TASK CHAINING

Task Chaining Example

Phases Steps Within Phase

Processing • Read, listen to or study a text - no other response required

(comprehension) o Listen to the teacher describe their family.
• Give non-verbal responses to reading or listening to a text
o Raise a hand when key words are heard.
o Put a check in the box next to key words heard.
o Write the key words when heard.

Productive • Listen and repeat (words, phrases, sentences)

• Listen and complete a substitution or transformation drill
• Listen and give a meaningful response

Interactive • Role play a conversation they already listened to

o People talk about their family
o Students work from role cards, circulate and find their
family members
• Discussion about their own families, in small groups
• Problem-solving / information gap
o Three groups of students (A, B, C)
o Each group listens to an incomplete description of a
family
o Form groups (A+B+C) and students complete a family tree
o Groups identify which picture (among several) represents
the family they have described
(Adapted from Nunan, 2004, p. 126)
Task Chaining Activity

Target Task: To Obtain and Follow Street Directions

PT# Task Description Notes

Ss hear two versions of 5 sets of recorded directions while following the routes
already marked on tourist maps (from L2 environment?) with 5 different colors.
Work in small groups.

T displays a new, more detailed, street map. Ss look at the same map (worksheet).
T reads out 20 longer street directions, followed up by a question (e.g. What street
are you on now? Is the school on your left or your right?). Ss trace as before, but
also answer T’s questions collectively, eventually individually.

Using the map from the previous task, Ss hear directions to new unknown
destinations. Ss label the building or space at the end of each route. This is
evidence that they successfully followed directions. To ensure that Ss have
identified the right place, they answer check questions (e.g. What building is next
door/across the street?).

Teacher (T) explains the lesson target. Then T tells students (Ss) to listen carefully
to 3 sample conversations. They will hear them twice.

T replays original dialogue and a new one. Groups of 4 Ss work as 2 pairs. T models
the task: one pair reads out directions, the other pair follows on map (from
previous task). Alternate between pairs giving/receiving directions.

Every S has a tourist map and does the task individually. Ss are told they are at ·
point A (B, C, etc.) marked on the maps. Ss hear directions to new unknown
destinations and trace the routes on their maps. Directions are in segments
followed by check questions (e.g. What’s the building in front of you? What street
are you on now?). Questions are answered aloud and corrections are made by T
and Ss as they go.

T displays a street map. Ss look at the same map (worksheet). T reads out 20 street ·
direction fragments, twice. Ss trace with fingers that part of the route on
worksheets, and stop where they think the direction takes them. T repeats twice
again, moving finger on display map. Ss check their “answer.”