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Handbooks for the English Classroom Planning Classwork A task-based approach Macmillan
Introduction A framework for planning units of work A first look at the framework and two examples Defining ‘units of work‘, ‘task based learning’ and ‘tasks’ What is meant by ‘units of work’? What is ‘task based learning‘? What are the principles behind it? What are ‘tasks’? How are they defined? The framework for planning units of work stage by stage Stage 1: Determining the theme Stage 2: Planning the final task(s) Stage 3: Determining unit objectives Stage 4: Specifying content Stage 5: Planning the process Stage 6: Planning evaluation: instruments and procedures The complete cycle Applying the framework Examples of units Examples of units based on a set textbook Examples of units not based on a set textbook Some key issues How far is the framework compatible with the use of a textbook? Should the framework be used all through the year or can it be used on an occasional basis? How far is the framework compatible with an institutional syllabus? What different types of units can be generated through the framework? How can students’ contributions be built into the planning process? A rationale for thematic task based units of work What we learn in the foreign language classroom How we learn: a cognitive perspective Schema theory and the classroom Tasks and the construction of new knowledge Planning the learning process; syllabus design What kind of syllabus? Teachers’ roles and students‘ roles The structure of the units The lessons Appendices Glossary Bibliography
