How to Plan a Lesson Based on the Task-Based Learning (TBL) Approach

What is Lesson Planning?

Lesson planning is a crucial aspect of teaching that involves carefully designing and organizing the flow of a lesson. According to Purgason (1991), lesson planning can be defined as the process of taking everything we know about teaching and learning, along with our knowledge of the students in front of us, and combining these elements to create a "road map" for how the class period will unfold. It is the foundation of an organized and effective teaching approach, as it helps ensure that the lesson meets both educational objectives and students' needs.

Decisions Before the Lesson

Before teaching a lesson, teachers must make several important decisions that will guide the entire lesson. Planning is essentially about making decisions. As teachers anticipate what will happen in class, they need to consider the content, materials, sequencing, and timing of the lesson, while keeping in mind the students’ characteristics and learning needs (Purgason, 2013).

One of the first things teachers should pay attention to is the curriculum and learning objectives. These goals should align with what the students are expected to learn during the class. Teachers also need to decide how best to achieve these objectives using the available materials. This often involves deciding whether to add or remove certain resources to enhance the lesson.

Additionally, teachers should reflect on the students’ prior knowledge and experience. It’s important to check if the materials are suitable for the class and whether the students will be able to follow the lesson and continue learning effectively. Time management is another key consideration, as teachers need to ensure that the content fits into the limited class time available. Moreover, teachers should anticipate any potential problems that might arise and prepare a contingency plan to address unexpected situations.

Decisions During the Lesson

Once the lesson begins, teachers need to create a motivating and supportive learning environment. A strong start to the lesson is essential, and teachers can begin by introducing the students to the day's activities. To help students engage with the lesson from the start, a warm-up activity or game can be an effective strategy. This can help students feel more comfortable and interested in participating.

As the lesson progresses, the teacher takes on various roles, similar to how a waiter serves different courses during a meal. The teacher may organize activities, form small groups, and integrate different skills such as reading, writing, listening, and speaking. Teachers should also take into account different learning styles, such as auditory, visual, and kinesthetic, to ensure that the lesson caters to the needs of all students. Furthermore, teachers may move between teacher-centered and student-centered approaches, depending on the activity, and take on different roles, such as organizer, observer, or facilitator.

At times, things may not go according to plan, and teachers need to be flexible. For example, a planned activity might not work as expected, or the students might not have completed the necessary homework. In such situations, teachers need to either improvise or fall back on a backup activity, which should be prepared in advance as part of the contingency plan. Experienced teachers anticipate these challenges and are ready to adapt.

Another issue that may arise is timing. Sometimes the lesson may take longer than expected, or the teacher may not be able to cover all of the content within the planned time frame. In such cases, the teacher can skip less important activities and assign them as homework, or they can introduce a backup game or activity. Additionally, if the students take the lead in a discussion, teachers should be open to this and allow students to expand on the topic, as this can be a valuable opportunity for learning (Harmer, 2007).

Willis’ Framework for Task-Based Learning (TBL)

One effective approach to lesson planning is Task-Based Learning (TBL). Willis’ TBL framework consists of three key stages: the pre-task, the task-cycle, and the language focus. These stages are designed to create an immersive learning experience that encourages students to use the language in practical, real-world contexts.

1. Pre-task: This phase sets the stage for the lesson by introducing the topic and the task at hand. Teachers may engage students in a brief discussion or provide relevant background information to prepare them for the task.

2. Task-cycle: In this phase, students engage in the main task, where they actively use the language to complete a real-world activity. This could involve group work, problem-solving, or role-playing, depending on the lesson’s objectives.

3. Language focus: After completing the task, teachers guide students to reflect on the language used during the activity. This may include correcting mistakes, providing explanations, or highlighting useful vocabulary and grammar.

In conclusion, effective lesson planning based on the TBL approach requires careful preparation, flexibility, and a focus on engaging students through meaningful tasks. By considering the students' needs, the materials, and the timing, teachers can create a lesson that promotes active learning and language acquisition.

References:

Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Longman.

Purgason, A. (1991). Lesson planning: A guide for teachers. Teaching and Learning Journal, 23(3), 145-150.

Purgason, A. (2013). Planning for effective instruction. Journal of Educational Practices, 32(4), 111-118.