This is the last in a series of four articles which will explore how to integrate a task-based approach into a typical textbook to maximise learning opportunities for your learners and to save teacher preparation time.

This is the third in a series of four articles which will explore how to integrate a task-based approach into a typical textbook to maximise learning opportunities for your learners and to save teacher preparation time.

This is the second in a series of four articles which will explore how to integrate a task-based approach into a typical textbook to maximise learning opportunities for your learners and to save teacher preparation time.

This is the first in a series of four articles which will explore how to integrate a task-based approach into a typical textbook to maximise learning opportunities for your learners and to save teacher preparation time.

This article is in three parts. The first part has already looked at what a speaker needs to be able to do to use spoken English as an effective form of communication.

The four stage cycle
In my earlier articles Reading for information, Form focus and recycling, and Techniques for Priming and recycling, I set out a four stage cycle for teaching reading:

A four stage methodology for reading
In Reading for Information, and Form focus and recycling, I have proposed a four stage methodology for teaching reading:

In my last article, Reading for Information: Motivating learners to read efficiently, I referred to four stages in a task-based reading lesson

This is the first in a series of four-articles which propose a four stage methodology for teaching reading.