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Using real-world tasks in

language immersions

Daniela Ferreira

Fabiane Aguiar

Main Pedagogic Fundaments of TBLTTask Based Learning and Teaching focuses on the use of authentic

language and on asking students to do meaningful tasks using the

target language. It is based on the belief that students may learn more

effectively when their minds are focused on the task, rather than on the

language they are using.

In a task-based lesson the teacher doesn't pre-determine what

language will be studied, the lesson is based around the completion of

a central task and the language studied is determined by what

happens as the students complete it.

TBLT provides learners with natural exposure (input), chances to use

language (without fear of getting things wrong) to express what they

want to mean (output), to focus on improving their own language as

they proceed from Task to Report stage, and to analyse and practise

forms.

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The Advantages of TBLT Students are free of language control. In all three stages they must

use all their language resources rather than just practicing one pre-

selected item;

A natural context is developed from the students' experiences with

the language that is personalized and relevant to them;

They will be exposed to a whole range of lexical phrases,

collocations and patterns as well as language forms and the language

explored arises from the students' needs. This need dictates what will

be covered in the lesson rather than a decision made by the teacher or

the coursebook;

It is a strong communicative approach where students spend a lot of

time communicating;

It is enjoyable and motivating.

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Types of Tasks

Listing

Ordering & Sorting

Matching

Comparing

Problem solving

Sharing personal experiences

Projects and creative tasks

suggested by Janes Willis on www.willis-elt.co.uk/conferences.html

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The TBLT Process

Pre-task - Introduction and task.

Task cycle - Task planning and report.

Language focus - Analysis and practice.

1, 2, 3, 4, 5, 6 Steps

Pre Task

The teacher introduces the topic and gives the students

clear instructions on what they will have to do at the task

stage and might help the students to recall some language

that may be useful for the task. The pre-task stage can

also often include playing a recording of people doing the

task. This gives the students a clear model of what will be

expected of them. The students can take notes and spend

time preparing for the task.

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1, 2, 3, 4, 5, 6 Steps

Task

The students complete a task in pairs or groups

using the language resources that they have as

the teacher monitors and offers encouragement.

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1, 2, 3, 4, 5, 6 Steps

Planning

Students prepare a short oral or written report to tell the

class what happened during their task. They then practice

what they are going to say in their groups. Meanwhile the

teacher is available for the students to ask for advice to

clear up any language questions they may have.

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1, 2, 3, 4, 5, 6 Steps

Report

Students then report back to the class orally or read the

written report. The teacher chooses the order of when

students will present their reports and may give the

students some quick feedback on the content. At this stage

the teacher may also play a recording of others doing the

same task for the students to compare.

.

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1, 2, 3, 4, 5, 6 Steps

Analysis

The teacher then 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.

.

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1, 2, 3, 4, 5, 6 Steps

Practice

Finally, the teacher selects language areas to practise

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.

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Why TBLT?

Grammar is far too complex and extensive to explain and practice

bit by bit;

Learners often avoid speaking because they are worried about

getting their grammar right;

Tasks give learners the chance to focus on using language to create

their own meanings – using words and expressions they can recall,

and then refine and build on that language as the task cycle

progresses;

When they find they can achieve the task goals, even with their

limited English, they gain confidence, feel liberated, their motivation

increases, they learn more and become better communicators.

Sample Program for a Day Immersion

Target Public: Executive Secretaries

Level: Elementary

8:00 – 9:00: Welcoming Breakfast

9:00 – 10:30: Activity 1 (Organize your boss’s schedule

for the day) + Task 1 (Arrange a meeting over the phone)

10:30 – 10:45: Coffee Break + Oral Game

Sample Program for a Day Immersion

10:45 – 12:00: Activity 2 (Putting random emails in the

correct order)

12:00 – 14:00: Lunch

14:00 – 15:00: Listening Activity (Travel Arrangements) +

Task 2 (Booking a hotel room)

15:00 – 15:15: Coffee Break + Oral Game

15:15 – 16:45: Activity 3 (CV Preparation) + Task 3 (Job

Interview)

16:45 – 17:00: Feedback

Guidelines

Activity 1: Organize your boss’s schedule for the day

1. Students will be provided with a sample schedule

(PRESENTATION)

STEP 1: Needs Analysis

Guidelines

2. They will use sentences to talk about the activities and

appointments in the schedule (PRACTICE).

Ex: He has a welcome dinner

in the evening. He doesn’t

have anything on Day 4 in the

evening.

Guidelines

3. They will have to organize their bosses’ schedule for

the day (PRODUCTION).

Thursday,

July 15th

09:00 am

10:00 am

11:00 am

12:00 am

01:00 pm

02:00 pm

03:00 pm

Your boss usually arrives at the

office at 9 am. Today, he travels to

São Paulo. He leaves to the airport

at around 4 pm. Before that, he has

to meet with a client, participate in

a conference call with the head

office, have lunch with some

visitors, finish a report, attend a

presentation at the company, and

do some shopping.

Guidelines

Task 1: Arrange a meeting over the phone

Now that students have received some input and

practiced some aspects of the language with the

teacher guidance, they will perform a task. In pairs,

students will negotiate over the phone so they can

arrange a meeting, based on the spots they still have

left in their bosses’ schedule.

Conclusion

A day immersion program is a great opportunity for ESL

students to get an extensive language training, using

the language as a tool of communication, and not only

an object of study.

Real-world tasks promote this communication in an

interactive and genuine way, making the use of

language meaningful and authentic.

Hands on!

Profile 1: A group of 8 lawyers, aged 26 to

35 years old. Level: Pre-Intermediate.

Profile 2: A group of 6 engineers and 4

accountants. Level: Upper Intermediate.

Profile 3: A group of 5 flight attendants.

Level: Elementary.

References

A Task-Based Approach.

http://www.teachingenglish.org.uk/think/articles/a-task-based-approach

Willis-ELT.

http://www.willis-elt.co.uk/

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