1. DISCUSSIONS THAT WORK Presented by Colin Pring

2. Givingthediscussion a purpose: thetask Group work is one pedagogical strategy that promotes participation and interaction. It fosters a deeper and more active learning process, and it also provides instructors with valuable demonstrations of the degree to which students understand particular topics or concepts. 2

3. Whenthegroupisgiven a tasktoperformthrough verbal interaction, allspeechbecomespurposeful, and interesting. Therefore, teachersshouldbeclear in whatisthepurpose and whatisthetopic of thepresentationtheyhaveto do. 3

4. Establish clear ground rules for discussion. Provide electronic supplementary course/discussion materials. Give clear descriptions of visual materials. Paraphrase questions and answers and highlight key points throughout discussions. Create options for electronic discussions. Tipstomanagethediscussions 4

5. TheoreticalFactorsfortasks THOUGHT Language use impliesthought. Thekinds of thinkinginvolved can bedescribed in terms of logicalrelationships and processes. 3/5/2011 THINKING 5

6. Some of them are: GENERALIZATION EXEMPLIFICATION ANALYSIS SYNTHESIS EVALUATION CONTRAST ANALOGY COMPARISON PRIORITY CAUSE REASONPURPOSE RESULT INFERENCE IMPLICATION INTERPRETATION SUMMARY AMPLIFICATION ALTERNATIVITY 6

7. 7 RESULT Eachtaskconsists of a thinkingprocess and itsoutcome in theform of a tangible result. <First, itfocuses and defines whatthe speaker has to do. <Secondly, itprovides a clearsignalthatthespeakers has finished. < Thirdly, itprovides a basisforfeedback. TICK OFF

8. 8 LANGUAGE-PRACTICE EFFICIENCY Teachershavetobecareful in thetype of speechthey set. Itisimportanttocheckthestimulusfortalking. Also, the time use tospeakmustbe control fortheteacher in ordernottobeexcesstheparticipation of otherstudentswhenworking in groups. USE OF LANGUAGE

9. SIMPLICITY Thesimplerthetask, the more chance it has of sucess. Themainpointisthatthe final aimshouldbesufficiently simple tobecleartoparticipants at allstages. 9

10. PREPARATION Thetaskshouldbe simple fromtheteacher´spoint of view as wellas itshouldbe simple to prepare. Time consumingkillsinspiration and effectiveness in preparingspeech as studentshavetotype, duplicate, correct and finallythepresentationcouldbetoolongthatitisnotfinishedorally. 10

11. INTERACTION Itmightbe superfluos tosaythatthetaskmustentailinteraction, yetitisveryeasyto set a taskthatfulfilsalltheotherconditions and notthepreviousmentioned. 11

12. Tosaythat a language-learningactivityshouldbeinterestingis, again, statingtheobvious. Studentmotivation and performance are dependentto a largeextentontheinterest and enjoymentgeneratedbytheactivity. 3/5/2011 12 INTEREST

13. TYPES OF ACTIVITIES THAT WORK ROLE PLAY MONOLOGUE DIALOGUE DEBATE PPT STORY TELLING 13

14. 3/5/2011 Free template from www.brainybetty.com 14