A task needs a meaning focus, learner-owned language, an outcome and a gap. Language focus comes after the task, responding to what the teacher noticed. Then repeat the task. The cycle works online with simple tools.
Cycle (after Willis)
- Pre-task: activate schema; model the task (e.g. a recording); pre-teach only essential lexis. The model supports the task; it doesn’t script it.
- Task: pairs or small groups; a shared board or doc for scaffolding; “stealthy” monitoring and nudges.
- Language focus: capture emergent language; mine the text; share good language; recast and correct selectively.
- Repeat (same or later lesson) after brief reflection. Repetition helps accuracy and complexity.
- Pyramid discussion (“Domestic Robot”): brainstorm → narrow down → merge groups.
- The authors aren’t “TBL evangelists”.
Long-turn scaffolding (Captured Scenes, Relationship Stories)
Keyword notes (not sentences) → first attempt in groups → content feedback → teacher’s model recording → language work from the transcript → repeat in new groups. Set the success threshold by level (~30 seconds for elementary). Rotate the speaker every 3–5 minutes.
Apply in my context (Claude)
- Attempt → model → repeat is the strongest structure in the vault for IELTS Part 2 long turns. It sequences Fluency rests on memorised word-groups and Repetition without boredom - vary one task parameter at a time.
Connections
TBL, TBLT and TSLT - use the right label · Reactive focus on form - choose few, global, developmental errors