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Liceo Cultural Británico – Teacher Training College

Subject: 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, notebooks.
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).

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. Then, they will have to comment on two or more of the reviews
showing agreement or disagreement using some of the expressions learned from this unit of their
course book and any other that may be useful from other sources.
The task will take three 40min lessons (posting and commenting on reviews in the class blog not
included).

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 a
film 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. The
students 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.
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 the
sample reviews that they considered useful.
Students carry out activity number 8. This serves as an organizer of ideas for the draft of the
review they will write. The partner should not have chosen the same film.

LCB-TTC – Taller Didáctico – PLAN #2: Task-based approach 1


María Pérez Armendáriz
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 to
include 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 (without
specification 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 two
instances 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 analysis
stage.

N.B.: At this point, the students are allowed one more instance of editing before uploading the
final version to the class blog.

LCB-TTC – Taller Didáctico – PLAN #2: Task-based approach 2


María Pérez Armendáriz
LCB-TTC – Taller Didáctico – PLAN #2: Task-based approach 3
María Pérez Armendáriz
LCB-TTC – Taller Didáctico – PLAN #2: Task-based approach 4
María Pérez Armendáriz