Task-based Teaching Made Easy

Introduction

Welcome to the LYE TBLT Made Easy by Learn YOUR English - a foundational guide on
Task-based Language Teaching. We’re excited to walk you through the benefits of TBLT
and some ready-to-teach lesson ideas.

Before we dive too far in, let us introduce ourselves. We are Leo, Mike, and Andrew and
we’re the founders of Learn YOUR English. At LYE, we help teachers to turn their
teaching into a sustainable business. We’ve helped hundreds of teachers overcome the
transition from textbook teaching to a more holistic, humanistic, and engaging form of
teaching through TBLT and Dogme.

Are you a part of our TSN community? It’s our free group for teacherpreneurs
moving away from coursebooks and precarity and towards designing their
own course and sustainable business growth.

If that’s you, click here to join for free and grow with others on the same
trajectory as you.
Welcome to TBLT Made Easy

The best part about this? You won’t need to spend hours lesson planning. But you will
need to spend some time thinking about how to best adapt our ideas to suit your
teaching context.

In this first section, we will explore the following topics:

1. An overview of tasks
2. Defining Tasks
3. The criteria of quality tasks
4. Evaluating tasks

However, before we begin, here’s what you should do first:

Block off time in your calendar. We’ll be giving you the process and the tasks, but you
need to dedicate the time. We recommend allotting a 60-minute block today and
tomorrow to onboard the concepts. Then, allocate 5-10 minutes each day as we
advance to consider tasks your students would benefit from. Mark it on your calendar
right now. This way, other distractions won’t interfere with your progress and you’ll
commit to your transformation. More practically, other things that come up won’t
interfere.

What you can expect from TBLT Made Easy:

Part 1: TBLT Overview

Part 2: Task Cycle Overview
Part 3: The six task types

● Task type 1: Listing tasks (pg 16)

● Task type 2: Ordering & sorting tasks (pg 22)
● Task type 3: Comparing tasks (pg 29)
● Task type 4: Problem solving tasks (pg 36)
● Task type 5: Sharing a personal experience task (pg 43)
● Task type 6: Creative tasks (pg 50)
How to use TBLT Made Easy
While there's no one way, here's how we recommend taking advantage of the tasks in
this guide:

● Download the reflective journal and keep tabs on when and how you
implemented each task type.
● Use this to make changes for the next time.
● Tweak each task type a few times per month to see improvements.
● Create a few of your own personal experience tasks using the provided
template and try it out in your class.
● Remember: using the framework doesn't guarantee success the first time;
through reflection and repetition you'll see growth.

We recommend focusing on one task for 30 days. Ultimately, however, use this guide
as you see fit.

The sequence for each task type:

Each of the six task types follows the same procedure throughout this guide, which is
as follows:

Step 1: Task type description

Step 2: Additional language acquistion theory about that task type
Step 3: Model task to analyze and use, including completed task cycle steps
Step 4: Customizable tasks to be curated by you to cement your learning, including
suggestions for task cycle steps
Step 5: Opportunity for reflection on your implementation of the task type

We hope you enjoy this guide! Welcome again to TBLT Made Easy. If you have any
questions, shoot us a message in our TSN community or on Instagram.

Now, let’s dive into Part 1.

_____________________________________________________________

Part 1: TBLT Overview:

Now that you know a little bit about us, let’s dive into TBLT.
 1. Are all classroom activities considered valid tasks?

I know what you’re thinking, “Hey guys, I already use lots of tasks in my class.
Sometimes, I use five tasks in a single 1-hour class.” But, are all tasks created equally?
If we look at most standard coursebook activities, we might come to the realization that
while there are tasks of some sort, they may not fulfill the criteria of a task.

Since one of the primary goals of TBLT is to help students be prepared to use language
in the real world, we need to ask not whether an activity is a task, but ‘how task-like
it is’.

For example, an activity that requires students to use problem-solving skills would
qualify as a task, but a grammar-based gap fill would not.

So, we can determine how task-like a given activity is by asking the following questions.
The more confidently we can answer yes to each of these questions the more task-like
the activity.

2. What is the definition of a task?

Having a clear conceptualization of what a task is will give you a solid base to build off
for years to come. And, any good foundation isn’t made up of shiny, trendy objects;
rather, it consists of tried and tested practices and procedures. So let’s continue to
refine our understandings of tasks.

With that said, let’s get started with a look at how we define tasks in TBLT.

In TBLT, we use tasks to engage learners in the kind of cognitive processes that arise
outside of the classroom.

According to Ellis (2003), tasks “involve the learner in attention to meaning and form in
the context of using the L2 to achieve a communicative purpose. It is these processes,
not the communicative acts themselves, that create the conditions for acquisition to
take place. Thus, it is not necessary to demonstrate that task-based communication is
‘natural’, ‘authentic’, or ‘conversational’, only that it involves the cognitive processes that
will promote acquisition.” (p. 336)
According to Long (1985), there are two types of tasks: (1) target tasks and (2)
pedagogical tasks. ‘Target tasks’ focus on language outside and include activities we
perform in daily life. Some examples of target tasks include booking a table at a
restaurant, sorting information, or navigating oneself around town. ‘Pedagogical tasks’
are tasks which are completed as one processes language. Some common pedagogical
tasks found in language classrooms include listening to a classmate to find the location
of certain buildings on a piece of paper, performing actions based on instructions, or
sorting information based on a set of criteria. As language teachers, it is important to
recognize that as we move tasks into the classroom, they often become more
pedagogical in nature. Nonetheless, focusing on the processes and completion of the
task remain paramount over the explicit teaching and practicing of individual grammar
points.

So, what does this mean for our teaching?

Well, In TBLT, success should be determined by the students’ ability to complete the
task, not their ability to use a particular language form. For example, students might be
asked to create a script of a traveller successfully booking a hotel room. However, they
would not be asked to do so using a predetermined list of grammar points or
vocabulary. Instead, they would use whatever language they have at their disposal to
complete the task. While they perform the task, the teacher monitors. Any linguistic
challenges or gaps in the students’ knowledge are noted and treated as opportunities to
highlight and support students with emerging languages. In this sense, TBLT puts task
completion at the fore and addresses and takes a responsive, not prescriptive approach,
to the teaching of language. This focus on task completion over the focus on forms
(e.g. using past tense or the present continuous) is what separates TBLT “tasks” from
more conventional approaches to language teaching.

Right now, you might be asking yourself, “So how do you know if your idea for a task
makes the cut?” In the next section, we will explore some criteria together.

3. What are the criteria of a task?

Overall, to be considered suitable for TBLT, a task must contain all of the following
characteristics:
 A process with clear (non-linguistic) goal(s)

A series of steps

Requires cognitive and communicative processes

A defined outcome

Success is measured in terms of task completion

In addition, Willis and Willis (2007) offer the following criteria in the form of questions.

1. Will the activity engage learners' interest?

2. Is there a primary focus on meaning?
3. Is there a goal or an outcome?
4. Is success judged in terms of outcome?
5. Is completion a priority?
6. Does the activity relate to real-world activities?'
(pp. 12-14)

According to Willis & Willis, these criteria do not constitute “a watertight definition of
what constitutes a task, but they will provide us with guidelines for the design of
activities that are task-like in that they involve real language use.”

4. How do we identify and evaluate if an activity is a task?

So, let’s put what we’ve learned into practice. Read the following task descriptions, and
decide if they meet all the criteria presented by Willis and Willis. If they do, they can be
considered a task.
1. Write five sentences describing this picture. (Example)

1. Engagement: No.
Students might begin enthusiastically, but that will likely taper off because this
image not connected to their lives.
2. Primary Focus on Meaning: Kind of.
The students are not limited to a specific grammar point, but they are merely
saying what they see. Unfortunately, the students are not being pushed to
deliver a message, so there is no struggle to interact or need to negotiate
meaning.
3. Specific Goal or Outcome: Kind of.
There is a set number of sentences but the reason for writing those sentences
might be unclear. In other words, the activity might seem pointless.
4. Completion a priority: No.
There are no instructions about how the sentences will be used, so there is no
real need for them to write the sentences other than to show that they are
obedient students who follow instructions.
5. Real World: No.
6. Other than your therapist, when was the last time someone asked you to provide
a list of sentences describing what you see in a photo?

