LESSON PLANNING:​

The TBL
Paradigm
 Presented by:

Ali Lhafdaoui
Lamiae Chahid

Omaima Saidi Amal Hadioui

Salma Bouhout Fouzia Zorgane

 Table of Content:​

01 02 03 04 05 06
Introduction Key Features Structure of Benefits of Challenges Practical
to Task-Based of TBL: Discuss a TBL Lesson TBL: Highlight and Solutions Application:
Learning (TBL): the core Plan: Outline advantages in TBL: Discuss Sample
Define Task- principles, the Pre-Task, such as common Lesson Plan:
Based Learning focusing on Task Cycle, and fluency difficulties and Present a
and explain its tasks and their Post-Task development suggest specific TBL
significance in alignment with stages. and critical strategies for lesson plan with
language real-world thinking. addressing detailed
teaching. communication. them. activities for
each stage.
 Understanding Task-Based Learning (TBL)​

Definition of TBL​

 A learner-centred approach to language teaching

focused on using real-world tasks to facilitate
learning.​

 Emphasizes meaningful communication over

memorization or form-focused instruction.​

 Tasks are defined as activities with a clear outcome,

where learners use language to achieve specific goals.​
 Significance of TBL in Language Teaching​

 Promotes active learning by engaging learners in problem-

solving and collaboration.​

 Builds learners’ confidence by providing opportunities for real-

world language use.​

 Encourages development of all four skills (listening, speaking,

reading, and writing) in an integrated manner.​

 Shifts focus from teacher-centred to learner-centred education,

fostering independence.​
 Key Features of
TBL ​

• Principles of TBL

• Tasks and real world communication​

 principles of TBL
 1. Focus on Meaning:​

 Emphasizes communication, not just

rules. ​
​
 Focus on expressing ideas naturally. ​

​Example: Planning a trip where learners

decide locations and activities.​
 2. Goal-Oriented and Outcome-Focused: ​
​
Tasks have a clear purpose and result.​

 Language is practiced naturally during the

task.​

 Example: Preparing a group presentation

about organizing an event.​
 3.Real-World Relevance: ​

 Tasks mimic real-life situations.​

 Builds confidence for real-world use.​

 Example: Role-playing booking a

hotel or asking for directions.​
tasks and real world communication​
 1. Connection to Real-Life Situations:​

• Tasks simulate everyday scenarios.​

• Encourages natural use of language.​

• Example: Planning a picnic, discussing
food, and assigning roles.​
 2. Encourages Collaboration and
Problem-Solving: ​
• Students work in groups to complete
tasks.​

• Promotes fluency and teamwork.​

• Example: Solving a travel issue as a team,

such as rebooking a canceled flight.​
​
 Procedure
A Task-Based Learning (TBL) lesson plan is designed to
encourage active learning and practical application of
language skills. Here’s a structured outline for a TBL
lesson plan.
 THE PRE-TASK
The pre-task phase is the first phase of the task which serves
as an introductory, and exploratory stage where learners are
exposed to the language in an involving and stimulating way.
(Willis, 1996)

This phase is composed of six steps:

 advanced preparation
 introducing the topic
 identifying topic language
 pre-task language activities
 giving task instruction
 allowing preparation time
 THE TASK CYCLE: offers learners the chance to use whatever language
they already know in order to carry out the task, and then to improve
the language, under teacher guidance, while planning their reports of
the task. The Task Cycle consists of three sub-stages

REPORT TASK Task: Students perform the task in

THE TASK CYCLE pairs or small groups. Ensure the
task is meaningful and requires
PLANNING interaction. Provide clear
instructions and any necessary
materials.
 REPORT TASK
THE TASK CYCLE

PLANNING

Planning: After completing the task, students

plan how they will present their findings or
outcomes. They can rehearse their
presentations and organize their thoughts.
 REPORT TASK
Report: Students THE TASK CYCLE
present their results to
the class. Encourage PLANNING

them to use the target

language and offer
feedback on their
performance.
The Post-Task phase in the framework, language focus,
allows a closer study of some of the structures or THE POST TASK
specific features occurring in the language used during
the task cycle.
Analysis
The teacher highlights relevant parts from the text of the recording for the
students to analyze. 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 practice 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.
 Benefits of Task based learning ​
(TBl)​Key advantages For language teaching ​
Exploring
1.Integration of Form and Meaningful Communication​

TBL combines grammar and vocabulary with authentic communication, allowing learners to
practice language structures within meaningful contexts.​

TBL ensures learners don’t just focus on the form (grammar and vocabulary) in isolation but
also use these forms to express meaningful content.​This integration helps learners
understand how language rules function in communication, not just on paper.​
Example: While discussing plans for a weekend event, learners may practice future tense
structures to talk about their schedules.​

Learners internalize grammar and vocabulary through authentic tasks.​

They apply language rules while focusing on meaning and communication, which leads to
more effective retention and usage.
2.Fluency Development​

TBL enhances fluency by immersing learners in meaningful communication rather than

focusing solely on correctness.​

Through activities like role-plays, interviews, and debates, learners practice speaking without
the fear of making mistakes.​

Fluency is developed by encouraging learners to prioritize message delivery over grammatical

accuracy during tasks.​

Example: Planning a weekend getaway in a group helps learners focus on expressing ideas in
real-time.​

Builds learners’ confidence to communicate in real-life scenarios.​

Strengthens the ability to express ideas clearly and effectively.​

3. Critical Thinking and Problem-Solving​

TBL involves learners in tasks that require analysis, decision-making, and creativity,
fostering cognitive development alongside language skills.​

Tasks like solving mysteries or organizing events challenge learners to think critically.​

These tasks engage higher-order thinking skills, such as analyzing options, prioritizing
actions, and predicting outcomes, while using the target language.​

Example: A task where learners plan a charity event requires them to allocate budgets,
delegate roles, and anticipate challenges.​

Encourages learners to become independent thinkers.​

Prepares learners to use language for problem-solving in real-life situations.

