ABSTRACT
This chapter presents a typology of tasks which will provide the teacher with a framework for decision-making and selection and offer guidelines for task deployment. It explores the trust and cooperation is products of the cumulative effect of a series of communicative tasks. Tasks can be deployed to focus specifically on the aim of trust-building and it is particularly important that such tasks are utilized at the outset of a course so that patterns of interpersonal behaviour are established very quickly. Two factors common to these tasks are: the free exchange of personal information; the involvement of all the participants including the teacher. The chapter examines various types of communicative activities as component parts of a task-based, learner-centred methodology. The chapter illustrates how communicative-language methodology can meet the challenge with which it is commonly confronted to provide a means of working in a learner-centred and interactive way in the reality of the classroom.
