Task-Based Lesson: The "Human" Robot
This task is designed to be interactive and a little bit silly, which often helps lower inhibitions and
encourages spontaneous language use. It requires students to think logically and communicate their
ideas precisely.
Pre-Task: Preparing the Instructions
1. Introduce the Scenario: Set the scene by saying, "You are a team of engineers, and you've
just built a human-like robot. The only problem is, the robot can't think for itself. It can only
do exactly what you tell it to do. Your task is to program the robot—one of your classmates—
to complete a series of simple actions."
2. Define the Problem: Explain the limitations. The robot can't understand vague commands. If
you say "pick up the pen," it doesn't know what a "pen" is or what "pick up" means. You have
to break down every action into tiny, clear steps. For example, "Robot, extend your right arm
forward, rotate your hand 90 degrees, close your fingers around the object."
3. Form Groups and Clarify the Task: Divide the class into groups of 3-4. Give each group a
task they have to program. The tasks should be simple but require multiple steps. Examples
include:
o Make a paper airplane.
o Pour a glass of water.
o Draw a simple shape (e.g., a star).
o Build a small tower with blocks.
4. Provide Language Support: Provide them with some useful language to give precise
instructions. You can write these on the board or in a handout.
o Verbs: extend, rotate, lift, lower, close, open, move, slide, turn.
o Prepositions of Direction: forward, backward, left, right, up, down.
o Quantifiers: slightly, completely, halfway, 45 degrees.
Task Cycle: Programming the "Robot"
1. Group Collaboration: Students work together to write the step-by-step instructions for their
chosen task. This requires them to negotiate on the best way to explain each movement. This
is the core of the task, where they're using language to define a process.
2. Teacher's Role: Circulate and monitor. Listen to how they are negotiating. Do they say, "We
need to say 'lift the pen,' or 'lift the hand'?" This is a great opportunity to listen for subtle
language differences and common errors. Take notes on language they are using to justify
their choices.
3. Practice Round: After they have written their instructions, have them practice within their
group. One person acts as the robot, and the others read their instructions aloud to see if they
work. This allows them to self-correct before presenting to the class.
Post-Task: Demonstration & Language Analysis
1. The "Robots" Perform: Ask one group at a time to come to the front of the class. One
student will be the robot, and the others will read their instructions. The robot must do exactly
what they say, no more, no less. This will likely be very funny and highlight the need for
extremely clear instructions.
2. Group Feedback: After each group's demonstration, the "robot" can provide feedback on the
clarity of the instructions. Did the instructions make sense? Was anything confusing? This is
another great opportunity for oral practice.
3. Language Analysis: Use the notes you took to lead a discussion on the language of
instruction and description. Focus on the importance of precise vocabulary and adverbs. You
can compare and contrast their instructions with more effective ones. This is where you
formally teach them to use language for giving clear, sequential commands.
