BIT 6053

METHODS IN TESL

PROJECT WORK AND TASK BASED LEARNING

SEMESTER : 2
SESSION: 2010/2011
SLOT 1: Lesson plan

Class: Bel 311 (Diploma in Tourism)

Number of students: 28 students

Time: 12.30pm-2.30pm

Level of proficiency: intermediate

Main skill: Speaking

Sub-skills: Listening and writing

Theme: At Airport

Moral value: communicate with each other is good to create a good relationship.

General objective: By the end of the lesson, students should be able to:

1) Communicate with each other by asking for and giving information

Specific objective: by the end of the lesson, students should be able to:

1) Recognize and label the picture with the appropriate vocabulary.

2) Fill in the blanks with the correct answer

3) Work in-group to come out with the short role-play.

Teaching aids: Pictures, worksheets, handouts, white board and marker pen
Set induction

(5 minutes)

Whole class discussion

Material use: pictures

1. A teacher shows some pictures at the airport to the students. Then, teacher asks students
to guess the appropriate words that related to the pictures. There are pictures of

- Security

- Bag

- Officer

- Counter

2. Students have to use the correct vocabulary for each picture.

3. Teacher asks students to guess the topic for today’s lesson

4. Students will answer “ At the Airport”

DEVELOPMENT

Activity 1 (10 minutes)

Whole class

Material use: handouts

1. Teacher distributes the handouts.

2. Teacher introduces to the students about the topic of asking and giving information.

3. Teacher explains and elaborates about the topic to the students.

Activity 2 (30 minutes)

Individually activity

Material use: worksheet

1. Teacher gives fill in the blanks worksheet regarding the topic.

2. Students are given their time to answer the question and complete all the blank spaces.

3. Teacher goes through the answer with the students orally.

Activity 3( 70 minutes)

Group work activity: Speaking

1. Students are asked to form into group. Each group must have 4 members.

2. The teacher distributes a different picture to each group.

3. They are asked to make a very short role play regarding the picture that they get from the
teacher. Each group have to present about 8 minutes presentation.

4. They are given time to discuss in the groups about the role play that they are going to do

5. They are asked to use all the modal verbs that they have learnt from the previous lesson.

6. Presentation from each group.

7. Teacher gives feedback and some comments based on the role play.

Closure (5 minutes)

1. Teacher asks students the example that they can use when asking and giving information.

2. Class dismisses.
Reflections:

Based on the lesson, student are able to use the language for the information successfully. Even
though there were certain problem occurred for instance difficulty to find out certain vocabulary
that suitable to be used while doing the short role play, I realized that they were actually
struggling up to put their full effort to make the presentation success. Furthermore, I realized that
students, they were having difficulties in pronouncing the words correctly.

SLOT 2: Lesson Plan

Class: Bel 311

Number of students: 28 students

Time: 10.30am-12.30pm

Level of proficiency: intermediate

Main skill: Speaking

Sub-skills: Listening and writing

Theme: The Most Favorite Holiday Places

Moral value: Love your place

General objective: By the end of the lesson, students should be able to:

1) Use comparatives and superlatives adjectives form

Specific objective: By the end of the lesson, students should be able to:

1) Watch the clip video of ‘cuti-cuti Malaysia

 2) Use comparatives and superlatives adjective in the sentences

3) Create their own holiday brochure

Teaching aids: clip video, worksheets, handouts, white board and marker pen

Set induction

(10 minutes)

Whole class discussion

Material use: clip video of Cuti-cuti Malaysia

1. A teacher shows a clip video of Cuti-cuti Malaysia to the students. Teacher brainstorms
the students how many places that they can recognize in the clip video. The answer could
be : - Pulau Redang, Tasik Kenyir, Sunway Lagoon,Pulau Redang, Gua Kelam, etc.

2. Teacher asks students the most favorite place that they like to visit.

3. Teacher tells the topic for today is the most favorite holiday place.

DEVELOPMENT

Activity 1 (30 minutes)

Whole class (Practicing comparatives and superlatives adjective forms

Material use: handouts

Whole class activity ( Practicing comparative and superlatives adjective forms)

1. Teacher distributes the handouts

2. Teacher introduces to the students about the comparatives and superlatives adjectives
forms.

3. Teacher gives worksheet to the students and it should be done in class.

4. Teacher then discusses the answer with the whole class.

Activity 2 ( 10 minutes)

Whole class ( Reading)

1. Teacher gives an article about “ Holidays In Malaysia and The Best Places To Go In
Malaysia”.

2. Teacher assigns students to read the article voluntarily.

3. Teacher helps students to identify the certain words that they do not understand in the
passage.

4. Based on the article, students are asked to choose the best place that they mostly like to
visit.

Activity 3 (65 minutes)

Group work discussion and presentation

1. Teacher assigns the students to sit into group. There will be 4 members in a group.

2. From the activity 2, teacher once again asks students to discuss in the group about the
best place that they love to visit.

