1. TEACHING CHILDREN
WITH A TBL APPROACH:
IS IT POSSIBLE?
REFLECTING ON THE APPROACH
Lina María Londoño M.

2. WHAT IS A TBL APPROACH?
Task based learning is an approach in
which:
• A task and its language are set.
• Learners are exposed to the most
natural situations in the target
language.
• Integration of skills is promoted.

3. WHICH ARE ITS ADVANTAGES?
• Learner centered
• Skill integration
• Meaningful learning
• Team and pair work abilities are
developed as well
• Contextualized
• Engagement and motivation

4. TBL STEPS
•Pre task
•Task cycle
•Language focus

5. PRE TASK
• Introduction to the topic and task.
• Presentation of useful expressions and
vocabulary derived from the task.
• Input takes place.
• Listening and or reading activities can
be done.

6. TASK CYCLE
• Task is performed in pairs or small
groups.
• Teacher monitors.
• Students plan what and how to report
to the rest of the class.
• Students select an oral or written form
to report (depending on the task).

7. LANGUAGE FOCUS
• Students examine specific
features of any listening or
reading text which they have
looked up for the task.
• Practice takes place

8. TBL AND CHILDREN
• Limited linguistic code.
• Attention span is short.
• Pair or team work abilities have not
been developed yet.
• Engagement and motivation are not
always constant.

9. TBL IS POSSIBLE FOR YOUNG LEARNERS IF:
• Tasks to be performed or developed are
carefully selected.
• Activities in each task take short periods of
time.
• Students have enough freedom to choose
their task partners.
• Tasks refer to the kids real and every day
life.

10. TASK SAMPLE: PREPARING A RECIPE
• PRE TASK
• Presenting new words dealing with task:
food; containers; basic instructions; verb
like.
• Students listen to native speakers (better
if they are children or teens) describing a
recipe or giving instructions.
• Students read a menu and decide on what
they would order.

11. TASK CYCLE
• Students design a menu to use in a restaurant
of their own or instructions for a recipe.
• Teacher monitors students and helps them
with difficult words or expressions.
• Students can re-read or listen again to the
texts they have heard before.
• Students plan the activity and finally they
perform it.

12. LANGUAGE FOCUS
• Students discuss the difficulties they
had for the task performance.
• Students practice new words and
expressions derived from the task:
food, likes, giving instructions, etc.
• Students may share food or snacks
using the expressions and vocabulary.