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2nd Lesson Plan 2009 - Task-based Lesson Plan - Process Writing - 1st Step - TEFL2TEENS

2nd Lesson Plan 2009 - Task-based Lesson Plan - Process Writing - 1st Step - TEFL2TEENS

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Published by María de Antoni
This the very first step in my writing my first task-based lesson plan (it's process writing). It is based on a task taken from the New English File Pre-intermediate Teacher's Book. In this first step I wrote the aims of the lesson, the expected outcome (what I expect my students to have produced at the end of the lesson) and the evaluation criteria I will use to evaluate their work. Comments and suggestions are more than welcome!

NB I do not own the task I present in this lesson plan. It's copyrighted by OXFORD University Press. I included it here to illustrate the lesson plan and make it easier for you to understand what I write.
This the very first step in my writing my first task-based lesson plan (it's process writing). It is based on a task taken from the New English File Pre-intermediate Teacher's Book. In this first step I wrote the aims of the lesson, the expected outcome (what I expect my students to have produced at the end of the lesson) and the evaluation criteria I will use to evaluate their work. Comments and suggestions are more than welcome!

NB I do not own the task I present in this lesson plan. It's copyrighted by OXFORD University Press. I included it here to illustrate the lesson plan and make it easier for you to understand what I write.

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Published by: María de Antoni on Oct 15, 2009
Copyright:Attribution Non-commercial

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12/19/2012

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Methods II – LCB TTC Task-based Lesson Plan.Process Writing. First DraftAlejandra de Antoni – 2009
Task-based Lesson Plan
Process Writing
1
st
Step(This Lesson Plan is not finished)The Task:
Students are put in pairs or small groups of three if there is an uneven number of students and are given a sheet for them to create a quiz to test their partners’(another pair) general knowledge. They have to create 12 questions and provide thecorrect and true answers. To do so, they must be sure of the answers since it is bymeans of their questions and answers that their partners’ general knowledge will betested. The first 9 questions are prompted, i.e. students are given most of thelanguage they need to write them. The other 3 are going to be completely created bythem since they are not given any kind of help (however, they will be very wellguided by the previous 9).
Aims:
o
By the end of the lesson students will have created a quiz to test theirpartners’ general knowledge.
o
By the end of the lesson students will have worked on their generalknowledge of the world making it possible for them to use the target languageas a means to exchange information as well as do something that theyactually do outside the classroom (answering quizzes is a very well-knownpastime).
Outcome:
The expected outcome (i.e. something real that students will have produced afterthe lesson) is a 12-question quiz to test their partners’ general knowledge (Acomplete quiz is expected: one with its questions and corresponding answers so thatit can be used by the students to actually interview their partners).
Evaluation Criteria:
The quiz must have 12 true-to-life questions with their corresponding answers, whichshould be based on reality. This will be checked after the lesson, for homework, bythe students themselves. Each pair of students (or group of students) will take homethe quiz of another pair (or group) so as to check whether the questions and answersare based on reality.The questions should also be written accurately enough for the other students to beable to understand and answer them. Peer evaluation: if the students can answer thequestion, it means that they understood it. The teacher will be there, all the time,monitoring their work trying to make sure that they use the target language and thatthey do not use their mother tongue to help them understand some not so accurately
1

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