Verdict: Not a task

It’s your turn. Put a check (✔) or a cross (⤫) over the number if the task does or does
not meet each criterion.

1. Write three questions to ask your partner about their weekend (use the
Past Simple tense). Then ask your classmates.
 1 2 3 4 5 6

2. Do a role play about planning a vacation with friends. One student is the
customer, the other the travel agent.
1 2 3 4 5 6

3. Tell your partner about the members of your family. Then, draw your
partner’s family tree and then check with your partner to see if it’s correct.

1 2 3 4 5 6

4. With a partner, decide the most important qualities for a leader then rank
them in order of importance.
1 2 3 4 5 6

5. Ask four students for their names, email addresses, and phone numbers.
Write them down, and then check you have written them correctly.

1 2 3 4 5 6

_____________________________________________________________

Part 2: Task cycle overview

1. Introduction to the Task Cycle

What makes TBLT lessons so effective is that they have the following qualities.

● They are student-centred.

● They prioritize meaning.
● They focus on fluency first.
● They highlight emerging grammar/language.
● They use tasks that are social and physical.
However, to use TBLT effectively without spending countless hours prepping, you need
a system. In TBLT, there is a useful process teachers can follow called the “Task
Cycle”.

The “Task Cycle” is a systematic approach you can apply to a variety of tasks without
burdening yourself with tons of prep. It’s a simple cycle that contains three main
stages:

1. Pre-task (preparing for the task)

2. The task cycle (doing the task)
3. Focus on Form (FoF) and Task Repetition (working with emergent language)

Each one of the stages includes sub-stages or aspects of instruction for teachers to
focus on. Click here to download a printout of the task cycle.

In TBLT Made Easy, we’ll work through models of tasks using the task cycle. We’ll
also give you additional tasks and task cycle templates you can download,
personalize, and use with your students. Over the coming months, you will begin to feel
more confident applying the task cycle to tasks in your own teaching context.

To get you ready for the upcoming templates, let’s kick things off by looking at how we
can apply the task cycle to three different types of tasks.

2. Applying the Task Cycle: Task Cycle Downloadables

Here, we will explore the following types of tasks:

● Listing (brainstorming & fact-finding)

● Ordering & Sorting
● Comparing
● Problem Solving
● Sharing a Personal Experience
● Creative Tasks

Below, we will describe their unique features, relation to additional language

acquisition, and overall instructional aims.
Let’s begin with a brief look at how we can apply the task cycle template to the
following sample tasks. We recommend you try adapting and using these templates
over the next month(s).

Example 1
This first example is a task cycle template for a Comparing and Matching task.

Description
In this task, the students look at an apartment listing and decide what type of person
would make the best tenant. Teachers can project or print authentic listings from local
papers and websites or modify and print listings depending on the level of the class.
Students can work together to create a few tenant profiles using images of regular
people or celebrities that everyone knows.

Emergent Language
Some language points that will likely emerge from Task 1 include:
- adjectives (eg. describing people and lifestyles)
- simple present and describing routines and habits
- past tense and used to + verb in order to describe life experiences
- signposts for offering opinions (e.g. I agree, I disagree, As far as I am concerned,
from my
perspective)
- Compound sentences and coordinating conjunctions showing addition and contrast
(e.g. Lisa is a morning person, but Peter isn’t)
- emphasized auxiliary verbs and other expressions to show addition (e.g. He wants a
quiet roommate, and so does Jane. /He’s vegan, and she is too.)

Task Repetition
Once the language has been addressed, students repeat the speed dating task, but this
time they have to identify bad matches.

The Task Cycle

1 Pre-Task (Introduction to topic and tasks)

Pre-Task - Introduction to topic and tasks
● T explores the topic with the class by asking Ss to list information commonly found in
apartment listings.
● T highlights useful words and phrases such as an ensuite, a fixer-upper, quaint, looking to
downsize, etc.
● Ss are given instructions and told what they will need to do.
● T provides some examples or models of apartment/residential listings (e.g. showing
online listings or selected print-outs).

2 Task Cycle

I. Do the Task II. Plan the III. Report the

Report information

● Ss do the task in pairs or ● Ss prepare to report ● Ss exchange or present

small groups by their choices. They their matches to the
exploring apartment confirm their class orally.
listing and thinking selections with their ● Teacher listens and
about the type of people teammates and then comments.
that might live there. organize their
● The teacher provides presentation to the
profiles of tenants and class.
the students work ● Accuracy is important.
together to match the ● T stands by,
tenants to the listing. monitoring and giving
● Teacher monitors. advice/scaffolding.
Mistakes do not matter.

3. Focus on Forms

I. Conduct Language Analysis II. Provide additional Practice / Task

Repetition

● Ss examine then discuss specific features. ● T conducts practice incorporating new

 This practice can be done by working words, phrases, and patterns which
with the language features that emerged emerged during the task (see Task
in the presentations. Teachers also have Repetition above for a suggestion).
the option to use grammar worksheets
and other practice activities they have in
their inventory to practice emergent
language (e.g. working with comparatives
and superlatives or subject-verb
agreement).

Example Task 2
This second example is a task cycle template for a Sharing Personal Experience task.

Description
In this task, the students describe their two favourite apps on their smartphones and
explain what each app says about their identity.

Emergent Language
Some language points that will likely emerge from Task 2 include:

- adjectives (eg. describing personality traits)

- comparatives (i.e. -er/more adj. than) and superlatives (i.e. -est, the most + adj.)
- simple present and describing routines
- adverbials for describing frequency (e.g. sometimes, often, always), degree (e.g. quite
a bit, really, pretty), prepositional phrases (e.g. at home, after work, with my friends)

Task Repetition
Once the language has been addressed, students repeat the task, but this time they are
asked to choose two apps to delete because they no longer reflect their identity and
explain why they feel that way.

The Task Cycle

1 Pre-Task (Introduction to Topic and Tasks)

Pre-Task - Introduction to topic and tasks

● T explores the topic with the class by asking them to think of apps they might find on the
following people’s phones and some reasons why. (e.g. a single YouTuber, a small
business manager, a senior citizen living in a care home, etc.)
● T highlights useful words and phrases (e.g. download, upload, stay in touch with, edit,
network (verb), etc.).
● Ss are given instructions and told what they will need to do. In this case, they will need
to create a list of apps on their own phones, choose their two favourites, and explain
what those apps say about their identity.
● T provides some examples or models.

2 Task Cycle

I. Do the Task II. Plan the III. Report the

Report information

● Ss do the task in pairs or ● Ss prepare to report ● Ss exchange or present

small groups, creating by finanlizing their in an oral presentation.
lists and identifying their choices of their two This could also be a
two favourite apps. favourite apps and small poster
● Teacher monitors. prepare to present presentation or turned
Mistakes do not matter. their decision and into a personal blog
rationale to the class. post to cover different
● Accuracy is important. skills.
● T stands by, ● Teacher listens and
monitoring and giving then comments.
advice/scaffolding.

3. Focus on Forms

I. Conduct Language Analysis II. Provide additional Practice / Task

Repetition

● Ss examine then discuss specific features. ● T conducts practice incorporating new

This practice can be done by working words, phrases, and patterns which
 with the language features that emerged emerged during the task (see Task
in the presentations. Teachers also have Repetition above for a suggestion).
the option to use grammar worksheets
and other practice activities they have in
their inventory to practice emergent
language (e.g. working with adjective
order or contrasting the present simple
and present continuous).

