PHẦN 2: TASK-BASED LEARNING (TBL)

Hướng dẫn làm bài:

1. Tải file về và làm các bài tập từ task 1 đến 3
2. Đặt lại tên file theo cú pháp: Số thứ tự_họ và tên_Tên bài tập
3. Nộp bài: vào đường link
Deadline: 15h chiều ngày thứ 7, 2/12/2023

Task 1: A lesson with TBL

Read the following description of a lesson and answer the questions:
1. The teacher holds a discussion with the students about when their birthdays are, what
present they would like, what good birthday parties they have been to, and what they like
to eat and drink at a birthday party. The teacher can summarize the answers on the
board.
Teacher can show a picture of her birthday party on the board.
Ask students:
What can you see in the picture?
Is this a birthday party?
Can you see me in the picture? Where am I?
Have you ever been to a birthday party?
When is your birthday?
What present would you like?
What would you like to eat at a birthday party?
What would you like to drink at a birthday party?
2. The teacher puts students into small groups. Give them a worksheet paper with the
pictures, names, and prices of a lot of party food and drink on it.
3. Tell students to do the task: Choose the food and drink they would like for a birthday for
5 friends keeping within a price limit, e.g $20
4. The students do the task while the teacher goes around the class, listening and answering
any questions
5. Students spend some minutes preparing before reporting their work to the whole class.
6. Each group tell the other groups what decisions they have made
7. The students ask the teacher questions about any language they need for the task and/or
teacher tells the students about any language she noticed they didn’t know a while they
were doing the task, e.g. the pronunciation of some food words, the grammar of
uncountable and countable nouns.
8. The students do a written exercise on the new language.
Questions:
1. What does the teacher do at step 1?
- Pre-Task phase (before performing tasks)
- State the problem/perception that needs to be resolved.
- Introduce the title of the topic and the task to be solved.
 - The teacher introduces the lesson topic in the most complete way.
- Use images, posters and many other ways to make lessons more interesting.
Example : Show a picture about the birthday party, likes this:
- Aim to individual readiness assurance

- Ask students to speak individualy

Teacher asks Anwers’s students
What can you see in the picture? Birthday cake, cupcake, present, candy…
Is this a birthday party? Yes, it is.
Can you see me in the picture? Where am I? Yes/ No
Have you ever been to a birthday party? Yes/ No
When is your birthday? …..
What present would you like? Toy car, Teddy bear, birthday card…
What would you like to eat at a birthday party? Ice-cream, pizza, fried chicken…
What would you like to drink at a birthday party? juice, cola, lemonade…
If the teacher summarizes students’ answers on the board, which words would students
write? Why?
Present Drink Food
Toy car, Teddy bear, birthday card… juice, cola, lemonade… Ice-cream, pizza, …
Learn vocabulary by topic, helping students remember easily
2. What language items (pronunciation, grammar, vocabulary) do students need in steps 3, 4
and 5?
 Pronunciation Grammar Vobulary
What would you like to Ice-cream, pizza, …
eat/to drink at a birthday juice, cola, lemonade…
party?
What present would you Toy car, Teddy bear,
like? birthday card…

3. Does the teacher teach those language items before students do the task at step 3, 4, 6?
- Yes, Steps 1 and 2 need to focus on providing learners with foundational
knowledge, before learners practice the tasks.
4. Does the teacher focus on accuracy? If yes, at which step?
- Yes, at step 5
5. At which step does the teacher correct students’ mistakes?
- At step 4
6. Does the teacher focus on fluency? If yes, at which step?
- At step 6
7. Does the lesson focus on learning language items (grammar, vocabulary) or complete a
task in which the target language items are used?
- Complete a task in which the target language items are used.
8. What do you think about the possibility the students make mistakes while completing the
task?
- Mispronounce and use incorrect gramma
9. What difficulties may students and the teacher have in this lesson?

10. Compare between the task at step 3,4,6 and the task below. Which one focuses on form?
Which one focuses on meaning? Which is more meaningful? Which allows students to use their
own language resources?

the task at the task

step 3,4,6 below
Which one focuses on form? x
Which one focuses on meaning? x
 Which allows students to use their own language resources? x

Task 2: Stages of a TBL lesson

Put the above steps (in task 1) in each stage of the following TBL cycle.
1. Pre-task: T introduces topic and task
2. Task: students do the task, teacher monitors from distance, encouraging all attempts at
communication, not correcting. Since this situation has a "private" feel, students feel free
to experiment. Mistakes don't matter.
3. Planning: students prepare to report to the whole class (orally or in writing) how they did
the task, what they decided or discover. Since the report stage is public, students will
naturally want to be accurate, so the teacher stands by to give language advice.
4. Report: Some groups present their reports to the class, or exchange written reports, and
compare results. Teacher acts as a chairperson, and then comments on the content of the
reports.
5. Language focus: students examine and discuss new words, phrases, and patterns they
used in the task. Teachers analyze and conduct practice of those words, phrases and
patterns.
Stage Steps
Pre-task 1
Task 2,3,4
Planning 5
Report 6
Language focus 7,8

Task 3: What is a task?

Not every activity can be used as a “task” in task-based learning. According to Rod Ellis, a task
in Task-based learning must have 4 features: (1) focuses on meaning, (2) has some kind of gap,
(3) learners can use their own language resources to complete the task, (4) the task has a clearly-
defined, non-linguistic outcome.
Look at the following activities. Put a tick if they are/are not tasks and identify which stage of a
TBL lesson they can be used.
Activity is a is not a task At which stage (see task 2) can it be used
task
1 Stage TASK
2 x
3 x
4 x

Activity 1:
Activity 2:

Activity 3:
Have your students sit in pairs, preferably face to face. Distribute the handouts, “A” to one student in the
pair, and “B” to the other. Tell them not to look at each other’s handout. Instead, they carefully describe
their picture to their partner. Tell them that there are eight differences they must find and that they have
only fifteen minutes to find them. After the allotted time has passed, elicit all the eight differences from
your students. (15 – 20 minutes)
Activity 4: