2nd Lesson Plan 2009 - Task-based Lesson Plan - Process Writing - 1st Step - Tefl2teens

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 Teacher’s Book; OXFORD University Press)

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