MÓDULO Nº 01

DISEÑO CURRICULAR NACIONAL:

ASPECTOS ESPECÍFICOS DE INGLES
 INTRODUCCIÓN

Dear Teacher

The approach called task based learning is the logical outcome of theories of second
language learning associated with the communicative approach. is a method of
instruction in the field of language acquisition. It focuses on the use of authentic
language, and to students doing meaningful tasks using the target language; for
example, visiting the doctor, conducting an interview, or calling customer services for
help. Assessment is primarily based on task outcome (ie : the appropriate completion
of tasks) rather than simply accuracy of language forms.
Task-based learning is like an adventure--learners surprise you by coming up with all
kinds of things..." "... Exploring language in this way opens up whole new vistas...."
These were comments made by teachers at the end of a recent workshop on using a
task-based approach to language teaching.

EXPECTATIVA DE LOGRO:

Maneja sustento teóricos práctico de los componentes temáticos del Área de

Idioma Extranjero: Inglés del nivel Secundaría del VI y VII ciclo.
 “Año de la Unión Nacional Frente a la Crisis Externa”

PRONAFCAP 2009
ÍNDICE
ENTIDAD CAPACITADORA
Pág.
INSTITUTO SUPERIOR PEDAGÓGICO INTRODUCCIÓN………………………………………………… 02
Task based to learning (TBL)
PÚBLICO 1. Introduction and clarification of terms ………..03
™ clarification of term ………………………..04
“AGUSTÍN BOCANEGRA Y PRADA” 2. What is TBL?...................................................05
3. Task-Based Methodology……………………..06
4. Sequence to develop task based learning…07
• The pre-task…………………………………… 07
JEFE DE PROYECTO: • Task preparation………………………………. 07
• Task realization ……………………………….. 08
Lic. Cirilo E. GODOY HUMANÍ • Post task ………………………………………..08
5. Concrete example of a task …………………..08

COORDINADOR ACADÉMICO:

Lic. Isidro Gil CHAMANA CHIPANA

AUTORÍA DEL MÓDULO

LIC. Joshida F. Muñoz Cáceres

 TASK-BASED LEARNING (TBL) PRIMERA
SESION

I. - INTRODUCTION AND CLARIFICATION OF TERMS

This section provides the theoretical back-ground to Task-Based Language
Learning (TBLL); a framework for TBLL with explanations; factors to
consider when implementing task-based language learning; and finally, a
concrete example of a task.
It shows how adapted versions of task-based approaches to language
learning are well suited to the non-formal context of learning in the
framework of European language programmer. This method relies heavily on learners’
involvement and their world know-ledge. It places emphasis on the value of the information and
experiences which participants bring to the
language learning sessions.
As participants share their knowledge, experience
and opinions, they will also be using their existing
language, be exposed to new language and
develop a variety of strategies for improving their
language skills.
TBLL also allows the facilitator to use authentic
topic material, which is relevant to the participants’ needs and encourages the development of
skills necessary for the successful completion of real-life tasks.
1.1. Clarification of terms
Linguistic jargon is notorious for its ambiguity. Different terms mean different things to different
people. So for clarification, some of the key terms used in this publication are listed below,
together with an explanation.
™ Activity Doing something which can be seen as a step towards achieving the task; one
part of the process; work in progress.
™ Collaborative learning working together and supporting
each other to maximize learning and task outcomes. It is
the opposite of competitive learning where each learner is
trying to be better than his companions.
™ Language facilitator The person who has a native
speaker competence in the language being learnt and can
provide all the necessary linguistic input to facilitate the
activities and task achievement.
™ Learner–centred Describes an approach to classroom
methodology which puts learners’ needs and interests at
the centre of the learning programme.
 ™ Learning styles/strategies A range of ways of studying and learning, along the
spectrum from experiential to studial. (SeeSection 1.2 Roles of learners and facilitators).
™ Materials Anything which is used to form the basis of a language learning activity or
task.
™ Task The end product to a planned process; a completed piece of work.
™ Topic any subject which provides contextualized language learning.

II. - 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.
Task-based learning offers the student an opportunity to do exactly this.
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. Playing a game, solving a problem or sharing information or
experiences, can all be considered as relevant and authentic tasks. In TBL an activity in which
students are given a list of words to use cannot be considered as a genuine task. Nor can a
normal role play if it does not contain a problem-solving element or where students are not
given a goal to reach. In many role plays students simply act out their restricted role. For
instance, a role play where students have to act out roles as company directors but must come
to an agreement or find the right solution within the given time limit can be considered a genuine
task in TBL.

In the task-based lessons included below our aim is to create a need to learn and use language.
The tasks will generate their own language and create an opportunity for language acquisition
(Krashen*). If we can take the focus away from form and structures we can develop our
students’ ability to do things in English. That is not to say that there will be no attention paid to
accuracy, work on language is included in each task and feedback and language focus have
their places in the lesson plans. We feel that teachers have a responsibility to enrich their
students’ language when they see it is necessary but students should be given the opportunity
to use English in the classroom as they use their own languages in everyday life.

III. - TASK-BASED METHODOLOGY

(Adapted from Willis, Jane 1996A Framework for Task-Based Learning, Oxford: Longman)
Consider four processes.
 THE PRE-TASK

Willis suggests that the teacher (facilitator) ‘explores the

topic with the group and highlights useful words and
phrases’. For facilitators wishing to exploit materials, it is
at this stage that the chosen material will need to relate
to the task.
In preparing for the task fulfilment the facilitator will need
to consider how the chosen piece of material will be
exploited. Exploring the Topic with the group could be by
exploitation of a picture (see Section 3.2), by watching a
video clip, (see Section 4) or by looking at a text (see
Section. The material to be exploited can be:
Used for topic content as a springboard or to highlight useful words and phrases. It is up to the
facilitator to decide how much language work he/she thinks will be needed by the learners but it
is necessary to remember that the purpose of using a piece of material is as a pre-task lead-in.
e.g.:
™ Material exploitation: using a picture/text etc. to lead into the topic
™ brainstorming: making a list ; comparing ideas ; sharing experiences
™ Activating language: eliciting and providing vocabulary.

