TBL - English
5th-10th grade: Workshop 1
Task design: Jane Willis
Jane Willis’ TBL model (1996) involves the basic 3 phases, but:
• She focuses more on the while and post phases and divides them into several
stages
• Her focus is more on language awareness and making sure learners
understand and process langauge points
• Her model is perhaps more relevant for more advanced/older learners,
whereas Cameron’s model perhaps suits the needs of young learners better
Jane Willis: the Task Cycle
This is the WHILE-phase; ‘core activity’ in Cameron’s model. Willis divides it
into 3:
 Task: this is where the actual Task is made
Planning: this is where learners prepare presenting their task solution to
others
Presentation: this is where learners present their task solution – can be in
pairs, groups or class
An example: Map information gap
• Task: information gap. Partners A and B have the same map, but with different
names of locations on it. Now, they have to find all locations on the map – and they
can’t show the map to each other.
• Planning: when the locations have been found, the Task is solved. Now they have to
go over the results to check them and draw lines on the map to check routes.
• Presentation: A and B partners are now put in groups. They compare results with
other A or B partners. When they decide on the right route, the Task cycle is
complete
Jane Willis: Language Focus
This is the POST-phase, which Willis divides into 2 parts:
• Analysis: here the teacher identifies language issues which have come up during the task
cycle – and explains rules to learners
Example: learners have made written about ‘Me in 5 years’; many of them have experienced
difficulties with expressing future. The teacher presents information about verbs and future
time in English.
• Practice: Teacher helps learners choose exercises which suit their needs
Example: exercises with future forms/modals in English; e.g. write a letter to a friend in which
you suggest plans for a trip (”we might go see…”, ”I would like to visit…”, ”we will be there
at…”)
Extra: Modelling in the Teaching-Learning
Cycle
• Genre writing/reading didactics – breaking down the genre becomes the
main scaffolding for learners
•




4 stages:
Setting the context/explaining genre
Deconstructing and modelling: break down genre rules and show example
Joint construction: teacher creates a text with learners
Independent construction: learners now write/read on their own
Demo: microfiction
•
•
-
Pre-phase: intro to microfiction writing – what is that?
While-phase:
task: write a story in less than 100 words about a picture
plan: read aloud, check language issues
- present: read your story to partners
• Post-phase: suggest activities for language work
Microfiction: what is that?
• A short fiction text, often under 100 words. Also known as ‘Flash Fiction’.
Genre criteria:
• With few words, you must start in media res
• The story should express mood/atmosphere within a short time span – it
involves a specific situation, often told in 3rd person restricted narrative
• Often an open ending, leading up to a given frame – e.g. the situation in a
picture/photo.
Write a story that explains
this picture in a 100 words
 Who is this woman?
 Who is she talking to?
 Decsribe her facial expression: is she
worried? Irritated? Sad?
 Try to say: ”Ohh…Alright…” out
loud: how many different ways can
it sound – and what kinds of mood
are there?
Language Focus
Discussion: language focus
• What kind of skills do you need to tackle language issues ‘on
demand’?
• What kinds of resources do you need to address individual needs of
learners?
• How can language awareness be integrated in activities in a
meaningful way? (Focus on Form)