Student: Claudia Vernica Gomez

Ingls y su enseanza 2

Teacher: Silvia Biasioli

FOCUS I ( A Framework for Task-Based Learning). Read carefully and answer or explain the following questions: EXPOSURE: 1.3.1. 1) How do good learners take advantage of exposure? They listen to music, audiobooks, read books, and short stories in the target language, in that way they will take in rich input in a conscious and an unconscious way and will gain knowledge of that language. Moreover, they will try to make sense of what they have read or listened ,and will listen carefully to other learners trying to use all and any language they have ,to communicate what they want to express. 2)How is it that language becomes part of their internalised language system? When learner receive comprehensible input of a particular target language, they will notice and become aware of certain features of language that stand out. The more they come across these features, the better chance they have of remembering and processing it. This helps to try out language and think through how it works. When they notice these features or the teacher brings that language to their attention and try to make sense of it, this language will become part of their internalised language system. 3)J.Willis says that rich input may be incomprehensible to learners; what does she say about initiating a conversation? Jane Willis says that if learners are just exposed without a purpose, that input , which is supposed to be taken in will be incomprehensible. Nevertheless, If learners start a conversation, they are given a purpose and they will know what the topic of a conversation is, they will make use of strategies ,they will paraphrase by using their previous knowledge , body language and all and any language they have to express the meanings they would like to express. 4)What does she mean by " modified exposure", which becomes comprehensible input and aids acquisition? By Modified exposure she refers to selected input that is familiar to learners, special, and varied language which will help them to draw their previous knowledge .This helps them to take in and process input which is comprehensible, make predictions ,grasp with meaning, check what they havent understood and acquire language faster. This modified exposure is similar to the one, children are exposed to, when their caretakers use all and any language they have, so that children take in, understand, process and produce.

Student: Claudia Vernica Gomez

Ingls y su enseanza 2

Teacher: Silvia Biasioli

5)What does she mean by natural cooperative communication process? What should teachers do in class to help students understand? When we try to communicate and want to make ourselves understood, we use: varied language, paraphrase a lot, choose special vocabulary , repeat, and at times we use exaggerated intonation and body language. All these things we do are part of the natural cooperative communication process,it is what we normally do, when we want others to comprehend what we are trying to say.Teachers should use all and any language they have so that students take in language input in an unconscious way, and understand what their teachers are trying to express. 6)Page 13. What's the difference she establishes between quality and quantity of the exposure students receive? It is true that the more learners are exposed to language, the better. However. quality of the exposure is more relevant than the quantity. It is necessary for students to be exposed to a variety of language, that is meaningful and relevant to them. USE OF LANGUAGE 7)1.3.2 Explain what she says about " Output can encourage intake". Output is essential for language development, as learners need to have opportunities to try out real language in the classroom. If they have use their whole language, and this will encourage them to pay more attention to what they are exposed to , they will process the input they receive in a more analytical way. 8)What are the benefits for learners of using the language for real purposes? Using language for real purposes , such as: giving directions, sharing experiences ,etc, will give students opportunities to draw their previous knowledge, so that they use this recycled language to communicate what they would like to say and will promote the use of language for specific purposes as it will be meaningful for them. Learners gain practice in using language for real purposes, practice in asking and answering questions, and talking to their partners .Moreover, it This will help students to become more fluent. 9) do they learn through interaction? As a matter of fact, they do. They get a variety of discourse skills that are essential when they to communicate with others and help them to control the exposure they receive. Moreover, they will learn to plan a report, change the topic ,reaching to an
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Student: Claudia Vernica Gomez

Ingls y su enseanza 2

Teacher: Silvia Biasioli

agreement with other partners, etc. 10)How can they control the level and kind of input they receive? When they interact with others ,they will be able to control the level and kind of input they receive since they will know what kind of language they have to use when opening and closing a conversation. interrupt politely, distinguish pause points, etc. 11)Who achieves a " higher level of accuracy"? Learners who take risks and go public will achieve a higher level of accuracy . As the more they are eager to say something, the more they will attempt to speak correctly. 12)What is her opinion about practice activities that are not meaning- focused? She believes that learners will be just practicing a certain structure or repeating automatically and wont make sense of it. Learners need to be exposed to a varied and range of language so that they process it and produce. MOTIVATION 13)1.3.3 Which simple communicative activities does she suggest to achieve confidence? She suggests the following communicative activities which have to challenging for them, so that they will also feel motivated to do them: Exchanging cell phone numbers among each other Praising and encouraging students Tell students to learn poems, songs.