The exploitation ò authentic tasks in speaking classes for students at le hoan high school

HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGE GRADUATION THESIS THE EXPLOITATION OF AUTHENTIC TASKS IN SPEAKING CLASSES FOR STUDENTS AT LE HOAN HIGH SCHOOL Supervisor : Le Thi Thanh Huong, M.A Student : Le Thi Nhu Class : K20A – FFL – HDU Course : 2017 - 2021 Thanh Hoa, May 2021 DECLARATION I hereby state that I Le Thi Nhu, student of the Faculty of Foreign languages – Hong Duc University, certify my authorship of the study entitled “The Exploitation of Authentic Tasks in Speaking Classes for students at Le Hoan high school” The thesis is the study of my own research and the substance of the thesis has not, wholly or in part, been submitted for a degree to any other universities or institutions ThanhHoa, May,2021 Le Thi Nhu I ACKNOWLEDGEMENTS First and foremost, I would like to express my deep gratitude and love to my supervisor, Ms Le Thi Thanh Huong, M.A, for her invaluable advice and especially her sympathy throughout the whole research process My special thanks go to all teachers of Le Hoan high school, for their assistance during the time I was completing my thesis I would like to take this opportunity to send my love to my family, especially my mother who has been encouraging and supporting me whole-heartedly They are the driving force for me to fulfill the thesis on time Last but not least, I would like to thank all those who read and commented this work in manuscript I also look forward to receiving any valuable contributions from anyone who concern II ABSTRACT With an investigation into the reality of exploiting authentic task in speaking classes at Le Hoan high school, this descriptive study is aimed at finding out the teachers’ perceptions of the exploitation of authentic tasks, the extent to which tasks are exploited in their actual speaking classes Also, some difficulties as perceived by the teachers when they exploit authentic tasks in English speaking lessons Accordingly, some suggestions for effective exploitation of authentic tasks are given in the pedagogical implications These aims are the driving force for the researcher to conduct this study In order to gain reliable findings, the triangulation of three instruments including survey questionnaire, informal interviews and classroom observation, were employed Some significant findings of the study have been revealed First of all, a great deal of the teachers had favorable perceptions of tasks, task-based language teaching as well as the exploitation of authentic tasks in speaking lessons Secondly, in practice, almost no authentic tasks were exploited by the teachers in speaking classes Last but not least, some certain difficulties faced by the teachers have been found out in their exploitation of tasks in speaking classes Recommendations were then given to help the teachers exploit authentic tasks effectively It is the great ambition of the researcher that this study will function as a useful reference for teachers of English who take interest in the subject matter Correspondingly, authentic tasks will be exploited in their real teaching effectively III TABLE OF CONTENTS Page Declaration ……………………………………………………… I Acknowledgements …………………………………….………… II Abstract …………………………………………………………… III Table of contents ………………………………………………… IV List of abbreviations ……………………………………………… VI List of figures, tables and charts ………………………………… VII PART A: INTRODUCTION …………………………………… 1 Rationale for the Study………………………………………… Aims of study …………………………………………………… Research questions …….…………………………………… 4.Significance of the Study………………………………………… Scope of the Study ……………………………………… …… Methods of the Study…………………………………… 7.Design of the Study ……………………………………………… PART B: DEVELOPMENT …………………………………… CHAPTER 1: LITERATURE REVIEW …………………… 1.1 Communicative Language Teaching……………………… 1.1.1 Concepts of CLT……………………………… 1.1.2 Main characteristics of CLT …………………………… 1.2 An overview of Task-based Language Teaching………… 1.2.1 Definitions of a task …………………………………… 1.2.2 Components of a task …………………………… IV 1.2.3 Types of tasks…………………………………………… 1.2.3.1 General types of tasks…………………………… 1.2.3.2 Authentic tasks versus pedagogical tasks……… 1.2.4 Definitions of TBLT…………………………………… 1.2.5 Task-based Learning Framework……………………… 11 1.2.6 Benefits of Task-based Language Teaching to learners… 13 1.2.7 Challenges of implementing TBLT ………………… 13 1.3 Speaking skill ………………………………………………… 14 1.3.1 Definitions of speaking skill…………………………… 15 1.3.2 Teaching speaking skill in TBLT ……………………… 16 1.4 Authentic tasks in speaking classes ……………………… 17 1.4.1 Common types of authentic tasks……………………… 17 1.4.2 Criteria to identify authentic tasks……………………… 18 1.5 Related studies ……………………………………………… 19 1.6 Conclusive remarks ………………………………………… 20 CHAPTER 2: METHODOLOGY ……………………………… 21 2.1 Research Context…………………………………………… 21 2.1.1 Teachers ………………………………………………… 21 2.1.2 Students ………………………………………………… 19 2.1.3 Teaching and learning facilities ………………………… 22 2.1.4 English Course book for students…………….