1. Task-Based Approach to Language Instruction
Rebecca Martin-Fraser & Julianna Sherriff
Task-Based Approach to Language Instruction

2. Outline Overview of task-based instruction Authentic task and language
Task-based activities for EAL classrooms
Practice! Breaking down tasks

3. What is task-based instruction?
Task-based instruction focuses on creative, spontaneous language production while centering around authentic, real-world tasks to find meaningful, often collaborative, solutions.

4. Why structure activities based on this approach?
Task-based instruction:
uses authentic language
provides meaningful tasks
presents memorable scenarios
encourages collaboration
is communicative
is relevant
uses real-world language to accomplish a specific purpose in a specific situation
The CLB is task-based.
Authentic language example: what’s happening? or how’s it going? vs. how has your life been progressing recently?
Meaningful task: answering “tell me about yourself” during an interview
Memorable scenario: a miscommunication with a coworker
Our learners can access the info out of the class as they remember it from our classrooms.

5. Why do learners like task-based instruction?
use a variety of skills to accomplish tasks
have control over how they complete tasks
apply and share their experience and knowledge
communicate naturally
feel motivated and confident
build rapport
know it is relevant and authentic
Variety of skills-thinking skills
-listening & speaking skills
-working with others
Have control -isn’t one set way to complete a task
Communicate naturally -not scripted

6. What is a task?
A task is a communicative real-world use of language to accomplish a specific purpose in a specific situation.
For example:
Writing an to your manager to tell them you’re out sick today.
Making a phone call to your child’s school to let them know your child is ill today.
Making a grocery shopping list.
Objective –to effectively communicate in written English professionally and politely at work
(Goal—effective communication in the workplace)

7. How to break down a task Write a clear objective
what we want learners to accomplish through our instruction
strong, clear focus for learner success
provide a basis for assessment
Identify tasks that lead to the objective
tasks as stepping stones
multiple tasks may be required to reach an objective
Write a clear objective: in the previous slide, the task was to , the objective is to teach learners to communicate effectively in written English and the goal would be effective communication in the workplace
…accomplish through our instruction:
The instructor:
Introduces the topic and objectives/outcomes
Gives clear instructions for the task and what is expected
Encourages input
May elicit or brainstorm around the task
May model

8. How to break down a task Clarify the type of task
Language learning tasks:
Enabling tasks
focus on form and accuracy
Real world tasks
focus on meaning and are often unpredictable and spontaneous
Authentic tasks:
happen in and out of the classroom
are meaningful
communicate a message for a specific purpose
Enabling vs. real world, we’ll focus on a little more in a moment with a great visual
an enabling task: polite language forms, modals for clarification: “perhaps I didn’t understand you correctly, could you explain it to me again?”
For the previous tasks mentioned,
Writing: focus on vocabulary and phrases
Phone: listen to a phone call, read a transcript of a phone call and then practice a phone call dialogue
Fill out a form: show a simple form filling out name, address, telephone number
Grocery shopping list: provide template for a list and a grocery flyer
real-world task:
Writing: Send instructor or classmate an asking for specific information
Reading/writing: Find grocery items in a flyer and write them on your list
meaningful task: answering “tell me about yourself” during an interview

9. Task-based activities for EAL classrooms
an to your manager to tell them you’re out sick today
a phone call to your child’s school to let them know you child is ill
a grocery shopping list
Rebecca – IEEs and task
Julie – lower level phone call task

10. Let’s look at a task
Write an to your supervisor to tell them you’re out sick today.
Enabling tasks:
Levels of formality in writing
Common language functions
phrases: openings and closings
format and etiquette
Real world (classroom) task:
Go to the computer lab to type s to one another or the instructor
Informal, semi-formal, formal
Format: structure
Etiquette: when writing to a coworker vs. when writing to a supervisor, related to formality and word choices

11. Let’s look at a task (2)
Make a phone call to your child’s school to let them know your child is ill today.
Enabling tasks
Common language functions for giving clear information
Practice giving clear information using phrases
Formality and tone
Indirect vs. direct language
Real world (classroom) tasks
Learners get different information cards and have to call one another to give/receive the information on their cards.
Clarification: could you say that slower or could you elaborate on what you said about the date vs. could you say that again (repetition, not the same as clarification) getting expected results with accurate, polite, structured phrases
Practice: read a scenario and fill in the blank with an appropriate clarification phrase, categorize a list of phrases under the correct language function heading focusing on which ones can be used for clarification
Tone: sounding friendly, upward and downward intonation
Indirect vs. direct language: cultural, instead of saying “say that again” saying “could you say that again?” with appropriate intonation

12. Let’s look at a task (3)
Write a grocery list using a grocery flyer to find specials.
Enabling tasks: 1. 2. 3.
A real word (classroom) task:
Maybe we should have this blank and have attendees fill it in together since this is the task we want them to work on. They can just start from the beginning…that might give them more confidence in creating them in the future if they start from scratch? Or maybe even move this one to the end where they are working in groups – get them to brainstorm in groups, then come back together to see where they’re at in terms of enabling tasks, etc. Then let them continue to create their flyer tasks? Just throwing out ideas!
Common food items
Enabling tasks:
Practice matching pictures to written words
Determine food prices and food budget – numeracy
Skimming and scanning strategies
Real World (classroom) tasks:
Learners are given grocery list templates and grocery store flyers and have to write a grocery list: searching for specials to keep within their food budget

13. The design for a task-based lesson
Pre-task
Task
Post-task

14. Task-based lesson Pre-task Task Post-task Brainstorming Use pictures
Provide key vocabulary, phrases
Model the task by role-playing or showing a video
Pre-task
Pair work and small group work
Set time limits for completion of tasks
Let students know they will need to report
Task
Students report their experience
Students role-play task with new partner
Compare their task to native speakers doing same task
Post-task

15. Your turn!
With a partner, or small group, create a task-based lesson plan on how to write a grocery list using a grocery flyer to find specials for CLB level 2. Before beginning, read the following questions;
What will you do for a pre-task?
How will you carry out your task?
What does your post-task look like?

16. Rebecca Martin-Fraser, EAL Instructor, Labour Market Language 902. 406
Rebecca Martin-Fraser, EAL Instructor, Labour Market Language ,
Julianna Sherriff, EAL Instructor, English in the Workplace ,
Thank you! Questions?