Skill-Building
Activities

In task-based instruction, learning and assessment are centred around the completion of real-world communicative tasks. These tasks are analyzed to consider the language elements, cultural considerations, knowledge, skills and strategies needed for learners to successfully complete the task. The task analysis, along with the abilities and skill gaps learners demonstrate, can help you to select or create appropriate skill-building activities.



Skill-building activities are opportunities for learners to “build the discrete prerequisite skills necessary for success on skill-using and assessment tasks” (CCLB, 2019). They allow learners to learn and practice the knowledge, skills and strategies needed to complete real-world tasks, and often focus on form and accuracy in language elements such as grammar, vocabulary and pronunciation. Skill-building activities can also break down the task into smaller pieces and specific skills in listening, speaking, reading and writing. 



Skill-building activities are different from skill-using tasks. They develop isolated, prerequisite skills. Unlike skill-using tasks, skill-building activities are not necessarily communicative and can be teacher-supported with scaffolding. This scaffolding can include: 

• providing support and guidance
• explicit instruction
• analyzing models of communication
• using resources such as word banks, vocabulary cards, glossaries, picture dictionaries or learner dictionaries
• limiting language choices by providing language chunks
• limiting cognitive load by reducing the amount learners need to consider 
  
  

Language learning is not a linear process and learners will need to revisit their learning multiple times and in multiple ways. Both skill-building activities and skill-using tasks provide a means for recycling and spiralling learning across contexts.
For example, a learner may learn and demonstrate language skills for making an appointment in a health context and then again in a banking context. 

When planning skill-building activities, remember that meaningful teaching and learning takes time. Learners need to learn, practice and integrate new skills before they are ready to demonstrate their proficiency. Carefully observe their abilities during skill-building activities. Assessment for learning principles allow for this opportunity to evaluate learner progress and comprehension, and revisit or modify certain activities that may be more challenging. 

Learner reflection and self-assessment can also help learners determine whether they need further practice of discrete language elements or decide what else they need to practice. The principles of assessment for learning can help learners understand if they are making progress toward their language goals and determine when they have acquired the skills needed for the task.

When learners are ready, you can move from skill-building activities to skill-using tasks. This also does not need to be a linear process; if you discover that learners need more practice, you can return to skill-building activities to address any gaps that arise during skill-using tasks.