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2nd Lesson Plan 2009 - Task-based Lesson Plan - Process Writing - 3rd Step - TEFL2TEENS

2nd Lesson Plan 2009 - Task-based Lesson Plan - Process Writing - 3rd Step - TEFL2TEENS

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Published by María de Antoni
This is the 3rd draft (you can look for the first and second drafts in My Docs) of my first Task-Based Lesson Plan as a teacher trainee. In this 3rd draft I improved my lesson plan by means of making it more compact and clarifying the introductory note in which I explain what this plan involves and what a task is.
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 3rd draft (you can look for the first and second drafts in My Docs) of my first Task-Based Lesson Plan as a teacher trainee. In this 3rd draft I improved my lesson plan by means of making it more compact and clarifying the introductory note in which I explain what this plan involves and what a task is.
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 Nov 06, 2009
Copyright:Attribution Non-commercial

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Methods II – LCB TTC Task-based Lesson Plan.Process Writing. Third DraftAlejandra de Antoni – 2009
Task-based Lesson Plan
Process Writing
3
rd
StepThe Task:
Students are put in pairs or small groups of three and are given a sheet tocreate a quiz to test their partners’ (another pair) general knowledge. Theyhave to create 12 questions and provide the correct and true answers. Thefirst 9 questions are prompted and the other 3 are going to be completelycreated by them.
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 using the target language as a means toexchange information as well as do something that they actually dooutside the classroom (answering quizzes is a very well-knownpastime).
Outcome:
The expected outcome is a 12-question quiz to test their partners’ generalknowledge. Students must also know its answers.
Evaluation Criteria:
Peer Evaluation:
o
The quiz must have 12 true-to-life questions with their correspondinganswers, which should be based on reality. This will be checked afterthe lesson, for homework, by the students themselves.
o
When students ask and answer the quizzes. If they understand eachother’s questions and can answer them, it means that they areaccurately enough written for the listener to understand them. Inaddition, students will take the quizzes home so as to check bothcontent and form.
Introducing the Task to the Students:
 
 This a Task-Based Lesson Plan. The aim of the lesson is forstudents to carry out a task to learn English. Learners doingtasks (i.e. focusing on meanings) will be making free use of whatever English they can recall to express the things thatthey really want to say or write in the process of achieving thetask. There will be a moment, however, in which students willfocus on language so as to enhance their performance in doingthe task.NB: What is a task? A task is an activity in which the targetlanguage is used by the learner for a communicative purpose(goal) in order to achieve an outcome.
1
 
Methods II – LCB TTC Task-based Lesson Plan.Process Writing. Third DraftAlejandra de Antoni – 2009
The teacher tells the students that they are going to create a quiz to testtheir general knowledge. The quiz will be created in pairs and they will use itto test another pair’s general knowledge. It will be real fun because they willbe able to show the rest how much they know about the world. It may be a lotof fun as well because, in general, within a classroom students may knowdifferent (and sometimes peculiar) facts and it is really interesting to sharethem.
Pre-Task (Getting Ready):
The students answer the Music Quiz on page 20 (New English File Pre-Intermediate, Student’s Book. See Appendix). To do it, they will carry outExercise 1 (the three parts and in pairs. The teacher monitors them).Once they do the three activities, they check answers with the whole class.The teacher selects four questions and writes them on the board. Two of thequestions with auxiliaries (e.g.: questions 1 and 8) and the other two withoutthem (e.g.: 7 and 8). The teacher asks the students to focus on the two setsand to try to explain the difference between them. The teacher guides themasking them to focus on the functions that the wh-words have in each of thesets.
Task Cycle:
Students are given the photocopy to carry out the task. They are first asked tocomplete the questions (in pairs or groups of three). The teacher tells thestudents that they must know the answers because they will need to be ableto decide whether or not the pair they test has passed the quiz or not. Therewill be dictionaries available and if that is not possible, the students will askthe teacher for help with any vocabulary doubt. Having access to the Internetwould be ideal but it is not essential, of course.
Post-task:
Students concentrate on form. The teacher tells them that the quizzes aregoing to be published online (the class blog) for other people to answer them.To get the quizzes ready, the teacher asks the students to exchange quizzesso as to correct and edit any language problems. (This will be done ashomework to check both content and form).
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Methods II – LCB TTC Task-based Lesson Plan.Process Writing. Third DraftAlejandra de Antoni – 2009
APPENDIX
:
1.
The Task
(adapted from Communicative Activity 2-C; New English FilePre-intermediate Teacher’s Book; OXFORD University Press)
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