LESSON PLANS

Task-Based Teaching
Genre-Based Teaching
Cognitive Academic Language Learning Approach
(CALLA)
TASK-BASED TEACHING
Oral Communication Class (ENGS003)

I. Learning Objectives

At the end of the 90-minute session, the students will be able to:
a. discuss the guidelines for a readers’ theater;
b. identify the different prosodic features, and
c. perform an assigned piece for readers’ theater applying the different prosodic
features effectively.

II. Learning Content

Topic: Readers’ Theater and The Different Prosodic Features

Materials: Handout on the Different Prosodic Features

Copies of the scripts for the readers’ theater performance
Rubrics for evaluating the performance

III. Learning Experiences

A. Presentation of the Task

The teacher will inform the class that they will be divided into four groups and
each will be assigned a piece for a readers’ theater. There will be an interactive
discussion of the guidelines as well as the different prosodic features involved in
the said kind of oral presentation. The prosodic features which will be discussed
are stress, pitch, intonation, tone, voice modulation, rhythm and juncture.

B. Planning

The class will now be divided into four groups and they will be given their
assigned pieces. Before giving time for the students to practice, the teacher will
provide the rubrics for grading which will serve as the students’ guide as they
polish their performance. This can still be modified upon the comments and
suggestions of the students. The rubrics will more or less be like this:

Criteria More Okay Effective TOTAL

Push (1) (3) (5)

Tone and
Intonation
 Facial
expressions,
body language
and eye
contact

Stress and
Juncture

Interpretation

C. Actual Performance

The students will be given 3-5 minutes for their presentation.

D. Feedback and Evaluation

Each group will get to comment on the performance of the other groups. Strengths
and points for improvement will be identified. The teacher will also give his/her
feedback and facilitate the synthesis.
GENRE-BASED TEACHING
Study and Thinking Skills Class (ENGS001)

I. Learning Objectives

At the end of the 90-minute session, the students will be able to:
a. brainstorm for pointers in writing a descriptive paragraph;
b. construct sentences using adjectives to create a vivid image of a noun being
described, and
c. write a paragraph describing their dream house or their dream destination.

II. Learning Content

Topic: Descriptive Paragraph Writing

Materials: Sample of a descriptive paragraph

Handout on the pointers for descriptive writing
Worksheet for practice

III. Learning Experiences

A. Presentation of the Model Text

The session will begin with a paint-me-a-picture activity. The teacher will read
the sample descriptive paragraph twice and the students have to project the scene
being described. The group with the most precise depiction will earn extra points
for recitation. The class will then examine the characteristics of the paragraph and
identify pointers for writing a good description. The teacher will list and
summarize all the pointers given. Then, s/he will provide the handout identifying
the pointers suggested by writing experts.

B. Practice

The teacher will reiterate the importance of adjectives which is mentioned in the
handout. S/he will then provide the worksheet requiring students to write a
sentence using adjectives to describe vividly certain objects. They will discuss the
sentences after 15 minutes.
C. Independent Writing Activity

After the practice and discussion of the sentences, the teacher will now ask the
students to write a descriptive paragraph composed of 5-10 sentences about their
dream house or dream destination. They will be asked to follow the pointers
provided.

D. Evaluation and Feedback

Once the teacher has finished checking the paragraphs, probably during the next
meeting, s/he will present at most five of the best products. S/he will then discuss
ways on how the students can generally improve their work.
Cognitive Academic Language Learning Approach (CALLA)
Business Communication Class (BCOM002)

I. Learning Objectives
At the end of the 90-minute discussion, the students will be able to:

a. identify the essential elements of a complaint letter;

b. convert sentences from active to passive voice;
c. write a sample complaint letter addressed to a teacher or department chairperson,
and
d. cite actual and relevant instances when this is needed.

II. Learning Content

Topic: Writing a Complaint Letter

Materials: Worksheet for the parts of a business letter

Samples of a good and bad complaint letter
Drills for the passive voice
Peer evaluation form

III. Learning Experiences

A. Preparation

The class will have a recap on the parts of a business letter by answering a short
worksheet. This will be checked after 10 minutes.

B. Presentation

The class will now analyze samples of a complaint letter and in groups of three,
they will determine which is the good model and which is not. They have to be
ready to justify their choice. After 10 minutes, plenary discussion will commence
and the general characteristics of the good and bad samples will be presented.

C. Practice

The use of the passive voice is particularly important in writing complaint letters
which are categorized under the bad news approach in writing letters. Because of
this, drills on the passive voice will be given and discussed. This will be followed
 by the writing of an actual complaint later on a sample scenario in school. This
will be done by the triads which were formed earlier.

D. Self-Evaluation

After 20-30 minutes, the triads will exchange letters and using the peer assessment
form to be distributed, they will provide comments on how their classmates can
improve their letters. The drafts will then be returned to the groups for revisions
which will be submitted the next day.

E. Expansion

To synthesize the discussion, the students will provide other scenarios when
complaint letters can be written.