Focusing on purpose

In the lessons you have taught or seen so far, or in your upcoming lesson, give an
example of each of the below:

Ss discuss questions e.g. during the lead-in or after a text

Ss give opinions
 Accuracy or Fluency?
Look at the list of task types above. Which ones are primarily focused on ‘accuracy’ (there is a RIGHT answer that the ss need to get/find)? Which ones are primarily focused
on ‘fluency’ (communicating and conveying a message)? NB there may be overlap, but try to identify the primary focus

Accuracy tasks Fluency tasks

Ss read or listen for gist – it’s directed by a question Ss discuss questions e.g. during the lead-in or after a text

Ss read or listen for detail Ss brainstorm ideas e.g. before a text or before the outcome task

Ss do a matching task Ss give opinions

Ss find examples of language in a text Ss create/perform a role play be the characters outcome
task/freer practice (ss should be using the TL of the lesson)
Ss repeat what the teacher says (drilling)
Ss do a piece of writing e.g. an email, a postcard, a letter, a
Ss do a sentence completion exercise using the target language
shopping list outcome task/freer practice (ss should be using the
Ss do a gapfill TL of the lesson)

Ss do a sentence correction exercise Ss interview a partner about the topic

Ss answer questions about the target language

 Accuracy v Fluency: the implications
Identifying the primary purpose of the task – in terms of accuracy or fluency – helps you make decisions regarding how to manage the task. Think about the below – how do
these things differ?
Accuracy Fluency
Things to remember when giving instructions Things to remember when giving instructions

 Display the exercise  Display the questions and put them into the chat room (before the
 Do/elicit the first one as an example – visual record of it break out)
 Closed questions: get ss involved here  Give your own example orally
 Open-ended questions

What to look for/what to do during monitoring What to look for/what to do during monitoring

 Are they doing the correct exercise?  Are they in the room? Are they talking?
 Are they getting/finding the correct answers?  Listen to them, encourage the interaction
 Identify which parts are still problematic  Making a note of ss with interesting stories/ideas
 What kinds/forms of language are they using?

What to do in feedback What to do in feedback

 Visual record of the answers with clarity: nominate ss to give  Nominate ss to report back to the group on the discussions
answers one-by-one  Show interest e.g. ask a follow-up question, ask other ss to comment
 “does everyone agree?”  Point out language use e.g. phrases, reformulate, correct to make it
 Ask ‘concept check questions’ or ask for other examples to ensure ss more natural – write it e.g. on the doc, in the chat box
know why something is right/wrong
 Elicit correction
 Spend more time on problematic areas, whizz through the ones they
are comfortable with

Language? Language?
 Prepared language  Spontaneous
 Target language of the lesson  A little more unpredictable
 Answers can be revealed  You can anticipate but you can’t know