Lesson plan TBL

LESSON PLAN
TASK-BASED LEARNING


PRE-TASK

Teacher reads a story, in order to engage and lead in to a task.

Rose and her parents moved to Lima. She missed her friends terribly, but was pleased to see her grandfather. He did everything to make Rosa fells happy.

Rosa: What’s that instrument, grandfather? It sounds beautiful.

Grandpa: It’s a quena. The pipes are made with wood and tied with string. They are made by very talented people. They’re very difficult to play.

Rosa: This place is fantastic. Grandpa. What’s it called?

Grandpa: It’s called Tambormachay. It was built by the Incas many years ago.

Rosa: The water tastes so sweet here!

Grandpa: It’s because it’s so natural. It comes from under the ground.

Grandpa: They are yams and sweet potatoes. They are grown all over the country. They are found in every supermarket here.

Rosa: these are delicious! I’ve never tasted them before.

Rosa: I like this place, but I still miss my old friends, especially Laura.




LISTING
MATCHING




COUNTRIES




CREATIVE TASKS
SHARING PERSONAL ESPERIENCES
PROBLEM SOLVING









Listing: Australia Matching: Kangaroos - Australia.
England Cricket - England.
USA Iced tea - USA
Peru Spanish - Peru
Germany Cars - Germany
Spain Olives - Spain
South Africa Diamonds – South Africa

Olives
Cars
Spanish
Cricket
Diamonds
Iced tea
Kangaroos

Creative Tasks. Kangaroos are found in Australia.
Cricket is played in England.
Iced tea is drunk in the USA.
Spanish is spoken in Peru.
Cars are produced in Germany.
Olives are grown in Spain.
Diamonds are mined in South Africa.

Sharing personal experiences: Ss will talk about their travels and the typical things which are from the place.


Problem: The uses of verb to be (singular or plural) and the past participle of the verb.

Solving: Have the ss work in pairs taking turns talking about the contries.


Maria Tovar Trejo

TASK 6 METHODOLOGY SEQUENCE
LETICIA FLORENTINA ZARCO SALAS WEDNESDAY, JUNE 7TH, 2011.
LEVEL: THIRD GRADE NUMBER OF STUDENTS 35 TIMING 4 SESSIONS.
TOPIC: FAMILY MEMBERS
AIMS: SS IDENTY FAMILY MEMBERS
SS BE ABLE TO SAY WHO THEY LIVE WITH
SS ALLOW TO WRITE ABOUT THEIR RELATIVES
SS CAN TALK ABOUT THEIR LIKES AND PARENTS’ LIKES

LANGUAGE SYSTEM: IS HE/SHE YOUR MOTHER? TASKS: LISTENING, MATCHING, DRAWING,
What’s his/her name? SINGING, UNDERLINED, LABELING,
Who are they? JULIE’S FAMILY WORK IN PAIRS, IN TEAMS, READIN
Does she have a brother? SPEAKING, PARALLEL WRITING,
Does she have a pet? INFORMATION GAP,
Who do you live with?
How many brothers or sisters do you have?
What are their names?
ANTICIPATED PROBLEMS: VOCABULARY SOLUTION: PREPARE SOME CARDS AND THE WRITING
EVIDENCE NOTEBOOK EVALUATION: REPORT THE ACTIVITY
LANGUAGE SKILLS: THE 4 SKILLS TEACHING AIDS: COMPUTER, INTERACTIVE BOARD,
CD, CARD BOARDS, PICTURES, PHOTOS , BOOK,



HOMEWORK
-SING THE SONG TO YOUR FAMILY
-BRING PHOTOS OF YOUR FAMILY
-READ THE PARAGRAPH TO YOUR MOMMY























LISTENING FAMILY MEMBERS
PRE- LISTENING: WHAT’S A FAMILY MEMBER?
Do you think there are different kinds of families?
WHILE-LISTENING
LISTEN AND SING. DRAW , MATCH AND UNDERLINE THE FAMILY WORDS MEMBERS.
A B C D
D IS FOR DAVID
HE IS MY FATHER.

E F G H
H IS FOR HOLLY
SHE IS MY MOTHER.

