1. The TBL framework

2. The pre-task phase introduces the class to the topic and the task activating topic related words and phrases. Pre-task phase

3. Teacher roles in the framework ➲ Teacher is a facilitator. ➲ Facilitating learning involves balancing the amount of exposure and use of language, and ensuring they are both of suitable quality. ➲ The teacher is involved in setting task up, ensuring that learners understand and get on with them, and drawing them to a close.

4. Advance preparation. If you are designing your own task there will be a certain amount of preparation beforehand, for example : Finding suitable pictures. Working out vocabulary-building ideas. Making recordings of fluent speakers doing the task.

5. Introducing the topic ➲ Help learners define the topic area. ➲ However, students may hold different views on what some topics are about. ➲ Spend some time discussing with the class the concept of the topic before continuing. ➲ Topics such as families, school or work, are familiar to most people and should not be difficult for them to understand.

6. Identifying topic language. Help students recall and activate words and phrases that will be useful both during the task and outside the classroom ➲ Introduce a few vital topic related words and phrases. ➲ Don't teach large amounts of new language. ➲ Don’t teach one particular grammatical structure. ➲ Encourage learners to pool topic-related words they know already. ➲ If the task involves reading and talking about a text, pick out words and phrases that are vital for a general understanding.

7. Pre-task language activities. Pre-task activities give learners relevant exposure and create interest in doing a task on this topic. Make sure learners know why they are doing the pre-task and how it will help them with the main task.

8. Classifying words and phrases Odd one out Matching phrases and pictures Memory challenge Pre-task language activities. Brainstorming and mind maps Thinking of questions to ask Teacher recounting a similar experience

9. Giving task instructions. It ensures that all learners understand what the task involves, what its goals are and what outcome is required. The more specific the instructions, the more likely students are to feel secure about doing the task. There are alternative ways to give instructions and these provide different kinds of learning opportunities. Write down your instructions before the lesson and try them out on a colleague.

10. Giving task instructions. Students read instructions by themselves. Teacher demonstrates the task with a good student. Teacher plays audio or video recording of fluent speakers doing the task. Teacher shows the class what previous students have achieved.

11. Patterns of interaction and turn-taking There are different ways of setting a task up. You will need to decide which way you prefer in the pre-task phase. The way the task is set up will directly influence the amount and quality of the talk generated.

12. Typicalinteractionpatterns Typical interaction patterns. ➲ Individual student carrying out a task. ➲ Individual students circulating, talking to different students.

13. Typicalinteractionpatterns Typical interaction patterns. ➲ Students doing a task singly, then exchanging ideas in pairs. ➲ Students in pairs (as equals, or with one student leading).

14. Typicalinteractionpatterns Typical interaction patterns. ➲ Students in groups (with or without a chairperson). ➲ Teacher working with groups or pairs in turn.

15. Typicalinteractionpatterns Typical interaction patterns. ➲ Teacher working with the class..

16. Typicalinteractionpatterns Typical interaction patterns. Consider the different learning opportunities each one offers, the probable lengths of speaking turns and the amount of clarification likely in each.