Title

¿Adónde va nuestra celebridad de vacaciones?

In this task the learner does...

In this task, the learners plan a vacation for their chosen celebrity based on the celebrities' personalities, likes and dislikes, and what the weather will be like

Task Flow

Pre- During- Post task phases

Language Characteristics

Non-linguistic outcome

Focus on meaning

Focus on form

Reliance on learners' own resources

Task Goals

To describe an object, person or place

To create a design or plan

To make a decision or choice

To learn new content (focus on meaning)

To express an opinion

Language Skills Practiced

Writing

Speaking/Pronunciation

Listening

Reading

General Domain

Educational

General Topic

Going on a Vacation (Subtopics: Descriptions of People, Likes and Dislikes, Weather, Celebrities from the Spanish-Speaking World)

Target Languages

Spanish

Abilities Fostered

Linguistic competence (ability to communicate with grammatical accuracy)

Discourse competence (ability to communicate in cohesive and coherent ways)

Other - intercultural competency

Cognitive Skills

Comparing

Designing

Explaining

Gathering info

Interpreting

Judging

Organizing

Paraphrasing

Planning

Producing

Summarizing

Mode of Communication

Face-to-face (in person)

Type of Participation

Individual performance

Small group work

Whole class

Focused or Unfocused

Focused task (specific language focus)

Focus Type

Grammar

Vocabulary

Language Features

Grammar: Copulative verbs (ser, estar, hacer, tener) Gender and Number, Future (IR+A+INF)

Input/Output

Input providing

Output prompting

Kind of Input

Manipulated authentic/genuine (authentic input edited for L2 learners)

Simplified

Original/educational (input created by teachers for L2 students)

Output Type

Accuracy

Functional adequacy

Type of Input

Aural (listening) input

Written input

Type of Output

Oral output

Pictorial output

Written output

Concrete output

Type of Task

Creative

Critical

Decision-making

Description

Picture description

Presentation

Task Features/Conditions

Here-and-now

Planning time

Few elements - Students are given three celebrities to choose and nine possible vacation spots

Number of steps - (6) The pretasks include (1) Learn about weather (2) Learn about chosen celebrities (3) Learn about vacation spots. The task (4) is to decide on a vacation spot based on established criteria and presenting the plan to the class. The post tasks include (5) voting on whose plan they thought was the best for each of the selected celebrities and (6) rewriting the plans with the IR+A+INF future .

Reasoning demands

Inter-dependent steps

Prior knowledge required/assumed

Two/multiple-way information flow (dialogic)

Learning new information

Rehearsing prior information

Stand-alone task

Equal participant status/knowledge required/assumed

Intercultural differences required/assumed

Outcome

Closed solution

Convergent outcome

Open structure

Appropriate Learners

18-22 years

22-40 years

40-60 years

60+ years

Proficiency Framework

Yes - American Council on the Teaching of Foreign Languages (ACTFL)

Proficiency Levels

ACTFL: Intermediate mid

ACTFL: Intermediate low

Learner Individual Differences

Literate learners

Lower anxiety

High willingness to communicate

Extroverted learners

Foreign language learners

Traditional school students

Context

School setting - High school or university

Face-to-face setting

Hybrid face-to-face and online setting

Foreign language context

Used in Research?

No

Do you have plans to publish this in the future?

Unsure

Part of a series?

No

Uploader Name

Caitlin McClelland Methvin

Uploader Email

cmcclell@shepherd.edu

Uploader Affiliation

Shepherd University

Uploader Identity

Teacher - University professor of Spanish

Uploader Relationship

I am the sole creator of this task

Creative Commons

Agreed

DOI (Direct link to this page)