The role of the teacher in TBLT can be examined in light of Willis's (1996) framework for task-based teaching and learning. During each phase of the task framework, the teacher also has a particular role to play, which keeps changing according to the different objectives of each phase. During the pre-task phase, a teacher introduces the task and prepares the students. At this stage, it can also provide important background information to support student learning. New vocabulary or phrases may be introduced, but the main purpose of the pre-task phase is to prepare students and draw their attention to the task and topic at hand (Willis, 1996). This pre-task phase occurs at the beginning or during the introduction of the lesson, or even during the previous lesson. In the TBLT lesson, it is important for a teacher to support the material for L2 learners. Scaffolding refers to providing assistance to the student to complete a task that they could not do individually (Ellis, 2003). In TBLT, scaffolding often involves providing information that students may need to successfully complete the task. During the introductory or pre-task phase of the lesson, the teacher may need to provide students with additional information beyond the task directions to lead to successful completion of the lesson. According to Aliakbari and Jamalvandi (2012), this pre-task phase can also consist of small activities that prepare students for the main task. This phase can be a balancing act for the teacher as they try to avoid overloading students and negatively influencing the start of the task (Van Avermaet, et al., 2006). At this point in the planning, the teacher should be aware of the students and… halfway through the paper… The role of the teacher is dynamic and constantly evolving throughout the task cycle and this phase is no exception. Willis (1996) recognizes that teachers are faced with a dual responsibility: providing students with the opportunity to use the target language for real communicative purposes, while ensuring that they pay attention to linguistic form. Therefore, the main goal facing teachers is to increase attention to both form and meaning. In the final stage, the reporting cycle, students perform their oral/written presentation and the teacher is responsible for acting as chair, summarizing each presentation. The focus on meaning rather than form was a key element of the beginnings of TBLT, however recent SLA research supports the importance of teaching form in leading to more effective teaching and therefore better L2 learning (Van den Branden,2006).