TASK PREPARATION

This has been separated from the Pre-Task phase used by Willis to
highlight the importance of preparing learners thoroughly, where
necessary rehearsing the task in order to recycle the language and
familiarize learners with the context as much as possible. If the
previous stage involved brainstorming words connected with the
topic,
This stage could involve learners in a discussion of their attitudes to it, and preparing their
arguments for a debate, or their ideas for a leaflet to Dra. Peoples’ attention to the issue.
Learners prepare own input for tasks
e.g.
™ Planning a report.
™ Practising role-play.
™ Writing a questionnaire to be administered.
™ Thinking of issues in a debate.
™ Brainstorming necessary language.
™ Activating language: eliciting and providing the necessary language.
 TASK REALISATION

The two previous stages will have been leading up to this stage by
fully preparing learners both ideologically and linguistically for the
task.This part of the task cycle will mirror as closely as possible an
authentic undertaking which participants in European youth work
will have to carry out. Whether the task is performed, displayed,
recorded, conducted as a group, or carried out in small groups the
focus will be on successful realisation of the task.
Learners produce/perform/present their tasks
e.g :
™ Producing a poster
™ Performing a role-play
™ Having a debate
™ Producing a leaflet
™ Giving a presentation

POST TASK

Post-Task options
™ Language focus
While the task is being carried out, the facilitator may wish to make notes on the language:
could any vocabulary be added? Were there any
structures that caused misunderstanding or confusion?
Were there any phrases which could have been expressed
differently ? Could any of the language have been used to
better effect e.g. made less abrupt, more persuasive etc.?
After the task has been completed, participants may wish
to look at the material again to gain a better understanding
of the language: to look at structures, difficult/unusual
vocabulary etc.
™ Feedback and evaluation
The facilitator may wish to conduct a feedback session to discuss the success of the task
and consider suggestions for improving it. Participants may wish to discuss such issues as
working together , performing in a group, reactions to the topic, amount of language input,
things they enjoyed doing, things they didn’t enjoy and so on. Evaluation of the task will provide
useful information for facilitators when planning further tasks.
™ Reflection upon task realization
• Was it useful ?
• Was it enjoyable?
™ Language reflection, possible further input
• Further exploitation of material for language
• Error correction
• Reflection by learners
™ Peer suggestions :
‘could you explain…?’ ‘could you repeat…?’

III.- CONCRETE EXAMPLE OF A TASK

Context: with a multicultural group you decide to prepare a meal and to use this activity to learn
the language.

TASK: Preparing a meal

PRE-TASK

™ What to do
Discuss:
• Possible menus/dishes
• Food likes/dislikes
• Available budget
• Available ingredients
• Available utensils
• ……
™ How to do it
Explain specialties from different countries; gather promotional material from different
stores; study special offers; examine available budget; check available ingredients,
utensils, etc; put together a menu. Important language points: vocabulary of cooking and
food, numbers, etc …

TASK PREPARATION
™ What to do
• Select the menu to be prepared
• Divide it into stages
• Find out what each person is able to do
• Decide each person’s responsibility
• Collect money
• Go shopping
™ How to do it
Express likes and dislikes ; decide who is to do what ; decide where to shop; go
shopping; make a list of things to be bought with their prices ; check receipts ; …
Important language points : making comparisons,
Negotiating, decision-making, communication activities (buying things, asking for
information, prices, etc).
 TASK REALISATION
™ What to do
• Cook the meal
• Set and decorate the table
• Resolve any disputes
• Eat and chat
• Wash up
™ How to do it
Decide where everyone is to sit ; settle any disputes ; talk about individual references,
the role of women and men, eating habits in different countries, etc ; write out menus ;
Important language points : negotiating, conversation gambits, giving commands,
requesting things, prepositions of place etc.

POST-TASK

™ What to do
• Comment on and discuss the meal and its.
• Preparation, human relationships, any
• Disputes that may have arisen
• Exchange recipes, etc
• Write a letter to a friend describing the evening, etc
• Invent a new (intercultural ?) recipe
• ................
™ How to do it
Share views, feelings and sensations ; organize a debate on different food habits
vegetarian/non-vegetarian) ; put together an international menu; write an account in the
past tense; etc …Important language points : expressing the past, expressing subtleties,
agreeing and disagreeing, etc.
FUENTES DE INFORMACIÓN

1. Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.

2. Long, M. H. 1985, "A role for instruction in second language acquisition: Task-based
language teaching." In: K.Hyltenstam & M.Pienemann (eds.), Modelling and Assessing
Second Language Acquisition. 77-99.
3. Nunan, D. 1989, Designing Tasks for the Communicative Classroom. Cambridge:
Cambridge University Press
4. Williams, J. (1995). Focus on form in communicative language teaching: Research
Findings and the classroom teacher. TESOL Journal, 4(4),12-16.
5. Willis, J. (1996). A framework for task-based learning. Harlow,U.K.: Longman Addison-
Wesley.
6. Willis, J., & Willis, D. (1996). (Eds.). Challenge and change in language teaching.
Oxford: Heinemann ELT.