Sample tasks

The Next Stages of TBLT Made Easy

We’re excited to see how these templates inspire new ideas in your classes and courses.

Reflection:

Well, how did the tasks in this section relate to your teaching and your students? What
kinds of creative tasks would work well for your students?

Try these templates a few times this month and gauge how they compare against your
previous lessons. We recommend keeping track of your thoughts in a reflective journal.

You can use our free TBLT Monthly Reflection below. Reflect in private or share your
experiences with your teaching team.

Monthly TBLT Reflection

Each week, try using one of the tasks, or your own variation, in your classes. At the end
of the class, take 5-10 minutes to reflect on some of the takeaways from the task. This
reflection should include the successes and opportunities to improve the next time you
try the task. If possible, share your reflections at the end of the month with your
colleagues and set new goals for you and your team.
Type of task: Listing Tasks

Task 1/2/3 (name):

Date(s) used:

What worked well:

What didn’t work well:

Action points for the future:

______________________________________________________________________
 TASK TYPE 1:

LISTING TASKS

Task Type 1: Listing Tasks

Description of Listing Tasks:

Listing tasks ask students to list information based on their existing knowledge.
Because they encourage the students to use all of the language at their disposal, listing
tasks are great for conducting ongoing needs analysis and supporting lower-level
students. Also, they are good for individual or group classes with most adults and young
learners of certain ages. When creating tasks, we encourage teachers to consider the
moments in life when we naturally create lists and some of the jobs we are trying to
accomplish by composing those lists.

Listing Tasks and Additional Language Acquisition Theory:

In this section, we will apply the task cycle to look at listing tasks. Students and
academic directors often wonder why a task-based approach is conducive to learning.
One reason is that they often encourage learners to apply their existing knowledge.
Educational researchers have long agreed that using students' knowledge as the
starting point is key to a positive learning experience because it builds confidence and
allows them to relate what they know to new language and information. Listing tasks
are great because they provide a good starting point for a variety of proficiency levels.
You can make lists more or less complex depending on the age and level of your
students.

Listing tasks can be used with different levels. Some ways to make a listing task
more/less difficult include:

● adjusting the number of items

● prompting students with photos
● providing a list of some items and having the students add 3-5 more
● changing the topics to suit their level and interest (e.g. listing the colours
superheroes wear vs. listing colours that impact our moods)

With that in mind, let’s explore the templates for Listing Tasks.

Model Listing Task: Good and Bad Roommates

In this task, the students write a list of characteristics of good/bad roommates then do
a “speed dating” activity to find good matches.

Emergent Language
Some language points that will likely emerge from this model task include:
- adjectives
- hobbies/habits (simple present)
- question forms
-verbs followed by gerunds or infinitives
- adverbials/prepositional phrases

Task Repetition

Once the language has been addressed, students repeat the speed dating task, but this
time they have to identify bad matches.

The Task Cycle: Listing Tasks

1 Pre-Task (Introduction to topic and tasks)

Pre-Task - Introduction to topic and tasks

● T explores the topic with the class by asking the students to describe roommates they
have had in the past.
● T highlights useful words and phrases such as lazy, unreliable, a nightmare to live with
● Ss are given instructions and told they will need to create a list of characteristics of good
roommates.
● Learners may be given examples from blog posts or roommate wanted advertisement.

2 Task Cycle

I. Do the Task II. Plan the Report III. Report the

information

● Ss build their lists in ● Ss prepare to report ● Ss exchange or report

pairs or small groups. their lists and ideal their lists and who they
● Teacher monitors; roommates to their chose for their ideal
mistakes do not matter. classmates. roommate.
● Ss complete the speed ● Accuracy is important. ● Teacher listens and
dating activity. ● T stands by monitoring then comments.
and giving
advice/scaffolding.

3. Focus on Forms
 I. Conduct Language Analysis II. Provide additional Practice / Task
Repetition

● Ss examine then discuss specific features ● T conducts practice incorporating new

(see Emergent Language above). words, phrases, and patterns which
● Alternatively, other groups can give emerged during the task. The teacher
feedback on their presentation reports allows the students to repeat the task,
(e.g. ways to describe people or habits). but this time one detail is changed
(see Task Repetition above for a
suggestion).

Customizable Task Template 1: Making a School Supply List

In this task, the students write a list of school supplies then they look at a list of school
subjects and work together to create a school supply list of 5-10 items (teacher
decides) for each school subject or for a day or week of school.

Emergent Language

Some language points that will likely emerge from Task 1 include:

- adjectives to describe things

- hobbies/habits (simple present)
- modals (e.g. need/need to, should, ought to)
- question forms
- adjectives followed by prepositions (e.g. necessary for, important to, )
- conditionals and variations (e.g. If you go to Math class, you need to have a calculator,
If I make a mistake, I can remove it with my eraser)

Task Repetition

Once the language has been addressed, students repeat the listing task, but this time
they can only pack 5 items (the teacher can change the number).

Customizable Task Template 2: Packing for a Vacation

In this task, the students write a list of items they want to pack for a vacation. After
they have a general list, they look at a list of destinations and work together to create a
“Things to Pack” list of 10 items to pack for a destination. Teachers may want to
generate the list of destinations as a class. Also, the teacher can give each
student/group a chance to work with more than one destination.

Emergent Language

Some language points that might emerge from this task include:

-nouns (e.g. clothing items, toiletries, grooming appliances)

-partitives (e.g. a bottle of, a tube of, a package of)
-adjectives for describing items
-modals for permission and passive voice (e.g. can/can’t, is banned, is prohibited, is not
allowed)
- prepositions and prepositional phrases (e.g. I like to wear something nice at night.)
- verb patterns (e.g. Travelers need X to / in order to …, Travelers use X to …)

Task Repetition

Once the emergent language has been addressed, students are asked to create a
packing list for the same destination but for a different purpose, for example travelling
for business reasons or a friend’s wedding. Another option is changing the size or
weight of the luggage item (bag) they are allowed to bring on the plane.
The Task Cycle: Listing Tasks

Add your ideas to the template below.

1 Pre-Task (Introduction to topic and tasks)

Pre-Task - Introduction to topic and tasks

● T explores the topic with the class by … [add text here]
● T highlights useful words and phrases such as … [add text here]
● Ss are given instructions and told they will need to create a list of … [add text here]
● T provides some examples (optional) [add text here]

2 Task Cycle
 I. Do the Task II. Plan the III. Report the
Report information

● Ss do the task in pairs or ● Ss prepare to report. ● Ss exchange or report

small groups. [add text [add text here] (oral or written), how
here] ● Accuracy is important. they did the task (i.e.
● Teacher monitors; ● T stands by monitoring approach), and/or what
mistakes do not matter. and giving they decided or
advice/scaffolding. discovered. [add text
here]
● Teacher listens and
then comments.

3. Focus on Forms

I. Conduct Language Analysis II. Provide additional Practice / Task

Repetition

● Ss examine then discuss specific features ● T conducts practice incorporating new

(see Emergent Language above). words, phrases, and patterns which
● Alternatively, other groups can give emerged during the task (see Task
feedback on … [add text here] Repetition above for suggestions).

Reflection:

Use the reflection template from the beginning of this guide to reflect on your use of
this task type.
______________________________________________________________________
 TASK TYPE 2:

ORDERING & SORTING TASKS

Task Type 2: Ordering & Sorting Tasks

Description of Comparing Tasks:

Ordering and sorting tasks ask students to look at a prepared list or series of pictures
and order or sort them in terms of rank (i.e. least to most) or their place in a sequence
(i.e. telling a story). Also, they are good for individual or group classes with most adults
and young learners of certain ages because teachers have the choice of using texts,
images, or a combination of both. Ordering and sorting tasks are often considered
‘input tasks’ as the teacher may need to prepare some input, such as images, lists, or
storyboards. However, in many situations, lists can be created as a class during the
pre-task stage using mind-mapping or interactive games such as Pictionary. These
strategies use the students’ existing knowledge and help to reduce preparation time. As
far as relevance is concerned when creating ordering and sorting tasks, we
encourage teachers to consider the moments in life when we naturally create lists or
are asked to sort or put things in sequential order (like when giving instructions,
explaining processes, or telling people stories or describing events).