I J K L
L IS FOR LARRY
HE IS MY BROTHER

M N O P
P IS FOR PAM
SAHE IS MY SISTER

Q R S T
T IS FOR TINA
SHE IS THE BABY

U V W
X Y Z
THIS IS MY FAMILY!











T SHOWS A POSTER AND TEACHES uncle , aunt, cousin, grandfather, grandmother, father, mother, sister, brother.

POST-LISTENING
SS DRAW THEIR FAMILY TREE. WRITE THE WORDS FROM THE BOX IN THE CORRECT PLACE
UNCLE AUNT COUSIN GRANDFATHER GRANDMOTHER FATHER MOTHER SISTER BROTHER.







GRANDFATHER GRANDMOTHER












PRE-READING
T SHOWS A PHOTO OF HER OWN FAMILY.
T SAYS THIS IS MY FAMILY.
SS ASK: IS SHE YOUR MOTHER?, IS HE YOUR FATHER?, WHAT’S HIS NAME? ETC.

WHILE-READING



T MAKES DRAWINGS AND SS GUESS WHAT VERB IS THAT
LOVE LIVE PLAY

T SAYS THE STORY AND SS READ.

JULIE’S FAMILY.

This is my house. I live here in Mexico City. This is a picture of my family. I love them all very much. I live with my mother, my father, my older brother and me. We play together a lot. Of course, my dog Tiny lives with us, too. My grandmother and my grandfather llive in the same apartment building.

Ss READ AGAIN AND DOUBLE UNDERLINE THE VERBS LOVE, LIVE, PLAY. Underline the sentences with these verbs.
SS LABEL FATHER, MOTHER, ETC. IN A DRAWING OF A FAMILY WITH THE GAPS.
SS ANSWER SOME QUESTIONS: WHO IS HE/SHE? Julie’s father. (POINT)
DOES JULIE HAVE A BROTHER?
DOES JULIE HAVE A PET?
WHAT’S HIS NAME?
WHERE DO GRANDPA AND GRANDMA’ LIVE?
POST-READING.

T MODELS I LOVE MY BROTHER. I LIVE WITH MY BROTHER . I PLAY WITH MY BROTHER.
SS WRITE A PARALLEL WRITING (PERSONALIZING THE INFORMATION).
SS LEARN HOW TO WRITE PLURALS AND SINGULARS. T CHANGES NUMBERS AND ADD “S”.
SS ANSWER THREE QUESTIONS THAT THEY ARE ANSWERED FROM THEIR OWN.
WHO DO YOU LIVE WITH?___________________________
HOW MANY BROTHERS OR SISTERS DO YOU HAVE? _________________
WHAT ARE THEIR NAMES? _____________________







PRE-SPEAKING

T REVIEWS THE QUESTIONS GIVEN AS A HOMEWORK.
T SAYS SS NOBODY COMPARE INFORMATION UNTIL T MENTION IT.
T ELICITS THREE DIFFERENT AND PARTICULAR DATA TAKEN FROM THE HOMEWORK.
i.e.: ALICE’S SISTER IS AIXA
CECILIA’S GREAT-GRANDMOTHER IS CARALINA.
ADRIAN’S RABBIT PET IS “CAFECITO”.


WHILE-SPEAKING.

SS WRITE THE QUESTIONS ON THE BOARD
SS REPEAT FOR INTONATION AND STRESS.
T AND A S MODEL QUESTIONS AND ANSWERS. THEN CHANGE FOR TWO SS.
SSWORK IN PAIRS AND THEN IN TEAMS ASKING AND ANSWERING THE QUESTIONS

T ASKS FOR FINDING THE THREE SPECIAL PERSONS WITH THE PARTICULAR INFORMATION.
SS MAKE A SURVEY ABOUT WHO LIVES WITH AND ABOUT PETS.
SS MAKE A GRAPHIC AND THEN READ IT. (VENN DIAGRAM)

T TEACHES WITH MIMMIC AND PICTRURE CARDS SOME ACTIVITIES.
i.e.: do exercises prepare the food feed the birds
play soccer watch soccer games ride a bike
skating
ss SAY WHAT YOUR MOM AND DAD LIKE TO DO?
PLAY UNFIXED PHONE (LONG DISTANCE)