Running head: TASK-BASED LANGUAGE TEACHING Interactionization of a Chapter in a Textbook Textbook: Redman, S. & Zwier,L.J.

(2002) Vocabulary in use intermediate, 100 units of vocabulary practice in North American English, 2nd ed. I chose to interactionize a chapter in the book Vocabulary in Use: Intermediate. This is an ESL book for level 2 (of 5) students. This means that the student has had some basic exposure to the language and can form simple sentences in a variety of topics, but has not developed and broadened their vocabulary and complexity of the structures they use yet. I chose this book because, though it is divided into several sections of different themes, each page consists of a separate unit with several drill activities, none of which are interactive. I found this book to have a lot of potential with the themes chosen, yet it is presented in a completely decontextualized way with no reference to real-to-life tasks. Because of the layout of the book, it was difficult to determine what exactly would be considered a chapter, so I chose three one-paged units to combine into a chapter-like set to interactionize. The units I chose were 47 (Describing peoples apperarance), 48 (Describing character), and 51 (Ages and stages). By this point, the students will have already been exposed to some basic knowledge of time and numbers as well as common greeting expressions. I chose to create tasks for these chapters that would concentrate primarily on communication and interaction, but would also focus on using specific grammatical forms so that students could simultaneously work on improving their fluency and accuracy while using language that would be meaningful and functional to real-life situations.

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The first task is in the form of a guessing game and will help students familiarize themselves with vocabulary of identifying and contrasting people and objects when identifying or talking about specific people and things in normal discourse. It will also allow for focus on form in constructing interrogative sentences as well as adjective placement. This topic is important in a variety of settings and will help students to develop conversational strategies to ask for clarification and describe things with circumlocution even when they do not yet know the vocabulary. The second task is a 4/3/2 repetition task where students get to know each other, rotating around the room, introducing themselves and describing themselves. This task will help them to build fluency in one of the most common encounters of the language, new encounters with new people. This activity will also help to build a classroom community and thereby lower the students affective filters so that learning will not be inhibited. The third task is meant to be sort of a culmination of all of the topics and simultaneously help the students intercultural competence by allowing them to see that, even within their own cultural realm, there are numerous differences in the individuals personal lives. I believe that these three tasks encompass many aspects on task-based learning and using interaction in the classroom to promote pushed output. I also believe they will help learners to improve fluency while still giving attention to, and improving upon, accuracy while also giving students a feeling of meaningful use of the language.

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Interaction 1 Guessing game Level: Novice mid-high Objectives: Students will be able to observe and describe physical characteristics of people and identify people for conversational purposes. Teacher Instructions: The teacher gives several students a pre-activity to fill out information about themselves and familiarize themselves with the vocabulary and structures (activity 47-4). This will prepare students for the task. Some of the students have just witnessed a crime that was committed by another student in the class. Divide the students into groups of about 4 to 6 and have each group create the situation and decide on a suspect to describe. Each student in the group will provide their own description to the class and the class will guess who each groups suspects are. This will be repeated for each group. Student instructions: You have just witnessed a crime/incident that involved another student in the class. Divide the students into groups of about 4 to 6 and have each group create the situation and decide on a suspect to describe. Each student in the group will provide their own description to the class and the class will guess who each groups suspects are.

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Interaction 2 Speed Friending Level: novice low-mid Objectives: Students will be able to introduce themselves and describe themselves to others upon meeting someone new. Teacher Instructions: Divide students into two groups, Group A and Group B. Have one student from each group pair up and spread them out throughout in the classroom, in rows if possible. You will set a timer and these students will introduce themselves and interact for approximately 2 minutes. When the timer ends, all students in group B will rotate clockwise around the room. Then you will start the timer again. Repeat this until the students have rotated all the way around the room, shaving off about 15 seconds every 3 to 4 rounds. Student Instructions: You will be divided into two groups. Each person from group A will pair up with a person from group B and sit together in designated areas. You are trying to prepare for the next exam and want to form a study group but only want to be in a group with other students with similar or better study habits. You may even develop a friendship if you have enough in common. Take turns telling each other about yourselves, your name, birthday,personality traits and characteristics etc. If you finish that ask and give each other your phone numbers. There will be a timer set for 2 minutes. When time is up, group B will rotate clockwise to talk with another student. With each rotation you will have 10 seconds less to talk with each other. Try to finish each time. At the end of the task, some of the students will be asked about their experience and who they had the most in common with.

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Interaction 3 Find someone who Level: novice mid-high Objectives: Students will use all three previous topics during this task. Students will be able to describe themselves and others, inquire for information, and use conversational strategies to follow up on the conversation. They will also gain practice in using multiple subjects as well as speaking to and writing to a person. Teacher Instructions: Each student will interview at least 5 other students to find out about their families and personalities in order to decide if they want to be an exchange student with that person or not. When that task is complete, you will choose several students to present their findings regarding the families they interviewed. You will also ask around the room to find out general information about the students interviews. Student instructions: You are considering going to another country or state to study English and living with a host family, but you want to know a little bit more about the families. You are at a meeting now with other students interested in an exchange program setting as well and you will interview some of them to see if you can find a family you would be interested in exchanging and living with. You will ask questions to find out how many family members the other student has as well as age, physical appearance, and personalities of the other family members. Report to the class if you found a family to live with and describe the family. As a follow up activity, you will write them a letter describing yourself and expressing your hope to live with them and study in the near future.

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