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.
Product task - they must come up with 6 types before we can go on.
Process task - the outcome doesn't matter much.
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.
This simply reinforces what we've done so I just need to wander around and listen for good stories.
I need to listen carefully but only intervene when there are mistakes in the target language or communication breaks down.
I don't need to monitor this at all.
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.
This simply raises awareness of the issues so what they fill in doesn't really matter now.
This is a product task. It's vital they get most of it right.
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.
I have to sit with the groups and supply more language when they need it.
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.
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.
This is a process task only.
This is the key task and a product one only.
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.
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.
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.
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.