DAVE WILLIS & JANE WILLIS Doing Task-based Teachingw published in Osford Handbooks for Language Teachers ‘Teaching American English Pronunciation. Peter Avery and Susan Ehrlich Success in English Teaching Paul Davies and Erie Pearse Doing Second Language Research James Dean Brown and Theodore S. Rodgers Teaching Business English Mark Ellis and Christine Johnson Intercultural Business Communication Robert Gibson Teaching and Learning in the Language Classroom Tricia Hedge Teaching Second Language Reading Thom Hudson ‘Teaching English Overseas: An Introduction Sandra Lee McKay ‘Teaching English as an International Language Sandra Lee McKay How Languages are Learned 3rd edition Patsy M. Lightbown and Nina Spada Communication in the Language Classroom. Tony Lynch ‘Teaching Young Language Learners Annamaria Pinter Explaining English Grammar George Yale Doing Task-based Teaching Dave Willis and Jane Wallis OXFORD UNIVERSITY PRESSOXFORD Great Clarendon $1 et, Oxtord 0x2 Gor ford University Press is a department of'the University of Oxtord. furthers the University’s objective of excellence in tesearch, scholarship, ‘and education by publishing workiwide in Oxford New York Auckland Cape ‘Town Dares Salaam HongKong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto . With offices in ‘i Argentina Austria Mrazil Chile Czech Republic France Gustemil Hisnsary Rly jan Poland Forwg! 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Individust purchasers muy make copies for thelr own use oF for use by classes thar they teach, School purchasers may make copies for use by staffand student, but tis vermission does not extend to additional schools or branches ‘wler no circumstances may any part ofthis book be photocopied for resale ‘Any websites referred to in this publication aren the public domain and "helt addresses are provided by Oxford University Press for information ently ‘OAford University Press disctaims any responsibility for the content tam-13) 998 019 aana109 Prinved in chi CONTENTS Acknotoledgements Introduction The basis of a task-based approach 1.1 Whardo you think about task-based teaching? / 1.2 Starting with form and starting with meaning: alternative approaches, L.3. Language as meaning 1.4 Meaning and tasks in the classroom. 1.5. Characterizing tasks 1.6 Why not start with grammar? ‘Task-based sequences in the classroom 2.1 Task sequences 2.2. Planning a task sequence 2.3. Building in focus on form 2.3.1 Focus on form ar the end of the sequence 2.3.2. Exploiting writcen language 2.4 Second language acquisition research and TBT “Tasks based on written and spoken texts 3.1 Introduction: reading for a purpose 3.2. Discussion tasks 3.3. Prediction tasks 3.4 Jigsaw task sequences 3.5 Student as question master 3.6 General knowledge tasks 3.7 Corrupted text 3.7-1 Factual gap filling 3.7.2. Linguistic gap filling 3.8 Ways to recycle texts 3.8.1 Corrupted text 3.8.2. Quizzes 3.8.3. Group dictation 3.8.4 Communal memory 4.8.5. Summaries 4 6 8 6 a an a 25 25 30 56318.6 Peseonall $6 5.4.2. Problem-solving task sequences and scenarios o4 3.9. Spoken texts 56 5.4.3 Problem-solving, games and puzzles 98 3.9.1 The 56 5.5 sand creative tasks » 3.9.2. Sources of spoken text 9 5.6 ing personal experiences: storytelling, anecdotes, 3,10 Review 9 reminiscences =e 3.11 Follow-up activities 6 5,7 A surnmary of task types using the ‘task generator 107 ¥ : 5.8 Review a 4 From topic to task types: listing, sorting, and classifying 63 4.1 Introduction 63 6 Language focus and form focus be 4,2 Selecting topics 64 6.1 Some basic principles 1 4.3 ‘Tasks involving listing 66 62. Asample task : ‘How strict were your parents?” 4 43.1 Brainstorming 66 63 Priming a 43.2 Pact-finding & 6A Language focus 9 43.3 Games based on listing: quizees, memory challenge, 6.5. Focuson form ea and guessing games 68 6.5.1 Identifying items for a focus on. form 7 43.4 Tasks for real beginners 69 6.5.2 Correction as focus on form. se 4.3.5 Evaluating a taske i 6.5.3 Finding texts 2 4.3.6 Pre-task priming and post-taskcactivities 7 6.5.4 Some form-focused activities 4 43.7 Summary ra 65.5 Putting texts together - | a 4.4 Tasks involving ordering and sorting n 6.6 Organizing language-focused and form-focused activities 9 4.4.1 Sequencing 72 6.6.1. The pedagogic corpus He 4.4.2 Rank-ordering 3 6.7 Prepating for examinations Bs: 443 Classifying > G8 Review a 4.4.4 Games based on classified sets 77 4,5 Visual support: charts, tables, mind-maps, etc. 8 7 The task-based classroom and the real world 1 4.5.1 Charts and tables 78 7.1. Classroom language and the outside world 135 45.2 Mind maps a 7.2 Real-world tasks ne 4.5.3 Timelines and storylines 80 7.2.1 English for specific purposes 36 4.6 Integrating reading and writing 82 7.2.2 Everyday English 0 4.7 Review 8&3 73.3 Blectronic communication: writing and teading 140 ES, Esllowr-uprariivitios ba 7.3. Artificial casks 1 . . 