3. After they make a decision about the place, teacher asks students to create their own
brochure in order to promote their place.

4. Presentation of the task.

Closure (5 minutes)

1. Teacher asks a few students to give example of using comparatives and superlatives
word. Class dismisses.
Reflection: t

This lesson was carried out successfully where students were able to do the task very well. They
were not having so much problem in terms on understanding the handout that I gave, the
worksheet and also the task that asking them to come out with the new brochures. They were
creatively create the brochures with the information that already prepared by the teacher. I
realized that, this task based learning actually gave them an opportunity to show their creativity
and at the same time it generated more new idea especially to the students nowadays.

SLOT 3 Lesson Plan

Class: Bel 311

Number of students: 28 students

Time: 12.30pm-2.30pm

Level of proficiency: intermediate

Main skill: Presentation skills

Sub-skills: Listening and writing

Theme: Creating your own Utopia Island

Moral value: Love your country

General objective: By the end of the lesson, students should be able to:
 1) use language for introduction

Specific objective: By the end of the lesson, students should be able to:

1) identify the function and type of language for introductions

2) answer the worksheet that has been provided by the teacher.

4) Work in group and create their own utopia island.

5) Promoting the island.

Teaching aids: Pictures, worksheets, handouts, white board and marker pen.

Set induction

(10 minutes)

Whole class discussion

Material use: clip video of Perhentian Island , Malaysia

1. A teacher shows a clip video of Perhentian Island Malaysia to the students

2. teacher asks whether they already been there or not.

3. teacher asks the opinions after the students watch the clip video.
DEVELOPMENT

Activity 1 (20 minutes)

Whole class ( Language for Introductions)

Material use: handouts

1. Teacher distributes the handouts.

2. Teacher introduces to the students about the language for introductions

3. Teacher explains and elaborates about the topic to the students.

Activity 2 ( 20 minutes)

Pairwork ( read, write and practice)

Material use: worksheet

1. Teacher gives a worksheet to the students

2. Teacher assigns students to do the task in pairs.

3. They also are asked to practice the language for introduction with each other.

4. Teacher discusses the answers with the whole class.

Activity 3 (55minutes)

Group work presentation

1. Teacher plays once again the clip video.

2. Teacher assigned the new task for the students. At this time students are asked to work
into group.
 3. From the clip video, students are asked to design their own utopia island. They are given
a blank map. They are assigned to create their own future utopia island in order to
promote the place to the tourist.

4. They have to decide which place would be going to be interested to the tourist to go.
( such as airport, the museums, the water park, the zoo..etc)

5. At the end of the task, each group has to make a short presentation.

6. Teacher discusses in class after that.

Closure (5 minutes)

2. Teacher asks a few students to give example of using comparatives and superlatives
word. Class dismisses.

REFLECTION:

After carried out this task, students were able to come out with the new ideas. It shown when I
asked them to carry out the new task which were creating their own utopia island. Based on the
supporting material that I gave to them, they were able to carry out the task successfully. But,
there were still weaknesses in terms of using the correct language order. They still cannot
differentiate when to use the tenses of present tense and the tenses of simple past tense. But
overall presentation was so interesting.

CLASSROOM DISCOURSE ANALYSIS.

After about 3 weeks doing the report and task based learning project at Bestari
Technology College, I could analyze many things here. As we know, task based learning is
focused on the authentic language and on asking students to do meaningful tasks using the target
language. such tasks can include visiting a doctor, conducting an interview or calling customer
service for help. Assessment is primarily based on task outcome (in other words the appropriate
completion of tasks). Back to the classroom discourse analysis, my project would be more
focused on speaking skills and presentation skills. So, the most things that I could analyze were
based on the communicative skills. Let us analyzed the classroom discourse based on each
lesson.

Regarding the first lesson that already been done, I realized that students were actually
were able to use the language for the information successfully. Even though there were, certain
problem occurred for instance difficulty to find out certain vocabulary that suitable to be used
while doing the short role-play, I realized that they were actually struggling up to put their full
effort to make the presentation success.

