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Task-Based Instruction: The marriage of College and Career Readiness and English Language Proficiency

OPD3e_Image (1)Step Forward Series Director, Jayme Adelson-Goldstein, identifies several task types that incorporate the College and Career Readiness Standards for Adult Education (CCRS) and the English Language Proficiency Standards for Adult Education(ELPS) as a preview of her CCR presentation at TESOL 2017 this month.

Taking Our Instruction to Task

The focus on 21st century college and career readiness (CCR) for adult English language learners has sent adult ESOL instructors scrambling to create (or locate) rigorous lessons that

  • include practice with complex text and its academic language (at the appropriate level),
  • require critical thinking and problem solving, and
  • provide direct instruction in language strategies.

Many of us need look no further than our texts to find the basis for meaningful tasks that help learners accomplish all the above. Task-based instruction (TBI), as discussed by N.S. Prahbu, David and Jane Willis, David Nunan, Rod Ellis and others, creates opportunities for learners to use authentic language and processes that result in a product or tangible outcome that learners first share and discuss, and then analyze in order to improve their accurate use of the language.

In the world outside our classroom, we do not use language skills in isolation. Both the College and Career Readiness Standards for Adult Education (2013) and the English Language Proficiency Standards (2016) show the intersections between skills. A well-designed task embodies this connection, creating a more robust use of language and greater relevance for the learner. In this blog, we will look at basic task design and provide three task types that integrate CCR skills.

A Basic Task Framework

Your preparation for the task includes gathering any essential task materials (e.g. links or tags for research, poster board and markers, sentence or paragraph frames for report backs, etc.) and determining what instructions are needed in addition to those in your textbook.

1) Present the task objective to the class and any essential information learners will need, (e.g. instruction vocabulary and/or background knowledge)

2) Next, show learners a model for–or example of–what they will produce (a list, a chart, a poster, a written report, a photo, etc.) including examples of the type of written work they will generate for their report on their task outcome(s). Note that the outcome of the task is not a right or wrong answer. A successful task will have divergent outcomes that take full advantage of each team’s prior knowledge, problem solving, critical thinking, creativity and language skills.

3) Learners form pairs or teams and select (or are assigned) team roles. Task instructions are distributed to each pair or team or posted/projected for all learners to see. General comprehension is checked and time limits are set.

4) While learners work on the task, you are an observer and monitor. Once they complete it, they plan and rehearse a short report back on the work they did and their outcome(s), (e.g., the list, poster, conversation, advice letter, etc.). At this point in the process, you engage with the teams, supporting learners’ language needs as questions arise.

5) When it’s time for teams to report out, they can take turns presenting to the whole class or make simultaneous reports, with one or two members of each team traveling to other teams to make their presentation.

6) Briefly highlight each team’s success following their presentation or once all presentations are complete. Ask the class to provide feedback as well.

7) Once all presentations are complete, it’s time to help learners notice global and/or egregious errors that interfered with their collaboration or their report out. Provide practice or take home activities that correlate to the language challenges learners had during the task.

Developing a Task Repertoire

A task repertoire can make instructional planning much easier, but there are some important considerations. First, there is the issue of teacher intention versus learner interpretation (B. Kumaravadivelu, 1991) We can address this issue with

1) a learning objective or outcome that is written at the learners’ level and is accompanied by an example of the outcome;

2) clear instructions; and

3) a tracking tool to help learners monitor their progress towards the task objective, for example a checklist or rubric.

It’s also important to consider differentiation. Even in classes identified as “single level”, there can be distinct variations in language proficiency. Support learners’ varied needs by having them work in like-ability (same-ability) teams on the same basic task but with adaptations that make the task level-appropriate, e.g. scaffolding for lower-level learners and increasing the challenge for higher-level learners. Another option is to place learners in cross-ability (different-ability) teams, working on the same task but providing task roles that allow each team member to participate fully.

