Doing Task-Based Teaching. David Willis

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      Dave Willis, Jane Willis

      Doing Task-Based Teaching

      Also published in

      Oxford Handbooks for Language Teachers

      ESOL: A Critical Guide

      Melanie Cooke and James Simpson

      The Oxford ESOL Handbook

      Philida Schellekens

      Teaching American English Pronunciation

      Peter Avery and Susan Ehrlich

      Success in English Teaching

      Paul Davies and Eric Pearse

      Doing Second Language Research

      James Dean Brown and Theodore S. Rodgers

      From Experience to Knowledge

      Julian Edge and Sue Garton

      Teaching Business English

      Mark Ellis and Christine Johnson

      Intercultural Business Communication

      Robert Gibson

      Teaching and Learning in the Language Classroom

      Tricia Hedge

      Teaching Second Language Reading

      Thom Hudson

      Teaching English Overseas: An Introduction

      Sandra Lee McKay

      Teaching English as an International Language

      Sandra Lee McKay

      How Languages are Learned (3rd edition)

      Patsy M. Lightbown and Nina Spada

      Teaching Second Language Listening

      Tony Lynch

      Communication in the Language Classroom

      Tony Lynch

      Teaching Young Language Learners

      Annamaria Pinter

      Exploring Learner Language

      Elaine Tarone and Bonnie Swierzbin

      Doing Task-based Teaching

      Jane Willis and Dave Willis

      Explaining English Grammar

      George Yule

      Great Clarendon Street, Oxford OX2 6DP

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      First published 2007

      2012 2011

      10 9 8 7 6 5

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      ISBN: 978-0-19-442210-9

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      ACKNOWLEDGEMENTS

      When we began planning this book, we sent out a request to language teachers worldwide who were involved in TBT. We asked them to send us tasks which had worked well with their learners together with outline lesson plans to go with them. We also asked them what advice they would give to other teachers hoping to implement TBT, and to report difficulties and problems they had encountered themselves and had heard of from colleagues in connection with TBT. The response was magnificent. So first, and most importantly, we would like to thank the contributors listed at the end of this book, not only for sending us their tasks and ideas, but also for responding so willingly to our follow-up requests for more details. Sadly we were unable to find space for all the tasks sent in – we received well over 100 – but everyone’s advice has been collated and incorporated at relevant stages in the book, and especially in the final chapter. It is their co-operation that makes this book truly worthy of its title: Doing Task-based Teaching.

      We’d also like to thank the large number of teachers and trainers whom we have met and talked to over the past ten years at conferences, workshops, and talks in Argentina, Brazil, Canada, Chile, Germany, Greece, Ireland, Italy, Japan, New Zealand, Pakistan, Portugal, South Korea, Spain, Switzerland, Taiwan, Thailand, Turkey, UAE, UK, and more recently at IATEFL conferences. We would also like to include participants in the TBLT 2005 conference at Leuven who sent us feedback through Steve Mann, who attended that conference. By asking questions and filling in slips of paper in workshop sessions, teachers have, sometimes unwittingly, contributed advice and ideas that have helped

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