Ordering & Sorting Tasks and Additional Language Acquisition Theory:

In this section, we will apply the task cycle to look at ordering and sorting tasks. But
first, let’s begin with a question. Have you ever found yourself saying “I learn faster
when I work with others?” Students and academic directors often wonder why a
task-based approach is conducive to learning. Well, one reason is that they often
encourage learners to collaborate and build knowledge together. This notion is based on
the educational theory of Constructivism. Educational researchers like Piaget have long
agreed that students learn best when collaborating with peers. According to Vygotsky,
learning can be viewed as a social activity, with different levels of students supporting
one another’s learning while completing tasks.

According to constructivism, the teacher doesn’t simply impart knowledge to students,

and students do not passively take in what is taught by the teacher. Rather, the learners
construct the knowledge together using every resource at their disposal. In language
learning, this also includes co-constructing interaction and utterances. Consequently, as
teachers, providing activities that facilitate the construction of knowledge should be our
top priority. Ordering and sorting tasks are great options because they allow
students of all levels to collaboratively negotiate meaning, sort options, and share
information. To personalize lessons, teachers can adjust the themes and complexity of
ordering and sorting tasks depending on the age and level of their students.

Ordering and sorting can be used with different levels. Some ways to make an ordering
and sorting task more/less complicated include:

● adjusting the number of items

● prompting students with photos
● providing a list of some items and having the students add 3-5 more
 ● changing the topics to suit their level and interest (e.g. ordering and sorting
food, clothing, types of people, problems and solutions)

With that in mind, let’s explore this month’s templates for ordering and sorting tasks.

Model Ordering & Sorting Task:

In this task, each student lists five activities they did on the weekend. They have to
order them from the most to the least exciting. Then, while working in pairs, they
compare lists with their partners and look for similarities and differences. Finally, they
decide who had the perfect weekend.

Emergent Language

Some language points that will likely emerge from Task 1 include:

- simple past verbs (e.g. was, went, met, etc.)

- noun phrases with gerunds (shopping is boring. / Spending time with family is
important, but not exciting. / Trying new food is exciting.)
- question forms (i.e. yes/no questions and Wh-/How questions)
-verbs followed by gerunds or infinitives (e.g. like + to do / like + v-ing)
- comparatives and superlatives (i.e. more/less + adj. + than / adj.-er + than / the
most + adj. / the adj. + est / best/worst, etc.)

Task Repetition

Once the language has been addressed, students repeat the task, but this time the
students talk about a different time period (last week/last month) or an event (e.g. their
last vacation). Alternatively, you can change the adjective (e.g. Who had the most
relaxing/hectic/emotional weekend?

The Task Cycle: Ordering and Sorting Tasks

1 Pre-Task (Introduction to topic and tasks)

Pre-Task - Introduction to topic and tasks
● T explores the topic with the class by asking the students to describe what they normally
do on the weekend. The T may provide examples of activities using photos or Pictionary.
● T highlights useful words and phrases such as stay at home, go hiking, go out for drinks.
● Ss are given instructions and told they will need to list five activities they did on the
weekend. In this case, they must order them from most to least exciting and then
compare their list to their partner’s.

2 Task Cycle

I. Do the Task II. Plan the Report III. Report the

information

● Ss write their activities ● Ss prepare to report ● Ss exchange or report

individually and then their weekends and their decisions in a
discuss in pairs or small final decision (i.e. short presentation.
groups. most exciting. ● Teacher listens and
● Teacher monitors; weekend) to the class then comments.
mistakes do not matter. ● Accuracy is important.
● Ss complete the ordering ● T stands by monitoring
activity. and giving
advice/scaffolding.

3. Focus on Forms

I. Conduct Language Analysis II. Provide additional Practice / Task

Repetition

● Ss examine then discuss specific features ● T conducts practice incorporating new

(see Emergent Language above). words, phrases, and patterns which
● Alternatively, other groups can give emerged during the task. The teacher
feedback on their presentation reports allows the students to repeat the task,
(e.g. past tense action verbs - met, but this time they talk about their last
overslept, played, etc.). holiday.

Customizable Task Template 1: My Wardrobe

In this task, the students receive a list of clothing items. Lists or photos of clothing
items can be found online or come from the class textbook. These lists should be
suitable for the learner’s profile (i.e. young learner or adult). Alternatively, the teacher
may want to begin the class with a game of Pictionary or another mind-mapping activity
to elicit and/or pre-teach clothing vocabulary. Once lists are created, each student
orders the items according to the frequency they wore them last month. Students work
in groups and find out which item(s) they didn't wear at all.

Emergent Language

Some language points that will likely emerge from Task 2 include:

- adjectives to describe clothing

- partitives (e.g. a pair of …)
- adverbials and adverbs of frequency (e.g. usually, once a week, every day).
- question about frequency (e.g. How often did/do you … / How many times a
week/month do/did you …)
- giving reasons (i.e. using so/because)
- conditionals using when/if (e.g. If it rains, I need to have a raincoat. / When it’s hot, I
always were shorts and my favourite T-shirt)

Task Repetition

Once the language has been addressed, students repeat the ordering and sorting task,
but this time the teacher can change one element, such as the time period (e.g. How
frequently did you wear each item last week or another time period).

Customizable Task Template 2: Losing Weight

In this task, the students work in pairs and make a list of five pieces of advice on how
to lose weight. Together, they have to order them from the most to the least difficult to
follow. For higher levels, you might want to find a weight-loss article and have them
read and identify recommendations. For a lower-level class, you can dictate or provide a
list of recommendations and then ask the students to complete the ordering and sorting
portion of the task.

Emergent Language
Some language points that will likely emerge from Task 3 include:

- adjectives to describe means/ways (e.g. a/an effective, useful, efficient, easy way to
lose weight)
- vocabulary of habits (e.g. diet, exercise, sleep)
- modals (e.g. should, need to, have to)
- noun phrases with gerunds (e.g. Running twice a week is an easy way to lose weight.)
- comparatives and superlatives
- giving reasons (i.e. using so/because)
- conditionals using when/if (e.g. when you exercise, you burn calories./If you eat less
sugar, you can lose weight faster)

Task Repetition

Once the language has been addressed, students repeat the ordering and sorting task,
but, this time, the teacher can change one element, such as the amount of weight or
weight loss deadline (i.e. You want to lose 5 kgs in two weeks.).

The Task Cycle: ordering and sorting

Add your ideas to the template below.

1 Pre-Task (Introduction to topic and tasks)

Pre-Task - Introduction to topic and tasks

● T explores the topic with the class by …[add text here]
● T highlights useful words and phrases such as … [add text here]
● Ss are given instructions and told they will need to … [add text here]
● T provides some examples (optional) [add text here]

2 Task Cycle

I. Do the Task II. Plan the III. Report the

Report information

● Ss do the task in pairs or ● Ss prepare to report. ● Ss exchange or report

 small groups. [add text [add text here] (oral or written), how
here] ● Accuracy is important. they did the task (i.e.
● Teacher monitors; ● T stands by monitoring approach), and/or what
mistakes do not matter. and giving they decided or
advice/scaffolding. discovered. [add text
here]
● Teacher listens and
then comments.

3. Focus on Forms

I. Conduct Language Analysis II. Provide additional Practice / Task

Repetition

● Ss examine then discuss specific features ● T conducts practice incorporating new

(see Emergent Language above). words, phrases, and patterns which
● Alternatively, other groups can give emerged during the task (see Task
feedback on … [add text here] Repetition above for a suggestion).