7.4. Spontaneous spoken discourse as 5 From topic to task types: matching, comparing, problem-solving, 7.5 The social dimension 7 projects, and storytelling 85 7.6 Teacher rales ue 5.1. Introduction 85 77 Review bi 5.2 Marching 85 7.8 Follow-up activicies be 5.2.1 Listening and matching 85 5.2.2. Reading and matching 87 8 Adapting and refining tasks: seven parameters 133 5.3 { contrasting: finding similarities ot 8.1 Introduction Be 90 8.2 Outcome, and interim goals: the need for precision 156 5.3.1 Comparison tasks is 83 Startingpoines fe npurand timing at primingstage 159 5.3.2 Games; find the similarities or differences 91 8.4 Pre-task preparation and planning pe 5.4 Problemssolving tasks and puzzles 33 45 Control of agenda’ and cask structure 161 5.4.1 Preparing learners for problem-solving tasks oy 8.6 Inreraction panerny and participant roles 16) lM8.7. Pressure on language production: ‘pushing’ output to achieve accuracy isk activities Follow-up tasks for recycling texts Report stage "Task repetition Post-task language work Evaluation and reflection 88 8.9 Review 8.10 Further exploration: investigating your teaching B.11 Follow-up activity 2 Designing a task-based syllabus 9.1 ‘The language-based syllabus 9.2 Ameaning-based approach 9.2.1 Whar do learners want to mean 9.2.2 ESP courses 3 English for general purposes 9.2.4 English for examination purposes 9.2.5 Starting from the course book 9.3 From ‘can do’ statements to tasks and texts 9.3.1 The concept of ‘can do’ 9.3.2 Grading tasks 9A Language coverage and the pedagogic corpus 9.4.1 ‘The pedagogic corpus 9.4.2 The role of the course designer and teacher 94.3 Integrating lexis, tasks, and grammar into in the syllabus 9.5 Covering important lexis 9.5.1 The most common words 9.5.2 How to teach lexically 9.6 The process of syllabus design 9.7 Follow-up activities 10 How to integrate TBT with coursebooks, and other frequently asked questions 10.1 Introduction and problems perceived with TBT 10.2 How can | integrate tasks into my textbooks? 10.2.1. Identifying tasks and activities that just need ‘eweaking? 10.2.2. Re-ordering activities 10.2.3 Adding and integrating focused tasks 10,3. How can we find time to desi sand plan PHT lessons? 165 168 168 169 170 171 173 174 174 174 "07 77 79 79 179 180 BI 182 183 183 185 187 187 189. 191 192 192 194 196 198 ime ks in class? 4 Howrean Lake time to do tasks: e {o's Hawean you change attitudes of sudents who aren't used to TBT? ’ 10.6 How can I motivate my students to do more than just the minimum? : aa 10.7 How can we prevent overuse of L and encourage learners with the same Lt co use English during pair-work and rojecr work? ; 108 low do wekeep learner’ interest during a post-tak ort stage? | ; 10.9 opens give learners a sense of their own progress? 10.10 How-can we control and keep discipline in large or difficulcclasses? -ro-one classes oe Hewes do tasks with mixed ability earnerson different levels, and ensure all scudents can do the task? 10.13. Ifwe take up'TBT, what exams are there that are cruly cask-based? — 10.14 Teacher's tips for implementing TBT Appendix 1 Sample task-based lessons _ Appendix 2. Sample projects and scenatios Appendix 3. Transcripts of task recordings cole Appendix 4 Designing and using communicative Appendix 5 Sample cask-based course plan Appendix 6 Word frequency lists List of teachers whe contributed tasks and advice References suck Index (with page numbers in bold where a word is explained in the text) aay 224 25 226 227 235 246 351 253 255 259 263 267 273— SC ACKNOWLEDGEMENTS ‘When we began planning this book, we sent out a request to language teachers worldwide who were involved in TBT. We asked them to send us tasks which had worked well with their learners together with outline lesson plans to go with chem. We also asked them what advice they would give to other teachers hoping to implement TBT, and to report difficulties and problems they had