Doing task-based teaching

This book provides teachers with a better understanding of task-based learning and how it works, including how to incorporate tasks with textbook material.

Author Notes

Dave and Jane Willis are both well-respected OUP authors.

Acknowledgements	p. xi
Introduction	p. xiii
1 The basis of a task-based approach	p. 1
1.1 What do you think about task-based teaching?	p. 1
1.2 Starting with form and starting with meaning: alternative approaches	p. 4
1.3 Language as meaning	p. 6
1.4 Meaning and tasks in the classroom	p. 8
1.5 Characterizing tasks	p. 12
1.6 Why not start with grammar?	p. 16
2 Task-based sequences in the classroom	p. 21
2.1 Task sequences	p. 21
2.2 Planning a task sequence	p. 23
2.3 Building in focus on form	p. 25
2.3.1 Focus on form at the end of the sequence	p. 25
2.3.2 Exploiting written language	p. 27
2.4 Second language acquisition research and TBT	p. 30
3 Tasks based on written and spoken texts	p. 33
3.1 Introduction: reading for a purpose	p. 33
3.2 Discussion tasks	p. 34
3.3 Prediction tasks	p. 34
3.4 Jigsaw task sequences	p. 41
3.5 Student as question master	p. 43
3.6 General knowledge tasks	p. 45
3.7 Corrupted text	p. 48
3.7.1 Factual gap filling	p. 48
3.7.2 Linguistic gap filling	p. 49
3.8 Ways to recycle texts	p. 53
3.8.1 Corrupted text	p. 53
3.8.2 Quizzes	p. 54
3.8.3 Group dictation	p. 54
3.8.4 Communal memory	p. 55
3.8.5 Summaries	p. 56
3.8.6 Personalizing tasks	p. 56
3.9 Spoken texts	p. 56
3.9.1 The nature of spoken text	p. 56
3.9.2 Sources of spoken text	p. 59
3.10 Review	p. 59
3.11 Follow-up activities	p. 61
4 From topic to task types: listing, sorting, and classifying	p. 63
4.1 Introduction	p. 63
4.2 Selecting topics	p. 64
4.3 Tasks involving listing	p. 66
4.3.1 Brainstorming	p. 66
4.3.2 Fact-finding	p. 67
4.3.3 Games based on listing: quizzes, memory challenge, and guessing games	p. 68
4.3.4 Tasks for real beginners	p. 69
4.3.5 Evaluating a task	p. 70
4.3.6 Pre-task priming and post-task activities	p. 71
4.3.7 Summary	p. 72
4.4 Tasks involving ordering and sorting	p. 72
4.4.1 Sequencing	p. 72
4.4.2 Rank-ordering	p. 73
4.4.3 Classifying	p. 75
4.4.4 Games based on classified sets	p. 77
4.5 Visual support: charts, tables, mind-maps, etc.	p. 78
4.5.1 Charts and tables	p. 78
4.5.2 Mind maps	p. 79
4.5.3 Timelines and storylines	p. 80
4.6 Integrating reading and writing	p. 82
4.7 Review	p. 83
4.8 Follow-up activities	p. 84
5 From topic to task types: matching, comparing, problem-solving, projects, and storytelling	p. 85
5.1 Introduction	p. 85
5.2 Matching	p. 85
5.2.1 Listening and matching	p. 85
5.2.2 Reading and matching	p. 87
5.3 Comparing and contrasting: finding similarities or differences	p. 90
5.3.1 Comparison tasks	p. 90
5.3.2 Games: find the similarities or differences	p. 91
5.4 Problem-solving tasks and puzzles	p. 93
5.4.1 Preparing learners for problem-solving tasks	p. 93
5.4.2 Problem-solving task sequences and scenarios	p. 94
5.4.3 Problem-solving games and puzzles	p. 98
5.5 Projects and creative tasks	p. 99
5.6 Sharing personal experiences: storytelling, anecdotes, reminiscences	p. 105
5.7 A summary of task types using the 'task generator'	p. 107
5.8 Review	p. 111
6 Language focus and form focus	p. 113
6.1 Some basic principles	p. 113
6.2 A sample task: 'How strict were your parents?'	p. 114
6.3 Priming	p. 115
6.4 Language focus	p. 116
6.5 Focus on form	p. 117
6.5.1 Identifying items for a focus on form	p. 117
6.5.2 Correction as focus on form	p. 121
6.5.3 Finding texts	p. 122
6.5.4 Some form-focused activities	p. 124
6.5.5 Putting texts together	p. 128
6.6 Organizing language-focused and form-focused activities	p. 129
6.6.1 The pedagogic corpus	p. 130
6.7 Preparing for examinations	p. 131
6.8 Review	p. 132