Reflection:

Use the reflection template from the beginning of this guide to reflect on your use of
this task type.

______________________________________________________________________
 TASK TYPE 3:

COMPARING TASKS

Task Type 3: Comparing Tasks

Description of Comparing Tasks:

Comparing tasks ask students to use their critical thinking skills to find similarities and
differences between things. Also, they are good for individual or group classes with
most adults and young learners of certain ages because teachers have the choice of
using texts, images, or a combination of both. Comparing tasks are ideal tasks for
teachers who have minimal preparation time, as the teacher only needs to identify two
or more items from the same category or theme to have the students compare. In
some cases, teachers may want to provide input to serve as the basis for comparison.
For example, you may want to have your students read a list of profiles and compare
which profile would be best for a particular situation. Comparing tasks also draw on
the student's existing knowledge and critical thinking skills, meaning you can use what
the student produces as the basis for the lesson. In terms of relevance, when creating
comparing tasks, we encourage teachers to consider the moments in life when we
naturally compare things and choose topics that match your student’s interests and
needs.

Comparing Tasks and Additional Language Acquisition Theory:

In this section, we will apply the task cycle to look at comparing tasks. But first, let’s
begin with a question. What does the term ‘critical thinking’ mean to you? Thinking
critically typically involves analysis, evaluation, logic, and decision-making. All of these
abilities are important in additional language acquisition. Comparing tasks afford the
students opportunities to individually or collaboratively analyze, evaluate, and then
construct information. Working together, students apply these skills to explore
relationships between and differences across two or more pieces of information. While
doing so, they engage in a process of ongoing analysis and evaluation. As the students
engage in more thought and analysis either individually or in pairs, they also begin to
expand the patterns they use to express those ideas in an additional language. To
personalize lessons, teachers can adjust the themes and complexity of comparing
tasks depending on the age and level of their students.

Comparing tasks can be used with different levels. Some ways to make a comparing
task more/less complicated include:

● adjusting the number of categories to compare

● prompting students with photos
● providing a list of suggestions and having the students add 3-5 more aspects to
compare
● changing the topics to suit their level and interest (e.g. comparing food, clothing,
types of people, ways of doing things, etc.)

With that in mind, let’s explore the templates for comparing tasks.

Model Comparing Task: Celebrations

In this task, students work together to discuss their celebrations and find out which
month classmates celebrate the most celebrations. First, the students work in groups
and talk about their favourite celebrations and when they occur throughout the year.
They can also describe all of the different ways they celebrate them with their families.
Next, the students have to find out which month of the year contains the most
celebrations for their group. At the end of class, the teacher checks with the whole class
to find out which month has the most celebrations.

Emergent Language

Some language points that will likely emerge from Task 1 include:

- lexis of celebrations
- lexis of months of the year/dates and numbers (ordinals)
- simple present verbs related to traditions (e.g. give, celebrate, hold, etc.)
- passive voice (X is celebrated/held on + date)
- question forms (i.e. yes/no questions and Wh-/How questions)
-verbs followed by gerunds or infinitives (e.g. like + to do / enjoy + v-ing)
- comparatives and superlatives (i.e. more/less + adj. + than / adj.+ -er + than / the
most + adj. / the adj. + est / best/worst, etc.)

Task Repetition

Once the language has been addressed, the teacher asks the students to repeat the
task, but this time they identify the month with the least celebrations. Alternatively, you
could look at a specific event, such as the month with the most student birthdays.

The Task Cycle: comparing Tasks

1 Pre-Task (Introduction to topic and tasks)

Pre-Task - Introduction to topic and tasks

● T explores the topic with the class by asking the students to describe different types of
celebrations. The T may provide examples of activities using photos.
● T highlights useful words and phrases such as family, religious, solemn, or joyous.
● Ss are given instructions and told they will need to work in groups, talk about their
favourite celebrations and when they occur and describe all of the different ways they
 celebrate them with their families. Once finished, they have to find out what month of
the year their classmate(s) have more celebrations.

2 Task Cycle

I. Do the Task II. Plan the Report III. Report the

information

● Ss discuss their monthly ● Ss prepare to report ● Ss exchange or report

celebrations in pairs or their busiest month their decisions in a
small groups. (i.e. the month with short presentation.
● Teacher monitors; the most holidays in ● Teacher listens and
mistakes do not matter. their group) to the then comments. The
● Ss complete the class teacher can also work
discussion. ● Accuracy is important. with the whole class to
● T stands by monitoring find out which month
and giving has the most
advice/scaffolding. celebrations.

3. Focus on Forms

I. Conduct Language Analysis II. Provide additional Practice / Task

Repetition

● Ss examine then discuss specific features ● T conducts practice incorporating new

(see Emergent Language above). words, phrases, and patterns which
● Alternatively, other groups can give emerged during the task. The teacher
feedback on their presentation reports allows the students to repeat the task,
(e.g. switching between active and but this time, they identify the month
passive voice to describe celebrations). with the least celebrations.
Alternatively, you could look at a
specific event, such as the month with
the most student birthdays.

Customizable Task Template 1: I Hate Rules

In this task, the students individually write a list of rules they have to (had to) follow
either at home or at school. These could include things they can/can’t (could/couldn’t)
do and things they have to (had to) do. Once the students have their list, they work
with a partner and compare their life at school or home. At the end of the discussion,
they must present a summary of who had the most easygoing life at home or school.

Emergent Language

Some language points that will likely emerge from Task 2 include:

- can /can’t/ could/couldn’t

-have to /had to; didn’t have to
- passive constructions (was allowed to, was required to, wasn’t permitted to).
- register (i.e. formality or differences between discussing rules versus writing them in a
manual).
- adverbials (e.g. prepositional phrases - once a week, all the time, at all)
- idiomatic expressions (e.g. nip it in the bud, get away with, a taskmaster)

Task Repetition

Once the language has been addressed, students repeat the comparing task, but this
time the teacher can change one element, such as having the students present who
had the most difficult experience and why. Alternatively, you could change the topic
from rules at home to rules at school (or vice versa).
Customizable Task Template 2: My Hero

In this task, the students individually write a list of 5-10 icons from the 20th/21st
Century. Such icons could include celebrities, politicians, artists, and volunteers. Once
the students have their lists, they work with a partner and compare their lists. As they
discuss, they should identify people they had in common and their reasons for choosing
each person on their respective lists. Once they have finished discussing, they need to
combine their two individual lists into one group list that they will present to the class;
however, they must reduce the list to five (5) people.

Emergent Language

Some language points that will likely emerge from Task 3 include:
- adjectives to describe people
- describing life events (past tense/present perfect)
- comparatives and superlatives
- idiomatic expressions and formulaic patterns (game changer, G.O.A.T., like previously
unheard of, made a difference, paved the way for s.o. (to do s.t))
- giving reasons (i.e. using so/because)
- conditionals using If/When and past perfect and/or mixed conditionals (e.g. If they
hadn’t done that, I wouldn’t have become a doctor; If they hadn’t done that, we
wouldn’t be here today.)

Task Repetition

Once the language has been addressed, students repeat the comparing task, but, this
time, they can reduce the number further (i.e. three people), or they can create a list
for a specific group of icons (i.e. the top cinematic icons / the most influential leaders /
the most innovative people of the 20th/21st Century, etc.).

The Task Cycle: Comparing

Add your ideas to the template below.

1 Pre-Task (Introduction to topic and tasks)

Pre-Task - Introduction to topic and tasks

● T explores the topic with the class by …[add text here]
● T highlights useful words and phrases such as … [add text here]
● Ss are given instructions and told they will need to … [add text here]
● T provides some examples (optional) [add text here]

2 Task Cycle

I. Do the Task II. Plan the III. Report the

Report information

● Ss do the task in pairs or ● Ss prepare to report. ● Ss exchange or report

small groups. [add text [add text here] (oral or written), how
here] ● Accuracy is important. they did the task (i.e.
● Teacher monitors; ● T stands by monitoring approach), and/or what
 mistakes do not matter. and giving they decided or
advice/scaffolding. discovered. [add text
here]
● Teacher listens and
then comments.

