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Acknowledgements
Introduction
CHAPTER ONE  What is task-based language teaching?
  Introduction and overview
  Defining 'task'
  Broader curricular consideration
  Communicative language teaching
  Alternative approaches to syllabus design
  Experiential learning
  Policy and practice
  Learner roles
  Conclusion
  References
CHAPTER TWO  A framework for task-based language teaching
  Introduction and overview
  A task framework
  Syllabus design considerations
  Developing units of work
  Seven principles for task-based language teaching
  Conclusion
  References
CHAPTER THREE  Task components
  Introduction and overview
  Goals
  Input
  Procedures
  Task types
  Teacher and learner roles
  Settings
  Conclusion
  References
CHAPTER FOUR  An empirical basis for task-based language
  teaching
  Introduction and overview
  Early psycholinguistic models
  Interaction, output and the negotiation of meaning
  Task difficulty
  Conclusion
  References
CHAPTER FIVE  Focus on form in task-based language teaching
  Introduction and overview
  Theoretical and empirical issues
  Focused versus unfocused tasks
  Consciousness-raising tasks
  Procedural language
  The place of a focus on form in an instructional sequence
  Focus on form in the communicative classroom
  Conclusion
  References
CHAPTER SIX  Grading, sequencing and integrating tasks
  Introduction and overview
  Grading input
  Learner factors
  Procedural factors
  Task continuity
  Within-task sequencing: the information gap
  Topic-based/theme-based instruction
  Content-based instruction
  Project-based instruction
  Conclusion
  References
CHAPTER SEVEN  Assessing task-based language teaching
  Introduction and overview
  Key concepts in assessment
  The purposes of assessment
  Self-assessment
  Techniques for collecting assessment data
  Criteria for assessing learner performance
  Conclusion
  References
CHAPTER EIGHT  Tasks and teacher development
  Introduction and overview
  The self-directed teacher
  An in-service workshop
  Evaluating tasks
  Creating tasks
  Conclusion
  Postscript
  References
Appendix A  Approaches and methods- an overview
Appendix B  A unit of work based on the six-step procedure presented in Chapter 2
Appendix C  A unit of work based on the task/exercise typology in Chapter 5
Appendix D  Graded activities for the four macroskills
Appendix E  Common reference levels: self-assessment grid
Glossary
Author index
Subject index

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