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Methods II – LCB TTC Task-based Lesson Plan.Process Writing. First DraftAlejandra de Antoni – 2009
Task-based Lesson Plan
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Process Writing
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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:
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By the end of the lesson students will have created a quiz to test theirpartners’ general knowledge.
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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
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Gladys Baya

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

reply10 / 30 / 2009
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