………… 22 2.2 Research Questions ………………………………………… 22 2.3 Selection of the Participants………………………………… 23 2.4 Research instruments………………………………………… 24 2.4.1 Survey Questionnaire…………………………………… 24 2.4.2 Informal Interviews…………………………………… 24 2.4.3 Classroom Observation………………………………… 25 2.5 Procedure of data collection ………………………………… 26 2.6 Procedure of data analysis ………………………………… 26 2.7 Conclusive remarks………………………………………… 27 CHAPTER 3: RESULTS AND DISCUSSIONS …………… 27 3.1 Research question 1……………………………… 27 3.2 Research question ………………………………………… 34 3.3 Research question ………………………………………… 40 V 3.4 Conclusive remarks ………………………………………… 42 PART C: CONCLUSION ……………………………………… 43 Summary of the study ………………………………………… 43 Pedagogical implications……………………………………… 44 Limitations and suggestions for further research………… 46 REFERENCES ………………………………………………… 48 APPENDICES …………………………………………………… I Appendix 1: Survey Questionnaire for teachers………………… I Appendix 2: Informal Interviews for teachers…………………… VI Appendix 3: Sample of Task-based Speaking Lesson …………… VII Appendix 4: Classroom Observation sheets……………………… IXI LIST OF ABBREVIATIONS TBLT: Task-based Language Teaching TBL: Task-based Learning CLT: Communicative Language Teaching CC: Communicative Competence CA: Communicative Approach VI LIST OF FIGURES, TABLES AND CHARTS Page Figure 1: A framework for analyzing communicative tasks…………… Figure 2: Task-based Learning Framework…………………………… 11 Table 1: Common types of authentic tasks …………………………… 18 Table 2: Teachers’ profiles…………………………………………… 23 Table 3: Teachers’ perceptions of speaking skill and the exploitation of authentic tasks in speaking classes…………………………………… 31 Chart 1: Teachers' perceptions of tasks & TBLT……………………… 28 Chart 2: Teachers' perceptions of authentic tasks……………………… 30 Chart 3: Teachers' perceptions of benefits of authentic tasks……… 33 Chart 4: Teachers’ ways of dealing with speaking activities in the text book………………… …………………………………… 35 Chart 5: Teachers' favorite techniques embedded in exploiting authentic tasks……………………………… 38 Chart 6: Students’ response to the tasks as perceived by the teachers… 39 Chart 7: Teachers' difficulties in exploiting authentic tasks to teach speaking……………………………………………………………… 41 VII PART A: INTRODUCTION Rationale for the Study Speaking is regarded as one of the key outputs for English learners Of all the four skills (listening, speaking, reading and writing), speaking seems the most important one Classroom activities that develop learners’ ability to express themselves through speech would therefore seem an important component in any language courses People are not able to communicate in English if they cannot deliver their messages and make themselves understood Many Vietnamese students, especially at Le Hoan high school, learn English as their foreign language without their motivation since they have few opportunities to practice communicating in the target language It is understandable that they have hardly learnt English as a tool of communication but a university subject In many school as well as in Le Hoan high school, English is normally taught for students to help them deal with tests, exams rather than for communication Grammar-oriented teaching methods seem to be prevalent in most language classes Therefore, English skills though scheduled in the textbooks, are not paid much attention to Students are supposed to learn English by exercise completion, but not gaining much for using English as a tool of communication In recent years, the communicative approach in language teaching has become more and more predominant However, the real outcomes prove to be a matter of concern of all language teachers and learners The fact is that a lot of learners’ linguistic performance is quite good in class learning, but when they engage in real-life communication in which the target language is used, they seem to be hindered by many factors such as lack of communication skills, inappropriate responses and so on They really find it difficult to express with a “real” situation Such matters may rest with many reasons including classroom methodology, teaching materials, teacher’s proficiency as well as speaking activities Among which, speaking activities play the crucial role in motivating and getting students involved in the lesson, then in helping them achieve the goal of using the target language in real-life communication Things considered, English teachers share an agreement that it is essential to exploit communicative speaking activities which are close to real life situations with hope to overcome these current situations In an attempt to grapple with the problem, the use of APPENDIX INTERVIEW QUESTIONS FOR TEACHERS What are your perceptions of task and task-based language teaching? How you understand two terms “authentic tasks” and “pedagogical tasks”? In what ways are they different from each other? Give some specific examples, please How important is it to teach speaking skills for students? Why? How interested are you in using authentic tasks to teach speaking? Do you follow phases (pre-task, task-cycle, language focus) when you exploit these authentic tasks? What kind of techniques are you most interested in when you exploit authentic tasks? Why? How much authentic tasks help you in English speaking lessons? How you assess your exploitation of the tasks in your speaking classes? Is it effective or not? Could you explain the reason why? What problems you find the most difficult when exploiting authentic tasks in speaking classes? 