encountered themselves and had heard of from colleagues connection with TBT. The response was magnificent, So first, and most importantly, we would like to thank the contributors listed at the end of this book, not only for sending us their tasks and ideas, butalso for responding so willingly to our follow-up requests for more details. Sadly we were unable to find space for all the tasks sent in—we received well over roo—but everyone's advice has been collated and incorporated at relevant stages in the book, and especially in the final chapter, Itis their co-operation that makes this book truly worthy of its title: Doing Task-based Teaching. Weld also like to thank the large number of teachers and trainers whom we have met and talked to over the past ten years at conferences, workshops, and talks in Argentina, Brazil, Canada, Chile, Germany, Greece, Ireland, Italy, Japan, New Zealand, Pakistan, Portugal, Souch Korea, Spain, Switzerland, Taiwan, Thailand, Turkey, UAE, UK, and more recently at IATEFL conferences. We would also like to include participants in the TBLT 2005 conference at Leuven who sent us feedback through Steve Mann, who attended that conference. By asking questions and filling in slips of paper in workshop sessions, teachers have, sometimes unwittingly, contributed advice and ideas that have helped to shape this book We should also thank Masters students at Birmingham and Aston Universities who, through their assignments and research, have given us useful insights into classrooms all over the world and demonstrated how TBTT can work in practice. Several people—whose names we do not know—read various early outlines and drafts of chapters and commented thoughtfully and constructively on many aspects, helping us to reshape and fine-tune the contents, Steve Mann gaveus detailed feedback on the last four chapters, which certainly clarified a few issues for us, and helped to make the final version more readable, Roger Hawkey kindly wrote a shore section on testing for our final chapter. We are very grateful to you all and just hope that we have done justice to your suggestions,INTRODUCTION Doing Tisk-based Teaching has been written for language teachers who want to gain a better understanding of how task-based teaching (TBT) works in practice. It aims to give beginner teachers the confidence to start using tasks in their lessons, and help experienced teachers to widen their repertoire of tasks and task sequences. It draws on the classroom experiences nat only of the writers themselves, but of over 30 teachers in twelve different countries, These commicted teachers have sent in examples of tasks they have designed and used successfully in their lessons. In the book-we take further account of the realities of the classroom by looking at ways of combining a task-based approach with current coursebooks. Chapter 1 begins by exploring some commonly held views on TBT and addressing some common misconceptions. It distinguishes between approaches that begin with a focus on grammatical form and those that begin with a focus on meaning, and looks at the principles that underpin them. It explores the meaning of the term ‘task’ and argues that a teacher- controlled focus on gramiar should come at the end of a task cycle. From Chapter 2 onwards, che emphasis is very much on doing task-based teaching. Chapter 2 describes four practical sequences of meaning-focused activities leading to a focus on form. These sequences ate used to illustrate a coherent and accessible explanation of some basic theories and principles behind TBT. ‘The next three chapters (3, 4, and.s) focus on designing tasks. They illustrate a variety of different rask types, and look ar ways of grading, appraising, and evaluating casks. For each task type, there are examples of specific tasks used in classtooms round the world, as described by the teachers who used then, There is detailed advice on generating effective tasks for different levels of learner and on integrating reading and writing activ Chapter 6 distinguishes between a focus on language in use and a focus on form in isolation. Icexplores stages in atask cycle where learners are naturally concerned with improving their language and becoming more accurate Ganguage focus). Turning to a focus on form, the chapter illustrates how different ivems can be identified and taken from the language of the spokenOF written texts associated with a