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).
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.
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.