The document provides information about various teaching methodologies and lesson planning techniques. It discusses the key elements of the Task-Based Learning (TBL) approach, including using authentic tasks to encourage communication over language practice. Some benefits of TBL mentioned are that it focuses on real communication, learns based on student needs, and exposes students to a variety of language in context. The document also briefly outlines several other approaches: Presentation-Practice-Production (PPP), Test-Teach-Test (TTT), Project-Based Learning (PBL), and the ARC model of Authentic, Restricted, Clarification.

1. British Council Resources II
The following resources are designed by members of the British Council
and are meant to be implemented thorughout LINGUAVENTURAS, ESL
Project from SED

2. SESSION AIM
• By the end of this session you will have clarity about
the procedure you must follow for the microteaching
assignment.

3. STEPS TO PLAN YOUR MICRO TEACHING
ELEMENTS YOUR MICROTEACHING
SHOULD INCLUDE
• a WARM UP to allow your students switch from a Spanish
speaking environment to an English class.
• AIMS to guide the activities and to let students know what
they are expected to do and achieve by the end of the lesson.
• a formal PRESENTATION of the target language. Use one of
the techniques reviewed earlier.

4. STEPS TO PLAN YOUR MICRO TEACHING
ELEMENTS YOUR MICROTEACHING
SHOULD INCLUDE
• A COMMUNICATIVE ACTIVITY to allow students use
the language studied during the lesson.
• A WRAP UP activity in which you can provide
students with feedback and finish the lesson.

5. AIMS
• By the end of this session you will
• have a clearer understanding of the differences between LBL
and TBL.
• analyzed TBL framework from a practical example
• be better able to plan lessons with the TBL approach

6. CONDITIONS FOR LANGUAGE
LEARNING
Exposure Use
Motivation Instruction

7. The TBL Framework
PRE -TASK
Introduction to topic and task
TASK CYCLE
Task Planning Report
LANGUAGE FOCUS
Analysis Practice

8. What is a task?
A task is an activity "where
the target language is used
by the learner for a
communicative purpose
(goal) in order to achieve
an outcome.“
Jane Willis

9. TYPES OF TASKS (1)
Listing
Sequencing
Comparing

10. TYPES OF TASKS (2)
Problem solving Narrating
Creative Tasks

11. COMPARING APPROACHES
Language Based Learning
(LBL)
• Language is learnt by building
up discrete blocks. Linear.
Task Based Learning (TBL)
• Language is learnt in the
struggle to communicate.
• Non-linear.

12. FEATURES OF TBL APPROACH
• The central focus of the lesson is the task itself, not a
grammar point or a lexical area.
• The objective is not to ‘learn the structure’ but to
‘complete the task’.
• The language, therefore becomes an instrument of
communication, whose purpose is to help complete
the task successfully.
• The students can use any language they need to
reach their objective. Usually there is no ‘correct
answer’ for a task outcome. Students decide on their
own way of completing it, using the language they see
fit.

13. ADVANTAGES OF TBL
• TBL model allows students to focus on real communication before doing
any serious language analysis.
• It focuses on students’ needs by putting them into authentic
communicative situations and allowing them to use all their language
resources to deal with them.
• It makes learners aware of their needs and encourages them to take
(some of the) responsibility for their own learning.
• Learners are exposed to a wide variety of language and not just grammar.

14. ADVANTAGES OF TBL
• Unlike LBL (a PPP approach), students are free
of language control.
• A natural context is developed from the students’
experiences with the language.
• Students will have a much more varied exposure
to language.
• It is a strong communicative approach where
students spend a lot of time communicating.
• It is enjoyable and motivating.

15. MAKING TASKS WORK
1) Treat tasks primarily as an opportunity for
communication.
2) Adapt them to suit your class.
3) Set the final objective clearly before students start
preparing
4) Give students time to think and plan.
5) Feed in ‘useful language’
6) Make notes for further input and correction after the
task.

16. SESSION AIMS
•By the end of this session you will…
• have gotten a better understanding of the methodologies
and techniques that can be used to plan and develop classes in
the immersion rooms.
• count on a wider variety of ways of structuring a class
and give your students the chance to become familiar with
English.

17. HOW MANY TEACHING APPROACHES
CAN YOU IDENTIFY?
• ARC
• PPP
• TTT
• PBL
• TBL

18. AUTHENTICATION
RESTRICTED
CLARIFICATION

19. ARC
It stands for AUTHENTIC, RESTRICTED AND CLARIFICATION was developed by Jim Scrivener,
not as a teaching method but rather as a means to examine the different stages in a lesson and
evaluate them in terms of what the students get out of them. The idea is that every lesson should
have an appropriate balance of activities that can be categorised as above.
Authentic activities are those in which the language is not restricted. They can be either receptive or
productive activities. An example of receptive would be a relatively authentic reading or listening
which exposes students to natural English. Productive would be a speaking activity with a focus on
fluency, where the student has free choice of language rather than practicing specific structures.
Communicative activities are authentic.
Restricted activities are those which restrict the students to using specific linguistic items, such as
specific lexis or grammatical structures. Typical activities might include gap fills or substitution drills
(i.e. the students use the grammatical form in a different way). Controlled practice activities are
restricted.
Clarification refers to any activity in which the language is explained to the students. It could simply
be explanations of grammar or lexis provided by the teacher, or it could be students discovering
meanings and/or rules for themselves through guided discovery.

20. PRESENTATION
PRACTICE
PRODUCTION

21. WHAT IS PRESENTATION – PRACTICE –
PRODUCTION?
Presentation – Practice – Production, or PPP, is a method for
teaching structures (e.g. grammar or vocabulary) in a foreign
language. As its name suggests, PPP is divided into three
phases, moving from tight teacher control towards greater
learner freedom. Note that some writers1 use the name to refer
to a specific method that focuses on oral skills, but it can also
be applied more broadly to a family of related methods which
rely on the progression from presentation, through controlled
practice, to free production.

22. TEST
TEACH
TEST

23. PROJECT
BASED
LEARNING

24. TASK
BASED
LEARNING

25. What is TBL?
The primary focus of classroom activity is the task and language is the instrument which the
students use to complete it. The task is an activity in which students use language to achieve a
specific outcome. The activity reflects real life and learners focus on meaning, they are free to use
any language they want. Playing a game, solving a problem or sharing information or experiences,
can all be considered as relevant and authentic tasks. In TBL an activity in which students are given
a list of words to use cannot be considered as a genuine task. Nor can a normal role play if it does
not contain a problem-solving element or where students are not given a goal to reach. In many role
plays students simply act out their restricted role. For instance, a role play where students have to
act out roles as company directors but must come to an agreement or find the right solution within
the given time limit can be considered a genuine task in TBL.