10.What suggestions can you make to exploit authentic tasks effectively in speaking classes? Thank you for answering the questions! VI APPENDIX 3: SAMPLE OF TASK-BASED SPEAKING LESSON Unit 11: Sources of energy Grade: 11A6 Speaking topic: Protect natural resources Time duration: 45 minutes Teaching aids: textbook, chalk, board, handout, overhead projector, tape, cassette player Task: Role-play: Work in pairs Make a conversation to ask and answer questions about ways to use resources efficiently and economically Student A: a scientist Student B: a citizen Preparation and materials: The teacher needs to record a real conversation Objectives of the lesson:  Skill: By the end of the lesson, the students will be able to: + Develop listening and speaking skill + Develop the communicative skill + Enhance cooperative learning at class  Language: + Distinguish the language of scientists and citizens in a conference + Learn useful phrases from the conversations + Achieve communicative competence in real-life conversations Outcome: At the end of the lesson, students will give out the dialogues between the science and the citizen Phase Stage Pre-task: Brainstorming Time ( minutes) 10’ Teacher’s activities - Ask Ss to work in group: watch a short video that talks about the state of the resources and covers all the topics we can talk about after watching the video - Ask Ss to write down in the board - Raise some questions to lead the topic of the VII Task 10’ Planning 5’ Report 8’ Analysis 5’ Practice 7’ Task cycle Language focus lesson -Play the tape for twice and ask Ss to listen to a conversation between the scientist and the citizen in a conference and note down some language phrases - Tell Ss that they are going to make your own conversation at a conference as a sample and give Ss some few minutes to think it over - Ask Ss to work with their partners - Moves around to monitor the whole class and give the help if necessary - Matches them with another pair to discuss their ideas, any similarities or differences - Ask each pair to rehearse presenting the dialogue - Walks around, helps Ss if they need it, and note down any language points to be highlighted later - Ask two pairs to come up in front of the class and present their conversations - The task for audience is to decide which conversation is more successful They can ask questions after the presentations - T acts as a chairperson selecting who will speak next, - T gives feedbacks on the content and quickly reviews what was suggested - Pick up some good phrases used by the Ss during the task and incorrect phrases/sentences and analyze these phrases - Hand out the tape script from the listening and ask Ss to underline useful phrases - Highlights any language the T wants to draw Ss’ attention to For example: Phrases to ask about the cause( its stem from ), states about personal opinions( in my opinion ), phrases to talk about solutions( we should ) - Ss may practice sentence patterns with adequate intonations of different roles VIII ` APPENDIX 4: OBSERVATION SHEETS OBSERVATION SHEET Date: March 4th,2021 Observer: Le Thi Nhu Class: 11A6 Unit 10: Nature in danger - Teacher’s name: Hoang Thi Nguyen - Number of students: 44 - Textbook: English grade 11 -Time limit: 45 minutes Period 3: Speaking: Talk about the negative impacts caused by people on the environment Descriptive notes Reflective notes Unit 10: Nature in danger Board Door Teacher’s Desk Seats for Ss Seats for Ss Sketch of the classroom Period 3: Speaking: Talk about the negative impacts caused by people on the environment Teacher’s activities A Warm-up: 10’ - Teacher greets the class and introduces herself - Ask Sts to stand up in alphabetical order and play a small game “say your name” - Check and lead students to the lesson Student’s activities Reflective notes - Students listen to the teacher carefully - Say the names in front of the class - Teacher use games to introduce the topic - She doesn’t give task instructions - The students feel shy and only some students get involved in the lesson The others speak Vietnamese Possible answers: My name is Hoa I’m Huy I am Trang IX B New lesson: I Tasks: Task (10 mins) Fact-finding - T gives a few pictures of current environmental disasters (forest fires, floods, droughts ) -T asks Ss work in pair to discuss about some reasons why nature is threatened - Ask Ss to stand up responses to natural disasters are given - Ss must guess the answers - T gives proper feedback, make compliments to the right answers Task 2: “Get-to-know-you” conversation (10’) - Ask Ss to work in pairs and make dialogues to make a conversation talk about the negative impacts caused by people on the environment - Before doing this task, T plays the CD to give a sample conversation A: People are killing endangered animals for fur, skin and food - Ss look at the photos in the textbook - Ss stand up and make questions about the environmental disaster of the nature in these photos and use the book to give reasons - Ss listen to T’s feedback and correct mistakes if any - The task is authentic * Pre-task: - T gives no clear instruction: T doesn’t ask Ss the way to cooperate to complete the task: in individuals, in pairs or in groups, or the whole class * Task: - The task given can be quite easy because these are the disasters that happen and are constantly mentioned every day on television and Ss can based on the text book to answer clearly - Students enthusiastically raised their hands to speak - Teachers always give students questions about pictures that interest students and give positive feedback - No planning stage + Ss have no time to rehearse before they report in front of class - Report: + Good interaction between T and Ss but not between Ss and Ss + T plays role of a good chairperson - Ss listen to T’s instructions and the sample conversation carefully - Ss work with their partners to get to know their partners - Ss pay much attention to the language forms they use in the conversation - Ss come over the - No authentic tasks are exploited * Pre-task: - Instructions are clear and helpful with a sample conversation * Task: - This task is available in textbook - Ss are not engaged in the task with lots of enthusiasm - No real purpose is set up to promote Ss in joining the conversation * Planning stage: X B: Killing endangered animals board and make for fur, skin and food should dialogues be banned - T goes round and corrects all the mistakes the Ss can make - T calls pairs to come over the board and make dialogues II Language focus: Grammar review(10’) - T asks Ss to write down good phrases, structures in the tasks they have carried out - T check with the whole class with meaningful phrases C Wrap-up( 5’) - T calls one S to stand up and restate what Ss have learnt in the lesson - T summarizes the important content in the lesson - T assigns homework to Ss - Ss spend little time practicing with their partners - T pays too much attention to correct language forms It isn’t good for Ss at all in promoting fluency competence * Report: - T works as a good chairperson - Ss write down the phrases in tasks which they remember - Ss listen to the teacher and takes notes of phrases - It is a good way for T to draw Ss’ attention to the language forms they have used in these tasks - Good phrases are highlighted with hope to help Ss use in communication - Students have no time to practice more with other classmates - Ss remember what have been taught in the lesson - Ss write homework - T should keep the time better to have time to summarize main content of the lesson General comments: Teacher doesn’t have a good lead-in with a language game to motivate students at pretask phase for the whole lesson T focuses much on the language form, which hinders Ss from interacting with their partners Sometimes, the teacher doesn’t work well as a facilitator (task stage) Planning stage seems to be neglected before students’ report Teacher needs some adaptation to the activities in the course book to promote students’ enthusiasms Learning tasks are not truly communicative with the lack of genuine purpose XI OBSERVATION SHEET Date: March 1st ,2021 Observer: Le Thi Nhu Class:10A1 Unit 10: Conservation Period 3: Speaking: Talk about the advantages and disadvantages of zoo of the new kind Teacher’s name: Le Thi Hoe No of students: 38 Textbook: English grade 10 Time limit: 45 mins Descriptive notes Reflective notes Unit 10: Conservation Period 3: Speaking: Talk about the advantages and disadvantages of zoos of the new kind Teacher’s activities Board Teacher’s Desk Seats for Ss Sketch of the classroom Door -Seats for Ss Student’s activities Reflective notes -Ss listen carefully and answer T’s questions - Ss watch picture clip and answer T’s questions - Teacher raises questions to start the lesson She uses pictures to recall useful phrases - She doesn’t give task instructions - This activity is good for students to brainstorm the idea related to the forthcoming lesson - Sts are quite interested in the picture clip ( with overhead projector) A Warm-up: 3’ - Ask Ss some questions about some places to protect animals - T asks Ss to watch some pictures (clip) about some place to protect animals - T guides Ss to the topic of the lesson XII - The class atmosphere is quite relaxing B.New lesson: I Pre-teach vocabulary - T show a few pictures of some endangered animals and ask students about ways to protect them from extinction - T shows names of activities, reads them and asks Ss to repeat - T asks Ss to pay attention to the pronunciation of difficult words -T gives students the main structure in this lesson : Structure:Be+ V3/ V-ed (passive voice) -T gives a example for students and explains for them EX: This chair was made by my father -T asks Ss to make some sentences based on the structure -T checks and gives comments II Tasks (25mins) Task 1: Discuss about the purposes of the zoos (7’) - T asks Ss work in groups discuss about the purposes of the zoos - Ss observe pictures and call out the activities in Vietnamese or English if possible - Ss read new words after T - Ss pronounce some difficult words as required -Ss listen to the teacher - Ss make a few sentences based on the structure - Ss get involved in calling out the activities in the pictures - In the TBL framework, pre-teaching vocabulary shouldn’t be covered * Pre-task: - Ss listen to T’s guide + T’s instructions are quite clear with a carefully role-play as a model between one S and - Ss work in groups the teacher and discuss the + T doesn’t set a real purpose of the purpuses of the zoos task - Ss present their guess + Ss are not eager to discuss the task following T’s assigned XIII Student A: “I think zoos suggestions are great places where we can protect wildlife from poachers.” Student B: “Yes, it is a safe place and it is also a place for scientists to study so that they can replicate more endangered species.” - T calls on Ss to practice and check information with T to see who is correct Task 2: Language Game (10’) - T divides class in groups to discuss the advantages and the disadvantages of zoos of the new kind - T gives instructions and make a sample - Ts show video clips of a student talking about the advantages and disadvantages of zoos -T asks Ss take note the advantages and disavadvantage - T listens and corrects mistakes ( if any) -T asks students work in group to talk about the advantages and disadvantages of zoos - T calls Ss from groups to present - T listens and corrects mistakes ( if any) * Task: is adopted from activity available in the textbook - Planning stage seems to be neglected + Role of T: she doesn’t not work well as monitor (sitting at the T’s table most of the time) + Ss don’t rehearse the structure before reporting in front of class - Report: + T acts as a good chairperson + Good interaction with Ss + Gives some correction on the form - Ss work in groups - Ss listen to T’s instructions carefully - Ss watch video clips and take note the advantages and disavadvantage - The group which has quicker and true sentences will be the winner -Ss work in group to discuss and present XIV - It’s good when T uses video clip - T’s instructions are not clear and helpful enough - Task: Ss get involved in the task actively - Role of T: does well as a monitor and chairperson She gives proper feedbacks and corrections - Ss spend a lot of time on tasks first - T writes score for groups and finds out the winner Task 3: Role play (8’) - T asks Ss to work in pairs - T set up a situation: Imagine that you are a member of the management of the zoo What you think a member like you needs to to take good care of the animals there - T practices with one S as a sample - T observes Ss’ work C.Wrap-up( 1.5’) - T calls one S to stand up and restate what Ss have learnt in the lesson - T summarizes the important content in the lesson - T assigns homework to Ss - Ss work in pairs -Ss listen to T’s instructions and practice with their partners - Ss imagine you’re a management of the zoo and think about the things you can - Every representative takes turn to talk about their idea - T’s instructions are clear enough - T attracts Ss by setting a real-like situation which asks for T’s play roles - T doesn’t work well as a language adviser since she doesn’t give any help in reviewing oral reports - Ss remember what - T should keep the time better to have have been taught in the time to summarize main content of the lesson lesson - Ss write homework XV General comments: Teacher has a good lead-in with an interesting video clip at the beginning of the lesson The communicative atmosphere in class is rather good They are quite free to express themselves Focus of the lesson is not the meaning Furthermore, T doesn’t follow phases mentioned in task-based learning framework in her teaching Language focus should be at the end of the sequence of tasks Planning stage seems to be neglected before students’ report Teacher adapts activities 2, in the course book with hope to motivate students in communication However, learning tasks are not truly communicative without genuine purpose OBSERVATION SHEET th Date: March 29 ,2021 Observer: Le Thi Nhu Teacher’s