Estaire Sheila, Zanón Javier. Planning Classwork

Handbooks for the English Classroom
Planning Classwork
A task-based approach
Macmillan,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