Willis's six task types, each with a gap, an outcome and examples. Language in the "likely language" column is what learners tend to need; it becomes the language focus after the task, not a requirement before it.
1. Listing (brainstorming, fact-finding)
| Level | Task | Outcome | Likely language |
|---|---|---|---|
| A1 | List everything you need for a picnic; compare lists with another pair | Combined list | there is/are, some/any, food words |
| A2 | Find five things you and your partner both did last weekend | List of five | past simple questions |
| B1 | List the qualities of a good flatmate | Top-ten list | adjectives, should, have to |
2. Ordering and sorting (sequencing, ranking, classifying)
| Level | Task | Outcome | Likely language |
|---|---|---|---|
| A2 | Put the picture story in order (each student has two pictures, cannot show them) | Ordered story | then, after that, past simple |
| B1 | Rank five survival items for a desert crash | Ranked list with reasons | because, would, more important than |
| B2 | Classify ten jobs by stress and pay; agree on the best-balanced job | Grid + choice | comparatives, hedging |
3. Comparing (matching, finding similarities and differences)
| Level | Task | Outcome | Likely language |
|---|---|---|---|
| A1 | Spot the difference: two pictures of a room | 7 differences | prepositions, there is |
| A2 | Compare two hotel adverts and choose one for a family | Choice with reasons | comparatives |
| B2 | Compare two job offers and advise a friend | Written recommendation | conditionals, contrast linkers |
4. Problem solving (puzzles, real-life problems, case studies)
| Level | Task | Outcome | Likely language |
|---|---|---|---|
| A2 | Plan a route across the city with split maps | Route | directions, imperatives |
| B1 | A neighbour plays loud music at night: agree on three steps | Action plan | suggestions, could, might |
| C1 | Case study: a small café is losing customers; propose a strategy | Proposal | modal deduction, recommendation language |
5. Sharing personal experiences (anecdotes, storytelling)
| Level | Task | Outcome | Likely language |
|---|---|---|---|
| A2 | Tell your group about a great holiday; the group picks the best one | Group choice | past simple, adjectives |
| B1 | Share an embarrassing moment; vote for the funniest | Vote | narrative tenses |
| B2 | Tell about a decision that changed your life | Class "decision map" | past perfect, third conditional |
6. Creative tasks (projects)
| Level | Task | Outcome | Likely language |
|---|---|---|---|
| A2 | Design a poster for a new school club | Poster | can, will, imperatives |
| B1 | Plan a class trip within a budget | Plan presented and voted on | going to, suggestions, cost |
| B2-C1 | Produce a two-minute podcast on a local issue | Recording | discourse markers, opinion language |
Real-world vs pedagogic tasks
- Real-world: tasks learners will do outside class (book a hotel, write a complaint, take part in a meeting). Use for adult, ESP and needs-based courses.
- Pedagogic: tasks designed to generate useful interaction (spot the difference, jigsaw). Use for general courses and lower levels.
Writing task instructions
- State the goal and the outcome, not the language: "Agree on one trip and present it" not "Use going to".
- State the time limit and grouping.
- State what happens next (report, vote) so learners know why accuracy will matter.
- Check with ICQs: "Do you need to agree?" (yes) "How many trips?" (one) "How long?" (12 minutes).
Adapting coursebook exercises into tasks
| Exercise | Task version |
|---|---|
| Write five sentences about your weekend | Find three things your partner did that you did not; report the most surprising |
| Match the adjectives to the pictures | Choose the best photo for the school website and justify it |
| Practise asking for directions with the map | Split maps: guide your partner to the hidden treasure |
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