The following Communicative Activities were created during one of our workshops. A definition of task-based activities can be found in Task-Based I (LeeAnn Stone, 1988). To summarize:
These activities have a goal or purpose that requires the use of the target language, but is not itself centered on that language. They utilize the unique features of the language laboratory to create a learning environment that cannot be duplicated in the classroom. They involve the student in a way that intrinsically motivates, lowers the affective filter, and creates a desire to excel. The role of communicative activities is to use the target language contextually, and to explore the target language through situational activities (Stone, 1991)
These activities are presented as outlines or templates of basic ideas. They can be adapted to any level or language. Feel free to share them with your colleagues.
INSTRUCTIONAL OBJECTIVES:
STUDENT TASKS:
1.Record three things your parents tell you to do when you drive.
2. Go from carrel to carrel with a piece of paper and write down the commands your classmates recorded. This part of the activity should be limited to 15 minutes. Students will have time to listen to four or five recordings.
CLOSURE: Students share what they have heard and the instructor writes the commands on the board.
The class finds out what are the most popular commands.
The same activity can be done with negative commands. Students record three things their parents tell them not to do when they drive.
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INSTRUCTIONAL OBJECTIVES:
Day 1 (in class): Using the subjunctive when necessary, write and turn in an in-class essay defending a controversial point of view with a good one-sentence thesis backed up with three separate paragraphs and a conclusion.
Day 2 (in lab): At your lab station you will find a one -sentence thesis typed out which is not necessarily your own. Read and record the sentence. Then state your reaction to that point of view using expressions such asJe crois que c¹est une bonne idée or Je ne crois pas que ce soit une bonne idée. As you leave the station, press rewind for the next person to listen. Circulate, listen, and record your ideas.
PREPARATION: After you collect the essays, read each one for a clear thesis. Type these out (large type) and put one at each lab station. Correct them as necessary. Also supply the blank cassettes. Afterwards, lead a discussion and play some of the most interesting versions.
POSSIBLE FOLLOW-UP: Have students take home the cassettes that discussed their own opinions and write up a summary of their classmates' reactions to their points of view.
INSTRUCTIONAL OBJECTIVES:
Day 1 (given as homework): Write up a commercial for a fruit or vegetable stand. Make it as interesting-sounding and attractive as possible. (Susanne¹s Beet Stand,Orange Oranges at Frank¹s,Get fresh flowers, ripe tomatoes and white asparagus‹while they last!. etc.)
Day 2 (in lab): At your lab station record the advertisement you have prepared as homework. You may take as many as 3 takes. Then leave your station and rotate to five other stations and respond to the worksheet questions.
PREPARATION: Lightly correct the adjective endings before assigning the lab activity Prepare a worksheet with 3 columns: number of the cassette (station) listened to; notes on the product and production; and Would you want to visit that station‹why or why not?
CLOSURE: Students share some of the highlights of the commercials
heard The class finds out what the most popular stands are and why.