1. Material design  Contextual factors  Purpose: teaching or testing?  Recycling  Exercises or tasks?  Communicative Language Teaching  Input: Data that form the departure form for a task.  Feedback: Information given to students on their use of the language

2. Materials for  Teaching a specific group.  Teaching the same to many different groups (variants?)  Extra practice (key, feedback)  The web (hints, feedback)  Private lessons

3. Exercises or tasks The communicative task is a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form TASK GOALS INPUT ACTIVITIES TEACHER ROLE SETTING LEARNER ROLE

4. TASK GOALS INPUT ACTIVITIES TEACHER ROLE SETTING LEARNER ROLE

5. Some considerations  Items mastered as part of a linguistic system must also be understood as part of a communicative system.  We usually talk about four macroskills: listening, speaking, reading and writing. Language use can also be a relevant area  But in real life, as in the classroom, most tasks involve more than one macroskill

6. Successful listening Successful listening involves: Segmenting the stream of speech into meaningful words / phrases and recognizing word classes. Relating incoming message to one’s background knowledge. Interpreting the rhythm, stress and intonation to identify informational focus and emotional tone. Extracting gist without necessarily understanding every word.

7. What we find in books … Multiple choice and “true or false?” Wh- questions. Matching. Ordering. Error correction (general, specific) Verifying or falsifying hypothesis.

8. Other options TextPurposePossible task A lectureGather informationTake notes / Summary Plane announcement Check time and place of departure Find correct place on airport map The newsTo be informedExpress opinions Fictional storyEntertainmentDecide if you believe it DirectionsTo find a destinationDraw / follow a map GossipEntertainmentPass it on An anecdoteSocialGive advice A songEntertainmentDecide if you like it

9. Working from home https://www.youtube.com/watch?v=c4NYAVb_ndA

10. Possible classroom task Goals: to understand and express daily routines. To negotiate with other people. Input: Brainstorming daily routine verbs. Activities:  Compare your daily routines.  Listen and decide what you like about each type of routine.  Listen again and decide what you don’t like.  Work in groups. Choose somebody to share a flat with considering the type of work you’d like to do and your daily routine.

11. Working from home

12. Authentic material, good or evil? Good aspects Linguistic + sociolinguistic input Potentially motivating content Exercises can be adapted to different levels. We can work with culture(s) Downsides  High lexical density, low frequency vocabulary.  Lack of background knowledge / Opaque cultural references  Delivery speed and accent