Annotated Task Scenarios

Annotated task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. scenarios

The annotated task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. scenarios outlined below are intended to support teachers in planning real-life tasks in line with the action-oriented Action-oriented
This approach views learners as social agents and active participants in their own learning. It implies the use of the target language by learners while engaging in purposeful, collaborative tasks. approach. Task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. scenarios 1 and 2 have been developed using the CEFR CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages. illustrative examples of social language use (see Figure 5). These examples are illustrative and not intended to be prescriptive. 
Both task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. scenarios show examples of language use within the educational domain Domain
refers to the broad sectors of social life relevant to language learning and use in which we operate. The major categories identified in the CEFR are the educational, occupational, public and personal domains however the occupational domain is not considered to be directly relevant to the language learning needs of junior cycle students. . They illustrate simple everyday interactions and have been chosen to demonstrate progression from A1 to A2 level. 

Task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. scenario 1: Proposing a local hero ( CEFR CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages. — A1)

Domain Domain refers to the broad sectors of social life relevant to language learning and use in which we operate. The major categories identified in the CEFR are the educational, occupational, public and personal domains however the occupational domain is not considered to be directly relevant to the language learning needs of junior cycle students. of language use: Educational Domain Domain refers to the broad sectors of social life relevant to language learning and use in which we operate. The major categories identified in the CEFR are the educational, occupational, public and personal domains however the occupational domain is not considered to be directly relevant to the language learning needs of junior cycle students.
People: student reporters  Places: your school Objects:  an application form Events: school newsletter submission Activities: complete a form, give personal details Texts: application forms, photos, personal details, ID cards
Task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. Scenario:  Transition Year students are publishing a monthly French/German/Italian/Spanish newsletter for your school community. This month’s issue with feature an article called “Local Heroes” and is looking for students to nominate a close friend or family member for this honour. The person featured must live in the community. To nominate your hero, you submit an online form on the school website. Your submission is selected as a finalist. A member of the news team calls you to discuss your nomination.
Preparation for the task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. :  •    prepare to give your personal information (e.g. name, age, address) •    gather information on your hero:   -    name, age, personal details  -    relationship to you (e.g., father, friend, neighbour)  -    why they are a hero	To complete the task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. : •    Submit the online form on the school website •    Speak to the news team to share: -    your nominee’s details -    your own personal information

 

Teacher annotations for task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. scenario 1

The annotations outlined below are intended to further support teacher planning. They have been developed with reference to the key considerations when planning real-life tasks (p.34) and the learning outcomes of this specification across the three strands. They are illustrative in nature and not intended to be prescriptive or exhaustive
 

Does the action have a real purpose that can be applied in the real world? Students gather information;  Students complete and submit a form on a website.

Does it take place in an authentic social context? The task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. takes place in the students’ school and local community; The student nominates a close friend or family member.

Is there a clear goal that results in a product or outcome? The goal is to submit a form and speak to the newsletter team about their nomination.

Is learning supported by authentic real-life texts and experiences?  Authentic real-life texts and experiences may include short articles on a local hero, online forms, short interviews.

Do conditions promote creative and critical thinking?  To complete the task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. , students must think creatively and critically when choosing a person to nominate, when gathering information, explaining reasons for their nomination, and when speaking to the news team to share the information they have prepared.

Do learners draw upon their existing and newly developed competences Competences The sum of knowledge, skills, characteristics, personality traits and attitudes which are called upon to perform actions of all kinds, including language activities. (CoE, CEFR. 2001, p.9) ?  To complete the task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. , students draw on newly developed and existing communicative as well as general competences Competences The sum of knowledge, skills, characteristics, personality traits and attitudes which are called upon to perform actions of all kinds, including language activities. (CoE, CEFR. 2001, p.9) . For example, students will need to describe people, likes and dislikes as well as convey simple predictable information (Strand 1). They also need to recognise and use simple structures and vocabulary specific to this context (Strand 2). Students further draw on cultural competences Competences The sum of knowledge, skills, characteristics, personality traits and attitudes which are called upon to perform actions of all kinds, including language activities. (CoE, CEFR. 2001, p.9) such as researching information, presenting information in simple everyday language (Strand 3) as well as more general competences Competences The sum of knowledge, skills, characteristics, personality traits and attitudes which are called upon to perform actions of all kinds, including language activities. (CoE, CEFR. 2001, p.9) including Key Skills.

Do learners make choices? Students make choices when nominating a close friend or family member, when sharing their personal details, when naming reasons for their choice. They also make choices in how to express themselves, their personal likes and dislikes and in trying to get their message across.

Is task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. completion attainable for all learners? The task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. includes a number of task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. elements to be achieved, such as gather and prepare information, submit a form, share information with the news team. Due to its communicative nature, students can achieve this task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. with a range of vocabulary and phrases using prefabricated chunks and/or rule-based language, in line with their level of ability.