Authentic Team Chart (2) (1).png

The three task examples included with this blog are categorizing, dictocomp and problem solving. Most textbooks have the raw materials you can use to employ one or more of these task types in your lesson. (E.g. a set of vocabulary from a unit, a listening passage, a conversation, photo or text that poses a problem.) These tasks can be differentiated for the proficiency level of your learners and can help learners develop the skills they need to transition into college, career and community settings. For example, learners in each of these tasks “prepare for and participate effectively in a range of conversations and collaborations with diverse partners” (CCR Speaking/Listening Standard 1) and “present information and supporting evidence such that a listener can follow the line of reasoning and organization.” (CCR Speaking/Listening Anchor Standard 4).  There are also opportunities for teams to “develop and strengthen their writing by planning, revising, editing, rewriting or trying a new approach” (CCR Writing Anchor Standard 5).

Download the three task examples here.

Developing a task repertoire that includes college and career readiness skill development is relatively painless when you can base your tasks on the practice activities in your textbook.

Are you attending TESOL 2017 this year? Join me on Wednesday 22 March at 10.30am to further explore how we can help our adult learners achieve their personal and profession goals using tasks to integrate the College and Career Readiness Standards in to our lessons. Find out more here.

For more educational resources to use in class visit the Oxford Picture Dictionary Third Edition Teacher’s Club website.


American Institutes for Research. (2016) English Language Proficiency Standards for Adult Education. Washington, D.C: AIR

Ellis, R. (2006)” The Methodology of Task-based Learning.” Asian EFL Journal, Volume 8, Number 3. Retrieved on February 1 from https://tinyurl.com/jstrko4

Kumaravadivelu, B. (1991). “Language learning tasks: Teacher intention and learner interpretation.” ELT Journal, 45, 98-107

Nunan, D. (1987) Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press.

Pimentel, S. (2013) College and Career Standards for Adult Education. Washington, D.C.: Office of Career, Technical and Adult Education.

Prabhu, N.S. (1987) Second Language Pedagogy. Oxford: Oxford University Press

Willis, D. and Willis, J. (2007) Doing Task Based Teaching. Oxford: Oxford University Press


Assessment for the Language Classroom – Q&A Session

proofreading for English language students in EAPProfessor Anthony Green is Director of the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire. He is a Past  President of the International Language Testing Association (ILTA). He has published on language assessment and in his most recent book Exploring Language Assessment and Testing (Routledge, 2014) provides teachers with an introduction to this field. Professor Green’s main research interests are teaching, learning, and assessment. Today, we share some of the questions and answers asked of Tony during his recent webinar, Assessment for the Language Classroom.


Should placement tests be given without students’ doing any preparation so that we can see their natural level in English?

Ideally, placement tests should not need any special preparation. The format and types of question on the test should be straightforward so that all students can understand what they need to do.

How should the feedback from progress tests be given? Should we give it individually or work with the whole class?

It’s great if you have time for individual feedback, but working with the whole class is much more efficient. Of course good feedback does not usually just involve the teacher talking to the class and explaining things, but encouraging students to show how they think. Having students working together and teaching each other can often help them to understand concepts better.

Besides proficiency exams, are there any tools to compare the students’ level to the CEFR? How I can evaluate them according to the CEFR? For example, a B2 student should be able to do this and that.

One of the aims of the CEFR is to help teachers and students to understand their level without using tests. Students can use the CEFR to judge their own level, to see what people can use languages for at different levels of ability and to evaluate other peoples’ performance. The European Language Portfolio (http://www.coe.int/en/web/portfolio) is a great place to start looking for ideas on using the CEFR in the classroom.

Practice tests can be practice in class, where students are asked to practice with new points of language…right?

I think this kind of test would be what I called a progress test. Progress tests give students extra practice with skills or knowledge taught in class as well as checking that they have understood and can apply those skills.

Ideas for testing lesson progress?

Course books and their teachers’ guides have a lot of good suggestions and materials you can use for assessment. There are also some good resource books available with ideas for teachers. I would (of course) recommend my own book, Exploring Language Assessment and Testing (published by Routledge) and (a bit more theoretical) Focus On Assessment by Eunice Jang, published by Oxford University Press.

Why does level B1 always take a longer time to teach? I notice from the books we use…there is B1 and B1+.

