- Task-based language teaching (TBLT) uses tasks as the core unit of planning and instruction in language teaching. It was presented as a logical development of Communicative Language Teaching. - In TBLT, the focus is on the process rather than the product. Learners learn language by interacting communicatively and purposefully while engaged in meaningful activities and tasks. - Willis proposed that tasks be sequenced according to difficulty, and recommended a task cycle including pre-task, task, planning, report, language focus, analysis, and practice stages.

5. • It refers to an approach
based on the use of tasks
as the core unit of
planning and instruction in
language teaching.
• It is presented as a logical
development of
Communicative Language
Teaching.

6. It was presented as a logical
development of Communicative
language teaching by Jane Willis and
other proponents.
two early applications of Task based
approach within a communicative
framework for language teaching were
the Malaysian Communicational
Syllabus (1975) and

7. The focus is on the process rather than the product.
Basic elements are porposeful activities and tasks that emphasizes
communication and meaning.
Learners learn language by interacting communicatively and
purposefully while engaged in activities and tasks.
Activities and tasks can be either:
A. Those that learnes might need to achieve in real life;
B. Those that have a pedagogical porpuse specific to the classroom.
Activities and task of a task-based syllabus are sequenced according
to difficulty.

13. Pre task :
Introduction to topic and task:
Teacher explores the topic with the
class, highlights useful words and
phrases, helps students understand
task instructions and prepare.
Procedure
Willis 1996 recommends the following sequences of
activities:

14. Task cycle :
Task: Students do the task, in pairs or small groups.
Teacher monitors from a distance.
Planning: Students prepare to report to the whole class(
orally or in writing) how they did the task, what they
decided or discovered.
Report: Some groups present their reports to the class,
or exchange written reports and compare results.
Procedure

15. Language focus:
Analysis: Students examine and discuss specific
features of the text or transcript of the recording.
Practice: Teacher conducts practice or new words,
phrases and patterns occurring in the data, either
during or after the analysis.
Procedure

16. References
Nunan, D. (2004) Task-based
Language Teaching. Cambridge
University Press, 2004
Skehan, Peter. A Framework for
the Implementation of Task-
Based Instruction
Richards, Jack C. - Rodgers,
Theodore S. (2001), Approaches
and Methods in Language
Teaching, Cambridge University
Press.