This document outlines the structure and stages of the Task-Based Language Teaching (TBLT) method. It involves a pre-task stage where the teacher introduces vocabulary and the task. Students then complete the task, plan and present their findings. Next is an analysis of language used, followed by practice. The goal is to motivate students through meaningful tasks that focus first on communication, then on language.

1. TBL
To motivate
and engage
students.
To achieve
a task
outcome.
To allow
students to
use language
in a more
independent
way.
To let
students
produce
fluency.
To let
students
think for
themselves.
First
meaning,
then form.

2. Stages
Pre-task
Task-
cycle
Language
focus

3. Pre-task
Theteacher:
- Introduces and defines
the topic.
- Uses activities to help
students recall/learn useful
words and phrases
- Ensure students
understand task
instructions.
- May play a recording of
others doing the same task
or similar task.
- May give his/her own
model of the task.
Thestudents:
- Note down useful
words and phrases
from pre-task
activities or the
recording.
- May spend a few
minutes preparing for
the task individually.

4. Task:
• The students:
• Do the task. It may be based on a reading/listening text.
• The teacher:
• Acts as monitor and encourages students.
Planning:
• The students:
• Prepare to report to the class how they did the task and what they discovered/decided.
• Rehearse what they will say or draft in a written version for the class to read.
• The teacher:
• Ensures the purpose of the report is clear.
• Acts as a language advisor.
• Helps students rehearse oral reports or organize written ones.
Report:
• The students:
• Present their written reports to the class, or circulate/display their written
reports.
• The teacher:
• Acts as a chairperson, selecting who will speak next or ensuring all students
read most of the written reports.
• May give brief feedbacks.
• May play a recording of others doing the same or similar task.
Task Cycle

5. Analysis:
• The students:
• Do consciousness-raising activities to identify and process specific language
features from the task text or transcript.
• May ask about the features they have noticed.
• The teacher:
• Reviews each analysis activity with the class.
• Brings other useful words, phrases and patterns to students’ attention.
• May pick up on language items from the report stage.
Practice:
• The teacher:
• Conducts practice activities after analysis activities where necessary, to
build confidence.
• The students:
• Practice words, phrases and patterns from the analysis activities.
• Practice other features occurring in the task text or report stage.
Language Analysis

6. Problem solving:
Logic problems, real-life
problems, personal
experiences and hypothetical
issues, incomplete stories to
be completed or expanded,
case studies, giving advice,
proposing and evaluating
solutions, predicting a story
ending
Comparing:
Matching words and
phrases to pictures,
finding similarities, finding
differences, listen and
do, listen and identify,
comparing ways of
greetings or local
customs.
Ordering and sorting:
Sequencing story pictures,
ranking items according to
cost, categorizing,
classifying, popularity,
negative or positive.
Sharing personal experiences:
Anecdotes, personal
reminiscences, attitudes,
opinions or preferences,
personal reactions,
embarrassing moments,
personality quizzes.
Creative tasks and
projects
Making models,
creative writing,
social/historical
investigations, media
projects, real-life
rehearsals.
Listing:
Words, things, qualities,
people, places, action,
job-related skills,
brainstorming, fact-
finding.
Types of tasks: