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Plan 2 - Task-Based lesson (Draft2) - M. Perez

Plan 2 - Task-Based lesson (Draft2) - M. Perez

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Published by meyperez
Task-based lesson plan in the making. More changes coming. Gladys, this is the same one I sent you via email. I was only trying to upload something. I guess it worked. We'll see tomorrow!
Task-based lesson plan in the making. More changes coming. Gladys, this is the same one I sent you via email. I was only trying to upload something. I guess it worked. We'll see tomorrow!

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Published by: meyperez on Oct 08, 2008
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05/09/2014

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Liceo Cultural Británico – Teacher Training CollegeSubject:
Taller didáctico
 Teacher:
Gladys Baya
Student:
María Pérez Armendáriz
LESSON PLAN #2
Task-based approach
NB:
Pages from the book are included on pages 3 and 4 of this lesson plan.
Number of students
:
±
25
Age
: 17
Level
: Upper-intermediate.
Book 
:
 Language to go. Upper-intermediate
, Longman Pearson. Pages 66-67, 103.
Materials
: Course book, blackboard
Duration of the lesson
: 40 min
Assumed knowledge
: some adverbs of intensity (e.g.
 fairly
,
totally
,
quite
,
absolutely
,
 slightly
);narrative tenses; relative clauses.
New vocabulary
: movie related vocabulary (e.g.
 performance
,
 script 
,
 storyline
,
location
,
 special effects
); phrases expressing opinions (positive / negative).
Aims of the task 
: the learners will be able to express opinions and react to other's opinions aboutfilms or performances.- Topic Aims: giving an opinion about a film.- Grammar Aims: adverbs of intensity.- Communication Aims: reacting to other's opinions.- Vocabulary Aims: related to movies; adjectives.- Function Aims: giving an opinion and reacting to other's opinions.- Skill Aims: expressing opinions orally and in writing.
Task description
The students will write a film review of a movie they have liked or seen lately. The reviews will be published in a class blog. They will be asked to comment on two or more of the reviews showingagreement or disagreement.The task will take three 40min lessons (excluding the posting and commenting on reviews in theclass blog).
Pre-task 
Introduction
The students are shown images or posters of films. The teacher asks if they can recognize any of the movies, whether they liked them or not and what makes a good film (the actors, settings, plot,special effects, soundtrack). The teacher asks them if they ever read reviews before they choose afilm to go.To introduce some of the vocabulary the students will encounter, they carry out activity number 2 (p.66) from the book.To exemplify the task they will carry out, the teacher hands out several short film reviews. Thestudents have to see if the writers liked the films or not, what in particular caught their attention.They are asked to select expressions that they could find useful, whether positive or negative.
LCB-TTC – Taller Didáctico – PLAN #2: Task-based approach
María Pérez Armendáriz
1
 
The students carry out a listening task from the book (activity number 4). On a second listening,they fill the chart from activity number 5.Students carry out activity number 6. They add to the chart the expressions taken from thesample reviews that they considered useful.
Task 
Task 
The students write their film reviews. They can use the expressions seen in class. The teacher monitors the work.
Planning
The students prepare the presentation of their review. They choose what else they want toinclude in their reviews (accompanying pictures, a title). The teacher helps them if necessary.
Report
The reviews are posted on the walls (or any visible/accessible location in the classroom) for everyone to read, to provide a limited audience before publishing for a wider audience. The teacher makes notes of the common errors and gives overall feedback.
Language focus
 Analysis
The teacher provides sentences with some of the errors made by the students (withoutspecification of the author). They have to correct them and see if their own review needs changing.The teacher monitors and helps with the new language or structures. This is the first of twoinstances of editing allowed before blogging the reviews.
Practice
In case it is necessary, the teacher provides further practice taken from course book or other sources. This will depend on which were the most common errors during the language analysisstage.
N.B.:
At this point, the students are allowed one more instance of editing before uploading thefinal version to the class blog.
LCB-TTC – Taller Didáctico – PLAN #2: Task-based approach
María Pérez Armendáriz
2
 
LCB-TTC – Taller Didáctico – PLAN #2: Task-based approach
María Pérez Armendáriz
3

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