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

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

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Published by María de Antoni
This is the 2nd draft (you can look for the first draft in My Docs. It has got the same same name but it says "1st draft") of my first Task-Based Lesson Plan as a teacher trainee. In this 2nd draft I expanded the first one by including the different steps that will lead students towards carrying out the task (a Quiz to test their partners' general knowledge).
I included a Pre-task, a Task Cycle and a Report section so as to be able to guide my students through the process.
I really hope you like it and please do leave your suggestions and comments!

NB I do not own the tasks I present in this lesson plan. They're copyrighted by OXFORD University Press. I included them here to illustrate the lesson plan and make it easier for you to understand what I write.
This is the 2nd draft (you can look for the first draft in My Docs. It has got the same same name but it says "1st draft") of my first Task-Based Lesson Plan as a teacher trainee. In this 2nd draft I expanded the first one by including the different steps that will lead students towards carrying out the task (a Quiz to test their partners' general knowledge).
I included a Pre-task, a Task Cycle and a Report section so as to be able to guide my students through the process.
I really hope you like it and please do leave your suggestions and comments!

NB I do not own the tasks I present in this lesson plan. They're copyrighted by OXFORD University Press. I included them 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 29, 2009
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Methods II – LCB TTC Task-based Lesson Plan.Process Writing. Second DraftAlejandra de Antoni – 2009
Task-based Lesson Plan
Process Writing
2
nd
StepThe 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).
Language to be Worked On:
 
questions with and without auxiliaries.
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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Methods II – LCB TTC Task-based Lesson Plan.Process Writing. Second DraftAlejandra de Antoni – 2009
written questions. This needs to be avoided because it is through their successfulinteraction in the target language that the task will be evaluated.
Introducing the Task to the Students:
The teacher tells the students that in this lesson they are going to work tocreate a quiz to test their general knowledge. The quiz will be created inpairs and they will use it to test another pair’s general knowledge. It will bereal fun because they will be able to show the rest how much they knowabout the world. It may be a lot of fun as well because, in general, within aclassroom students may know different (and sometimes peculiar) facts and itis really interesting to share them.
Pre-Task (Getting Ready):
The students are asked to answer the Music Quiz on page 20 (New English FilePre-Intermediate, Student’s Book. See Appendix). To do it, they will carry outExercise 1 (the three parts and in pairs. The teacher will round the classroommonitoring them).Once they do the three activities, they will check answers with the wholeclass. The teacher will then select four questions and write them on theboard. Two of the questions will have auxiliaries (e.g.: questions 1 and 8) andthe other two won’t (e.g.: 7 and 8). Once the questions are on the board theteacher will ask the students to focus on the two sets and to try to explain thedifference between them. Finally, the teacher will ask them to try to find apossible explanation for such a difference. The teacher will guide them in theanalysis by asking them to focus on the functions that the wh-words have ineach of the sets (when the wh-word is replacing the subject the question isformed without auxiliaries).
Task Cycle:
Students are given the photocopy to carry out the task itself. They are firstasked to complete the questions (in pairs or groups of three). The teachertells the students that they must know the answers because they will need tobe able to decide whether or not the pair they test has passed the quiz ornot. In order for the students to be able to carry out the task there will bedictionaries available (two or three will do, depending on the number of students) and if that is not possible, the students will ask the teacher for helpwith any vocabulary doubt. Having access to the Internet would be ideal forcarrying out such a task (because students may need to check some info orlook up specific vocabulary) but it is not essential, of course.
Report Part:
The success of the creation of the task will be confirmed or refuted by thestudents themselves. If the pair answering the quiz is able to understand thequestions and therefore answer them, it will mean that the studentssucceeded in creating the quiz. We always answer quizzes to have some fun orto learn a bit more about how much we know about a certain topic. That iswhy the most realistic way of checking the quizzes is by means of thestudents’ answering them.
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Methods II – LCB TTC Task-based Lesson Plan.Process Writing. Second DraftAlejandra de Antoni – 2009
APPENDIX
:
1.
The Task
(adapted from Communicative Activity 2-C; New English FilePre-intermediate Teacher’s Book; OXFORD University Press)
2.
The Pre-Task
(Music Quiz taken from the New English File Pre-IntermediateStudent’s Book, page 20;
OXFORD University Press)
3

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