Gladys Baya scribbled: Hi Yoha! Do U believe in "better late than never"? I do, so here comes my feedback! This draft looks quite promising, IMHO. Keep me posted on your work on it! Some quick notes: Evaluation: I find the language standards too high for pre-int students (I might agree if you restricted evaluation of"Grammar" to use of the S. Present for instance and of "Vocabulary" to studied phrases). Notice, however, even native speakers of the language are bond to make language mistakes quite often! And we're talking of student-writers, not professional brochure designers. Ask yourself: what will the effect of such high expectations be upon my class's learning? When presenting the task: what do you mean by "write web-based information"? Problem: you suggest several possible final formats, but your evaluation rubric is designed for a brochure. Something else: the statement "You should include all information you consider important for a teen to know" is quite ambiguous (and might get you into trouble if students decide to include some topics you'd rather they didn't discuss at school!) Pre-task: "Use activities to help sts recall/learn useful words"... Not that task-based, is it? Task: you mention the Biology class?? And: will any guidelines be provided for peer review? Planning: wouldn't it be advisable to go through this before the activities planned for the "Task" are carried out? Report: why restrict readers to "teachers and students"? Analysis: how does "ex. 5" relate to stated aims? Practice: how about carrying out exs. 7 and 8 earlier in the lesson, as "enabling tasks" instead? Big hug, Gladys

Gladys Baya scribbled: Sounds cool to me, Alez! Some minor tips for final editing, so that this finally makes it to your blog too: Evaluation: unclear whether you're planning to have self or peer evaluation, and whether they'll read or listen to the quizzes. Similar problem in the task cycle, when you talk about "the pair". Clearly stated for the Post-task cycle, though. Pre-task: you mention Q#8 both as with and whithout auxiliary (for elicitation). Task cycle:just a comment: wouldn't it be ideal if students could have access to encyclopaedias at this stage? And the last question: won't the T monitor the final tasks at any moment? That's all for now. See you in 3 hours! Gladys

Gladys Baya scribbled: You're definitely moving ahead, Alez! I think you're ready for the final challenge: polish this plan by: 1. doing away with all "explanations" and turnin paragraphs into notes (the way you may write a plan for yourself or a colleague substituting for you) 2. Check jargon. Have you respected Willis's terms all along? The exit line is round the corner! LOL, Gladys

Gladys Baya scribbled: Hi Alez! Thouhgt it high time I'd shared some of my views with you. Hope my comments help you make progress with your plan writing! A trivia on general knowledge is always engaging, and fun is ensured. Now, in terms of language teaching, it's worth remembering incorrect question formation in English (e.g. including the auxiliary in questions about the subject) is unlikely to affect communication between speakers of Spanish learning the language. Consequently, I suggest you should state another criteria for successful evaluation of the task ,so as to ensure language learning actually takes place (e.g. a magazine editor - the T- might be appointed to evaluate accuracy of questions submitted, as regards form, to decide if the trivia will be accepted for publication). Go for it! Big hug, Gladys

Gladys Baya scribbled: Hi Yoha! There's great work in process here, so I thought I might share my views for you to keep moving ahead. These are my thougts: 1. I suggest you should rephrase the task so that it sounds really communicative. It might help you to think of the basic questions: who is writing what to whom, and why? 2. Good idea to have thought of peer reviews for the editing stage! 3. Excellent: you've looked into cross-curricular links 4. Definitely impressed by rubric. (mind you: IMHO, the standards set for grammar are probably a bit too high for pre-intermediate learners in the EFL lesson). Wondering how you plan to go about "questioning students on facts and technical procedures followed", though I get your intention, and agree with it. NB: what's the passing mark? Or rather, how do you turn the different categories in ONE mark that might total 10? 5. Emphasize the learning that will be generated by this task. Big hug, Gladys

Gladys Baya scribbled: In this activity, rather than looking at pictures, students are expected to interpret a diagram. Challenging... I like it! Fondly, Gladys

Gladys Baya scribbled: Nice creation! If I can ever afford the time, I may try grouping verbs according to pronunciation of their past forms... Or, better, I'll get some students to work it out! ;-) Gladys

Gladys Baya scribbled: I certainly like your idea that "there is more to teach than...", Adri. On the other hand, I also agree with you we shouldn't minimize the teacher's role in transmitting certain content (information) which are considered "crucial" to our culture(s). I'd say the great teacher strikes a balance between these two trends, but I definitely agree with you the teacher in the movie excels in the first aspect (sacrificing the other one, perhaps?). Enjoyed reading you! Gladys

Gladys Baya scribbled: The movie has two other scenes which are great for focusing on "wish" (regrets) and "hope". ;-)

Gladys Baya scribbled: Profesores de idiomas interesados en la integración de computadoras a su trabajo? ¡Son bienvenidos sus comentarios en http://gladysproyectando.blogspot.com...!