name: Nguyen Thi Hong Class: 10A1 No of students: 38 Unit 12: Music Textbook: English grade 10 Period 6: Speaking: Talk about the kind of music you like -Time limit: 45 mins Teaching facilities: Overhead projector, Textbook, Chalk, board Descriptive notes Teacher’s activities Student’s activities A Lead-in: 8’ - T shows some pictures and - Ss listen to T’s questions asks Ss to answer some kind of carefully music which given - Ss watch pictures and - T shows the answers: rock, guess the right answers traditional , musical,… - T leads Ss to the topic of the - Ss listen to T and take lesson note the right answer in the notebook A New lesson: I Tasks ( 30 mins) XVI Reflective notes - Teacher use pictures to brainstorm the idea related to the forthcoming lesson - Sts are interested in the pictures but not engaged in the prediction Some Ss speak Vietnamese to give responses - The class atmosphere is quiet because the task is rather difficult for Ss - T provides Ss with some input before coming to the task implementation in the next phase Task1: Listen to a few short pieces of music and match the given genres and the name of the song (8’) -T explains the task if Ss don’t understand + Ss work in pairs + Listen to the CD + Take note and match - T asks Ss to finish the task within minutes - T calls some pairs to show their answer - T shows the answers on the screen - T takes note the answer down on the notebook Task 2: Work in pair: Ask your partners questions to get information to complete the table (10’) - T asks Ss to read the requirement carefully - T asks Ss to work in group to ask and answer about some questions -T calls some pair of student to present -T give comments Task 3: Talk about the kind of music you like (12’) - Texlains the requirement if neccessary - T gives Ss a example “I am a person who loves to - Students observe the given musical genres - Listen carefully to each piece of music being played and match it to its right genre - Students give their answers on the board and check with the teacher - Listen again and check -Ss read the requirement carefully - Ss work in pair and take note the partner’s answer -Ss present the answer - Ss work individual - Ss listen to T’s instructions and read the example XVII * Pre-task: - T’s instructions are helpful and clear enough * Task: - Task reflects a real-like situation - Most of Ss get on the task * No planning stage * Report: - T works well as a chairperson - T doesn’t give any corrections on the form * Pre-task: - T’s instructions are not clear enough - T doesn’t ask Ss the way they cooperate to complete the task * Task: - The class is rather quiet -Ss get the chance to interact with other members in class - The class atmosphere gets more exciting * Planning: available in the textbook * Report: - Ss present in front of class - T act well as a good monitor * Pre-task: - T’s instructions are helpful and clear enough * Task: achieves communicative outcome listen to music But of the genres - Ss come over to the that I've listened to, my favorite board and present their is country music It has a gentle, answer melodious phase I often listen to when I am under pressure to study One of my favorite songs is the song "My hometown" by singer Thuy Chi ” - T asks student to read aloud the example -T also gives some useful suggestions for Ss (- what kind of music you like?; why you like it?; what you like best singer? ) - T calls some Ss to present about their favorite music - T observes Ss work and give feedbacks or corrections if necessary - It is an authentic task - Ss are really interested in implementing the given task - Ss have little chance to interact with friends because they work individually -T plays role as a good chairperson: give proper feedbacks on the content or form * Planning: - T acts well as an adviser - Ss spend little time to rehearse before report in class * Report: - T plays role of a good chairperson - T gives proper feedback on language forms B Wrap-up( 2’) - T calls one S to stand up and - Ss remember what have restate what Ss have learnt in the been taught in the lesson lesson - Ss write homework - T summarizes the important content in the lesson - T assigns homework to Ss - T should keep the time better to have time to summarize main content of the lesson General comments: Teacher has a good lead-in with an interesting video clip at pre-task phase The communicative atmosphere in class is good: students are quite active and concerned much to the lesson They are quite free to express themselves Primary focus is put on the meaning Planning stage seems to be neglected in most of the tasks Planning stage seems to be neglected before students’ report Not all the tasks are real-world target tasks (language games, completion tasks).Teacher designs tasks quite well and makes XVIII proper adaptations of the activities in the course book In fact, they motivate students a lot in speaking and brings a lot of fun XIX XX