INPUT BASED COMMUNICATIVE TASK

Theoretical Content INPUT PROCESSING

Task component

Content Expressions about the weather

Material Visual input, aural input.

Activities 1.- Previous knowledge activation 2.- Listening activity (expression about the weather) 3.- Oral Practice 4.- Reading Comprehension

Goals 1.- Student will learn how to talk about the weather 2.- Student will develop his/her listening skill 3.- Student will be able to create dialogues where the

main topic is the weather

Students A1 level (under MCRE)

Social Community Very cohesive group

A. It is a beautiful day today, isn’t it?

1.- What’s the weather like in your city?

It is sunny. It is a sunny day

It is cloudy. It is a cloudy day

It is windy. It is windy today

It is rainy. It is a rainy day

It is foggy. It is a foggy day

It is cold. It is a cold day

2.- Work in pairs. Complete these sentences. Example:

There are a lot of clouds. It’s very cloudy

1.- It’s going to rain tomorrow. Tomorrow will be ……………………..

2.- There is a strong wind. It’s very …………………………………….

3.- We’ve had sunshine all day. It’s very ………………………………

4.- the wind has blown all day. It’s very ………………………………..

3.- Now listen to these ‘British’ conversations about the weather. Tick ( ) the expressions you hear

a. What wonderful weather!

b. Nice day, isn’t it?

c. Isn´t it beautiful?

d. It´s so nice and hot

e. Yes, wonderful weather we´re having

f. What terrible weather!

4. Now you work in pair and use the expression of section 3. Prepare a short dialogue following the example.

Frank: oh! What wonderful weather. We’ve had sunshine all day.

John: you are right. It is so nice and hot

B. Reading Comprehension

1.- Work in pairs. Read these extracts. They describe different kinds of weather.

2.- Work in pairs and answer these questions according to the texts of section 1

1.- How do we know it is Winter in the garden of the selfish giant?

2.- How is the weather “different” in extract B?

What was the weather like?

3.- How do we know it is early spring in extract C?

4.- When he thinks of early summer in Camusfearna, what does the writer in extract D think of?

What was the weather like?

5.- What season (s) is /are not mentioned in the extracts?

6.- Which extracts interest you most. Try and explain why?

3.- Work in pairs and discuss the following questions

1.- What is the weather like today? And what was it like yesterday?

2.- What is your favorite season? Explain Why?

3.- Does the weather affect how you feel?

FEEDBACK / INPUT BASED COMMUNICATIVE TASK

To start with, I can say this first task is very well developed, giving practice to the four

linguistic skills.

The stimuli are correct and attractive.

I like that you give possibilities for different kinds of interactive practice, in pairs and also

personal.

I would like to suggest to try a collective practice and a group practice, especially in

section B: READING COMPREHENSION, where you can mix more advanced with

weaker students. That gives you a good chance for strengthening bonds and make a

sort of collaborative work and scaffolding.

I would also like to know how the unit is going to be introduced. If it is about Weather,

you can use a song, maybe, or ask about previous knowledge and activities done

during certain types of weather. This is done to get the students prepared and lead

them into the main topic.

SECOND TASK: READING OR LISTENING TASK

Theoretical Content Comprehension in L2

TASK COMPONENT

Content

Literature Literary Genre: Tales

Material Oscar Wild’s Tales

Activities 1.- Previous knowledge activation 2.- Talk about tales students have read 3.- Presentation of some Wild’s well known tales 4.- Reading Comprehension

Goals 1.- Student will be able to develop reading strategies 2.- Student will be able to explain what a tales is 3.- Student will be able to write a summary of the tale

Students A2level (under MCRE)

Social Community Very cohesive group

A.- Previous Knowledge activation. Tales

A tale is a fictitious or true narrative or story, especially one that is imaginatively recounted

The selfish giant The nightingale and the

rose

The Happy Prince The Young King

B. Reading comprehension skills “The Happy Prince”

1.- Read the first page,

a.- number all paragraphs of the story

b.- Now read the first page and look for those words you do not know,

c.- then find their meaning and

d.- Finally read the page again, do the same with the rest of the pages, until you get used to

the vocabulary.

2.- Work in pairs and discuss the following

a. How many words did you have to look for their meanings?

b. Which are they?

c. Make sentences with them. And share your results with a partner

3.- Now, Keep in mind what the tale is about (that is the topic), Remember that topics

are concepts, no more than 2 or 3 words, and normally it is introduced in the first

paragraph, for example: Love, Happiness, Politics, Health, Countries, Sports, etc.

a. Read the first page and find out what is the story about

b. How did you know?

c. Work with a partner and discuss if he or she thinks the same

3- Remember that every single paragraph has its own main idea, and the rests are

secondary ones

a. Underline with a red pen, every main idea of each paragraph, and write it down in your

notebook specifying number of the page and number of the paragraph

b. Now underline with a green pen, the secondary ideas

Now you are ready to start your reading activity, enjoy yourself!!!

FEEDBACK SECOND TASK: READING OR LISTENING TASK

I love the topic chosen, considering literature as an enlightening topic to acquire cultural

diversity necessary to have open minded students.

Oscar Wilde's Tales are absolutely great to include values as part of the programme. The

same for the tales chosen, real classics of literature.

I would like to know more about the reading techniques that will be exploited. Will you use one

for each tale or will you give one for each group using the same tale?

Will you use collective reading, pair or group reading?

Are you using paper dictionary or will you allow your students to use Word Reference or any

other internet page? I would suggest use both, Internet pages are faster and you can integrate

technology through the use of their mobiles.

I like the activities proposed, they lead to integration of the group and integration of contents,

topics and values.

Third Task: OUTPUT BASED-INTERACTIVE TASK

Theoretical Content Production in an L2

TASK COMPONENT Content Literature

Literary Genre: Tales

Material Oscar Wild’s Tales

Activities 1.- Previous knowledge activation 2.- Talk about the Happy Prince Story 3.- Discussion about the book 4.- Writing activity

Goals 1.- Student will be able to make textual inferences 2.- Student will be able to express his/her view point 3.- Student will be able to paraphrase a story 4.- student will be able to rewrite different ideas

Students B1 level (under MCRE)

Social Community Very cohesive group

The Happy Prince

A.- Work in pairs or group no more than 4 students and answer the following

General Questions

a. Who wrote the story?

b. Where does the Happy prince story take place?

c. Who are the characters?

d. What are the problems that the Prince had to face?

e. What is the message the story tells?

B.- Discuss with your group the following

a.- What does the word compassion mean?

b.- In which way does the Prince show compassion?

c.- Why do you think the swallow decided not to leave with the other birds?

d.- Do you think that this was a wise decision? Why?

e.- Why do the Prince and the swallow become in good friends?

f.- The end of the story is very sad. Why do you think the author decided to do this?

C.- Now in your own words retell the story and change the end of the story for a happy one.

FEEDBACK / Third Task: OUTPUT BASED-INTERACTIVE TASK

Excellent idea of using the previous Reading Comprehension activity as a Consolidation

Activity for students to develop oral and written skills.

Which of the activities are going to be oral or written?

I like very much the fact of the open-end tale. It allows students‘ creativity at their best. Mostly

when you give them the possibility to apply what they have learned to new real situations.