Task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. scenario 2: Naming a cultural event ( CEFR CEFR
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment was published by the Council of Europe in 2001. This framework of reference provides tools, guidelines, and resources to support the teaching, learning and assessment of languages. — A2)

Domain Domain refers to the broad sectors of social life relevant to language learning and use in which we operate. The major categories identified in the CEFR are the educational, occupational, public and personal domains however the occupational domain is not considered to be directly relevant to the language learning needs of junior cycle students. : Educational Domain Domain refers to the broad sectors of social life relevant to language learning and use in which we operate. The major categories identified in the CEFR are the educational, occupational, public and personal domains however the occupational domain is not considered to be directly relevant to the language learning needs of junior cycle students.
People: an event committee (teachers and students) Places: your school Objects: a presentation Events: a cultural school event Activities: complete an application form, give a presentation, answer some questions, research Texts: newspaper articles/ short videos on important people from a TL TL Target Language (French, German, Italian, Spanish) country
Task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. Scenario:  Your school is planning an annual cultural event to celebrate the target language and cultures. The event committee is holding a competition to choose a name for the annual event that will honour an important person from the target language community. You would like to nominate someone and decide to research possible choices. To enter the competition, you will first need to complete an application form to explain your choice. You will then be invited to make a formal two-minute presentation of your choice to the event committee of 2 students and 1 teacher, followed by a brief question period.
Preparation for the task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. :  •    Research people who could potentially be honoured  •    Decide on your nominee and gather information to support your proposal  •    Complete the application form  •    Prepare a slide-show presentation on your nomination  -    Include personal details -    Include reasons why this person should be honoured •    Anticipate possible questions that may be asked by the event committee	To complete the task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. : •    Present to the committee  •    Answer questions from the committee

Teacher annotations for task Task
a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. scenario 2

Does the action have a real purpose that can be applied in the real world? Students research an important person from the TL TL Target Language (French, German, Italian, Spanish) community; Students complete an application form; Students prepare and deliver a 2-minute presentation; Students answer some follow-up questions.

Does it take place in an authentic social context? The cultural event takes place within the students’ school community;  The presentation involves an important person from the TL TL Target Language (French, German, Italian, Spanish) community.

Is there a clear goal that results in a product or outcome? The goal is to submit an application form and deliver a 2-minute presentation.

Is learning supported by authentic real-life texts and experiences?  Authentic texts Authentic texts A literary or non-literary text created to fulfil a personal or social purpose. It is created in and directed at the language community in which it is produced. and experiences may include newspaper articles and/or short video clips on important people from the TL TL Target Language (French, German, Italian, Spanish) community, websites for cultural events, application forms, interviews with people from the TL TL Target Language (French, German, Italian, Spanish) community.

Do conditions promote creative and critical thinking?  To complete the task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. , students think creatively and critically when researching people, gathering information, preparing their short presentation with reasons for their proposal, and when anticipating questions from the event committee.

Do learners draw upon their existing and newly developed competences Competences The sum of knowledge, skills, characteristics, personality traits and attitudes which are called upon to perform actions of all kinds, including language activities. (CoE, CEFR. 2001, p.9) ?  To complete this task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. , students draw on newly developed and existing communicative as well as general competences Competences The sum of knowledge, skills, characteristics, personality traits and attitudes which are called upon to perform actions of all kinds, including language activities. (CoE, CEFR. 2001, p.9) . For example, students will need to prepare and present short presentations, ask and answer short and simple questions (Strand 1). They also need to recognise and use simple structures and vocabulary specific to this context (Strand 2)  and identify, name and describe famous people (Strand 3).  Students further draw on cultural competences Competences The sum of knowledge, skills, characteristics, personality traits and attitudes which are called upon to perform actions of all kinds, including language activities. (CoE, CEFR. 2001, p.9) such as researching information and presenting it in simple everyday language, recognising cultural similarities and differences (Strand 3) and more general competences Competences The sum of knowledge, skills, characteristics, personality traits and attitudes which are called upon to perform actions of all kinds, including language activities. (CoE, CEFR. 2001, p.9) including Key Skills.

Do learners make choices? Students make choices when researching and deciding on their nomination, when giving reasons to support their proposal, when choosing a format for their presentation.

Is task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. completion attainable for all learners? The task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. includes a number of steps to be achieved, such as researching possible choices, preparing a short presentation, anticipating and answering questions.  Due to its communicative nature, students can achieve this task Task a purposeful action that requires the use of language and broader competences to achieve a clear goal or outcome. Tasks can cover a wide range of actions such as making plans, playing a game, ordering a meal, or preparing a class newspaper through group work. with a range of vocabulary and phrases using prefabricated chunks and/or rule-based language, in line with their level of ability.