This the very first step in my writing my first task-based lesson plan (it's process writing). It is based on a task taken from the New English File Pre-intermediate Teacher's Book. In this first step I wrote the aims of the lesson, the expected outcome (what I expect my students to have produced at the end of the lesson) and the evaluation criteria I will use to evaluate their work. Comments and suggestions are more than welcome!NB I do not own the task I present in this lesson plan. It's copyrighted by OXFORD University Press. I included it here to illustrate the lesson plan and make it easier for you to understand what I write.
Methods II LCB TTC Task-based Lesson Plan. Process Writing.
First Draft Alejandra de Antoni 2009
Task-based Lesson Plan Process Writing 1st Step (This Lesson
Plan is not finished) The Task:Students are put in pairs or small
groups of three if there is an uneven number of students and are
given a sheet for them to create a quiz to test their partners
(another pair) general knowledge. They have to create 12 questions
and provide the correct and true answers. To do so, they must be
sure of the answers since it is by means of their questions and
answers that their partners general knowledge will be tested. The
first 9 questions are prompted, i.e. students are given most of the
language they need to write them. The other 3 are going to be
completely created by them since they are not given any kind of
help (however, they will be very well guided by the previous
9).
Aims:By the end of the lesson students will have created a quiz
to test their partners general knowledge. o By the end of the
lesson students will have worked on their general knowledge of the
world making it possible for them to use the target language as a
means to exchange information as well as do something that they
actually do outside the classroom (answering quizzes is a very
well-known pastime). o
Outcome:The expected outcome (i.e. something real that students
will have produced after the lesson) is a 12-question quiz to test
their partners general knowledge (A complete quiz is expected: one
with its questions and corresponding answers so that it can be used
by the students to actually interview their partners).
Evaluation Criteria:The quiz must have 12 true-to-life questions
with their corresponding answers, which should be based on reality.
This will be checked after the lesson, for homework, by the
students themselves. Each pair of students (or group of students)
will take home the quiz of another pair (or group) so as to check
whether the questions and answers are based on reality. The
questions should also be written accurately enough for the other
students to be able to understand and answer them. Peer evaluation:
if the students can answer the question, it means that they
understood it. The teacher will be there, all the time, monitoring
their work trying to make sure that they use the target language
and that they do not use their mother tongue to help them
understand some not so accurately
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Methods II LCB TTC Task-based Lesson Plan. Process Writing.
First Draft Alejandra de Antoni 2009 written questions. This needs
to be avoided because it is through their successful interaction in
the target language that the task will be evaluated.
APPENDIX: The Task (taken from the New English File
Pre-intermediate Teachers Book; OXFORD University Press)
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