Furthermore, I realized that students, they were having difficulties in pronouncing the
words correctly. Therefore, I thought my lesson on that day would actually will be more succeed
if I did an exposure to the variety of functions, genres, speech events and discourse types that
occur inside and outside the classroom. I thought that, I should be giving more time for them to
practice the target language. It was my mistaken also when I did not suppose to minimize their
opportunity to share their idea with the other group. Classroom research is one way for teachers
to monitor both the quantity and quality students output.

Language learners face the monumental task of acquiring not only new vocabulary,
syntactic patterns, and phonology, but also discourse competence, sociolinguistic competence,
strategic competence, and interactional competence. They need opportunities to investigate the
systematicity of language at all linguistic levels, especially at the highest level (Riggenbach,
1999; Young and He, 1998). Without knowledge of and experience with the discourse and
sociocultural patterns of the target language, second language learners are likely to rely on the
strategies and expectations acquired as part of their first language development, which may be
inappropriate for the second language setting and may lead to communication difficulties and
misunderstandings.

Regarding the second lesson, my reflection would be the lesson that carried out
successfully where students were able to do the task very well. They were not having so many
problems in terms on understanding the handout that I gave, the worksheet and the task that
asking them to come out with the new brochures. They were creatively created the brochures
with the information that already prepared by the teacher.

I realized that, this task based learning actually gave them an opportunity to show their
creativity and at the same time, it generated more new idea especially to the students nowadays.
However, the problem also occurred in this lesson. One problem was students had limited
experiences with the variety of interactive practices. I should allow them to more doing the
exercise on how to use the persuasive language. In this lesson, they were struggling to construct
the sentence correctly.

I thought by exploring more on the natural language use in authentic environment,

students might gain a greater appreciation and understanding of the discourse pattern associated
with a given genre and speech events in terms of setting and the contexts. When I taught them on
how to use the comparative and superlatives adjectives, they were able to do and answer the
questions successfully and they could practice to use it in their brochure presentation. Regarding
their communication skill, in the earlier meeting with them, I already told them that I did not
want to listen any language beside English language. Therefore, I thought my approach was
carried very well when I realized that they tried to communicate with each other in English.
However, sometimes, they could not change their mother tongue in English class.

Lastly, regarding to my lesson number three there were certain situations that I could
analyze here. In this lesson, I focused more on using language for the introduction. After carried
out this task, students were able to come out with the new ideas. It showed when I asked them to
carry out the new task, which was creating their own utopia island. Based on the supporting
material that I gave to them, they were able to carry out the task successfully. However, there
were still weaknesses in terms of using the correct language order. They still cannot differentiate
when to use the tenses of present tense and the tenses of simple past tense. Overall presentation

was so interesting. There were certain problems occurred when the task was carried out.
Sometimes students frequently addressed one another directly or spoke to the class as a whole.

Although students interacted more frequently especially in doing the discussion, they
were lacked towards conveying the ideas in a correct order of sentence. I as well, felt less certain
where to make sure that all the students did really understand my lesson. They might give good
feedback but at the same time I did not know how far they were in through my lesson. Students
showed they can fill the conversational but they may not and often not serve to promote the
correct understanding about all the contents matters.
References:

1. Retrieved from
http://wiki.answers.com/Q/What_are_the_components_and_functions_of_a_language

2. Retrieved from

://www.anna-grammar.com/worksheets/AGW_comparative_elem.pdf

3. Retrieved from

http://www.telegraph.co.uk/travel/travelnews/5990884/Passengers-face-charges-for-
giving-passport-information-at-airport.html
APPENDICES

LESSON 1
There are a number of formulas used when asking for information in English. Here are
some of the most common:

• Could you tell me...?

• Do you know...?
• Do you happen to know...?
• I'd like to know...
• Could you find out...?
• I'm interested in...
• I'm looking for..

• Construction

Formula Question Word Example Finish

Could you tell me when the next train leaves?

Do you know how much that vase costs?

Do you happen to know where Tom lives?

I'd like to know what you think about the new project.

Could you tell me when the next train leaves?

Could you find out when she is going to arrive?

Formula Gerund (-ing) Example Finish

I'm interested in buying a boat

Formula Noun Example Finish

I'm looking for information on holidays in Spain.

Formula used only on the Question Example Finish

telphone Word

I'm calling to find out... if flight AZ098 will leave on time

today.

Formula used only on the telphone Noun Example Finish

I'm calling about... the offer published in today's newspaper.

