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3. The Teaching Procedure of Task – Based Language Teaching
Willis states that in TBLT the core of the class activity is the task 2006: 38. He suggests that each lesson is divided into several stages. In
a Framework for Task – Based Learning 1998: 38 Willis presents a three stage process:
a. Pre – task
The pre – task phase introduces the topic and task for the students, activates the students to find related words and phrases
which are suitable to the topic. In the pre-task, the teacher presents what will be expected of the students in the task phase. Additionally,
the teacher may prime the students with correct way to make a good organization, content, grammatical constructs
syntax, mechanics, and vocabulary, although in pure task-based learning lessons, these
will be presented the suggestions and motivations, so the students would be encouraged to use what they are comfortable with in order
to complete the task. The instructors may also present a model of the task by doing it by themselves or by presenting picture, audio, or
video demonstrating the task. The purpose of the pre-task phase is to prepare students to perform the task in ways that will promote
acquisition. Three approaches of pre task – phase are motivational, focus on cognitive demands, and focus on linguistic demands.
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Procedural options for the Pre-Task Phase are: 1. Supporting learners in performing a task similar to the main
task. 2. Providing learners with a model of how the task might be
performed. 3. Engaging learners in non-task activities designed to help them
perform the task. 4. Providing learners with the opportunity to plan how to perform
the task.
b. Task - cycle
This stage consists of task, planning, and report. The task – cycle offers the chance to learners to use whatever language they
already know in order to carry out the task, and then to improve that language, under teacher’s guidance, while are planning their reports
of the task. Feedback from the teacher in giving correction of organization, content, syntax, mechanics, and vocabulary comes
when they want it most, at the planning stage, and after the report. Task – based language teaching provides three basic conditions for
language learning – exposure, use, and motivation. a. Task
During the task phase, the students perform the task, typically in small groups,
although this is dependent on the type of activity. The students give correction for their friends’ work
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each other in their own group. The correction in peer editing focuses on all indicators of writing namely organization, content,
syntax, mechanics, and vocabulary. Unless the teacher plays a particular role in the task, then the teacher’s role is typically
limited to one of an observer or counselor – thus the reason for it being a more student – centered methodology.
b. Planning Having completed the task, the students prepare either a
written or oral report to present to the class. The instructor takes questions and otherwise simply monitors the students.
c. Report The students then present this information to the rest of the
class. Here the teacher may provide written or oral feedback, as appropriate, and the students observing may do the same.
c. Language focus
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