1. Task Based Learning
In your classroom

2. Useful things to Know Four stages of language acquisition Stage
Characteristics 
Teacher Prompts 
Preproduction 
The student
Has minimal comprehension
Does not verbalize
Nods “Yes” and “No”
Draws and points  
Show me...
Circle the...
Where is...?
Who has...?
Early Production 
Has limited comprehension
Produces one- or two-word responses
Participates using key words and familiar phrases
Uses present-tense verbs
Yes/no questions
Either/or questions
One- or two-word answers
Lists
Labels

3. Stages of Language Acquisition
Speech Emergence 
The student
Has good comprehension
Can produce simple sentences
Makes grammar and pronunciation errors
Frequently misunderstands jokes
Why...?
How...?
Explain...
Phrase or short-sentence answers
Intermediate Fluency 
Has excellent comprehension
Makes few grammatical errors
What would happen if...?
Why do you think...?
Advanced Fluency 
The student has a near-native level of speech. 
Decide if...
Retell...
Source: Adapted from Krashen and Terrell (1983). 

4. Task Based Learning
Learning in which students work together to complete an item of work using English as a tool to communicate.
Provide an opportunity for students to speak to others in the class.
Sara Davila 2009

5. Stages Pre-Task Task Post Task Short language introduction or review
What students will do
Post Task
Presentation or Reflection
Sara Davila 2009

6. What TBL Allows
Combine the areas of required English practice: Speaking, listening, reading, writing
Can be designed to focus on specific areas
Utilize student strengths by allowing students to work as a group

7. Consider Classrooms have a range Address each level of learning
Consider moment of learning and where you want individual students to be in the future.

8. Cooperative Learning
Cooperative groups and pair groups maximize language production time.
Allow students to learn from each.
Provide teacher with freedom and flexibility to focus on students with greatest need.

9. Best Strategy Create Base Groups Group students in groups of four.
Don’t group students by level alone!
Rearrange desks and classroom as necessary
Use pairs within groups for mini tasks that can be shared with the whole group and then class.
Occasionally have students with other groups to practice or study.

10. Analyzing your Program
Books and Materials
Co-teachers
Language Goals
Communicative Goals
Student Interaction
Sara Davila 2009

11. Tasks You can Use
Sara Davila 2009

12. Sample Tasks Information Gaps
Have students create information personally or in teams
Rearrange the class to discuss and find the information
Sara Davila 2009

13. Information Gaps In a basic information gap
One or both students have different information
Students use language to share information
When finished students have the same information
Sara Davila 2009

14. Interview Questions from materials Students ask and answer each other
Can be designed for small group or large whole group communication
Sara Davila 2009

15. Card Games Have students make the games and the cards
Students keep the materials, part of the portfolio
Sharing materials between classes so peers can see what others are doing
Sara Davila 2009

16. Diagrams Diagrams and charts can help organize information
Bar Graphs and Line Graphs can be used with and interview to find out what students have learned
(excellent with a Jigsaw)
Venn Diagrams excellent for comparing information in different areas
Builds higher level critical thinking skills
Sara Davila 2009

17. Hole Stories/Dialogues
Using a dialogue or story from the materials
Students re-write to create missing spaces
Working in pairs, one reads, partners listen and fill in the holes
Sara Davila 2009

18. Bingo Fun for the Students Expands on learner creativity and control
Easy to create several games in a single class
Sara Davila 2009