The six CEFR levels A1 to C2 can be divided up into smaller steps. In the CEFR there are ‘plus’ levels at A2+, B1+ and B2+. In some projects I have worked on we have found it useful to make smaller steps – such as A1.1, A1.2, A1.3. Generally, real improvements in your language ability take longer as you progress. Thinking just about vocabulary, the difference between someone who knows no words and someone who knows 100 words of a language is very big: the person who knows a few words can do many more things with the language than the person who knows none. But the difference between someone who knows 5,000 words and the person who knows 5,100 words is tiny.

Could you please tell us more about assessment?

I’d love to! At the moment I am working with some colleagues around Europe on a free online course for teachers. Our project is called TALE and you can follow us on Facebook: https://www.facebook.com/TALEonlinetrainingcourse/

What CEFR aligned placement test would you recommend?

The best placement test is the one that works most effectively for your students. I’m happy to recommend the Oxford Online Placement Test (OOPT), but whatever system you use, please keep a record of how often teachers and students report that a student seems to be in the wrong class. If you find one placement system is not very useful, do try to find a better one.

How reasonable is to place the keys to the tests in students books?

In the webinar I said that different tests have different purposes. If the test is for students to check their own knowledge, it would be strange not to provide the answers. If the test results are important and will be used to award grades or certificates, it would be crazy to give the students the answers!

Is cheating an issue with online placement tests?

Again, the answer is ‘it depends’. If cheating is likely to be a problem, security is needed. Online tests can be at least as secure as paper and pencil tests, but if it is a test that students can take at home, unsupervised, the opportunity to cheat obviously exists.

Could you please explain how adaptive comparative judgement tests work? Which students are to be compared?

Adaptive comparative judgement (ACJ) is a way of scoring performances on tests of writing and speaking. Traditionally, examiners use scales to judge the level of a piece of student work. For example, they read an essay, look at the scale and decide ‘I think this essay matches band 4 on the scale’.

ACJ involves a group of judges just comparing work produced by learners. Rather than giving scores on a predetermined scale, each judge looks at a pair of essays (or letters, or presentations etc.) and uses their professional judgement to decide which essay is the better of the two.

Each essay is then paired, and compared, with a different essay from another student. The process continues until each essay has been compared with several others. ACJ provides the technology for the rating of Speaking and Writing responses via multiple judgements. The results are very reliable and examiners generally find it easier to do than rating scales. Take a look at the website nomoremarking.com to learn more.

Besides the CEFR, what we can use to evaluate students in a more precise way?

See my answer to the last question for one interesting suggestion. A more traditional suggestion is working together with other teachers to agree on a rating scale to use with your students. Then have training sessions (where you compare the marks you each award to the same written texts or recordings of student work) to make sure you all understand and use the scale in the same way.

Can you suggest applications for correcting MCQ tests?

Online test resources like the ones at www.oxfordenglishtesting.com include automatic marking of tests. For making your own, one free online system I like is called Socrative.

How can placement tests be applied in everyday classrooms where they are split-level classes and students with disabilities learning together with others? What about people with some sort of disability/impairment (eg. dyslexia)

Sometimes there are good reasons to mix up learners of different levels within a class – and tests are not always the most suitable means of deciding which students should be in which class. Where learners have special needs, decisions about placement may involve professional judgement, taking into consideration the nature of their needs and the kinds of support available. In most circumstances placement should be seen as a provisional decision, if teachers and learners feel that one class is not suitable, moving to another class should be possible.

What about just giving a practice test before a major summative assessment at the end of a semester?

Yes, that seems a good idea. If students aren’t familiar with the test, they may perform poorly because they get confused by the instructions or misjudge the time available. Having a little practice is usually helpful.

If you missed Tony’s or any of our other PD webinars, why not explore our webinar library? We update our recordings regularly.


Making the Impossible Possible – Q&A session

shutterstock_299889014Last month, we hosted Gareth Davies’ webinar,
‘Making the Impossible Possible: How to get your students writing’. During the webinar and on his previous blog post, we called for questions for Gareth that we could ask him post-webinar, to delve deeper into creative writing in the EFL classroom. Here’s the full transcript of this interview:

What is your opinion on teachers writing a sample text for students to get used to writing?