3. Focus on Forms

I. Conduct Language Analysis II. Provide additional Practice / Task

Repetition

● Ss examine then discuss specific features ● T conducts practice incorporating new

(see Emergent Language above). words, phrases, and patterns which
● Alternatively, other groups can give emerged during the task (see Task
feedback on … [add text here] Repetition above for a suggestion).

Reflection:

Use the reflection template from the beginning of this guide to reflect on your use of
this task type.

______________________________________________________________________
 TASK TYPE 4:

PROBLEM SOLVING TASKS

Task Type 4: Problem Solving Tasks

Description of Problem-Solution Tasks:

Problem-solution tasks ask students to use their critical thinking skills to evaluate
and find solutions to problems. Also, they are good for individual or group classes with
most adults and young learners of certain ages because teachers have the choice of
using texts, images, or a combination of both to scaffold learning. Problem-solution
tasks are ideal tasks for teachers who have minimal preparation time as the teacher
only needs to identify a real-world problem that connects to the lives of their students.
In some cases, teachers may want to provide input to serve as background information.
For example, you may want to have your students read a list of profiles and or listen to
a text describing the situation. Also, problem-solution tasks initially draw on each
student's existing knowledge and build from there, meaning you can use what the
student produces as the basis for the lesson. In terms of relevance, when creating
problem-solution tasks, we encourage teachers to consider the moments in life
when we naturally encounter setbacks or face challenges and choose topics that match
your student’s interests and needs.

Problem-Solution Tasks and Additional Language Acquisition Theory:

In this section, we will apply the task cycle to look at problem-solution tasks. But
first, let’s begin with a question. What does the term problem-based instruction mean to
you? The typical lecture format does not give students the opportunity to build
higher-order thinking skills that really help in today’s world. The only way to build those
skills is through enhancing procedural knowledge first (i.e. learning by doing) and
focusing on form afterwards. In problem-based learning, students engage in solving
real-world problems first and foremost. In many ways, it is the engagement of students
with the teacher and/or one another that affords them opportunities to simultaneously
apply their knowledge of English and their knowledge of the content/problem at hand.
It is this process that facilitates learning. Any key points or new knowledge can be
incorporated by the teacher as learning opportunities emerge during the task cycle.

Problem-solution tasks can be used with different levels. Some ways to make a
problem-solution task more/less complicated include:

● adjusting the number of stages in the solving process

● prompting students with photos, visual aids, or real-world problems
● providing a list of suggestions and having the students add 3-5 more aspects to
discuss
● changing the types of problems to suit their level and interest (e.g. travel, food,
clothing, types of people, ways of doing things, etc.)

With that in mind, let’s explore the templates for problem-solution tasks.

Model Problem-Solution Task: Planning A Group Vacation

In this task, students receive some information about a group of friends (or a family)
who are planning to spend the next holiday together in a foreign country for the very
first time. Teachers can opt to prepare detailed profiles of each traveller or provide
general descriptions (e.g. Traveller 1: a 21-year-old male who likes beaches but hates
crowds and risky activities). The students have to choose a destination and decide the
best activities to suit everyone’s tastes.

Emergent Language

Some language points that will likely emerge from Task 1 include:

- lexis of places
- lexis of activities
- lexis of personalities
- simple present (to be/to do)
- comparatives and superlatives (i.e. more/less + adj. + than / adj.+ -er + than / the
most + adj. / the adj. + est / best/worst, etc.)
- relative (adjective) clauses (e.g. “a place where we can …”)
-verbs followed by gerunds or infinitives (e.g. like + to do/enjoy + v-ing)
- zero and first conditionals

Task Repetition

Once the language has been addressed, the teacher asks the students to repeat the
task, but this time you can remove or add one person to the travel group.

The Task Cycle: problem-solution Tasks

1 Pre-Task (Introduction to topic and tasks)

Pre-Task - Introduction to topic and tasks

● T explores the topic with the class by asking the students to describe their favourite
travel destinations.
● T highlights useful words and phrases such as off the beaten track, thrill seeker,
downtime, etc.
● Ss are given instructions and a group profile. They are told they will need to work in
groups to create a travel plan for their group profile.
 2 Task Cycle

I. Do the Task II. Plan the Report III. Report the

information

● Ss read their group ● Ss prepare to report ● Ss exchange or report

profile and discuss their their travel plan to the their decisions in a
possible travel plans. class short presentation.
● Teacher monitors; ● Accuracy is important. ● Teacher listens and
mistakes do not matter. ● T stands by monitoring then comments.
● Ss complete the travel and giving
itinerary. advice/scaffolding.

3. Focus on Forms

I. Conduct Language Analysis II. Provide additional Practice / Task

Repetition

● Ss examine then discuss specific features ● T conducts practice incorporating new

(see Emergent Language above). words, phrases, and patterns which
● Alternatively, other groups can give emerged during the task. The teacher
feedback on their presentation reports. allows the students to repeat the task,
but this time, they add or remove a
new traveller profile (e.g. Your
aunt/friend from high school now
wants to come).

Customizable Task Template 1: Fake News

In this task, the students read four different articles and have to agree on which story is
not true, and why. The teacher can either create fake or real news stories or use
authentic ones found online and then simply share the links.

Emergent Language

Some language points that will likely emerge from Task 2 include:
- Signpost for giving opinions (e.g. I think, In my opinion, If you ask me…, etc.)
- lexis related to each story
- passive voice (e.g. was published by, was reported in, was written by, etc.)
- comparative (i.e. more/less + adj. than / … is adj. + -er than)
- pronouns and determiners (e.g. this one, that one, his/her, etc.)
- transition words (another reason/thing is…, one more reason is …, Also, we can’t
ignore …, etc.)

Task Repetition

Once the language has been addressed, students repeat the problem-solution task, but
this time the students do research on names or events from the articles and conduct
research to see which information is actually true and what is missing from the original
article.

Customizable Task Template 2: Cutting Staff at the Office

In this task, the students imagine they are the head of a company’s HR department.
The director has asked them to fire two senior managers to help reduce costs. The
students have to consider 3 candidates. Teachers can provide detailed or general
descriptions (e.g. a hard worker who’s a poor communicator, a strict taskmaster who’s a
good communicator, and a motivator who gets results but is disorganized) based on
time and the group’s level. The students work in groups and choose two to fire based
on the company's needs and goals.

Emergent Language

Some language points that will likely emerge from Task 3 include:

- adjectives to describe employees (hardworking, lazy, a workaholic, etc.)

- describing work habits
- describing past events in the office or work environment
- comparatives and superlatives
- idiomatic expressions (e.g. a go-getter, the weakest link, dropped the ball, rub people
the wrong way, give them the axe, etc.)
- giving reasons (i.e. using so/because)
- making predictions using conditionals and modals (e.g. “If we let him go he might …
.”)
- Expressions for giving and asking for opinions (e.g.I think, In my opinion, What do
you think?, What’s your take?)

Task Repetition

Once the language has been addressed, students repeat the problem-solution task, but,
this time, the teacher can increase or decrease the number of people to fire or change
the company's goals (e.g. The company now wants to focus more on discipline in the
office).

The Task Cycle: Problem-Solution

Add your ideas to the template below.

