Pre, while, post

Criteria for assessment

Ability to design a task based on Communicative language teaching principles:
Primacy of meaning over form	2
Tasks and texts should be close to real life	2
Interactive mode of work (group work, pair work)	2
Natural and spontaneous (free) use of language	2
Balance between fluency and accuracy	2
Total	10 points

Final Assessment on Integrated Methods of FLT, IV semester, 2020

Group: ______ Gained Score: _________

Student’s name: ________________ Checked by: ________________

Designing Communicative Tasks on Phonology

Task Specification

Areas	Comments
What materials am I going to use for the development of the task (e.g. existing textbook, literature source, newspaper or other authentic materials)	I’m going to use for the development of the task a literature source(short story) called “Mermoirs of a yellow dog” from “100 Selected stories” by O.Henry.
What level of vocabulary/grammar/phonology should the task be aimed at? (e.g. pre-intermediate)	Tasks re appropriate for intermediate level students
What is the precise focus of the task? (e.g. words related to a certain topic: different meanings of a word: stress, intonation etc.)	The main focus of the task to develop the phonology skill of the student
What type of task am I going to use (e.g. open/banked gap-filling exercises: multiple matching: using texts with thinking questions: labeling and describing objects in a picture etc.)	I am going to use task about phonetic transcription, syllable of words.
What stages will be there in the task? (e.g. pre-, during- and post-reading)	There will be pre, while, post activities in my designed tasks.
Will my task be integrated with other skills/aspects? (e.g. speaking skills and grammar?) How?	Tasks are integrated with grammar skills and logical approaches.
Will the task combine different interaction patterns? (e.g. individual and pair work)	The tasks will combine individual, pair and group interaction patterns.