task sequence and used as the basiy for form-focused exercises. Many examples are given and there is advice on finding and creating texts and preparing for examinations, Chapter 7 looks. typical classroom discourse and explores how far it can be extended to reflect the language used in the discourse arenas of the world outside. ‘The use of tasks opens up a far wider potential for real-nesld Nguaye use, especially when teaching students with specific needs. This shapter describes ‘real-world’ tasks that incorporate everyday English and electronic communication, It lists typical Features of spontaneous spoken relish, examples of which can be brought into the classroom. Ie acknowledges the difficultics in dealing with variable social dimensions and illistrates task sequences leading to role-plays designed to highlight the social dimension. Finally it explores the roles of a TBT teacher as manager of discourse as well as a purveyor of knowledge, Chapter 8 illustrates ways of adapting and refining tasks to tailor them more Precisely to the needs of specific classes, to make them more engaging and to fuard against minimal participation by less motivated learners Planning a twsk-based lesson involves making decisions about pre-and post-task activities, the outcome, interim goals of and structure of the task, interaction Uuterns and the degree of accuracy, and/or spontancity. The ehapter also illustrates the need to devise very dear instructions. Each of the sera brosnt Parameters in task design is further broken down into specifie aspects that be adjusted or ‘eweaked’ in different ways. Readers are encouraged to &xperiment by changing one such aspect to sce what difference it makes in their lessonsand ro plan a small-scale action research project Chapter 9, on task-based syllabus design, outlines the problems with stati ng [rom an itemized language-based syllabus and looks at different meaning- based approachesto syllabus design, Iediscussestask-based syllabuses fer design of ESP, general, examination, and coursebook based courses as vel Ai couics bused on leamer outcomes ot ‘can do’ statements. Stating with pic le ‘al to facilitate task-based interactions, and the problem of ating systematic language coverage in TB can be solved through use fa pedagogic corpus, Finally, there is an explanation and summary of a sec of procedures for syllabus design, Chaprer 10 takes up the most frequently asked questions about TBT that have nor already been answered in the fitst nine chapters. Ie begins with a fummaty of the most commonly reported problems with TBT, and then responds to questions that arise out of these problems, such as integrating cribed coursebook, It looks at ways of turning textbook ®, making, ime to do tasks in class, dealing. with lange } unmotivaced and unwilling learners, combating. ver Of L4, and handling mixed ability classes. The chapter includes much advle, into t classes, scimular of ieachers who ribu sks el r useful m the teach o contribured casks and icends with their most ps for teachers who mp! it the future. ip hers who hope to implement TBT in th Readet activities are included at incervals throughout the oe peg activities and further reading appear at the end of most spe Thee auivities aim to help readers to reflect constructively on what ha o belies onto propane or what dt cocalng inthe hist setion, There are alsa cee tee practical naar, applying the ideas inthe presing section to the readers own teaching context, for example, eens specific task and writing task instructions foraclass of their ee af a i iyi uage features 1 by A ce lerfe tosses Many sco be Soe tomo constructive dscusion oF provide the basis for write signtments on teacher taining programmes. ies fe ks, projects The Appendics inch won plans and commentaries for sts, procs and senarios,ape-scrips,» smple cour eulne and sample handout that can be used in a workshop on task design, The aim is co poly teacher with enough data so they ean adapt and try thesc tasks out with wid od ty h classes and plan theit own form-focused materials. Note on terminology The bok is eninled Dang Tisk-baed Tnshing and we have on the whole used TET as the shore form to refer to tasbased teahing. Of sou wher e reader will, wachi , learning does, roo—or so we hope! ; eae BTL wed Boe vane to me, parioualy wien we af quodg from the work of others. Dave Willis and Jane Willis, Kendal, Cumbria, February 2006