This document provides an overview of task-based language teaching (TBL). It describes TBL as a communicative approach where students complete meaningful tasks using their language skills. A key part of TBL is the task cycle, which involves students doing a task, planning how to report on it, reporting back to classmates, and focusing on specific language. The document outlines the benefits of TBL, such as developing natural language use, focusing on student needs, and promoting engagement. It also lists resources for learning more about TBL methodology and assigns homework to design a TBL lesson and reflect on applying this approach.

1. TBL
Roseli Serra
WHAT ABOUT A TASK BASED LESSON?

2. Read the signs above and write True or FalseRead the signs above and write True or False
1.1. In this hotel there’s a porter to carry your case ( )In this hotel there’s a porter to carry your case ( )
2.2. You’ll be able to leave money, etc safe in your room ( )You’ll be able to leave money, etc safe in your room ( )
3.3. The check out is at midday ( )The check out is at midday ( )
4.4. The maid will change your towels every day ( )The maid will change your towels every day ( )
5.5. You’ll have to ask the reception if you want to take someone toYou’ll have to ask the reception if you want to take someone to
your room ( )your room ( )

3. Listening:
A woman is in a hotel reception. Listen
to the conversation and tick the
correct option:
a.( ) She’s requesting something
a.( ) She’s asking for permission

4. *Can I...?
* Could I ... ?
*Do you think... ?
* Do you mind if...?

5. Write R for request and P for permission
• Can I use you pen?
• Can I borrow your pen?
• Do you think I can invite visitors to go to my
room?
• Do you mind if I pay by credit card?
• Could you tell me if there´s a hairdress in the
hotel?
• Do you know if they deliver meals in the room?
• Could I use the swimming pool in the evening ?

6. Task based learning
Task-based learning consists of learners
doing TASKS, often in pairs or groups,
using language to achieve the task
outcomes.”
Willis (1996, p.84)

7. TBL
 It’s a current communicative approach
It started to be known in 1975 in a
Malasian community, Prabhu in 1987
and Berta and Davis in 1990.
In a task-based lesson the teacher
doesn't pre-determine what language
will be studied, the lesson is based
around the completion of a central task
and the language studied is determined
by what happens as the students
complete it. The lesson follows certain
stages

8. What’s a task??
“A task is an where the
target language is used by the
for a communicative
inorder to achieve an
Jane Willis
activity learners
purpose
outcome

9. THE FRAMEWORK
TASKTASK
REPORTREPORT
PLANNINGPLANNING
LANGUAGE FOCUSLANGUAGE FOCUS
PRE-TASK PHASEPRE-TASK PHASE

10. THE TBL FRAMEWORK
 The Pre-Task Phase
 The Task Cycle
 Task
 Planning
 Report
 The Language Focus

11.  Pre-task Stage
1. The teacher introduces the topic and gives the
students clear instructions on what they will have to
do at the task stage and might help the students to
recall some language that may be useful for the task.
2. The pre-task stage can also often include playing a
recording of people doing the task. This gives the
students a clear model of what will be expected of
them.
3. The students can take notes and spend time
preparing for the task.

12. Task
The students complete a task in pairs or
groups using the language resources that they
have as the teacher monitors and offers
encouragement.
Planning
Students prepare a short oral or written report
to tell the class what happened during their
task. They then practise what they are going to
say in their groups. Meanwhile the teacher is
available for the students to ask for advice to
clear up any language questions they may
have.

13.  Report
Students then report back to the class orally or read the
written report. The teacher chooses the order of when
students will present their reports and may give the
students some quick feedback on the content. At this
stage the teacher may also play a recording of others
doing the same task for the students to compare.
 Analysis
The teacher then highlights relevant parts from the text of
the recording for the students to analyse. They may ask
students to notice interesting features within this text. The
teacher can also highlight the language that the students
used during the report phase for analysis.

14.  Practice
Finally, the teacher selects language areas
to practise based upon the needs of the
students and what emerged from the task
and report phases. The students then do
practice activities to increase their
confidence and make a note of useful
language.

15. THE ADVANTAGES OF TBL
 All activities are communicative. Communicative activities include any
activities that encourage and require a learner to speak with and listen to
other learners, as well as with people in the classroom and in the real world.
Communicative activities have real purposes: to find information, break
down barriers, talk
 In TBL the students are free of language control. In all three stages they must
use all their language resources rather than just practising one pre-selected
item.
 A natural context is developed from the students' experiences with the
language that is personalised and relevant to them. With PPP it is necessary to
create contexts in which to present the language and sometimes they can be
very unnatural.
 The students will have a much more varied exposure to language with TBL.
They will be exposed to a whole range of lexical phrases, collocations and
patterns as well as language forms.
 The language explored arises from the students' needs. This need dictates
what will be covered in the lesson rather than a decision made by the teacher
or the coursebook.
 It is a strong communicative approach where students spend a lot of time
communicating. PPP lessons seem very teacher-centred by comparison. Just
watch how much time the students spend communicating during a task-based
lesson.

16.  It is enjoyable and motivating.
 Unlike a PPP approach, the students are free of language control. In all
three stages they must use all their language resources rather than
just practising one pre-selected item.
 A natural context is developed from the students' experiences with the
language that is personalised and relevant to them. With PPP it is
necessary to create contexts in which to present the language and
sometimes they can be very unnatural.
 The students will have a much more varied exposure to language with
TBL. They will be exposed to a whole range of lexical phrases,
collocations and patterns as well as language forms.
 The language explored arises from the students' needs. This need
dictates what will be covered in the lesson rather than a decision made
by the teacher or the coursebook.
 It is a strong communicative approach where students spend a lot of
time communicating. PPP lessons seem very teacher-centred by
comparison. Just watch how much time the students spend
communicating during a task-based lesson.
 It is enjoyable and motivating.

17. A TBL LESSON

18. Will the activity engage learners’ interest?Will the activity engage learners’ interest?
Is there a primary focus on meaning?Is there a primary focus on meaning?
Is there a goal or an outcome?Is there a goal or an outcome?
Is completion a priority?Is completion a priority?
Does the activity relate to real worldDoes the activity relate to real world
activities?activities?

19. “It is the challenge of achieving the
outcome that makes TBL a
motivating approach to learning.”
Willis, 1996

20.  http://www.teachingenglish.org.uk/blogs/jane-willis
 Nunan, David – Second Language teaching and learning - Heinle
& Heinle
 Scrivener, Jimmy – Learning Teaching – Macmillan
 Richards, Jack – Approaches and Methods in Language teaching
-CUP
 Brown, G – Teaching Spoken Language – CUP
 Norman, David – Communicative Ideas – OUP
 Lindsay, Cora - Learning and Teaching English – OUP
 Wills, Jane - 'A Framework for Task-Based Learning' - Longman;
 Willis, Dave & Jane 'Doing Task-Based Teaching' - OUP 2007
HOMEWORK
• Read Jane Willi´s blog. Find the article Criteria for Identifying Tasks for
TBL. .
• Read it and prepare a lesson based on TBL principles.
• Write your reflections about the aplicability of TBL.

21. Thank you for
coming!
rr
rfserra@gmail.com