TASK-BASED LESSON FRAMEWORK
Phase
Stage
Activity
The teacher introduces the topic and explains the
task
Pre-task
Introduction to
topic & task
Students may brainstorm language they can use in
the task
Students may listen to a recording or read a text
Students do the task, in pairs or small groups
Task
Task-cycle
Planning
The teacher monitors and encourages students,
provides help if needed
Students prepare to report (orally or in writing)
how they did the task, what they decided or
discovered
Groups present their reports and compare results
Report
The teacher acts as chairperson and gives
feedback on content and form
Students examine and discuss specific features of
the text or recording
Analysis
Post-task
(language focus)
The teacher brings useful words and language
patterns to students’ attention. She may also focus
on language items from the report stage.
Practice
The teacher conducts practice of new words and
patterns, either during or after the analysis
Evaluation and
refection
The teacher asks students to reflect on the task
cycle and say or write down how they felt about it
and what they learned.
OBJECTIVE: By the end of the lesson, students will be able to write a postcard to a friend, describing what they
are doing during a holiday.
TIMING
5 min
STAGE
Introduction to the
topic & task
15 min
Task
20 min
Planning
10 min
10 min
Report
Analysis
PROCEDURE
Teacher tells students that he has just received a
postcard from a friend, who is spending a holiday in Nha
Trang. He invites students to guess what his friend is
doing in Nha Trang. He tells them that they are going to
learn how to write a postcard about what they are
doing during a holiday.
Teacher shows the postcard on the screen. Students
read the postcard and take turn in group to tell the class
what the teacher’s friend is doing in Nha Trang.
Students work in groups of 4-5 and decide the place for
their postcard. Students work out some activities they
will write in their postcard. Students write a postcard
together.
INTERACTION
T-S
S-T
S-S
S-S
Students decide on how they will present their S-S
postcards to the class. Students can either simply read
out loud their work or have a member read with others
acting out.
Teacher helps students to show the postcard on the S-S
screen. Each group will take turn to present their
postcard.
Teacher asks a model follow-up question for the first T-S
group, for example “What kind of food are you eating?”
Each group will answer up to three questions from their S-S
friends. Teacher monitors and gives feedback for the
class.
Language focus: using present continuous tense.
T-S
Students are asked to look at their postcard and identify S-T
the sentences that describe what they are doing during
a holiday. The class then looks at the postcard from the
teacher’s friend and do the same task.
Students are asked to look at these sentences and
identify the verbs. Then, teacher asks students to S-T
identify the tense that are being used.
15 min
Practice
Teacher introduces the form of present continuous
tense and the use of this tense:
Form: S + be + V_ing.
Use: We use the present continuous to talk about
events which are happening at the moment.
Students work in their original groups and rewrite their S-S
postcards. They have to include some information they
have been asked in the follow-up questions and correct
the grammatical mistakes based on the target language
in the analysis stage. They also decorate their
postcards. The teacher monitors the work and gives
feedback.
10 min
Evaluation &
Reflection
Students put their postcard in an envelope and teacher S-T
collect all the envelopes. Later in the course, teacher
will randomly distribute these postcards and students
will write replying letters.
Exit ticket – on a sticky note, students write one best S
activity among those presented in the postcards and
one question they still have about the class. They put
sticky notes on the board.
HOMEWORK: Each student writes a ‘holiday’ postcard
at home, using what they have learned in the class.