Topic Name Description
Page How to use this MOOC
Page What you will learn in this MOOC: Learning outcomes divided by Knowledge, Skills and Competences
Module 1: An introduction to non-formal approaches to foster language learning Page Video: Introduction to module 1

Page Video: Introduction to non-formal education
What is non-formal education? Do you know the topic already? 
Page Video: the 6 characteristics of non-formal education


Page Optional Activity: think of an non-formal activity yourself
Page Video: Benefits of non-formal education for language teaching


Page Additional materials
Page Video: What is Task-based language teaching
Page Do you want to know more about TBLT? Video: Interview with a language teacher
Page Additional materials if you want to know more about TBLT
Page Video: Language awareness
Page Tips and strategies
Module 2: Language teaching and ICT Page Video: Introduction to module 2
Page Video: Getting started with file management
Page Additional sources/tutorials
Page Tips & Strategies
Page Video - Where to find and how to search for learning materials


Page Additional sources/tutorials:
Page Tips & Stategies
Page Video: Checking sources through critical thinking
Page Activity: evaluate your materials

Page Additional materials/tutorials

Page Video: Adapting and creating content
Page Activity: create a handout for students

Page Additional materials/tutorials

Page Video - Sharing material
Page Activity - sharing with google drive
Page Additional tutorials
Page Additional sources
Page Tips & Strategies
Page Video - Digital tools for supporting writing activities
Page Activity: translate a task

Page Additional materials/tutorials
Page Tips & Strategies
Page Video - Watching & Listening
Page Activity - record your own video
Page Additional tutorials
Page Tips & Strategies
Page Video - Interacting with students online
Page Activity
Page Sources and Tutorials
Page Tips & Strategies
Module 3: TBLT Curriculum Page Video: Introduction to module 3

Page Video: What is a task and what are the types of a task

Youtube Video

Page Activity: Are these activities tasks?
Page Activity solution
Page Text: What are the elements of a task (pre-, task, post-)?
Page Video: What is a TBLT curriculum
Page Activity: Why is it important to have a language curriculum?
Page Activity solution

Page Video: Learner's needs, skills and capacities
Page Activity: Which task is suitable for adults?
Page Activity solution

Page Text: CERF - a system to determine language levels
Page Text: Factors that influence the difficulty of a task
File Setting the learning goals

In this part of the module, you will learn what learning goals/objectives are, and how important they are. There is also an example for you to see.

File Choosing the method of instruction

How would you organise your students in order to do an activity? In pairs, in groups, individually, or with the whole class? Read this pdf file and learn when it's best to use each method.

Page Choosing the method of instruction
Page Video: Adapting your material
Page (Optional) Additional material for adapting activities
File Principles for a successful TBLT curriculum
This pdf file includes 8 principles that can serve as a guide to help you create a successful TBLT curriculum. All the points are taken from Rod Ellis - a British linguist and an expert in TBLT.
Page Video: Main curriculum elements

Youtube Video

Page Activity: Make your curriculum
Page Some general tips
Module 4: TBLT in Classes Page 4.1 Introduction (Video)

This video introduces you to the module and outlines the goals of this module. The trainers, Emma and Jessica, take you through what you will learn in the upcoming units.  In it you will learn more about obstacles of the TBLT method, what TBLT looks like in a classroom, the role of the facilitator/teacher and student, and strategies for online and blended classrooms. 

Page Pre-Task (Video 1)

In this video you will learn how to prepare a pre-task of a TBLT lesson.  The example will be a lesson on movies.  You will learn how to begin an in person and blended class.  The video discusses ways to gain the interest of your students through images, music, videos, and social media/internet.  Also, you will learn how to engage your students online through the application Jamboard. 


Page Task (Video 2)

This video will provide an example of a task and how to lead it.  The sample topic is movies, so you will learn how to teach idioms to suggest and expressions for agreement/disagreement.  Lastly, you will learn how to support your students while they use the target vocabulary.

Page Post-Task (Video 3)

This video shows you how to use the digital tool, Canva, to have your students create a flyer as part of a post-task activity. It presents a sample flyer that you can download as a pdf below in the activity. The video guides you in how to assess the flyer and what you should look for in evaluating your students' work.

File Post-task Example of a Flier

You can refer to this flier in order to get an idea of what a post-task assignment can look like. 

