DEMANDS

classroom tasks & activities = environment in which the growth of skills in the FL takes place
children as active learners = try to find meaning & purpose for activities + they work out
what is expected of them + anxious to please (may act as if they understand)

DEMANDS ON LEARNERS
COGNITIVE + understand the way the grid works to show times of actions
DEMANDS + work left to right across columns and top to bottom from one
row to next
= concepts, + understand that the character appears in each picture
understanding of the + recognise the key action in each picture
world & other people
LANGUAGE + find the vocabulary to describe each action
DEMANDS + find the past tense ending for each verb
+ put the words together in the right order
= related to using the + pronounce words
FL, uses of the L1 in + find the appropriate stress & intonation
connection with learning + understand teacher’s instructions, explanations, & feedback
the FL

DEMANDS
> vary with the degree of contextualisation of language; difficulty of
COGNITIVE the concepts that are needed to do the task (e.g. use of graphics,
colours, telling the time)
> vary whether the language is spoken or written, understanding or
LANGUAGE production, extended talk or conversation; with vocabulary &
grammar needed; with the genre; with the amount of L1 and FL/L2
> vary with the type of interaction required (pair work), with the
INTERACTIONAL participants involved (adult / peers), with the nature of the interaction
(question + answer)
METALINGUISTI > may include the use of technical terms about language in production
C or comprehension (instructions, feedback)
> vary with the ease or difficulty the learner has in engaging with the
INVOLVEMENT task (length of task stages, links to child’s interest & concerns, novelty,
humour, suspense)
> vary with how long the child must sit still, with actions needed, with
PHYSICAL
fine motor skills needed (writing, drawing)

SUPPORT FOR LEARNING

= we use what the child can already do to help them master new skills & knowledge or we try
to match tasks to children’s natural abilities & inclinations

SUPPORT
> contextualisation of language
> use of concepts already developed
COGNITIVE
> familiar formats of graphics or activity
> familiar topics and content
LANGUAGE > re-use of language already mastered
> moving from easier domain to more difficult (spoken to written)
> using known vocabulary and grammar to help with the new
 > use of L1 to support L2 development
> the type of interaction (pair work)
INTERACTIONAL > helpful co-participants
> use of familiar routines
METALINGUISTI > familiar technical terms to talk about new language
C > clear explanations
> content and activity that is easy for the learner to engage with (links
INVOLVEMENT to the child’s interest and concerns)
> mixing physical movement and calm, seated activities
> variation in sitting and moving
PHYSICAL > use of familiar actions
> match to level of fine motor skills development (write/draw)

BALANCING DEMANDS & SUPPORT

> the dynamic relationship between demands & support (ZPD) = if the demands are too high,
learners will find the task too difficult / if it provides too much support, then learners will not
be “stretched”
> the goldilocks principle = tasks should be demanding but not too demanding, and should
provide support but not too much support = creates space for growth
LANGUAGE LEARNING GOALS
> teachers must set clear & appropriate language learning goals = scaffolding the task (other
examples: breaking down the task into manageable steps, each with its own sub-goals)
> goals that result in learning must be tailored to particular learners
> learning goals are objectives or intended learning for particular learners working on
particular tasks, made specific from the general learning aims of book or syllabus
> materials and activities borrowed from general primary practice should be ADAPTED for the
new aim of language learning
TASK
> unit of activity that can be used for lesson planning and evaluation
> [TBL] adults who needed to use L2 outside the classroom = tasks were adopted as a unit that
would try to bring the classroom and ‘real’ life closer = relate to the real needs of learners +
provide authentic activities / interactions of learner and text = learners were focused on the
meaning of content rather than on form
> there also needs to be a focus on form
> many children do not use the FL outside the classroom; ‘real language use’ is not obvious for
children = we should aim for dynamic congruence = choosing activities and content that are
appropriate for the children’s age and socio-cultural experience, in that, although some
vocabulary will no longer be needed, most of the language will provide a useful base for grown-
up purposes
> school activities are congruent with children’s lives = tasks are classroom activities

TASKS
+ have coherence and unity for learners (from topic, activity and / or outcome)
+ have meaning and purpose for learners
+ have clear language learning goals
+ have a beginning and end
+ involve learners actively

STAGES

PREPARATION CORE ACTIVITY FOLLOW-UP

> prepares students to > central > builds on successful completion of the
be able to complete the > set up through its core, with a public performance of work
core activity language learning done in the core, or with written work based
successfully goals on oral language used in the core

TASK – Say sentences about Hani’s weekend

PREPARATION CORE ACTIVITY FOLLOW UP
LANGUAG > activate previously > oral production of > written production of
E learn lexis sentences from grid Hani sentences
LEARNING > practise past forms of > composition of own
GOALS verbs sentences
(1) use of single (1) whole class (1) teacher writes key
pictures to prompt introduction of grid and words on board, next to
recall of lexis teacher modelling of pictures
(2) divide board into sentences (2) teacher models
ACTIVITIE two and recall / practise (2) pair production of writing sentence from
S past forms sentences (P1 points to grid
(3) pairs practise with a box and P2 says (3) pupils write
single pictures sentence) sentences
(4) pair checking of
accuracy
> to recall lexis, or to > to recall lexis and > writing in English
DEMANDS re-learn verb forms from > remembering words
ON > to understand idea of preparation stage and forms from core
LEARNERS past events and use of > to ‘read’ the grid > finding words for
tense to express this own activities
> pictures of familiar > familiar pictures > teacher modelling
events > addition of dates to > key words on board
SUPPORT > teacher modelling of grid > teacher feedback
FOR lexis and forms > preparation stage while writing
LEARNING > pair work practice of forms > teacher provides new
> teacher modelling words for learners’ own
> pair work sentences