An Introduction to TBI:

Task-based Instruction

By:
M.A. LEONARDO PACHECO MACHADO
 What is a TASK?
What do you think a task is?
Can you think of examples of tasks?

- Write down your own ideas.

Take some time and try to find a definition (not the translation). Use your
dictionary or google it.

- Compare what you found with your own ideas. Similar? Different?
Let’s take a look at some
“Activities”
Read the following description and procedures. Think about what both: the teacher and the
students are expected to do.

(Activity 1) My Birthday menu.

1. The teacher writes on the board: “Meals – Dishes”. Then, students are asked to say (and
write) as many words as possible related to them. Some words are checked in terms of
spelling, meaning and pronunciation.
2. Then, the teacher asks the students to pretend their birthday is coming and that they are
planning to throw a party. As they want to make their guests feel comfortable and enjoy the
party, they are asked to talk to their classmates (3 o 4) and find out what they would like to
eat and drink. As they speak, students are supposed to take notes on their classmates’ ideas.
3. Taking into account their classmates suggestions and ideas, they are expected to decide and
come up with their “Birthday Menu”. Students are encouraged to be as creative as possible
for the design of a written version of their menus.
4. As a final step, the birthday menus are shared. Students are asked what they think about
their classmates’ menus and if they would like to attend or not.
(Activity 2) How to write a menu.

1. The teacher asks the students for names of Restaurants in the city.
Then, students are asked to work in pairs (or small groups) and share if
they have a favorite restaurant or restaurants and why, how often they
go there, prices, etc.
2. Then, the teacher gives the students (in the same pairs or groups) a set
of pieces of paper that make a complete text – it is called “How to
write a Menu”. Students are supposed to read the different paragraphs
on the pieces of paper and organize them in the correct order.
3. The teacher monitors and takes turns checking the students work and
providing any help if required. Likewise, the teacher lets the students
know if the order of the paragraphs is correct or not.
4. As a final step, students are asked to discuss what they think about the
text.
(Activity 3) Setting up a Desktop Computer.
1. The teacher writes on the board: Desktop and Laptop. Then, students
are asked about the difference between the two words.
2. Then, the teacher tells the students they are going to watch a video
called: “Setting up a Desktop Computer”. Before watching, some words
are introduced and checked. These words are used in the video.
3. The first time students watch the video, they are just asked to follow
the sequence of the information presented. (The process of setting up
the pc)
4. Then, students are asked to
- Make a list of the different parts of a desktop computer.
- Make a list of (at least 6) steps to set up your desktop computer and
special Recommendations for each step.
- Compare their lists with a partner.
Reflect and discuss!
1. What do you think about the “activities” previously described?
2. What do they have in common?
3. How do you think you would feel carrying out the activities?
4. What do the “activities” focus on, form or meaning?
5. What Language skills are the students required to use to complete
the “activities”?
6. What is the role of the teacher?
7. What is the role of the students?
Definition of TASK
• Real World Tasks (Target tasks)
“uses of language (not necessarily,
though) in the world beyond the
classroom”.
Examples?
• Pedagogical Tasks
“those that occur in the classroom”. (too broad)
• “a pedagogical task is a piece of classroom
work that involves learners in comprehending,
manipulating, producing or interacting in the
target language while their attention is
focused on mobilizing their grammatical
knowledge in order to express meaning, and in
which the intention is to convey meaning
rather than to manipulate form.”
Characteristics of TASKS
• Skehan (1998), drawing on a number of other writers, puts forward five
key characteristics of a task:

1. meaning is primary

2. learners are not given other people’s meaning to regurgitate

3. there is some sort of relationship to comparable real-world activities

4. task completion has some priority

5. the assessment of the task is in terms of outcome.

TBI Framework
• Introduction to TOPIC and TASK
PRE-TASK • How?

• Task – Planning - Report

TASK • How?
CYCLE

• Analysis and Practice

LANGUA
GE • How?
FOCUS
Who does what in each stage?
STAGE / ROLE TEACHER STUDENT
   
 
Pre – task
 

   
 
Task cycle
 
 
   
 
Language focus
 
 
Your turn!
Design your own task.
- Work in groups.
- Take into account the characteristics and the framework presented.
- Choose a grade and a topic from the ESC (I strongly suggest choosing
the same grade and topic you used for your storytelling activity).
(Mallas de aprendizaje para primaria).
- Be as creative as possible.