Exercise 1

In order to write an article for the school magazine on the upcoming Merdeka day
celebrations, you interview Parvathi Palani, an old lady who has lived through the
Japanese occupation

Complete the dialogue with the suitable questions.

Interviewer : Good morning, Madam Parvathi?

__________________________________

Parvathi : yes, of course. What do you want to know?

Interviewer : (2)______________________________ ?

Parvathi : I was only 12 years old at that time.

Interviewer (3)__________________________________?

Parvathi : we were staying at the Municipal Quarters in Penang when the

Japanese destroyed part of the building.

Interviewer : (4)_________________________________?

Parvathi : after that, we all ran into the banana plantation and lived there in
tents.

Interviewer (5) ______________________________________?

Parvathi : mainly tapioca leaves. Sometimes we had rice and fish.

Interviewer :(6) _______________________________________ ?

Parvathi : we felt happy. There were fireworks and we knew that war had finally
come to an end.

LESSON 2
 Comparatives and Superlatives
Comparative Adjectives Comparative Adverbs
Superlative Adjectives Superlative Adverbs

to Adverbs
Modifying Absolute Terms
to Adjectives

to Learning English

Note: The example constructions and explanations for comparative and

superlative adjectives and adverbs can usually be used for either form of
modifier.

Comparative Adjectives
Adjectives are able to express degrees of modification, or comparison: (Zsa
Zsa is pretty, but Elizabeth is prettier, and Angelique is the prettiest of all.)
These degrees of comparison are: 1) the positive, 2) the comparative, and
3) the superlative. The comparative is used for comparing two things and
the superlative is used for comparing more than two things. Notice that the
word than frequently accompanies the comparative and the word the
precedes the superlative. You are always correct in using more or most if
you are unsure about words with two or more syllables.

Here’s how to form comparative adjectives (those that compare two things)
 Short adjectives

smart = smarter, cold =

one-syllable adjectives—add “er”
colder

EXCEPTION: If the adjective ends in “e”, just

large = larger
add “r”

EXCEPTION: If the adjective ends in

consonant, vowel, consonant, double the hot = hotter
last consonant

EXCEPTION: If the adjective ends in “y”,

crazy = crazier; fluffy = fluffier
change the “y” to “i” and add “er”.

Long adjectives

two (or more)-syllable adjectives not gifted = more gifted; stubborn =

ending in “y”—use “more” more stubborn

all adjectives of three or more syllables— glorious = more glorious;

use “more” persistent = more persistent

Note: With some longer adjectives, you have the choice of using the er form
or the word more. DO NOT USE BOTH TOGETHER! clever = cleverer/more
clever (NOT more cleverer), pleasant = pleasanter/more pleasant (NOT more
pleasanter), simple, narrow, and quiet are some more adjective that you can
use both ways. There is no rule as to which adjectives can be used both
ways in the comparative form, and no reference that I know of that lists
them. If you are unsure, please look at a dictionary.

Some adjectives and adverbs do not follow the rules. They have irregular
forms of the comparative.

good = better bad = worse little = less

much, may, some = far = farther, further
more

Superlative Adjectives

ectives

e adjectives—add “est” smart = smartest, cold = coldest

: If the adjective ends in “y”, change the “y” to “i” and add
crazy = craziest; fluffy = fluffiest

: If the adjective ends in “e”, just add “st” large = largest

: If the adjective ends in consonant, vowel, consonant, double

hot = hottest
nsonant

ctives

re)-syllable adjectives not ending in “y”—use most gifted = most gifted; stubborn = mos

glorious = most glorious; persistent =

es of three or more syllables—use most
persistent

Note: With some longer adjectives, you have the choice of using the est
form or the word most. DO NOT USE BOTH TOGETHER! clever =
cleverest/most clever (NOT most cleverest), pleasant = pleasantest/most
pleasant (NOT most pleasantest), simple, narrow, and quiet are some more
adjective that you can use both ways. There is no rule as to which adjectives
can be used both ways in the superlative form, and no reference that I know
of that lists them. If you are unsure, please look at a dictionary.

Some adjectives and adverbs do not follow the rules. They have irregular
forms of the superlative.

good = best bad = worst little = least

much, may, some = far = farthest, furthest
most

Other Notes, Hints, and Exceptions:

Some adjectives already express an extreme form of comparison, for
example unique or pregnant, so cannot be used in a comparative or a
superlative form. Other adjectives of a similar nature (full, perfect) seem
absolutely correct when used as fuller or most perfect.

The as ____ as phrase is used when expressing equality in a comparison.

