tt LONGMAN HANDBOOKS for LANGUAGE TEACHERS, soviet concn whey etngoes 2nd proses az prize A Framework for Task-Based Learning A Pramework fr Tk Base ewig is complet ule to the modagy and practice oftasl-bsed language teaching For fase who Wish io apa genuinely arercented| approche tee aching tors an alternative Fawn tho "rseaation, practi, production” moél This bok s base on sou eincpleso langue earang nd ‘cwmines he best insighs from communicative language echiag with asyteatie foes on anuage fo. Iespains and exes each component in 2 pia ask- sed essen, rom sting up ate tsk tough the tsk, leading nto language focused work This approach allows the natural integration eal skis and encourages a ‘he leer a conor for both acarzy and Mueney. Key features ofA Framework for Tas Based earning are + alleie but coherent amework + a prac! approach, with ries and rational early explain thot + lesson aust show how th arnewark canbe used oan sons « phorcepabe Fons Pages for sei teacher raining sessions + over 200 ides fr tasks for Sassoon use | Praaupork or Ts Basel Learning eaters “alkanes fen belaners upears “ind ble «th teaching of any second or facign language Jane Wiss caren teaching at ston University, Birlogha, UK helt Masters ‘uses ia Teashing English and ESP mainly by Distance Learning, he i th author of Sseeral books insuing Teaciog English Thvogh Eaglsh (Langman), ita “LANGUAGE TEACHERSLongman Handbooks for Language Teachers A Framework for Task-Based Learning‘Aaison Wesiey Longman Lied nrg Ga, Hoos Ese C2 Egat td Comp chet he wo (© Addison Wey Lengman Lined 1996 gre npr of isp nay er tet ‘Renard gto est mayor Ey ma, ‘hls meson ngewe roraritn pon f Peso "he Pb rn persion rhe pcayig of tos pgs raed tan cor ote sig con, dal ‘erin my te cp fbr emery is Bey ‘otha spine fart te ati el “ron Unde we cestoncs may ny par of his Bak Be cp ote est pbc 19% ‘Seis Palaino Pred ia by Carte Produced ote pbhers by de Heer Bs Deigned and sted by Onest Design Oxo Ison os2.29573 8 Acknowledgements ‘eae tefl othe lowing for poison orp npg mata ‘Se: ok 1 Te kes 2&8 by JD ‘Godin Mads Croup pl orto ara Cal Str ext ‘edn om The boy who cae out om the co i THE ‘GUARDIAN Thoms Kon Soe Li for exes om. TALEING TO LEAR Te Spiel Projet GSE) b 8, Franc Mathews Ie have tem arabe ste cpygh Telecel the ai Sper io Te Daly Wop 24190 it trod epee sy infoeton wich woud ent sto 0=0. Ve asso grat o The BNC. The rsh National Corpus isa ‘labratve baie avd at by Onterd Univer Pra isan, Chanbers Hp, Ord Univers Compute ‘Sees Lanter Unive Ol Compute earch in he teh angung sede Ba rary The SNC ones ‘sed eigen the UR Depron rd indy {hd the Scene and EngncerngKeearc Coan nd wat ‘ypatiy addon roca gant om the Beta Aco we md Ae w5er 1996 ce / Contents Acknowledgements : Introduction \ PART Ar STARTING POINTS 1 Language learning: creating the best environment 111 Batts about language leaning 1.2 How learers ctor 113 Four conions for language leering 1.4 Classrooms as leaning environments 15 Summary Rofiection/Observaton/Furthor reading Notes 7 Aspects of tasks 2.1 Defining tasks 2.2 Varetie of aok 2.8 Language us in tasks 224 Leaming from tasks 25 Summary Matorial oppreisaliObservation/Furtherreesing/Notes PART B: TASK-BASED LEARNING 3 The YBL framiéwork: overview and pré-task phase 3.1 General overview 8.2 The pretask phase 3. Managing leaner tak ‘84 Summary Material appraicalPlanningiObservation/Further readingNotes 4 The TOL framework: the task cycle 4. The tas stags 42 for to tae 43 Tho planning stage 44 The report stage 4.5 Whiting inthe task ola 46 ES. ond one-to-one: ask oye scatations 47 Sunmacy Retiection/Furtherreeding/Notes 10 7 9 1° a 22 eeese