Any textbook offers training and speech tasks and exercises Training exercises alone often fail to prepare the learner for communicative tasks. Fill in the required tense forms Translate into Russian Give examples using the words and phrases Such tasks never prepare learner for communication: Speak about the movie that has impressed most Say whether it’s necessary for everyone to have higher education Explain what made you so angry yesterday However, training tasks and exercises are important and useful. There is a huge gap between the G1 tasks and G2 tasks. To gain learning success, the G1-to-G2 transition should be gradual and almost invisible. It requires another structural component, less than a lesson stage to discover rules of gradual transition from simple to more complicate tasks within the stage and between the stages. Is it enough to rely on the lesson stages when structuring the lesson? How many tasks does or can each stage consist of? Why should the tasks be arrange in this way but not another? Can they be rearranged and replaced? What are the criteria and principles for task arrangement? Can any task be simply removed/excluded from the lesson plan? Can we use other tasks instead? Will these other tasks and exercises require the same study efforts or will they be more or less difficult? Does the notion of the lesson stage include the principle of gradual transition from simpler tasks to more complicated ones? Does it presuppose switching over from less communicative to more communicative tasks? Do the lesson stages allow for a logical move from language form to form and meaning and then to the communicative meaning and content?

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