TBL MODEL

 

TBL Model (Task-Based Learning)

Overview:
Task-Based Learning is a student-centered approach where language is learned through meaningful tasks, rather than direct instruction of grammar or vocabulary. The focus is on communication and real-world use of the language.

The Three Main Stages of TBL:

1. Pre-Task:

• The teacher introduces the topic and the task.

• Students are exposed to useful language and vocabulary they may need.

• It activates background knowledge and sets the context.
  Example: discussing holidays before a task about planning a vacation.

2. Task (Task Cycle):

• Students complete the task in pairs or groups using the target language.

• The teacher acts as a monitor, offering support if needed but not interrupting fluency.

• The task should be meaningful and communicative.
  Example: planning a trip, designing a menu, solving a problem, or creating an advertisement.

3. Post-Task (Language Focus):

• Students reflect on how the task went.

• The teacher highlights useful language or corrects common errors.

• There may be follow-up activities to reinforce grammar or vocabulary that emerged during the task.
  Example: reviewing the use of past tense if it came up during the task.

Key Features of TBL:

• Focus on meaning before form.

• Encourages natural communication.

• Promotes collaboration and problem-solving.

• Language learning happens as a result of doing the task, not just studying the rules.

Identification Part:

School Name: Escuela Normal Superior Del Distrito De Barranquilla
Teacher: Juan Sebastián Figueroa
Subject: English
Grade: 5
Date:
Class Time: 59 minutes
Standard: I use basic English structures to describe and compare people, places, and objects in my environment.

DBA: I express comparisons between people, animals, or things according to characteristics such as size, speed, and height, among others, using simple structures in English.

Objetive / Learning Outcome:

1. Students will be able to use comparative adjectives to describe and compare animals.

2. Students will practice speaking, writing, and listening using comparative structures.

3. Students will develop teamwork and communication skills through collaborative tasks.

1. Key Question:

1. Which animal is bigger, stronger, or faster? Why?

Didactic Sequence:

Pre-task Activities:

1. Introduction and Routine Activities (5 min)

• Which animal is bigger, stronger, or faster? Why?
• Ask students about their favorite animals and why they like them.
• Write their answers on the board to introduce adjectives (big, small, fast, slow, strong, weak, etc.).
• Briefly explain that they will learn how to compare animals using adjectives.

2. Wanm-up Activity (5 min)

• Show images of two animals on the board (e.g., Lion and Dog)

• Ask: Which one is bigger? and encourage students to answer
•  Introduce comparative adjectives: bigger, smaller, faster, slower, stronger, weaker, taller, shorter, heavier, lighter.
• Use body movements to illustrate comparisons (e.g., stretch arms wide for “bigger,” crouch for “smaller”).

3. Task Presentation (10 min)

• Play a short, engaging video or song about animal comparisons.
• Introduce a key question: Which animal is stronger, a lion or a dog?

• Conduct a brainstorming session where students name animals and assign adjectives. Write their answers on the board.
•  Provide example sentences: A cheetah is faster than a turtle, An elephant is bigger than a dog, A rabbit is smaller than a horse.

4. Instructions for the Task (5 min)

• Explain that students will work in pairs or small groups
• Each group will receive images or flashcards of different animals.
• They must choose two animals and write three comparison sentences using the provided structure.

During the Task:

1. Pair/Group work Activity (7 min)

• Hand out flashcards with pictures of different animals.
• Instruct students to compare the animals and write at least three comparative sentences.
• Encourage the use of complete sentences, e.g.: The giraffe is taller than the zebra, A crocodile is more dangerous than a rabbit, An eagle is faster than a penguin.

2. Collaborative Work (5 min)

• Each group presents their comparisons to the class.
• Encourage peer feedback by asking: Do you agree? Can you think of another comparison?
• Provide corrective feedback on pronunciation and sentence structure

3. Plan and Preparation Task (5 min)

• Each group creates a mini poster with three animals and their comparative sentences.
• Each group creates a mini poster with three animals and their comparative sentences.
• Posters are displayed around the classroom.

4. Socialization (5 min)

• Walk around the classroom with students, looking at different posters.
• Each group explains their comparisons to a different group.
• Discuss the most interesting comparisons as a class.

Post-Task

1. Feedback Activities (5 min)

• Ask students: What new words did you learn? How do we compare animals in English?
• Review common errors and clarify doubts.

2. Reflection Activity (5 min)

• Students share which comparison they found most surprising.
• Ask: Do you think these comparisons are the same in Spanish? Why or why not?

3. Evaluation Activities (2 min)

• Self-evaluation: Students check if they can correctly use comparative adjectives.
• Coevaluation: Peer review of posters and presentations.
• Heteroevaluation: Teacher assesses students’ participation, speaking, and writing skills.