Page “Role of a Teacher” (Video 1)

This video shows the role of the teacher in a language classroom. It presents 9 different teacher roles:

  • Manager

  • Organizer

  • Assessor

  • Prompter

  • Participant

  • Tutor

  • Facilitator

  • Model

  • Monitor

Page “Role of a Teacher” (Video 2)

This video presents the shift in education from a teacher centered model to student centered model. It explains how the role of a teacher has changed/is changing to focus more on facilitating and more hands-on teaching experiences for students - just like the TBLT method encourages.

Page Learning Materials
Page How to Choose Materials

This video will first show you “where” to find materials to use in your classroom.  Then, you will learn about “why” you may choose material for a certain topic, like listening, reading, or speaking comprehension. Lastly, you will receive tips on how to pick material for different ages and skill levels. 

File Choosing Materials

Choosing Materials in your TBLT Class

Material is anything which is used to form the basis of a language learning activity or task: a newspaper article, a photograph, a video, a song, a poem, an animation – anything you can imagine!

Materials can come from different resources:

  1. Learners: personal photographs, favourite objects, food, posters, an article that spark their interest.
  2. Television: advertisement spots, characters from series, short films, news, etc.
  3. Local place: interviews with local people, Town Hall, Police stations, Municipality Hall, neighbourhood, etc.
  4. Information Technology: online games, online photos, leaflets, movies, etc.

The materials can include:

Pictures: magazine advertisements, posters, a photograph of a scene, of a trip, etc.

  1. Objects: real objects like fruits, vegetables, toys.
  2. Games: Cards, board games, outdoor games.
  3. Texts: Leaflets, catalogues, articles, lyrics of songs, poems, local stories
  4. Songs and sounds: movies, singers, local legends

In order to choose your material, you should think carefully about the purpose of using each piece of material:

  1. What will the learners do during the learning session?
  2. Will the newspaper article serve as a model or example of something.
  3. Will you use the material for vocabulary expansion – or to focus on language form?
  4. Will the newspaper article be used for starting a discussion or for learning how an article is structured?
  5. Will a picture be used to provoke a reaction, to start a discussion during the pre-task?
  6. Will a picture be used to inspire the learners for creative writing during the task?
  7. Is it better to use an article or a picture for creating interest in the topic?

All these are questions you should be thinking in order to match the material with the correct moment to be used during your tasks and classes. Also remember, that the material has to calculate the learners age and interests, needs and language level.

On the other hand, you may be in a situation where you and the participants are the only “material” available. What you can do is look within and around you, draw on the experiences/feelings/observations of the participants. Once your task has been decided upon, the materials can be created from what is available: people, countries, buildings, news, etc. It is possible to create meaningful activities and tasks using only the context and people as resources, giving them the chance to express themselves, speak and write about themselves or listen to others and exchange ideas.

Page Reviewing the Lesson Plan (Video)

This video takes you through the completed lesson plan example. It guides you step by step through the 'Looking for a Job' lesson plan and gives you tips and considerations to follow when creating your own lesson plans. Create your lesson plan following the TBLT structure:

  • The Pre-task is a good time to practice new vocabulary

  • In the Main Task you could focus on grammar, ie. the past tense

  • The Post-task which could be a role play where the students put their new grammar and vocabulary skills into practice

Page Module 4 Summary & Tips
Module 5: Task-based assessment in TBLT Page Video: Introduction to module 5
Page Video: Understanding assessment in TBLT

Page Text: Assessment criteria
Page Activity: Watch the video and assess students according to the following set of criteria
Page How to give feedback
Page Activity: Think about the previous activity and choose the most suitable way in order to give students feedback
Page Video: Principles of reflective practice for language teachers
Page Activity: Think about the skills you have acquired during the course, which aspects of your teaching practice would you like to work on in the future?
Page Congratulations
Page Video: characteristics of Assessment in TBLT
Page Video: The importance of self and peer assessment
Page Activity: Importance of self-assessment in TBLT

Page Text: Approches to Self-Assessment

There are various approaches to self-assessment. In this text, we will explore some of them to learn more about the tools we teachers can use.

Page Video: Needs Analysis and Learning Outcomes
Page Practical activity: Criteria to set suitable learning outcomes
Page Video: Collecting meaningful data for assessment

Page Video: Planning evaluation of the learners´ progress
Page Activity: What Elements Will You Choose To Evaluate The Following Activity Depending On The Learners´ Levels
Page Tips and tricks