Syllabus task based

Methodology
1. "Based on this topic, tasks are designated, the topic is developed and the evaluation is made based on videos, recordings or field diaries" (Ayala, 2015, p. 18).
  1. Image taken from Callejas Gaona (2015, p. 17).
2. "The teacher makes a list of the topics, forms and structures that fit with the tasks. The students are assigned tasks so that they can apply the use of the language" (Beltrán, 2015, p. 13).
  1. Image taken from Education (2018, p. 10).
3. "Total physical response" (Dulcey Durán & Quintero Escobar, 2015, p. 30).
  1. Video taken from La Teacher María (2018).
4. "Reading method" (Dulcey Durán & Quintero Escobar, 2015, p. 30).
  1. Image taken from Figueredo (2016).
5. "Grammar-translation method" (Dulcey Durán & Quintero Escobar, 2015, p. 30).
  1. Video taken from Lopera (2019).
6. "Audiolingual method" (Dulcey Durán & Quintero Escobar, 2015, p. 30).
  1. Video taken from Oupinternational (2009).
7. "Communicative approach" (Dulcey Durán & Quintero Escobar, 2015, p. 30).
  1. Video taken from Historia Master (2012).
8. "This methodology is managed by a series of activities for the home and make the student remember what was learned in class" (García Leyton, 2015, p. 20).
  1. Image taken from Castañeda (2015, p. 21).
Examples
1. "Description of the parts of the house in English" (Ayala, 2015, p. 17).
  1. Image taken from Ayala (2015, p. 17).
2. "Invent stories" (Dulcey Durán & Quintero Escobar, 2015, p. 28).
  1. Image taken from Dulcey Durán & Quintero Escobar (2015, p. 29).
3. "Description of the objects in the classroom" (García Leyton, 2015, p. 19).
  1. Image taken from García Leyton (2015, p.19).
4. "Unit 2: Read everything from memory" (Callejas Gaona, 2015, p. 19).
  1. "Preparation of the task: Listen to the description of childhood" (Callejas Gaona, 2015, p. 19).
  2. "Task: Describe the memories of your childhood (extended task, speak and write" (Callejas Gaona, 2015, p. 19).
  3. "After the task: Solve the questions and make a presentation (where good preparation using intonation is also evident" (Callejas Gaona, 2015, p. 19).
Strategies
1. "Identify the parts of a house in English" (Ayala, 2015, p. 19).
  1. Image taken from 123 Dialogues 2 (2014).
2. "Using images describe the parts of the house and pronounce them in English" (Ayala, 2015, p. 19).
  1. Video taken from Teacher Clau (2016).
3. "In work teams build a model of the house and identify the parts with their names" (Ayala, 2015, p. 19).
  1. Image taken from Reyes Martínez (2015, p. 9).
4. "Interactions, use of different materials, games, dynamics, descriptions, creation of stories" (Dulcey Durán & Quintero Escobar, 2015, p. 31).
  1. Image taken from Castañeda (2015, p. 21).
5. "Identify which parts of your classroom are in English" (García Leyton, 2015, p. 21).
  1. Image taken from Castañeda (2015, p. 20).
6. "Learn the parts in English and their proper pronunciation" (García Leyton, 2015, p. 21).
  1. Image taken from Castañeda (2015, p. 22).
7. "A test is applied to prove their learning" (García Leyton, 2015, p. 21).
  1. Image taken from Castañeda (2015, p. 20).
Means
1. "Humans, stationery, CD, movies" (Dulcey Durán & Quintero Escobar, 2015, p. 34).
  1. Image taken from Dulcey Durán & Quintero Escobar (2015, p. 6).
Activities
1. "The teacher can use an introductory video" (Ayala, 2015, p. 20).
  1. Video taken from UNAD Open and Distance National University (2014).
2. "Make a model with the parts and places of the house" (Ayala, 2015, p. 20).
  1. Video taken from Ames836 (2012).
3. "Cards, songs, preparation of tasks, word searches, creation of texts, description of drawings" (Dulcey Durán & Quintero Escobar, 2015, p. 32).
  1. Image taken from Castañeda (2015, p. 22).
4. "See a video in which the class objects are found in English and with their proper pronunciation" (García Leyton, 2015, p. 22).
  1. Video taken from Simon Film (2011).
5. "Take a test to test student learning" (García Leyton, 2015, p. 22).
  1. Image taken from García Leyton (2015, p. 24).
Student role
1. "He develops communication skills through the elaboration of tasks" (Dulcey Durán & Quintero Escobar, 2015, p. 33).
  1. Image taken from Gómez Balaguera (2015, p. 10).
Role of the teacher
1. "He teaches grammar and vocabulary, then teaches them tasks" (Dulcey Durán & Quintero Escobar, 2015, p. 33).
  1. Image taken from Rodríguez Vargas (2015, p. 10).

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Syllabus task based

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