1 Pre-Task (Introduction to topic and tasks)

Pre-Task - Introduction to topic and tasks

● T explores the topic with the class by …[add text here]
● T highlights useful words and phrases such as … [add text here]
● Ss are given instructions and told they will need to … [add text here]
● T provides some examples (optional) [add text here]

2 Task Cycle

I. Do the Task II. Plan the III. Report the

Report information

● Ss do the task in pairs or ● Ss prepare to report. ● Ss exchange or report

small groups. [add text [add text here] (oral or written), how
here] ● Accuracy is important. they did the task (i.e.
● Teacher monitors; ● T stands by monitoring approach), and/or what
mistakes do not matter. and giving they decided or
advice/scaffolding. discovered. [add text
here]
● Teacher listens and
then comments.
 3. Focus on Forms

I. Conduct Language Analysis II. Provide additional Practice / Task

Repetition

● Ss examine then discuss specific features ● T conducts practice incorporating new

(see Emergent Language above). words, phrases, and patterns which
● Alternatively, other groups can give emerged during the task (see Task
feedback on … [add text here] Repetition above for a suggestion).

Reflection:

Use the reflection template from the beginning of this guide to reflect on your use of
this task type.

______________________________________________________________________

TASK TYPE 5:

SHARING A PERSONAL EXPERIENCE TASKS

 Task Type 5: Sharing a Personal Experience Tasks

Description of Personal Experience Tasks:

Sharing personal experiences tasks ask students to use English to talk about
something they are quite familiar with: themselves. As a result, they are great starting
points for supporting low levels and building rapport. Also, they are good for individual
or group classes with most adults and young learners of certain ages because teachers
have the choice of using texts, images, or realia to scaffold learning. Can you remember
your elementary school days? I’m sure you were asked to bring something to “Show
and Tell.” That’s a great example of a basic sharing personal experience task you
can do with all ages and levels. Sharing personal experiences tasks are also ideal
tasks for teachers who have minimal preparation time as the teacher uses the students
as the starting points and they construct knowledge together. In some cases, teachers
may want to still provide input to serve as background information, set the scene, or
provide context for stories. Finally, sharing personal experiences tasks initially draw
on each student's existing knowledge and build from there. This means you can use
what the student produces as the basis for the lesson. In terms of relevance, when
creating sharing personal experiences tasks, we encourage teachers to consider
the different personal information we love to share in order to help us connect with
others.
Personal Experience Tasks and Additional Language Acquisition Theory:

We will now apply the task cycle to look at sharing personal experiences tasks.
But, why is it so useful to have such tasks? Well, one drawback of many textbooks is
that their focus is on the external. They often present tasks that encourage people to
listen for, read about, and discuss the lives of others. While there is certainly a place for
such activities, we should always dedicate more space in our lessons to allow the
students to discuss their own lives. Also, as mentioned above, without a rapport, it can
be difficult to create a genuine connection with the students and a community of
practice. Incorporating sharing personal experiences tasks can afford opportunities
for the students to get to know one another and create a community within the
classroom. As John Dewey observed over 100 years ago, it is crucial for teachers to tap
into the psyche of their learners. This notion connects strongly to understandings of
motivation. When learners make connections between the language focus and their
lives, they are more likely to become invested in learning the language. Upon gauging
this investment, teachers can then consider how best to prepare them for their current
and future target communities and select tasks and content accordingly. Therefore,
sharing personal experiences tasks not only offer insight into the interests and
experiences of the students, but they also make it easier for teachers to choose or
design future tasks and learning outcomes.

Sharing personal experiences tasks can be used with different levels. Some ways to
make a sharing personal experiences task more/less complicated include:

● adjusting the number of items/topics to share

● prompting students with photos, visual aids, or realia (e.g. Show and Tell)
● changing the types of topics to share (e.g. travel experiences, dining, shopping,
interactions, storyboards/events etc.)
● providing a list of prompts and having the

With that in mind, let’s explore this month’s templates for sharing personal
experiences tasks.

Model Personal Experience Task:

My Favourite App
In this task, students describe their favourite app on their smartphones. They have to
present its features, discuss how often they use it, how it helps them, explain why it's
their favourite app, and share what it says about their identity.

Emergent Language

Some language points that will likely emerge from Task 1 include:

- tech-related vocabulary
- lexis of activities
- lexis of personalities
- simple present (to be/to do)
- phrasal verbs (e.g. look up, set up, point out)
- zero conditional sentences
- relative (adjective) clauses
- infinitives of purpose (e.g. I use it to keep track of my steps.)
- adjectives followed by gerunds (e.g. It’s useful for tracking steps.)

Task Repetition

Once the language has been addressed, the teacher asks the students to repeat the
task, but this time they choose an app on their phone that says something different
about their identity.

The Task Cycle: Sharing Personal Experiences Tasks

1 Pre-Task (Introduction to topic and tasks)

Pre-Task - Introduction to topic and tasks

● T explores the topic with the class by asking the students to first describe the different
apps on their phones and why they have them.
● T highlights useful words and phrases such as keep track of, download, monitor, it says a
lot about me, etc.
● Ss are given instructions for the main task. They are told they will need to choose their
favourite app and prepare a short presentation on it (i.e. why they like it, how often they
use it + what they use it for, what's so good about it, etc.) Finally, they should explain
 why it represents their identity.

2 Task Cycle

I. Do the Task II. Plan the Report III. Report the

information

● Ss take out their phone ● Ss prepare to report ● Ss exchange or report

and decide on their their presentations to their decisions in a
favourite app. the class. short presentation.
● Teacher monitors; ● Accuracy is important. ● Teacher listens and
mistakes do not matter. ● T stands by monitoring then comments.
● Ss complete their outline and giving
of their main points. advice/scaffolding.

3. Focus on Forms

I. Conduct Language Analysis II. Provide additional Practice / Task

Repetition

● Ss examine then discuss specific features ● T conducts practice incorporating new

(see Emergent Language above). words, phrases, and patterns which
● Alternatively, other groups can give emerged during the task. The teacher
feedback on their presentations. allows the students to repeat the task,
but this time, they present another app
that says something different about
their identity.

Customizable Task Template 1: New Year Resolutions

In this task, the students discuss their New Year resolutions. They need to discuss what
it is, why it's important to them, and how they will achieve it. At the end of the
discussion, they decide as a group who will be the most likely to keep their resolutions
based on what they have said. Each group can choose one resolution to present to the
class.
Note: If the time of year is different, you can change it to suit the season. (e.g. Discuss
one change you would like to make this summer. / one change you would like to make
this school year./ one thing you would like to do before _________.).

Emergent Language

Some language points that will likely emerge from Task 2 include:

- lexis related to common activities and habits

- verb patterns and models (want to, need to, plan to, should, ought to, have to)
- useful phrasal verbs and idioms (cut down on, go cold turkey, pull up my socks, etc.)
- language of cause and effect (since, because, first conditionals)
- future tense using “going to”

Task Repetition

Once the language has been addressed, students repeat the task, but this time the
students talk about one habit they would like to keep and present who is most likely to
keep doing it.

Customizable Task Template 2: My Biggest Regret

In this task, the students share and compare their biggest regrets. In pairs, they talk
about their past regrets. After discussing their regrets, they choose one regret to
present to the class, explaining why they regret it and what they have learned from it.

Emergent Language

Some language points that will likely emerge from Task 2 include:

- signposts for giving opinions (e.g. I think, In my opinion, If you ask me…, etc.)
- lexis related to each regret or experience
- present and past participle adjectives (embarrassing/embarrassed)
- past tense verbs
- ordinals and various time expressions used in telling stories
- past perfect tense and third and mixed conditionals (If I hadn’t …, I would (have/be)
…)
 Task Repetition

Once the language has been addressed, students repeat the task, but this time the
teacher can change the time period (e.g. Share the biggest regret from your
childhood/school years/adulthood.).

The Task Cycle: Sharing Personal Experiences Tasks

Add your ideas to the template below.

