Teach english new edition r

pre-task 
(where students are introduced to the 
topic and told what the task will be). This is followed by a 
task cycle 
where the students 
plan the task, gathering language and inform ation to do it, and then produce the piece 
of writing or oral performance that the task demands. In the final 
language focus 
phase, 
students analyse the language they used for the task, making improvements and practising 
any language that needs repair or development.
TBL, like a communicative methodology, has allowed teachers and students to 
concentrate on how we achieve things with language, and how we can use language for 
certain tasks. It is a significant departure from the original PPP sequence, since it takes the 
third element (production) as the starting point, not the end-point of the procedure.
Elements for successful language learning (ESA)
Most current language teaching tries to offer a judicious blend of many of the ideas 
and elements discussed above. It recognises the value of language exposure through 
comprehensible input, while still believing that m ost people (apart from young children) 
find chances to concentrate on language forms and how they can be used extremely helpful. 
Current language teaching practice generally gives students the opportunity to think about 
how a piece of gram m ar works (or which words group together, for example), while at 
the same time providing opportunities for language use in communicative activities and 
task-based procedures. It offers students the security of appropriate controlled practice 
(depending on variables such as the students’ age, personal learning styles and the language 
in question), while also letting them have a go at using all and any language they know.
Such eclecticism - choosing between the best elements of a num ber of different ideas 
and m ethods - is a proper response to the competing claims of the various trends we have 
described. However, the danger of eclecticism is the possible conclusion that since we can 
use bits and pieces from different theories and methods, ‘anything goes’. O ur lessons can 
then become a disorganised ragbag of different activities with no obvious coherence or 
philosophy to underpin them. This can be just as damaging as the methodological rigidity 
that eclecticism aims to replace.
However, eclecticism that makes use of an underlying philosophy and structure, in 
other words, a