• She is as smart as she is pretty.

• He is as irrational as his father.

Less or fewer: Less is used usually when we are speaking of uncountable

nouns (less love, less freedom), although less is the proper term to use for
numerical or statistical expressions. Notice how than is used in the
sentences.
 • I have less than three hours left until curfew.
• We drove less than 200 miles the first day of vacation.
• Florida has less snow than Colorado. (Snow is an uncountable noun)

We use fewer when we are speaking of countable things (fewer apples, fewer
troubles).

• Shelly has fewer pairs of shoes than Mimi.

• Amy did fewer push-ups Tuesday.
• Buffy has few bad habits.

More than : American English uses more than (in excess of, over a certain
amount) in countable monetary or statistical numerical expressions

• We are more than $10,000 in debt.

• The holiday traffic deaths were more than 600 this year.)

Over: Over is often used in expressions of time, age, height, and weight.

• He is over fifty years of age.

• Bob waited over seven days for the letter from his lawyer.

The words real, right, wrong, and like ALWAYS use more or most.

• He is more right than wrong. (Incorrect: He is righter than wrong.)

• She is more like a pal than a mother. (Incorrect: She is liker a pal.)

Most can be used with any adjectives expressing approval and disapproval
to mean very.

• That was most kind of you to compliment my mother.

• You said a most unkind thing just now.

If you are comparing something to itself, don’t use the.

• My roommate is most awake after supper. (Incorrect: My roommate

is the most awake after supper.)
• Florida is warmest in August. (Incorrect: Florida is the warmest in
August.).
Exercise 1

Make each adjective in the brackets into a superlative adjective.

These are my three good friends, Suzy, Jana and Kate.

Suzy is the clever one. My math teacher thinks she is the 1.______________

(brainy) student in the class and sheís always winning prizes. She usually asks

the 2. _______________ (intelligent) questions.

Jana is the 3. _______________ (dreamy) of my friends. She is often thinking about

other things and she writes the 4._____________ (lovely) stories and poems.

Kate is the 5. _____________ (cheerful) in my group. She tells the 6.

(funny) jokes and says the 7. _____________ (silly) things. She sends me the

8.___________________ (crazy) text messages.

Exercise 2:

Make these adjectives into a comparative adjective.

1. A T. Rex dinosaur was probably _______________ (fierce) than a triceratops

dinosaur.

2. A brontosaurus was______________ (tall) than a T.Rex dinosaur.

3. A triceratops was probably ________________ (good) at defending itself than a

brontosaurus.
Exercise 3

Make each adjective in the brackets into a comparative adjective.

1. The Alsatian dog is _____________ (intelligent) than a spaniel.

2. The poodle is______________ (fluffy) than the other two dogs.

3. The Alsatian is _____________ (powerful) than most other dogs.

4. The spaniel is _____________ (popular) with families than most other dogs.

5. The Alsatian is_______________ (fast) than other dogs.

Holidays in Malaysia and the best places to go in Malaysia

Holidays in Malaysia offer a myriad or things to do and see; strange creatures dwell amongst
the exotic plants of the jungles of Malaysia, and off the idyllic coastline there's another kind of
exotic garden to explore: long, colourful ribbons of coral reef are amongst the best places to go
in Malaysia. There are fantastic bays like Emerald Bay; more than just a tropical island, this
region has impressive mountains and remote communities living unique cultural lives. But it's
also a tropical island holiday, and so holidays in Malaysia allow for both exploration and
languor.

Malaysia's humming and buzzing capital, Kuala Lumpur, and the jungles and reef ringed
islands of Malaysian Borneo are so vastly different that holidays in Malaysia are guaranteed
contrast. Most international flights arrive in Kuala Lumpur, so even if you're steering clear of the
city life and heading into nature you still get to be surprised by the comparison. The main airport
of the Sabah and Sarawak regions is at Kota Kinabalu, so most visitors start their exploration
Malaysian holiday there.

Day One: Assuming some of the first day of your holiday in Malaysia will be taken up with
setting in and poking around your hotel, take an afternoon/ evening stroll into Kota Kinabalu and
look around the markets and restaurants and wander along to the ferry port. This is a port town
rather than a beach town so leave your beach towel at the hotel.

Day Two: Bring your towel on the second day of your holiday in Malaysia and retrace your
steps into town and the ferry port where you can get a ferry out to the islands of the Tunku Abdul
Rahman National Park. Visitors can stay overnight on the larger islands but Pulau Sapi, or Cow
Island, one of the smallest of the five, is the quietest, and ideal for a day trip to swim, snorkel,
hike though the rainforest, have your toes nibbled by tiny fish and your lunch stolen by an exotic
monkey or giant monitor lizard.

