2. • “A task is a piece of classroom work that involves
learners in comprehending, manipulating, producing or
interacting in the target language while their attention is
focused on mobilizing their grammatical knowledge in
order to express meaning, and in which the intention is
to convey meaning rather than to manipulate form.
(Nunan)
• A task is any activity that reflects real life and in which
learners focus on meaning.

3. • Activities where the target language is used by the
learner for a communicative purpose (goal) in order to
achieve an outcome(Willis)
• „Task‟ is therefore assumed to refer to a range of work
plans which have the overall purposes of facilitating
language learning – from the simple and brief exercise
type, to more complex and lengthy activities such as
group problem-solving or simulations and decision-
making. (Breen, 1987, p. 23)

4. 1. Arousing students‟ interest
2. Doing things
3. Communicating ideas
4. Conveying information
5. Solving problems
6. Working in context
7. Involving more than one language knowledge or skill
8. Analyzing, discussing, negotiating
9. Working in pairs or groups
10. Allowing different end-products

5. • Aims to provide learners with a natural context for
language use.
• Approach to language teaching that is based on the
belief that learners will be more successful and more
effective in learning forms and focus when it
focuses on the task instead on actual language
learning.
• Based on communicative task– real life, real
experiences

6. • 1. An emphasis on learning to communicate through interaction in
the target language.
• 2. The introduction of authentic texts (teaching materials) into the
learning situation.
• 3. The provision of opportunities for learners to focus not only on
language, but also on the learning process itself.
• 4. An enhancement of the learner‟s own personal experiences as
important contributing elements to classroom learning.
• 5. An attempt to link classroom language learning with language
activation outside the classroom.

7. “The central purpose we are connected with is
language learning, and task present this in
the form of a problem-solving negotiation
between knowledge that the learner holds
and new knowledge.”

8. Pre-Task :
1. The teacher sets the task
2. The teacher defines the aim of the task
3. The teacher provides necessary information about
the task
4. The teacher provides or reminds students of
necessary language (vocabulary and/or grammar)
5. The teacher allows students time to prepare for the
execution of the task

9. During task/Task Cycle:
1. Students fulfill the task by conscientiously making use of
their language knowledge and skills, the information in their
command and their creative ability.
2. Students bring to best play their independent working
ability and group cooperation.
3. Students make use of various resources, such as websites,
libraries, newspapers, as well as human resources.
4. Students prepare for their report back.
5. Students report back orally and/or in writing.

10. Post Task/Language Focus:
1. Students make their own evaluation of their work
2. Classmates appraise the performance, pointing out
achievements and shortcomings
3. Teacher gives all-round appraisal of the work, from point
of view of both task fulfillment and language use.
4. Teacher and students together set follow-up work to
consolidate what has been learnt and to make up for what
has not been achieved.

11. Task Type Examples of Task Types
Learning Brainstorming, Fact Finding
Ordering and Sorting Sequencing, Ranking, Categorizing,
Classifying
Comparing Matching, Finding similarities,
Finding differences
Problem Solving Analyzing real or hypothetical
situations, reasoning, decision making
Sharing personal experiences Narrating, Describing, Exploring and
explaining attitudes, opinions,
reactions
Creative Tasks Brainstorming, Fact Finding,
Ordering, Sorting

12. Advantages of TBL:
• 1. Task based learning is useful for moving the focus of
the learning process from the teacher to the student.
• 2. It gives the student a different way of understanding
language as a tool instead of as a specific goal.
• 3. It can bring teaching from abstract knowledge to real
world application.
• 4. A Task is helpful in meeting the immediate needs of
the learners and provides a framework for creating
classes, interesting and able to address to the students
needs.

13. 1. The designer of the tasks
2. The initiator of the tasks
3. The participant in the tasks
4. The negotiator in the tasks
5. The appraiser of the fulfillment of the tasks

14. • Group Participant
• Monitor– class activities have to be designed
so that students have the opportunity to
notice how language is used in
communication