Explain that they are going to share their experiences of this time but before doing so they should note some key words to help them when they share. Ask each learner to choose a topic from the list – one that they are happy to share with the others in the class.Ĥ. Tell the learners that everyone is individually going to recall a period of time they feel nostalgic about. This is likely to be topics such as holidays when we were younger, school / university, friends from the past, Xmas and other celebrations, places we lived, hobbies we had when younger, and so on. 3-5 more topics in pairs / breakout rooms. After one or two examples to demonstrate, learners can think of e.g. Brainstorm topics we typically feel nostalgic about onto the board. The terms you elicit or provide are not key as long as the context of “looking back at happy times” is established.Ģ.
Elicit nostalgia and the chunks to feel nostalgic about / to reminisce about…from the learners. You can then decide if the post-task language focus should head in a particular direction, and whether, when the task is repeated, learners should try to incorporate new features that have become salient to them.ġ. Even with a focused task, the task itself rather than specific forms should lead the lesson: the pre-task prep and the initial task cycle should concern itself with learners expressing what they want to express in their own words (with individualised support from the teacher while monitoring). The task as described below is a “focused task” – that is, “designed to provide opportunities for communicating some specific linguistic feature” (Ellis and Shintani, 2014) – in this case, language that lends itself to conveying nostalgia and in particular structures for past habit (past simple, used to, would – again, as appropriate to the level of the learners). The material provided is for B1-B2 but see the notes at the end for lower levels. I’ve found it be one that many adult learners find highly engaging, and it is scalable in terms of level, assuming the right support is provided and we are not too ambitious in our expectations of what our learners can do. The reward will be generous.This task focuses on sharing personal experiences, a category Willis (1996) includes in her taxonomy of task types unlike other types, there is no problem to solve, no information or opinion gap to close, simply the (sometimes bittersweet!) pleasure of reminiscing about happy times, something we tend to do frequently – perhaps more so than ever right now. My room was on the top floor of the spa, in the west wing. It is painfully dear to me as a souvenir of those quiet days. Not as a service but as an act of friendship, please try to find it there. I don't care so much about my clothes as about my photo album which is left behind. They kicked everyone out of the station, they didn't even let people pack their bags. And then I hear trucks, not just one, a whole convoy. I had just returned to my room after dinner, sat by the window to look out over the bay. The time I was on vacation at a spa resort was in the evening, I remember it like it was yesterday. You know, sometimes, sitting by the campfire, I think back to how it all started. For the quest you have to go to the maps:įor the Kappa, do you have to do this quest?
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