2. Information
TBLL – Task based language learning
TBLT – Task based language teaching
Made popular by N.Prabhu in Bangalore,
India.
Based on J. Willis and D. Willis
3. Discuss:
What is task-based learning?
TBL could be an alternative approach to PPP
(Presentation, Practice, Production).
TBL is more learner-centred than PPP.
Students spend a considerable amout of time
communicating.
In TBL, language is not presented by the teacher.
In TBL, students are guided to notice the language.
4. What makes TBL different from PPP?
There is no focus on language at the beginning of the
lesson.
The language focus is towards the end.
http://www.youtube.com/watch?v=BJYbkDK3T-k
5. Language acquisition
According to Willis, when using the TBL framework,
students need to have:
regular exposure to the language
the opportunity to actively use the language in a
communicative manner.
Strong motivation for language learning
6. Main aims of a TBL lesson
Focus on meaning.
Use language freely.
Use language that is useful for real life
According to Willis, J. & Willis, D. (1996) Challenge and Change in Language Learning. Macmillan Heinmann
7. Adapted from: Willis, J. & Willis, D. (1996) Challenge and Change in Language Learning. Macmillan Heinmann:53
---------------------------------------PRE-TASK
Priming/preparation
Introduction to topic and task
---------------------------------------TASK CYCLE
Task PlanningReport
---------------------------------------LANGUAGE FOCUS
Analysis and practice
-----------------------------------------
8. What makes an activity into a
task?
The more confidently we can answer yes to each of these
questions the more task-like the activity.
Does the activity engage learners’ interest?
Is there a primary focus on meaning?
Is there an outcome?
Is success judged in terms of outcome? Is completion a
priority?
Does the activity relate to real world activities?
Adapted from: Willis, J. & Willis, D. (1996) Challenge and Change in Language Learning. Macmillan Heinmann
and http://www.willis-elt.co.uk/
9. Activities involving the following processes
all have the potential to be effective tasks:
listing (e.g. memory challenge games)
ordering & sorting (sequencing, ranking,
classifying
matching
comparing
problem solving
predicting
sharing personal experiences
anecdote-telling
creative writing
10. SAMPLE TBL LESSON
«Hello, I’ve just
jumped off the Empire
State Building».
Adapted from: Willis, J. & Willis, D. (2009) Doing Task-based Teaching . OUP
11. Language focus
Prepositions of place:
In New York – off the Empire State Building – to
the top floor – where he held on to the safety fence
– threw himself off – towards the hundreds of cars
– moving along Fifth Avenue – over 1,000 feet
below – on a narrow ledge on the 85th floor –
outside the offices of a television station – where
the strong wind had blown him – knocked on a
window of the offices – crawled in to safety – on
duty there – coming in through the window of the
85th floor.
Adapted from: Willis, J. & Willis, D. (2009) Doing Task-based Teaching . OUP
12. Language focus
Reflexives:
- to kill himself
- threw himself off
- found himself on a narrow ledge
- I poured myself a stiff drink
Adapted from: Willis, J. & Willis, D. (2009) Doing Task-based Teaching . OUP
13. Lesson stages
1. Priming.
2. Prediction task.
3. Task – Preparing the report.
4. Reporting.
5. Reading the real story.
6. Focus on form.
7. Evaluation.
15. Lesson stages
Learners look at the picture for a short amount of time.
The picture is removed and learners work individually to make a list of the
things they saw (in English).
Learners work in pairs to see if they remember more items.
The teacher works with the class to see if learners can remember all the items.
The teacher writes up a few sentences on the board:
There is an umbrella on the left of the apple.
The notebook is between the umbrella and the glass.
There a pencil between the keys and the mobile phone.
The umbrella is at the top on the left.
The tissues are in the middle.
Adapted from: Willis, J. & Willis, D. (2009) Doing Task-based Teaching . OUP
16. Learners are asked to say whether the sentences are true or false.
The sentences are rubbed off the board and the learners have to write some
true/false sentences about the picture. (Learners can look at the picture
again).
The picture is removed. Learners have to read out their sentences and the
other students say from memory whether the sentences are true or false.
The teacher takes notes to give feedback to learners.
For homework: a ‘fill in the gap’ exercise
write four more sentences, two true and two false.
The next day students will produce the sentences orally without looking at
their written work and their classmates have to correct the false sentences
without looking at the picture.
Adapted from: Willis, J. & Willis, D. (2009) Doing Task-based Teaching . OUP
17. Anecdote telling
Topics
First memory.
The best/worst holiday.
The time when you lost something.
The nicest present.
The biggest surprise.
The most embarassing moment.
The funniest moment.
The scariest experience.
18. True or False?
Task-based language teaching…
1
2
3
4
5
is designed to teach spoken rather than written English.
is learner centred.
rejects rote learning as a useful activity.
does not allow the use of the first language in the classroom.
does not provide learners with language input before expecting
them to engage in a communicative activity.
6 does not allow for the study of grammar.
7 does not allow drills and pattern practice.
8 requires a greater range of teaching skills and techniques than
traditional approaches.
Based on Jane Willis’s workshop given at IATEFL: The Truth about Task-Based learning: Myth and Reality
http://www.willis-elt.co.uk/
19. A speaking lesson using the TBL
framework
http://www.youtube.com/watch?feature=player_detailpage&v=QirhNeIwQ0w
20. Thank you
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www.carecampbell.blogspot.com
Contact me at:
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Caroline Campbell