7 The task-based classroom and the real world	p. 135
7.1 Classroom language and the outside world	p. 135
7.2 Real-world tasks	p. 136
7.2.1 English for specific purposes	p. 136
7.2.2 Everyday English	p. 139
7.2.3 Electronic communication: writing and reading	p. 140
7.3 Artificial tasks	p. 142
7.4 Spontaneous spoken discourse	p. 142
7.5 The social dimension	p. 147
7.6 Teacher roles	p. 148
7.7 Review	p. 151
7.8 Follow-up activities	p. 151
8 Adapting and refining tasks: seven parameters	p. 153
8.1 Introduction	p. 153
8.2 Outcome, and interim goals: the need for precision	p. 156
8.3 Starting points for tasks: input and timing at priming stage	p. 159
8.4 Pre-task preparation and planning	p. 160
8.5 Control of 'agenda' and task structure	p. 161
8.6 Interaction patterns and participant roles	p. 163
8.7 Pressure on language production: 'pushing' output to achieve accuracy	p. 165
8.8 Post-task activities	p. 168
8.8.1 Follow-up tasks for recycling texts	p. 168
8.8.2 Report stage	p. 169
8.8.3 Task repetition	p. 170
8.8.4 Post-task language work	p. 171
8.8.5 Evaluation and reflection	p. 173
8.9 Review	p. 174
8.10 Further exploration: investigating your teaching	p. 174
8.11 Follow-up activity	p. 174
9 Designing a task-based syllabus	p. 177
9.1 The language-based syllabus	p. 177
9.2 A meaning-based approach	p. 179
9.2.1 What do learners want to mean	p. 179
9.2.2 ESP courses	p. 179
9.2.3 English for general purposes	p. 180
9.2.4 English for examination purposes	p. 181
9.2.5 Starting from the course book	p. 182
9.3 From 'can do' statements to tasks and texts	p. 183
9.3.1 The concept of 'can do'	p. 183
9.3.2 Grading tasks	p. 185
9.4 Language coverage and the pedagogic corpus	p. 187
9.4.1 The pedagogic corpus	p. 187
9.4.2 The role of the course designer and teacher	p. 189
9.4.3 Integrating lexis, tasks, and grammar into in the syllabus	p. 191
9.5 Covering important lexis	p. 192
9.5.1 The most common words	p. 192
9.5.2 How to teach lexically	p. 194
9.6 The process of syllabus design	p. 196
9.7 Follow-up activities	p. 198
10 How to integrate TBT with coursebooks, and other frequently asked questions	p. 199
10.1 Introduction and problems perceived with TBT	p. 199
10.2 How can I integrate tasks into my textbooks?	p. 201
10.2.1 Identifying tasks and activities that just need 'tweaking'	p. 201
10.2.2 Re-ordering activities	p. 209
10.2.3 Adding and integrating focused tasks	p. 210
10.3 How can we find time to design tasks and plan TBT lessons?	p. 212
10.4 How can I make time to do tasks in class?	p. 213
10.5 How can you change attitudes of students who aren't used to TBT?	p. 217
10.6 How can I motivate my students to do more than just the minimum?	p. 217
10.7 How can we prevent overuse of Li and encourage learners with the same Li to use English during pair-work and project work?	p. 220
10.8 How do we keep learners' interest during a post-task report stage?	p. 221
10.9 How can we give learners a sense of their own progress?	p. 222
10.10 How can we control and keep discipline in large or difficult classes?	p. 223
10.11 One-to-one classes	p. 224
10.12 How can you do tasks with mixed ability learners/on different levels, and ensure all students can do the task?	p. 225
10.13 If we take up TBT, what exams are there that are truly task-based?	p. 226
10.14 Teacher's tips for implementing TBT	p. 227
Appendix 1 Sample task-based lessons	p. 235
Appendix 2 Sample projects and scenarios	p. 246
Appendix 3 Transcripts of task recordings	p. 251
Appendix 4 Designing and using communicative tasks	p. 253
Appendix 5 Sample task-based course plan	p. 255
Appendix 6 Word frequency lists	p. 259
List of teachers who contributed tasks and advice	p. 263
References	p. 267
Index	p. 273

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