This is a good question, reading and writing go hand in hand and there is evidence to suggest that the more reading a student does the better their writing will become, so in general having as much exposure to different texts can only help students.  Having or not having a model is often the cited as the major difference between process and product writing. In process writing the students study a sample text and use it as a model and is a good approach for students who are preparing for an exam or who need to write formulaic emails or reports. However, sometimes I think this can impose restrictions on students. So if I am doing a creative writing exercise I might avoid giving students a model at the start of the activity, to allow their creative juices to flow.

Have you ever tried to channel the positive energy of these creative writing tasks and turn them into positive academic writing performance?

How could we use these ideas to writing for exams? I mean, IELTS, Cambridge exams?

Thanks for this question, let me try to give you an analogy. When someone trains to run a marathon, they don’t only run long distances. They do some gym work, some short runs, and perhaps they change their diet. For me it is the same with preparing for an exam. You need to do some exam practice, but you also need to hone your skills and prepare in different ways. Creative writing tasks can allow students to practise their writing in an interesting way, but they are still using the skills they will need for academic purposes. When I was teaching an EAP course in the summer I did several storytelling and writing activities just to free the students up, and they found it very helpful.

How you would evaluate or share the poems?

This is a very interesting point. When I ask my students to do creative writing activities, I try to focus as much as possible on the content rather than the accuracy. I see it as a fluency activity. Therefore, on their first draft, I might comment on how the story or poem made me feel, how I enjoyed it, etc., and only point out errors where the meaning is confused. I might also ask the students to peer correct each other’s work and ask me if they are not sure about something. As for sharing their work I ask the students to decide if they are public or private, they mark the top of the paper. If they are public then I will ask them to read them out or put them on display. If the students have marked it as private then only I will look at it. With creative writing, it is often personal, I don’t think it is fair to share the students’ work if they are not ready.

What do you think of beginning with more concrete descriptive language?

In one of my previous webinars, I talked about the following activity, which looks at descriptive language.

Write a sentence on the board

e.g. The boy walked up the stairs.

Tell the student the boy was scared, ask them where they would put that word in that sentence. e.g. The scared boy walked up the stairs.

Now ask them how he walked up the stairs. Elicit an adverb and ask them where it goes in the sentence.

e.g. The scared boy walked quickly up the stairs.

Next ask them to describe the stairs, (narrow? steep? dark?) and ask them where their adjective goes. e.g. The scared boy walked quickly up the dark stairs.

Finally, ask them to think of a different word for ‘walked’, (ran? climbed? tip-toed?)

e.g. The scared boy tip-toed quickly up the dark stairs.

Now it is time to edit. You’ve gone from a simple sentence to a much too complicated one. Which words leave the best impression on the reader, which are not needed?

 e.g. Perhaps you don’t need scared because ‘tip-toed’ and dark imply this.

Put the students into pairs and ask them to do the same for other adjectives, excited, happy, sad, angry etc.

You can help them with the words by translating or filling in gaps in their knowledge.

Which do you prefer? Poet or Teacher.

Actually, I love both and they are not that different. Both require you to plan and prepare carefully, both make you bring your personality to the work. Both encourage you to be creative. With both, you hope to leave a positive influence on your audience. And finally, with both sometimes things go wrong and you have to reassess and start again.


Making the ‘Impossible’ Possible – How to get your students writing


Gareth Davies is a writer, teacher, teacher trainer, and storyteller. He has been in the ELT industry for 21 years teaching in Portugal, the UK, Spain and the Czech Republic. Since 2005 he has worked closely with Oxford University Press, delivering teacher training and developing materials. Gareth joins us today to preview his webinar ‘Making the Impossible Possible… How to get your students writing’.

Writing’s a Chore?

When I was on a recent short-term teaching assignment in Northern Spain, I decided to ask my students to do some creative writing. I gave them some prompts and asked them to write a story. Far from being a joyous activity, the students rolled their eyes. There was a lot of grumbling and sighing and the finished versions were no more than four or five lines long. They had written stories, but they had not written creatively. Why did my students have such a negative reaction to writing and how could I encourage them to enjoy it?


