ELT365 · Day 267 — Sequencing Tasks — Controlled to Free
Idea
Tasks should move from high support to low support. Controlled practice is about accuracy; free practice is about fluency. The sequence builds learner confidence.
Example
Gap-fill (controlled) → sentence completion with own words (semi-controlled) → open role play (free). Each step reduces the scaffold.
Try
Design a three-task sequence for a grammar point, moving from controlled to free. Check each task is genuinely different in support.
From my training materials
My CELTA training file includes a reading worksheet that models how to sequence tasks effectively. The document, titled “How to remember names,” asks learners to read an article and then put specific memory techniques in order. This is a classic example of a semi-controlled or controlled task. The learners are not producing free speech; they are matching given options to a specific sequence. This high-support activity ensures that everyone can grasp the process before moving to more open-ended work.
Another document, “A director’s life,” demonstrates a similar sequencing approach but with biographical events. Learners must put eight events in the correct order to understand the narrative. This progression from ordering given information to potentially retelling it later supports the move from accuracy to fluency. Both worksheets show that scaffolding is essential. By starting with tasks that have a clear correct answer, you build learner confidence. This sets the stage for later, freer activities where students must use their own words and ideas, ensuring the lesson moves smoothly from controlled to free practice.
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