Mhari Goldstein

Spring 2015
Journal 4
Each task-based unit will have a 5-part lesson that incorporates vocabulary and grammar
instruction into task-based reading, writing, listening, speaking, and cultural activities.
READING LESSON

Keeping in mind the first 2000 words are the most important it's important to identify the word
frequency that makes up 80-90% of the given text (depends on what the corpus is based on).
Recognizing that 98% comprehension of words is needed (1 unknown:50 known) for
understanding and that 8-9000 words are needed for wide range language use or academic
environments.

1. Open or closed outcome questions? Format specific? Clues?

I. Reading questions will be closed questions to check for understanding of corpus
II. Readings will be relevant to the task so will have limited/focused vocabulary and options
for answers
III. Drills will be mechanical
2. Starting points- Text? Visual? Case study? Learner experience?
Culturally relevant reading examples
Newspaper/newscast
School information
Health notification
Job posting
3. Pre-task preparation- timing? guided or free, teacher or learner led?
I. Youth- Each activity has it's own pedagogic instruction to foster understanding of the task
and it's goals. The selection of each reading is explained to provide youth with the context
that this reading may appear in.
II. Parent- Provided context prior to activity. Guided instruction.
4. Control of agenda and task structure- explicit steps? time limits or deadlines? word limits?
I. Progressively longer/more detailed examples (increasing word limits and time allowances)
5. Interaction patterns and participant roles- individuals/pairs/groups
I. Individual activities
6. Pressure on language production
I. Find word families in corpus (e.g. bed, red, fed, led)
7. Post-task activities
I. Identifying vocabulary in non-task related text

Mhari Goldstein
Spring 2015
Journal 5
Each task-based unit will have a 5-part lesson that incorporates vocabulary and grammar
instruction into task-based reading, writing, listening, speaking, and cultural activities.
WRITING LESSON
1. Open or closed outcome? Format specific? Clues?
1. Mechanical drills- closed outcome focusing on grammar
2. Communicative drills- open ended, selection from word bank
2. Starting points- Text? Visual? Case study? Learner experience
1. Task-based writing prompts
1. Resumes
2. Filling out forms- medical, educational
2. Open ended answers
3. Pre-task preparation- timing? guided or free, teacher or learner led?
1. Allow time for pre-writing strategies and builders
4. Control of agenda and task structure- explicit steps? time limits or deadlines? word limits?
1. Increasing difficulty in concept and word limit
2. Provide example passages with grammatical breakdown (digitally if possible)
5. Interaction patterns and participant roles- individuals/pairs/groups
1. Individual writing assignment (can be critiqued by student or by teacher/volunteer at later
date. Online, immediate writing check if possible)
2. Paired writing (cultural exercises)
6. Pressure on language production
1. Read writing assignments aloud for fluency (both youth and parent)
2. Reproduce in different tenses
7. Post-task activities
1. Apply vocabulary, grammar, and contextual understanding to a non-task related writing
prompt

Mhari Goldstein
Spring 2015
Journal 6
Each task-based unit will have a 5-part lesson that incorporates vocabulary and grammar
instruction into task-based reading, writing, listening, speaking, and cultural activities.
LISTENING LESSON
Recognition of the educational and real-life purposes for listening (Van&Goh). Why do people
listen? Listening to learn language (input) passive and active listening, listen to learn
information (lecture, tv, radio) and do something with that information, and to engage in
conversation (interactive-listen for cues to know how to respond) including recognizing and
acting on the speakers intentions.
1. Open or closed outcome? Format specific? Clues?
1. Closed outcomes: multiple choice
2. Starting points- Text? Visual? Case study? Learner experience
1. Listen to a focused TB interaction (no guide)
3. Pre-task preparation- timing? guided or free, teacher or learner led?
1. Listening for main-idea
2. Listening for detail
3. Listening and reading along
4. Control of agenda and task structure- explicit steps? time limits or deadlines? word limits?
1. Control of structure:
1. Listen to text 3 times- guided instruction
5. Interaction patterns and participant roles- individuals/pairs/groups
1. Individual listening exercise
2. Paired interaction- listening for clues (scripted dialogue for youth)
6. Pressure on language production
1. Participate in youth-led dialogue
7. Post-task activities
1. Listen for vocabulary in non-task related conversation

Mhari Goldstein
Spring 2015
Journal 7
Each task-based unit will have a 5-part lesson that incorporates vocabulary and grammar
instruction into task-based reading, writing, listening, speaking, and cultural activities.
SPEAKING LESSON
Focus on confidence building. Focus on form and getting intent across. Successful task
completion to build upward movement.
1. Open or closed outcome? Format specific? Clues?
1. Open outcome. Learner is given scenarios, prompts, and frameworks to build confident
speaking exercises
2. Starting points- Text? Visual? Case study? Learner experience
1. Scenarios, prompts, and frameworks designed to utilize learner experience
3. Pre-task preparation- timing? guided or free, teacher or learner led?
1. Guided
4. Control of agenda and task structure- explicit steps? time limits or deadlines? word limits?
1. Tasks are guided out along a structured script
5. interaction patterns and participant roles- individuals/pairs/groups
1. Task-type and criteria that fosters communication of info
6. Pressure on language production
1.
2.
3.
4.
5.

Phonics
Recycling
Alternative uses/meanings
Common phrases or task-specific idioms
Accents and aural differences

7. Post-task activities
1. Role play using different phrases, intentions and vocabulary recycling
2. Real-world practice: Reflection questions after application