Identifying task types

Multiple-choice exercise

What kind of task? What kind of monitoring?
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  1. Near the end of the lesson, I have set up a story-telling mingle in which learners will tell their stories three times using the language we've looked at.
    1.   This is the key task and a product one only.
    2.   This is a process task only.
    3.   This is both a process and a product task. It's a process to show the learners they can use the targets and a product for me to judge how well.
  2. I've put the learners in groups to write a list of all the types of transport they can think of so they are prepared for the lesson topic.
    1.   I can monitor by wandering around and listen out for how many they come up with and whether any groups think of something unusual or particularly relevant to my topic.
    2.   I have to sit with the groups and supply more language when they need it.
  3. In the middle of the lesson on contrasting future perfect with future simple, I have set a gap-fill task for learners to do individually and then compare with another student.
    1.   I need to monitor very closely because we can't go on to any freer practice till I am sure they can identify the concepts and meanings.
    2.   I can sit out at this stage because the learners have to work alone and I can give them the right answers at the end.
  4. Near the end of the lesson, I have set up a story-telling mingle in which learners will tell their stories three times using the language we've looked at.
    1.   I need to listen carefully but only intervene when there are mistakes in the target language or communication breaks down.
    2.   This simply reinforces what we've done so I just need to wander around and listen for good stories.
    3.   I don't need to monitor this at all.
  5. I've put the learners in groups to write a list of all the types of transport they can think of so they are prepared for the lesson topic.
    1.   Product task - they must come up with 6 types before we can go on.
    2.   Process task - the outcome doesn't matter much.
  6. In the middle of the lesson on contrasting future perfect with future simple, I have set a gap-fill task for learners to do individually and then compare with another student.
    1.   This is a product task. It's vital they get most of it right.
    2.   This simply raises awareness of the issues so what they fill in doesn't really matter now.