• Select a topic from your textbook.
  
  
• Think about what language functions can be derived from this topic- In other words, what are some of the communicative acts native speakers engage in when dealing with the topic?
  
  
• Think about the cultural component encompassing the communicative process.
  
  
• Choose tasks that integrate language and cultural in a natural way.
  
  
• Search the Internet for a web site to match your tasks:
  
  
  • Do a search by country and key word(s) associated with the topic selected.
  • Browse around different sites to find a good match for the tasks. If you are not satisfied, keep searching or adapt your tasks to the information provided at the site.
  • WARNING: Web sites can disappear without notice. Choose a site that is connected to a government agency, a university, a large corporation. This type of sites tends to be more reliable.
    
    
• When you write the activity, give clear and specific instructions.
  
  
• Write the activity in the target language.
  
  
  • If the activity is for novice learners, use the language in a very controlled fashion. That is, use the language learners know, yet go a bit beyond their proficiency level. If the language employed is to challenging, they will be inclined to give up on the task.
    
    
• When writing the activity, take advantage of the multimedia dimensions of the medium. Use picture, graphics, movies, music, etc. Think about what can be accomplished by using a computer as opposed to using a textbook. If possible, write the activity to integrate all language skills:
  
  
  • Reading.  Have students read short selections. Check reading comprehension using true/false statements.
  • Writing. Have students write a about what they read, complete open-ended questions, react to visuals, etc.
  • Speaking. After the activity is completed students can discuss, compare, and contrast tasks.
  • Listening. There are wonderful musical recordings on the web. Lyrics in the target language can function as a mirror of the target culture. Use them to elicit discussion.
    
    
• Consider the length of the activity. One hour is a good amount of time on task.
  
  
• If your activity is curriculum based and integrates language with culture, your students will experience linguistic growth, enriched cultural knowledge, and increased motivation. Sounds too good to be true? Try It!
  
  

NOTE:  This journal can be reached on-line at http://polyglot.cal.msu.edu/llt.