seven things you like to do or are good at.
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2. List five to seven things you are not good at or you don’t like to do.
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3. If there were three to five products or services that would make my personal life better, what
would they be?
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4. If there were three to five products or services that would make my business life better, what
would they be?
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5. When people ask what you do, what’s your answer (list one occupation or whatever mainly
occupies your week)?
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6. List five things you enjoy about your work.
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7. List five things you dislike about your work.
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8. When people tell me what they like most about me, their response is:
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9. Some people dislike the fact that I:
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10. Other than your main occupation, list any other skills you possess, whether you excel at
them or not:
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11. In addition to becoming more financially independent, I would also like to be more:
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12. Write down three things you want to see changed or improved in your community.
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