05/03/2026
Task-based learning
Objectives
• Describe and discuss the main
principles of TBL
• Analyse a TBL lesson.
• Summarize some techniques of TBL.
1
05/03/2026
True or false?
1. In TBL, the primary focus of the classroom activity is the language, and
the task is the instrument.
2. The task is an activity in which students use language to achieve a
goal.
3. “Talk in groups about your last holiday” is a task in TBL.
4. In TBL, there’s no accuracy-based activity.
5. The TBL model is: pre-task --> language focus --> task-cycle -->
feedback
6. The model for organizing a TBL lesson is the same as PPP and TTT
models.
7. During the task-cycle stage, students present their findings/ report to
the class.
8. A TBL lesson moves from accuracy to fluency like traditional lessons.
Which are tasks?
1. Work in groups. Discuss the following question.
“What do you think you can do to help people in your
community.” Present your opinions to the class
2. Imagine you are back from a volunteer trip. Work in
pairs. Take on a role and act out a conversation like
the one in 1.
3. Work in groups. Write a website advertisement for
an ecotour to Hoi An villages.
4. Work in pairs. Look at the pictures and discuss the
following questions “What are these shows? What do
you know about them?”
4
2
05/03/2026
What are tasks?
• Tasks are meaningful, and in doing them,
students need to communicate
• Tasks have a specific outcome so that the
teacher and students know whether or not
the communication has been successful.
Task-based learning
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 achieve a specific outcome. The
activity reflects real life and learners focus on
meaning, they are free to use any language they want.
6
3
05/03/2026
Task-based learning
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 achieve a specific outcome. The
activity reflects real life and learners focus on
meaning, they are free to use any language they want.
7
PPP approach vs. TTT approach vs. TBL
Presentation Practice Production
Test Teach Test
Language
Pre-task Task cycle focus &
feedback
4
05/03/2026
TBL
• Pre-task activity an introduction to topic and task
• Task cycle: Task > Planning > Report
• Language Focus and Feedback
Think about the experience
1. The teacher tells the class that they A clear purpose and
are going to complete a timetable. outcome.
2. The teacher begins by having the A pre-task activity
class help him to fill out a class
schedule. This is done through whole
class interaction in the form of teacher
question and student response.
10
5
05/03/2026
Think about the experience
3. The teacher first has the Smaller steps
students label the time
periods and then the days.
11
Think about the experience
4. The teacher asks The teacher needs to seek ways of
knowing how involved the students
the students if a
are in the process à ensure that as
particular answer is many students as possible in a mixed-
right. ability class grasp the nature of the
activity.
12
6
05/03/2026
Think about the experience
5. The teacher asks, ‘What The teacher uses whatever
language is necessary
about Saturday? Do we have
Wh-question à a yes/no
school on Saturday?’ question
13
Think about the experience
6. The students reply, The teacher supplies the
correct target form by
‘Weekend.’ The teacher
reformulating or recasting
responds, ‘Yes. Saturday is on what the students have said
the weekend. Saturday’s a
weekend day.’
14
7
05/03/2026
Think about the experience
7. The teacher talks about the The teacher provides
schedule. good models of the
target language.
8. The students then do the task in An opportunity for
interaction.
groups, following the teacher’s
instructions. They are each given
some of the information they need
to complete the task.
15
Think about the experience
9. They make errors. The The teacher should not
teacher notes them. necessarily interrupt the
students when they are focused
on meaning.
10. The students’ papers feedback on their level of
were marked for content. success in completing the task.
The need to achieve an outcome
makes students pay attention.
16
8
05/03/2026
Think about the experience
11. Students are asked to design a way more opportunity
to survey the other students about their for interaction.
favorite and least favorite subjects.
They are to figure out a way to report
their findings to the rest of the class
17
Think about the experience
12. Students report in the A public presentation
next class. encourages
13. In their reports, students Repeating the language that
they have been working on
use the language they have
shows learners what they can
been working on. and what they cannot yet do.
18
9
05/03/2026
Think about the experience
14. The teacher ‘Listen-and-do’ tasks promote
prepares a new task acquisition of new vocabulary and
based on the errors he provide a good model for
has noted. grammatical form.
19
Principles
1. What are the goals of teachers who use TBLT?
To facilitate students’ language learning by engaging
them in a variety of tasks that have a clear outcome.
20
10
05/03/2026
Principles
2 What is the role of the teacher? What is the role of
the students?
- The teacher’s role: to choose tasks, to create
pre-task and task follow-up phases, to monitors
the students’ performance, to intervene (if
necessary)
- The role of the students: is to communicate with
their peers to complete a task.
21
Principles
3 What are some characteristics of the teaching/learning
process?
- A pre-task phase : a teacher can introduce the
students to the language they will need to complete
the task.
- Students are actively engaged with the task,
- A post-task phase takes place to reinforce students’
learning or to address any problems that may have
arisen.
22
11
05/03/2026
Principles
4 What is the nature of student–teacher interaction?
What is the nature of student–student interaction?
- The teacher: the input provider during the initial phase
of the lesson, sets the task for students to perform;
pays attention during the task, makes note of language
that should be focused on, provides feedback
- Students: work closely together to help each other
accomplish the task and to problem-solve.
23
Principles
5. What areas of language are emphasized? What
language skills are emphasized?
- The meaning dimension of language is
emphasized.
- Depending on the nature of the task, any of the
four skills can be utilized.
24
12
05/03/2026
Principles
6. What is the role of the students’ native language?
There is no explicit role for the students’ native
language.
25
Principles
7. How does the teacher respond to student errors?
Error correction is done through recasts or modeling
or by giving brief grammar explanations.
26
13