Task with written outcomes, from the book "A Framework for Task-Based Learning"

  • In Focus 2, two tasks have written outcomes-6 and 9. Choose one, and discuss briefly how you might use the TBL framework (pre-task and task cycle) to plan your lesson.
  • Which component in the task cycle might need to be longer, or be divided into two stages?

In the task about teachers, I 'd do the following:
I'll show my students a photograph of me with one of my primary school teachers.
I'll stick it on the board and I'll write useful words and phrases as I tell them about him/her (as a mind map)
Then, I'll ask them to think of a teacher they remember well and tell their partner about him/her.
I'll remind them to pay attention to their partner description because then, they┬┤ll write about it.
Task cycle
Students do the task as I monitor them, they tell their partner about the teacher chosen. They may write down notes about their partner description.
They write paragraph (a draft version) about their parent's teacher using the notes they've taken.
They read aloud or circulate their piece of writing.

I think that the "planning" should be longer or even divided in two different stages. Some writing rules should be given to the Ss beforehand or the teacher should guide them by stating the important points that should be included in the writing (name of the teacher, grade, physical features, adjectives describing her/his personality, reasons why their partner has chosen his/her etc)
Vanina Mondello

Thank you, Vanina. Excellent job!

Pre task:

I'll show the students some pictures of graphs and charts about a company in distress.
I'll stick them on the board and ask the students to do a brainstorm about the pictures.
Then I'll ask them to divide the ideas in two columns: positive and negative.

Task Cycle


The students do the task and I propose them to do self correction by reading their positive and negative concepts to check if they are correct.


They imagine they are financial manager of a company in distress. They write sentences using Should/ Shouldn't, to give advice, and save the company.


They read aloud each setence advicing what to do to salve the Company.

I agree with Vanina, that the planning should be longer, because they need to know some grammar stractures before writing.
Veronica Grossi