1 Pre-Task (Introduction to topic and tasks)

Pre-Task - Introduction to topic and tasks

● T explores the topic with the class by … [add text here]
● T highlights useful words and phrases such as … [add text here]
● Ss are given instructions and told they will need to … [add text here]
● T provides some examples (optional)... [add text here]

2 Task Cycle

I. Do the Task II. Plan the III. Report the

Report information

● Ss do the task in pairs or ● Ss prepare to report. ● Ss exchange or report

small groups. [add text [add text here] (oral or written) how
here] ● Accuracy is important. they did the task (i.e.
● Teacher monitors; ● T stands by monitoring approach), and/or what
mistakes do not matter. and giving they decided or
advice/scaffolding. discovered. [add text
here]
● Teacher listens and
then comments.

3. Focus on Forms

I. Conduct Language Analysis II. Provide additional Practice / Task

Repetition
● Ss examine then discuss specific features ● T conducts practice incorporating new
(see Emergent Language above). words, phrases, and patterns which
● Alternatively, other groups can give emerged during the task (see Task
feedback on … [add text here] Repetition above for a suggestion).

Reflection:

Use the reflection template from the beginning of this guide to reflect on your use of
this task type.
______________________________________________________________________

TASK TYPE 6:

CREATIVE TASKS
 Task Type 6: Creative Tasks

Description of Creative Tasks:

Creative tasks ask students to use their critical thinking and collaboration skills to
create something new. They are great for individual or group classes with most adults
and young learners of certain ages because teachers can adjust the complexity of the
creative projects to suit the linguistic and cognitive abilities of the students. Creative
tasks are ideal tasks for teachers who have minimal preparation time as the teacher
only needs to consider the interests of the students and then have them create
something related to those interests. In some cases, teachers may want to provide
input to serve as background information. For example, you may want to provide the
beginning of a story and have the students create the ending based on photos,
prompts, or their own ideas. Alternatively, you might want to have the students create
something that connects with their lives. For example, a group of teenagers might work
together to create a new youth centre. As with the other task types, creative tasks
initially draw on each student's existing knowledge and build from there, meaning you
can use what the students produce as the foundation for the lesson. In terms of
relevance, when creating creative tasks, we encourage teachers to consider the
interests and experiences of their students.

Creative Tasks and Additional Language Acquisition Theory:

We will now apply the task cycle to look at creative tasks. Creative tasks help tap into
our ability to produce novel ideas in cooperation with others. It’s often assumed that we
can all be creative on the spot, but like reflection and critical thinking, creativity is a
muscle we need to build. For example, asking your students to suddenly design a gym
or finish the ending of a mystery story can represent a giant, and sudden, leap. It’s
better to start small with some practice in earlier lessons and build from there in later
lessons. Some simple tasks teachers might want to start off with are small challenges or
warmers like “Think of five easy ways to …”. , “Write three ways to use your cellphone
to …”, and so on. From these smaller tasks, teachers can springboard into larger tasks
involving more artistic, cognitive, and critical thinking skills. As students engage in these
tasks collaboratively in groups, they construct new knowledge together while helping
one another along the way. As a result, communities of practice begin to emerge.

With that in mind, let’s explore the templates for creative tasks.

Model Creative Task: My House

In this task, students draw a plan of their house/apartment. After they draw their
house/apartment, they mingle to present their layout and find a suitable tenant.

Emergent Language

Some language points that will likely emerge from Task 1 include:

- lexis related to around the house

- lexis of habits
- lexis of personalities
- prepositions of locations
- There is/are noun + prepositional phrases
- Adjectives to describe spaces and household items ( e.g. large windows, a bright
space, a cozy atmosphere, etc.)
- relative clauses in noun phrases (e.g. a place where you can relax)

Task Repetition

Once the language has been addressed, the teacher asks the students to repeat the
task, but this time they need to make one change to the design of their homes based
on the feedback they received and find two additional tenants
See the full task cycle here for this task:

The Task Cycle: Creative Tasks

1 Pre-Task (Introduction to topic and tasks)

Pre-Task - Introduction to topic and tasks

● T explores the topic with the class by asking the students to think of words associated
with their homes.
● T highlights useful words and phrases such as cozy, well-lit, damp, etc..
● Ss are given instructions and a group profile. They are told they will need to create a
diagram of their homes, present their drawings, and find one classmate to be a suitable
tenant.

2 Task Cycle

I. Do the Task II. Plan the Report III. Report the

information

● Ss draw their house ● Ss prepare to present ● Ss exchange or report

plans. their houses and their house and tenant.
● Teacher monitors; tenant. Accuracy is ● Teacher listens and
mistakes do not matter. important. then comments.
● Ss present their house to ● T stands by monitoring
their classmates. and giving
● Ss find one tenant to live advice/scaffolding.
in their house.

3. Focus on Forms

I. Conduct Language Analysis II. Provide additional Practice / Task

Repetition
 ● Ss examine then discuss specific features ● T conducts practice incorporating new
(see Emergent Language above). words, phrases, and patterns which
● Alternatively, other groups can give emerged during the task. The teacher
feedback on their presentation reports. allows the students to repeat the task,
but this time, they need to make one
change and find two additional
tenants.

Customizable Task Template 1: Modern Inventions

In this task, the students work in groups to create a new invention to help society. After
each group presents, the class decides which invention is most beneficial to society.

Emergent Language

Some language points that will likely emerge from Task 2 include:

- lexis related to technology

- lexis related to different functions
- adjectives and adjectives followed by prepositions (useful for, necessary for, helpful
for).
- signposts for giving opinions (e.g. I think, In my opinion, If you ask me…, etc.)
- passive voice (e.g. is made of, can be used for, was designed to …)
- patterns with make (e.g. make it easier to …)
- zero and first conditionals

Task Repetition

Once the language has been addressed, students repeat the creative task, but this time
the students have to focus on a particular theme (e.g. an invention to reduce traffic, an
invention to help people stay healthy, an invention to help learn languages).

Customizable Task Template 2: Designing a Sustainable Restaurant

In this task, the students are asked to design a sustainable restaurant and present it to
the class. Once all of the groups have presented, the class votes on the most
sustainable one.
 Emergent Language

Some language points that will likely emerge from Task 2 include:

- lexis for restaurants and appliances

- lexis (adjectives) related to sustainability (e.g. solar-powered, high-efficiency,
refurbished)
- passive voice (e.g. is made of, was salvaged from, was/is converted into)
- prepositions of locations (e.g. on the wall, along the floor, behind the bar)
- noun phrases (e.g. energy use, food waste, food storage)
- transition words (e.g. Another feature is…, One more way we lowered is …, Also,
replaced …, etc.)

Task Repetition

Once the language has been addressed, students repeat the creative task, but this time
the teacher introduces a new regulation (e.g. menu items also need to be sustainable).
Task Framework to Follow:

Add your ideas to the template below.

1 Pre-Task (Introduction to topic and tasks)

Pre-Task - Introduction to topic and tasks

● T explores the topic with the class by … [add text here]
● T highlights useful words and phrases such as … [add text here]
● Ss are given instructions and told they will need to … [add text here]
● T provides some examples (optional)... [add text here]

2 Task Cycle

I. Do the Task II. Plan the III. Report the

Report information

● Ss do the task in pairs or ● Ss prepare to report. ● Ss exchange or report

small groups. [add text [add text here] (oral or written) how
 here] ● Accuracy is important. they did the task (i.e.
● Teacher monitors; ● T stands by monitoring approach), and/or what
mistakes do not matter. and giving they decided or
advice/scaffolding. discovered. [add text
here]
● Teacher listens and
then comments.

3. Focus on Forms

I. Conduct Language Analysis II. Provide additional Practice / Task

Repetition

● Ss examine then discuss specific features ● T conducts practice incorporating new

(see Emergent Language above). words, phrases, and patterns which
● Alternatively, other groups can give emerged during the task (see Task
feedback on … [add text here] Repetition above for a suggestion).

______________________________________________________________________

What’s Next?

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