Why is writing an essential 21st century communication device? Well, take a brief look around in any town in any country you will see people hunched over their phones or tablets or laptops sending texts, emails or WeChat messages. Writing is in vogue. But it is more than that. It is argued that encouraging students to create in a foreign language helps them to internalise it more effectively. This is because they need to think about how language works and what they know, in order to be able to use the language successfully.

Merril Swain argues that input, being taught the language and being asked to manipulate it in controlled exercises, is useful, but it doesn’t produce the cognitive processing required to internalise language. Whereas:

“output pushes learners to process language more deeply – with more mental effort… With output, the learner is in control. In speaking or writing, learners can ‘stretch’ their interlanguage[1] to meet communicative goals.”

  • Swain

[1]Interlanguage is the learner’s current, work in progress version of the language. 

Thus when producing language, whether it be writing or speaking, students are being cognitively challenged which is helping them to internalise the language, and get better at it. Therefore, the work we do on writing in the classroom can be seen as work done on language development, helping students to improve their linguistic ability.

So how do we get our students writing?

One complaint I often hear from students is that they don’t know what to write about. Here are a couple of solutions.

Sit the students in circles of six. Ask students to write the topic they want to write about on the top of an A4 sheet of paper and then pass the paper around in the circle. Each student writes a question on the sheet about the topic at the top. Now each student has the subject they are going to write about and five questions to answer in the text.

Task: You are on a shopping trip to a big city with friends. Write a blog entry about your experience.

Instruction to Students: Decide which city you are visiting write it on top of the piece of paper.



Are the shops expensive?

Are there any street markets?

Is there a department store?


Are the shops expensive?

Is it crowded?

What is the food like?

If you want the students to all write about the same topic, write the topic on the board and draw two columns. Elicit all the things the students know about the topic and write them in the first column. Then give them time to think of what they would like to know about the topic. Elicit the questions they have thought of and write them in the second column. Now ask the students to do the writing task. The weaker or more cautious ones can rely on the information in the first column the more adventurous ones can try to find answers to the questions in the second column.

Task: Prepare a small advert for tourists about your home town.


What do we know?

Traditional markets at certain times of the year.

Best time to come is spring

Two castles

What would we like to know?

How much is it to stay in a hotel?

How much to taxis cost?

How do you take a boat trip?

Where’s the best place for a view of Prague?

If you want your students to do some creative writing, you might want to start by asking them to adapt an existing story. For example, you could take the story of Aladdin and ask the students to write a fifty-word summary or to write a 21st Century version or a version that would be more specific to their own country. This allows the students to work within an existing structure, but create their own ideas. An alternative might be to take a song or poem with regular repetitions and ask students to write their own version. Ian Dury’s I Believe is a good song for this kind of activity and can be found in Headway Intermediate.

Call a draft a draft

It is a good idea to encourage students to call their work drafts, to give them a sense that they can, and should, make changes. Asking questions is a really good way of giving feedback. The questions can help create a richer piece.  Some example feedback questions for a piece of creative writing might be: what happened next? why did this happen? how did the people feel? What did the street look like? This shows that the teacher has read the piece with interest and is keen to know more about the story, and was not just looking for mistakes and errors to correct.

In my webinar on the 25th and 26th of January, I will discuss some of these ideas in greater detail and suggest other ways to make the impossible possible and to get your students to enjoy their writing tasks.



Tasks mentioned are taken from Solutions Pre-Intermediate 2nd Edition.

Swain, M., ‘The output hypothesis and beyond: Mediating acquisition through collaborative dialogue’ in Sociocultural theory and second language acquisition ed. James P. Lantolf (Oxford: Oxford University Press, 2000), pp. 97- 114 p. 99.


Managing Classroom Dynamics

critical thinkingMartyn Clarke has worked in ELT classrooms as a teacher and trainer for over twenty years and in more than fifteen countries. He joins us on the blog today to preview his upcoming webinar, Managing Classroom Dynamics.

What are classroom dynamics?

I suspect that for the great majority of teachers around the world the most important characteristic of a ‘good’ class is not how hard the students work, but how well they work together.  If a teacher is handing over a class to another, in my experience one of the first things they say is something like “they are a really nice group”, or “there’s a really friendly atmosphere in there”. Of course, it’s not always good news, and comments such as “it’s like teaching a wall” or “they’re just really difficult” are also common. The truth is the atmosphere in each class is hugely important to our job satisfaction.

This is classroom dynamics. It’s about the ways the people within a class interact with each other. It’s how they talk and how they act; it’s how they show their feelings and opinions; and it’s how they behave as a group.

Why are classroom dynamics important?

Managing classroom dynamics is also something that takes up significant lesson time. We all do things in class that are not directly related to learning English, but rather are focused on the social aspects of the group, such as managing behaviours, reacting to tensions, and generating interest, for example. But so much of what we do is instinctive and happens ‘in the moment’.  It might be useful however to take a moment and look at the issues in a more structured way.

In other words, in addition to our competences of content knowledge (grammar, lexis, etc.), and teaching skills, what skills, attitudes and strategies exist that can help us to ‘generate a psychological climate conducive to high quality learning’ (Underhill 1999: 130)?

There are good reasons for focusing on this:

  1. The cooperative skills and attitudes that we encourage in our students are among those most frequently demanded by today’s employers.
  2. A supportive, warm atmosphere helps people take the risks they need to in order to learn.
  3. Working with and in a more comfortable setting is simply more enjoyable for everyone. Life is a little better.

What can we do about classroom dynamics?

There is no one size that fits all. To a large extent, a classroom dynamic is a product of its own context as defined both internally with the uniqueness of its members, and externally in the cultural settings of the institution, and the society in which it is located.

Nevertheless we can identify certain features and characterise useful classroom dynamics across most, if not all contexts – even if these are represented by different behaviours according to the setting. For example, the visible behaviours of cooperation in a Brazilian high-school classroom might be different to those in a Dutch university or private evening class in Thailand, but cooperation remains key. Here are some aspects of classroom dynamics that a teacher may work to influence the chemistry of the group, and make it more ‘bonded’ (Senior 1997).

  1. a) The cohesiveness of the class.

Groups of people are very much brought together when they are aware of what they have in common. Shared experiences, values, and objectives lie at the heart of successful communities.  As teachers we can foster this awareness with activities that identify such commonalities, and then use them to enhance learning. In the webinar we will look at practical language learning activities and teaching techniques that can develop a sense of community within a class.

  1. b) The variety of interaction within a class.

A class that has a flexible approach to how its members talk to each other is likely to have a more inclusive, and therefore participative climate. In the seminar we will identify different modes of classroom talk, what each brings to learning, and how we can create variety.

  1. c) The amount of empathy class members have for each other.

Successful group activities involve members compromising in order to support each other. In the webinar we will look at activities and practices that encourage peer support and greater sharing of learning within the group.

How can I find out about the dynamics in my classroom?

As we have already said, classroom dynamics are local. What works in one class might not work in another. So we also need to know how to find out what is happening in our classes, so we can take the most appropriate actions. In the webinar we will also look at ways we can examine the realities of our classrooms by using:

  • Peer observations
  • Recordings
  • Student research activities

Finally…. when we teach all spend time on the social aspects of our classes. This webinar will provide a framework of analysis that can help us make more principled decisions when considering how we manage classroom dynamics. Hope to see you there!


Useful reading

Gil, G. (2002) Two complementary modes of foreign language classroom interaction. ELT  Journal, 56/3

Hadfield, J (1992) Classroom Dynamics.. Oxford: Oxford University Press

Senior, R. (1997) Transforming language classes into bonded groups. ELT Journal, 51/1.

Senior, R.  (2002) A class-centered approach to language teaching. ELT Journal, 56/4 Underhill, A. (1999) Facilitation in Language Teaching. In J. Arnold (ed.) Affect in Language Learning. Cambridge: Cambridge University Press

Wright, T. (2005) Classroom Management in Language Education, Palgrave Macmillan