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Comments
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What materials am I going to use for the development of the task (e.g. existing textbook, literature source, newspaper or other authentic materials)
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At first, I think that should be newspapers and videos (cartoons, movies, specific fragments from films), as these materials will add vocabulary, which is up-to-date and may be used while speaking with native speakers. Existing textbooks with drills (drilling exercises) will be also helpful, as they will make students fix received knowledge both in grammar, and in vocabulary.
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What level of vocabulary/grammar/phonology should the task be aimed at? (e.g. pre-intermediate)
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It depends on student obviously. I designed tasks in this semester focused on all these three skills, my exercises were aimed at pre-Intermediate level.
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What is the precise focus of the task? (e.g. words related to a certain topic: different meanings of a word: stress, intonation etc.)
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The precise focus of the task was related to the words, given in particular text.
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What type of task am I going to use (e.g. open/banked gap-filling exercises: multiple matching: using texts with thinking questions: labeling and describing objects in a picture etc.)
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In my opinion, using texts with thinking questions are more effective in developing of the vocabulary as the student practice not only speaking but also new words and move them from passive vocabulary to active.
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What stages will be there in the task? (e.g. pre-, during- and post-reading)
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All of them: pre-, while- and post-tasks.
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Will my task be integrated with other skills/aspects? (e.g. speaking skills and grammar?) How?
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Of course, they will be integrated as all five skills must be utilized together. For instance, speaking may be integrated with vocabulary and reading. After reading a text, a student by retelling it can utilize new words.
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Will the task combine different interaction patterns? (e.g. individual and pair work)
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Yes, of course as it will make the lesson more effective and interesting.
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