TKT Module 1 Revision: Practice activities and tasks for language and language skills development

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Practice activities and tasks for language and language skills development

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Explain the difference between a task and an activity.	Tasks usually have measurable outcomes with the learners getting things right or wrong. Learners often see them as tests and the product is important. Activities are more about doing things with the language and it is the process rather than the product which is most important.
What sort of feedback is it appropriate to get from tasks and activities?	If the process is the most important thing (i.e., doing the activity), then feedback can be short and simple. If the product of the task is important for the teacher to see if the language or skill has been learned, then feedback has to be carefully taken to see if it is safe to go on.
Give one example of each of these: controlled practice semi-controlled practice free practice	Controlled practice: a multiple-choice test a gap-filling task a sentence completion task Semi-controlled practice a role play with instructions a find-some-who activity an ordering task Free practice a writing task on a topic of the students' choice a discussion a conversation class
Explain the zone of development and say why it is important.	This refers to the idea that a task or activity must be challenging but not impossible and requires the learner to use language with a little help only. It is important because if the task or activity is too difficult, the learners will be demotivated and stressed but if it is too easy, the learners will quickly get bored and think they are not learning anything.

That's the end.

How did you do?
If you are not happy that you can answer all these questions, go back to the course and do the section on practice activities and tasks again.

Now you can go on. Select the revision section you want to do from this menu.

the Module 1 revision index	grammar	lexis
phonology	functions	receptive skills
productive skills	motivation	exposure to language and focus on form
the role of error	differences between L1 and L2 learning	learner characteristics
learner needs	presentation techniques and introductory activities	types of activities and tasks
assessment types and tasks