Task Progression
◎Aim
There is a significant overlap between methodology, scaffolding and pedagogical task progression. Materials should follow clear, staged progression. This can be organised through different teaching methodologies. Writers may draw on PPP (Presentation–Practice–Production), Communicative Language Teaching (CLT), or Task-Based Learning (TBL), depending on lesson aims and level.
1PPP (Presentation – Practice – Production)
PPP is the most traditional and widely used approach in Business English coursebooks.
1Lead in
Warm-up.
2Presentation
Introduce new language through a model text, audio, or dialogue.
3Controlled practice
Guided application where students manipulate the new language.
4Freer practice
Independent application where learners use language in realistic communication.
5Production
Activation where learners use language in realistic communication.
6Feedback
Trainers give learners performance-related feedback.
Good for: functional language, vocabulary lessons, and grammar-focused lessons.
2Communicative approach (CLT)
CLT focuses on using language to communicate rather than on explicit structure.
1Lead in
Activate background knowledge and set a meaningful context.
2Exposure
Use authentic texts or recordings such as emails, reports, or conversations.
3Communicative activities
Use discussion tasks where learners respond and interact meaningfully.
4Tasks
Use group tasks where language emerges naturally.
Good for: fluency and social communication.
3Task-Based Learning (TBL)
In TBL, language emerges through completing tasks rather than being pre-taught.
1Pre-task
Introduce the topic or task and brainstorm useful words or phrases.
2Task
Students complete a meaningful, outcome-based task.
3Language focus
After the task, analyse useful phrases and structures.
Good for: higher levels, fluency, and authentic workplace scenarios.
4Writer’s notes
- PPP works best at lower levels, when learners need clear input and controlled practice.
- CLT is effective from B1 onwards, where functional language is the main aim.
- TBL is best from B2 onwards, when learners can generate language and benefit from post-task reflection.
- There are situations where TBL could be used at lower levels, but it is important to scaffold the task appropriately.
- Scaffold the task, not the text.
- Regardless of method, ensure tasks progress from support to independence.
5Same lesson, three methods
Topic: Introducing yourself to a new colleague
1PPP
Listen to a dialogue → Complete missing phrases → Role-play your own introduction.
2CLT
Discuss how you introduce yourself at work → Read a short dialogue → Pair work introductions.
3TBL
Task = Introduce yourself to a partner as if at a networking event → Reflect on useful phrases → Practise again.
6Dos and don’ts
✓Do
- Ensure each step flows naturally: lead in → presentation → guided → independent → production.
- Provide scaffolding in lower levels, such as sentence starters, prompts, and word banks.
- Recycle target language in the later stages, especially in independent and production tasks.
✗Don’t
- Don’t skip straight from presentation to production.
- Don’t overload students with too many new items at once.
- Don’t mix input and output tasks in a single instruction, for example: “Read the email and then role-play a meeting.” Split into separate tasks.
✓Key takeaway
Writers should select the methodology most appropriate for level, aim, and skill focus, but always maintain clear progression from controlled to freer use of language. Always build the lesson as a staircase: input → controlled practice → freer practice → real-life production.