• Pre–While–Post Cycle
  Students first prepare for the text through activities that activate prior knowledge and set a clear purpose. They then focus on target sub-skills to approach the text more effectively. While engaging with the text, they complete tasks that guide comprehension and provide practice in those sub-skills. Finally, they take part in follow-up activities that extend understanding, personalize the topic, and encourage reflection on the sub-skills used.

• Task-Based Learning (TBL)
  Students review a model of a written task, focusing on genre-specific features and target writing sub-skills. They then produce a first draft, after which feedback is given on those sub-skills. Students use the feedback to edit and improve their work before producing a final draft.

• Task–Teach–Task (TTT)
  Students first produce a draft based on their existing knowledge. The teacher then addresses gaps by focusing on key language and writing sub-skills. Students use this input to revise their draft and improve it before producing a final version.

• Task-Based Learning (TBL)
  Students review a model of a speaking task, focusing on communication and target speaking sub-skills. They then perform the task, after which feedback is given on key language and those sub-skills. Students use the feedback to improve their performance by repeating the same or a similar task.

• Task–Teach–Task (TTT)
  Students first attempt a speaking task. The teacher then addresses gaps by focusing on key language and target speaking sub-skills. Students use this input to improve their performance when repeating the same or a similar task.

• Presentation–Practice–Production (PPP)
  The teacher presents and clarifies the target language. Students then practice it through controlled exercises before applying it more freely in communicative activities.

• Test–Teach–Test (TTT)
  Students first attempt to use the target language. The teacher then addresses gaps through focused instruction, and students try again to consolidate learning through controlled or communicative activities.

• Task-Based Learning (TBL)
  Students review a model of a speaking or writing task, focusing on communication and the target language. They then perform the task, after which feedback is given on key language. Students use this feedback to improve their performance by repeating the same or a similar task.