Task-based

learning

BSC Edinburgh – Task-based learning Trainer: Iulia Lehner

 Task-based
learning

BSC Edinburgh – Task-based learning Trainer: Iulia Lehner

 Task-based
learning
A note on reformulation:

Reformulation is often a characteristic of TBL lesson and one way we can

deal with emergent language. In this process the teacher listens carefully to
the students’ language output while they are preparing for or performing
the task and provides changes and additions to their language that bring it
more in line with what a native speaker of English might say.

BSC Edinburgh – Task-based learning Trainer: Iulia Lehner

 Task-based
learning

BSC Edinburgh – Task-based learning Trainer: Iulia Lehner

 Task-based
learning

BSC Edinburgh – Task-based learning Trainer: Iulia Lehner

 Task-based
learning

BSC Edinburgh – Task-based learning Trainer: Iulia Lehner

 Task-based
learning

BSC Edinburgh – Task-based learning Trainer: Iulia Lehner

 Task-based
learning

BSC Edinburgh – Task-based learning Trainer: Iulia Lehner

 Task-based
learning

BSC Edinburgh – Task-based learning Trainer: Iulia Lehner

 Task-based
learning

BSC Edinburgh – Task-based learning Trainer: Iulia Lehner

 Task-based
learning

BSC Edinburgh – Task-based learning Trainer: Iulia Lehner

 Task-based
learning
A Task-Based Lesson
This type lesson is based on a rather different approach to learning. Task based learning offers an
alternative for language teachers and it emerged as a reaction to the idea that you can present
language in neat little blocks, adding from one lesson to the next. Research shows us that we
cannot predict or guarantee what the students will learn and that ultimately a wide exposure to
language is the best way of ensuring that students will acquire it effectively. Restricting their
experience to single pieces of target language is unnatural.

I. Taking this into consideration and reflecting on the lesson you just watched, discuss with a
partner whether the following ideas are true or false:

1. Before a task-based lesson the teacher knows what language the students will learn. T/F

2. The lesson is based around the completion of a central task. T/F

3. The language studied is determined by what happens as the students complete it. T/F

II. Have a look at the stages of a TBL lesson. With a partner, decide what you think happens in
each stage.

Stage Procedure

Pre-task

Task

Report – feedback on the task

Reactive language focus – feedback on

language

Re-do task

BSC Edinburgh – Task-based learning Trainer: Iulia Lehner

 Task-based
learning
A Task-Based Lesson – Procedure
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. The
pre-task stage can also often include playing a recording of people doing
Pre-task the task. This gives the students a clear model of what will be expected
of them. The students can take notes and spend time preparing for the
task.

The students complete a task in pairs or groups using the language

Task resources that they have as the teacher monitors and offers
encouragement.

Students then report back to the class orally or read/prepare a written

Report – feedback report on how successful they were in completing the task. The teacher
on the task may choose the order of when students will present their reports and
may give the students some quick feedback on the content.

The teacher can also highlight the language that the students used
during the report phase for analysis. The teacher selects language areas
Reactive language to practise based upon the needs of the students and what emerged
from the task and report phases. The students then do practice activities
focus – feedback to increase their confidence and make a note of useful language. This
on language may include activities such as: noticing and correcting errors,
reformulating, expanding language, rephrasing etc.

Students re-do the task in different groups. The teacher may choose to
Re-do task follow-up with another reporting stage to make the students aware of
how successful they were in completing the task the second time around.

BSC Edinburgh – Task-based learning Trainer: Iulia Lehner