Week 6

From topic to tasks:

Matching
Comparing
Problem-solving

Ref: Willis & Willis (2007)

List of tasks
• Matching
• Comparing & contrasting
• Problem solving & puzzles
• Projects and creative tasks
• Sharing personal experiences
Task type: Matching
• Task type suitable for all levels
• Ideal for real beginners
Listen and match
Beginners
listen to T, identify corresponding object or picture
Elementary/pre-intermediate
Listen to description of a person and identify him/her among
photos of people.
Grade the tasks in 5A according to the level of challenge
they offer.
Task type: Matching
Read and match
• matching short texts, descriptions to pictures
• matching written summaries to longer written texts
• Reading directions and matching them to a route (or
drawing a route) (see section 5.2.2. for a detailed list)

Read the following examples:

1. ‘Giving directions’ task sequence
2. ‘Summer holiday’ task sequence
Task type: Compare & contrast

topics for comparison/contrast tasks:

- Ss’ morning routines
- Favorite holiday places
- Social customs, education systems of different
countries
- Same news item from two different newspapers
- Movie trailers
- Similar items from mail-order catalogues
See examples under 5.3.1.
 Task type: Compare & contrast
Games: find similarities/differences
- things in common
(ex: in 3 minutes find 3 things both of you usually do at weekends)

- Spot the difference

(ex: in pairs find the 7 differences or student A gets picture A and
student B gets picture B and find differences by describing)
 Example: Spot the difference game
source: http://en.wikipedia.org/wiki/Spot_the_difference
 Task type: Compare & contrast

Work in groups of 4, and follow the instructions

in section 5C.
Fashion: then & now
Task type: Problem-solving
• Ss offer advice and recommendations on
problems (global warming to neighbor’s dog).

•Usually involves discussion, note-taking, drafting

and finalizing proposals for solutions.

* Read 5.4.1 for how to prepare learners

* Read the listed problems in figure 5.I
 Task type: Problem-solving
Which problem is described in the situation below?
Research shows that advertisements aimed at
children, usually at peak viewing times, strongly
influence them. Their preferences for toys and food
are influenced by the advertisements that seek to
change these preferences. Products are presented as
something they ‘must have’, even though they are
expensive, unnecessary or bad for their health.
Advertisers rely on children nagging their parents to
get the things they have seen in advertisement.
Task type: Problem-solving
Useful to break-down the discussion into mini-
tasks:
- List and rank the effects of the problem
/comparing personal experiences of the
problem (priming-preparation)
- List-compare ideas for solution, choose one
and report (task)
- List criteria with which to appraise solutions
- Writing extension: After reporting, draft
notes and write up a proposal (individual or
group)
-Peer feedback/editing
-Ss prepare the final version
Task type: Problem-solving
Beginning with a text
• Read the letter in task 2 (p.96)
Sequence of tasks:
1. Working individually, note down two bits of advice
2. Discuss your ideas with your friends
3. Present to class/read and evaluate each other’s advice
4. Draft a letter of advice
5. Form focus: sample letter (phrases expressing
negativity)
Task type: Problem-solving

Games & puzzles

Logic problems, use of short text
* See examples under 5.4.3.
Summary
This week Next week
• Matching • Projects and creative
• Comparing & tasks
contrasting • Sharing personal
• Problem solving & experiences
puzzles • Summary of task types