Day Three: Trekkers who don't mind a bit of uphill work can conquer Mt. Kinabalu in two
days -- it's the 20th tallest in the world and worth factoring into your holiday in Malaysia - but
one day is enough to sample the pleasures of the Mt. Kinabalu National Park at its base,
including the orchid gardens, Poring Hot Springs, and hopefully one of the park's biological
pleasures -- a fleshy, flash smelling rafflesia plant, on which grow the world's largest flowers.
Some resorts will be able to help you arrange transport up to the mountain and the jungles that
spread all over it, and the easiest way to go is as part of a group.

Day Three: Fly to Sandakan. While Kota Kinabalu has the scenery, Sandakan has the wildlife,
most fascinatingly the Orang utans at Sepilok and the turtles of Turtle Island Park, and one of the
main reasons people want to take their holidays in Malaysia.

Day Four: The marine sanctuary of Turtle Island is an overnight stay. They can only
accommodate very small groups, but in the evening you're there to welcome the mother turtles
on to the beach as they lay their eggs, then able to release some of the babies from a clutch laid
60 days earlier. The accommodation is pretty basic, the food isn't breathtaking, but getting a kiss
a baby turtle on its shell just after it's dug its way out of its nest before it scuttles down the beach
to the sea is something indescribable and well worth planning a holiday in Malaysia around.

Day Five: The amazing and ancient turtles aren't the most famous local inhabitants of this
region: the Old Men of Borneo, as the locals call them, are. Living under difficult conditions, the
orang utan's habitat is shrinking, and as man encroaches we need to give them a little help. They
get that at Sepilok, a conservation centre where orang utans are brought to be rehabilitated before
being released into the wild. Visitors to the park get as close to them as they're able to anywhere,
when these furry jungle men come in for a feed and put on impromptu shows on the ropes and
platforms around the feeding platforms. Animal lovers take note -- it's possible to volunteer at
Sepilok, but you need to commit quite a bit of time and organise it well in advance.

Day Six & Seven: Divers won't want to travel to this region without diving off Sipidan Island,
which has some of the world's best dive sites, but explorers may be more interested in visiting
the Mulu, Gomantong or Niah Caves, renowned karst structures, Kuching for a bit of the lively
culture of the place and the orchid garden, or for a unique cultural experience, a traditional
longhouse community, so these last days of your holiday in Malaysia should be used up
according to personal interest

LESSON 3
Function/type examples

Greet Good morning/ afternoon/evening

Stating name /position Let me starting by introducing my self
My name is
Im in charge
Giving topic of discussion The topic for today is
The discussion for today is
What I would like to talk about today is
Explaining the objectives The objective of this presentation is
The aim of today’s presentation is
Identify main section Today’s discussion is divided by three
section
Firstly, I will begin with
Introducing visual aids I will be using the
I will be showing you a number
Observing timing This discussion will take
Asking questions if you have any questions, feel free to
interrupt
WORKSHEET.

Complete the dialogue and practice with the partner

Situation: Hani goes to the beauty shop for the make over.

Beautician : ( greet Hani) __________________

Hani : ( responds) ______________________. I would like to try the new mud

masque.

Beautician : ( compliment Hani) ________________

Hani : ( respond) ___________________ I’ve been taking lots of fresh fruits and
vegetables.

Beautician : ( invites Hani to demonstration on how to lose weight quickly.

___________________

Hani : (declines) _________________ I prefer to eat healthy and exercise

regularly
Task Based Learning Activity: Creating a Utopia Island.

Instruction: Design your own Utopia Island.

1. You are given a blank map. You will be assigned to create your own future utopia
island in order to promote the place to the tourist. Based on your creativity and
imagination, discuss in a group to produce a good map.

2. Decide which place would be going to be interested to the tourist to go? Such as
the airport, the museum, the water park, the zoo and etc. Give name to each place.

3. Prepare a list of things like:

- The name of the country

-The way people dress

-The rules that should be followed in the country

-The custom

-The holiday

• ( create as much details as possible)

At the end of the task, each group has to make a short presentation. Discussion will
be held in order to choose whose Utopia Island will work best.

Language focus: Use a simple future tense and transitional signal (therefore,
furthermore, besides that, after that, finally) in order to describe the map.

Good luck!

EXAMPLE OF THE ACTIVITY.

Discussion