第五届全国旅游院校技能大赛题库(

elements of design (rubrics, example, input data)
METHOD Data analysis
ACTIVITY COMPARISON – Focus of analysis:
Aspects considered in the participants' classification.
Features considered in the participants’ exercises
- Presence of one or more interlocutors to whom the linguistic outcome is addressed. Design with context of group or pair work (e.g., “One group discovers situation the false phrases of the other group.”).
can
1. What’s the objective of these garbage cans? 2. What items are put in the red garbage cans? Give three examples. 3. What items are put in the yellow garbage cans? Give three examples. 4. What items are put in the green garbage cans? Give three examples. 5. What items are put in the blue garbage cans? Give three examples.
interactive elements (presence/absence of an interlocutor; context for the input),
elements of realism and relevance (topic proposed, cognitive demand),
involve both a linguistic purpose and an outcome intended to show how well the learner is able to display particular targeted forms.
promote language learning through an explicit and intentional process.
goal
- Structural practice
- Language use, conversational practice. Tasks are seen as enabling the students to express their own opinions and background knowledge about a topic.
RESEARCH QUESTIONS
How do pre-service Brazilian teachers of English recognize exercises and tasks?
What aspects do they consider a task and an exercise to have when devising and analyzing them?
- are close-ended activities.
- are open-ended activities.
control
- manifest more language control on the students.
- manifest less language control. Thus, more possible answers may increase the chances to enlarge the students' linguistic knowledge, and the teacher's possibility to engage students in conversation.
For example: Mary is 15. Her boyfriend is 15, too. They decide to
marry. They are not sensible because they are too young to marry.
1. George is 17. He is dating Kate. She is 16. George wants to make love with Kate, but she doesn't feel ready for sex. She says 'no'. He respects her decision.
LANGUAGE TASKS AND EXERCISES: HOW DO TEACHERS PERCEIVE THEM?
Rosely Perez Xavier, Ph.D. Federal University of Santa Catarina
rosely@ced.ufsc.br
Florianópolis, Brazil
www.t4tenglish.ufsc.br
Activity 2
Great! - Book 2 Susan Holden e Renata L. Cardoso
MacMillan
Activity 3. Read the situations below and give your opinion about the people's attitudes. Are they sensible or insensible? Justify your answers.
RESULTS
input
EXERCISES
- Grammar-oriented activities
TASKS
- Meaning-oriented activities
- Diconnected with the students’ lives or real situations.
- Related to real-life, meaningful, current, relevant, and familiar topics.
involve a defined outcome derived from some work done using language for comprehension and/or production.
promote language learning through an incidental or implicit process.
SOME DEFINITIONS
Exercises
are "activities that call for primarily form-focused language use." (ELLIS, 2003, p.3)
require a deliberate manipulation or practice of a linguistic feature by the learner (items of vocabulary, rules of grammar, semantic chunks).
ACTIVITIES
Activity 1. Observe the garbage cans below and answer the questions in English.

red garbage can
yellow garbage can
green garbage blue garbage
can
to devise an exercise and a communicative task; to compare three different written activities; to identify the exercise(s) and the task(s), and justify their answers.
2. Paul is dating Juliet. They are 17 years old. He wants to make love with her. She says 'no'. He breaks up the relationship.
3. David is dating Sandra, but he doesn't like her. He likes Beth. Sandra knows that.
What is the scope of their misunderstanding?
METHOD
Participants
20 pre-service Brazilian teachers of English as a foreign language.
They were attending the last year of an English teacher education program in a federal university in the south of Brazil
EXERCISES
TASKS
- entail the repetition - allow the use of
expected of the same structures different structures and
outcome along the activity.
vocabulary.
(XAVIER, 1999)