​
4. Vocabulary Acquisition in Context​

TBL ensures vocabulary is learned actively and applied in meaningful contexts,

improving retention and usage.​

Pre-task activities like brainstorming or mind mapping introduce key vocabulary

related to the task.​

During the task, learners encounter and use new words in context, which reinforces
their understanding.​

Example: Before a task on booking a hotel, learners brainstorm terms like

"reservation," "check-in," and "availability," and use them during role-plays.​
Impact:​
Helps learners connect words to practical situations, enhancing retention.​
Encourages collaborative learning as learners share vocabulary during group work.
5. Collaboration and Social Skills​

Group tasks in TBL foster teamwork, negotiation, and interpersonal communication

skills.​

Learners work together to achieve shared goals, promoting collaboration and mutual
support.​

Tasks like designing an itinerary or creating a class presentation require learners to assign
roles, resolve conflicts, and reach consensus in the target language.​

Example: In a task to plan a group picnic, learners discuss location, activities, and budgets,
practicing language while collaborating.​

Builds learners’ ability to work effectively with others.​

Develops soft skills such as active listening, negotiation, and compromise.​

6. Encourages autonomous learning ​

TBL encourages learners to take responsibility for their own learning. Since
tasks are designed to be student-centered, learners are given more
freedom to explore, interact, and use language independently. This
autonomy fosters greater self-confidence and motivation, as students
learn to manage their own learning process. By taking ownership of their
learning, students also develop lifelong skills that will help them continue
learning outside the classroom.​

Littlewood ,2004​
 Difficulties and Strategies
1.Classroom Management: Tasks often involve group work, which
can lead to noise and off-task behavior. Group work can indeed foster a
dynamic and interactive learning environment, but it also comes with
challenges such as increased noise levels and the risk of students getting
off-task.
 Strategies:
 Establish clear rules and routines for group work.
 Assign roles within groups to ensure everyone is participating.
 Monitor and support groups actively to keep them on track.
 2.Time management: is a crucial aspect of classroom
instruction. When tasks take longer than planned, it can lead to
disruptions in the lesson schedule and impact overall learning
outcomes. Here's an explanation of why this happens and some
strategies to address it
 Strategies:
• Break Down Tasks: Divide tasks into smaller, manageable
segments with specific time limits for each part. This helps keep
students focused and ensures tasks are completed within the
allotted time.
• Use Timers and Signals: Use timers or visual signals to indicate
how much time is left for a task. This helps students stay aware of
time constraints and work more efficiently.
 3.Resource Availability : A common challenge in educational
settings is the lack of authentic materials and resources for tasks.
Authentic materials are real-world items and documents that are not
specifically designed for instructional purposes but are used in the
context of learning to make tasks more engaging and relevant.
- Limited Access
- Time Constraints
- Relevance and Appropriateness
- Digital Divide
 Strategies
-Create Your Own Materials:
-Collaborate with the Community
-Share and Exchange Resources
 4.Assessment: Evaluating performance on tasks, especially in educational
settings, can indeed be subjective. This means that the assessment of a student's
work might vary depending on who is doing the evaluating and their criteria. Here
are some reasons why this happens and some strategies to make assessments more
objective:
- Personal Bias: Assessors might have unconscious biases that affect their judgment,
such as favoritism towards certain students or preferences for specific types of
responses.
- Lack of Clear Criteria: Without well-defined criteria or rubrics, different assessors
might focus on different aspects of the task, leading to inconsistent evaluations.
- Variability in Interpretation: Even with clear criteria, assessors might interpret the
standards differently, resulting in varied assessments.
- Complexity of Tasks: Tasks that involve creativity, critical thinking, or problem-
solving can be particularly challenging to assess objectively because they allow for
multiple correct approaches and solutions .
 strategies
- Develop Clear Rubrics: Create detailed rubrics that outline specific criteria and
performance levels for each aspect of the task. This provides a consistent framework for
evaluation.
- Use Standardized Checklists: Standardized checklists help ensure that all assessors are
looking for the same key elements in a student's performance.
- Training for Assessors: Provide training for teachers or other assessors to ensure they
understand and apply the assessment criteria consistently.
- Multiple Assessors: Use multiple assessors to evaluate each task and average their
scores to reduce the impact of individual bias.
- Peer and Self-Assessment: Incorporate peer and self-assessment to provide additional
perspectives and help students develop a better understanding of the criteria.
- Focus on Process and Product: Assess both the process (how the student approached
the task) and the product (the final outcome) to get a more comprehensive view of their
performance.
- Regular Feedback: Provide regular, constructive feedback to help students understand
their strengths and areas for improvement.
Differentiation: Catering to different proficiency levels within the same task. Differentiation is the practice of
tailoring instruction to meet the diverse needs of students within the same classroom. This approach is particularly
important when tasks involve students with varying proficiency levels.

 STRATEGIES
-Flexible Grouping:
Group students based on their current proficiency for certain tasks and change groups as needed.
This allows students to work with peers at a similar level or with diverse groups to learn from each other.
-Choice Boards:
Offer a selection of task options, allowing students to choose activities that match their interests and readiness.
This promotes student autonomy and engagement while addressing diverse proficiency levels.
-Scaffolding:
Provide temporary support structures to help students complete tasks they might not be able to do independently.
Gradually remove the support as students become more confident and capable.
- Assessments and Feedback:
Use formative assessments to monitor student progress and adjust instruction as needed.
Provide timely and specific feedback to help students understand their strengths and areas for improvement.
 Practical application
Sample lesson plan