Task Based Learning

(TBL)
 How to go through this workshop?
4. Do not be afraid 1. Keep an
of experimenting open-minded &
new techniques positive
and materials attitude

3. The advance on
this workshop 2. Your work
should be included will be e-mail
on your LPs proven to your
mentor
 What is TBL?
How often do we as teachers ask our students to do
something in class which they would do in everyday
life using their own language?

Probably not often enough

If we can make language in the classroom

meaningful therefore memorable, students
can process language which is being
learned or recycled more naturally.
 TBL traits
• 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
For instance, a
achieve a specific outcome. role play where
• The activity reflects real life and learners focus on students have
to act out roles
meaning, they are free to use any language they want. as company
• Playing a game, solving a problem or sharing information directors but
must come to an
or experiences, can all be considered as relevant and agreement or
authentic tasks. find the right
solution within
the given time
 TBL cycle
Pre-task:
intro to topic
& task

Feedback Task

Language
Planning
focus

Report
 TBL cycle
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.
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.

Analysis: The teacher then highlights relevant parts 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.
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.
 Week 1
1. Up to this extent, reflect on your own experience as a foreign
language student and as a teacher. Have you experienced any
TBL? If so, what was it like? Why? 150 -180 words
2. Think of a Grammar item to be delivered this forthcoming
week.
3. Do your LP; the objective of the lesson should be focused on
achieving the TBL focus. Remember to stick to the A, B, C & D
scheme we have worked on.
4. All these should be submitted by Tuesday afternoon.
Self-assessment Week 2
a. Was the objective accomplished? Why?
b. What was the response of your sts to this approach?
c. What would you change for the next time you will have to deliver this lesson?

Do a video (with your own mobile phone), expressing your opinion and feedback on the lesson in which you applied
the TBL focus. Submit it not any later than Wednesday.