students to work on accuracy and
organization, as well as meaning.13 In their reports, students use the
language they have been working on.
Repeating the language that they have
been working on shows learners what
they can and what they cannot yet do.14 The teacher prepares a new task based
on the errors he has noted.
‘Listen-and-do’ tasks promote acquisition
of new vocabulary and provide a good
model for grammatical form. This task
follow-up can enhance the learning that
has taken place earlier.