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Task Based Learning Handout

The document outlines the basic stages of a grammar-focused activity using a Task-Based Learning Framework. It involves: 1) An introduction where the teacher explores the topic and helps students understand the task. 2) A task cycle where students complete the task in groups or pairs while the teacher monitors. They then plan and report their results. 3) A language focus where students analyze specific grammar features from the task and the teacher provides practice of new vocabulary and structures. The document also lists things for teachers to avoid such as starting with isolated grammar explanations or sentences without context.

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Colin Young
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98 views

Task Based Learning Handout

The document outlines the basic stages of a grammar-focused activity using a Task-Based Learning Framework. It involves: 1) An introduction where the teacher explores the topic and helps students understand the task. 2) A task cycle where students complete the task in groups or pairs while the teacher monitors. They then plan and report their results. 3) A language focus where students analyze specific grammar features from the task and the teacher provides practice of new vocabulary and structures. The document also lists things for teachers to avoid such as starting with isolated grammar explanations or sentences without context.

Uploaded by

Colin Young
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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The basic stages of a grammar focused activity (Task Based Learning Framework)

Within the framework of a TBL model, a typical lesson might look like this:
Introduction to the topic and task:
Pre-Task
Teacher explores the topic with the class, hi-lights useful words and phrases, helps
students understand task instructions and prepare. Students may hear a recording
of others doing a similar task.

Task Cycle Task:


Students do the task. In pairs or small groups. Teacher monitors from a distance.

Planning:
Students prepare to report to the whole class (orally or in writing) how they did the
task, what they decided or discovered.

Report:
Some groups present their reports to the class, or exchange written reports, and
compare results.

(At the end of this process, students may now hear a recording of others doing a
similar task and compare how they all did it.)

Language Focus Analysis:


Students examine and discuss specific features of the text or transcript of the
recording.
Practice:
Teacher conducts practice of new words, phrases and patterns occurring in the
data, either during or after the analysis.

4. Things to avoid!
The approaches outlined above suggest that there are certain things which the teacher should avoid
doing:
 Do not start the lesson with, “Today we are going to do the present perfect continuous. Who knows
how to make this tense?”
 Do not put a random sentence on the board and say, “Does anyone know the tense / form ?”
 Never assume that because the students can quote the rules or names of grammatical points to you that
this means they can use it appropriately.
 Remember that the grammar point will need to be revisited and checked from time to time.
 If you are introducing a new grammar point, do so within the context of already received language.
Make sure that the vocabulary and non-target grammar points are known to the students so that the focus
of the lesson does not become lost.

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