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TBL Lesson Plan American Cutting Edge: Level 3.

Module 13

The lesson plans presented here are more a sequence of lessons (4 or 5 lessons in a unit or module) than an isolated one or two-hour lesson plan. This explains the missing timing on the time column of the lesson plan format. The aim of these lesson plans is for teachers to identify the kind of procedures expected at each stage in the different models for language teaching. As far as main objectives are concerned, teachers should notice how the TBL framework obliges us to state objectives in terms of functions and/or outcomes rather than in terms of linguistic input (as it is done in the PPP model). According to TBL principles, the language to be focused on in the lesson would have to be identified a posteriori, after task performance. Therefore, objectives 2 (use of present perfect continuous to emphasize the duration of unfinished past actions) and 3 (difference between How long . . .? and How long ago . . ?) in the PPP lesson plan should not be stated in TBL lesson plan. Note however, how several opportunities for noticing of these linguistic items are provided by teacher at other stages in this TBL framework.

Mara Elena Solares

TBL Lesson Plan

L E S S O N

P L A N

Teachers Name: Ma Elena Solares Date: April, 2005 Time: ? Level: 3rd intermediate Number of Students: 20 Motivation (circle): high medium low

Relevant Previous Knowledge: Sts know how to use present perfect with for and other time expressions: ever, never, lately, recently, already, yet and just. Sts know the difference between Present Perfect and Simple Past. Main Objectives: 1. Sts will be able to talk about personality and work experience of candidates for city mayors. 2. Sts will search for candidates for mayors of their city and will simulate a city mayor election.
Monitoring code: T (teacher) S (self) P (peer) Evaluation Code: I Informal F - Formal

Type of activity code: LC (Listening Comprehension) RC (Reading Comprehension) W (Writing) OI (Oral interaction) LA (Language Awareness) Class organization code: TC (total class) SG (small groups) PR (pairs) I (individual)

Specific Objective 1. Sts will be introduced to the topic and task of the lesson

Type of activity and class organization OI (TC)

Evaluation and monitoring Informal ( T-S )

Material(s) Photos of Mexico City and of national politicians

Procedure(s) - T will show sts photos of Mexico City and will elicit some of its characteristics: overpopulated, centralized, chaotic, etc. - T will ask sts if their town has a mayor and will elicit information about the mayors duties and about the way they are elected. - T will promote discussion about the advantages and disadvantages of this job, and whether they would like to be a mayor or not. - T will lead class discussion to the topic Important characteristics in a city mayor. - T will draw a circle on blackboard with the phrase city mayor and will invite sts to brainstorm characteristics they consider important in a city mayor: honest, charismatic, patient, sympathetic, well-qualified, good with people, etc. - Sts will be invited to justify their opinions - Characteristics will be written on BB and vocabulary will be clarified - Let sts know they are going to read and listen about elections for mayor in a city called Queenstown - Ask a student to read the text Election for the mayor of
TBL Lesson Plan

Time

Lesson Stage

P R E

2. Sts will activate relevant vocabulary to describe peoples personality

OI (TC)

Informal ( T-S )

BB, markers

T A S K

3. Sts will receive some input on present perfect simple and continuous to talk about unfinished past actions
Mara Elena Solares

OI (TC)

Informal ( T, P )

- TB pages 112-113 - Tape recorder - Tape

RC ( I ) LC ( I )

- Tapescript - Color paper with How long and How long ago

4. Sts will activate cognitive processes to conceptualize the task they are going to do and plan they way they will achieve the task objective

OI (TC)

Informal ( T, P, S )

OI, RC ( I, SG ) W ( I, SG)

TASK: You are Mexican citizens leading different political parties. The mayor city elections are coming and you want to present a candidate. In a public meeting convince everybody that your candidate is the best

5. Sts will practice integration of skills by searching for candidates for city mayors
Mara Elena Solares

R, L OI, LA (SG, I )

Informal ( S, P )

Queenstown out loud - Ask students to individually read the incomplete texts on textbook providing information about two candidates for mayors - Clarify meaning and pronunciation of unknown words - The recording about the two candidates will be played and sts will listen to complete the missing information in the texts. Tape will be played twice - Sts will compare answers in pairs before checking with the whole class. - Once the listening comprehension exercise is done, the whole class will discuss positive and negative points about each candidate: age, experience in politics, relevant work experience, promises, image, etc - To make sure sts pay attention to new input T will ask sts questions such as: How long has Zelda been working on TV ? How long has Max been a peanut farmer? How long has she / he been living in Queenstown? How long has she / he been working in politics? - Color cardboard for How long, How long ago, for, since could be used to allow for noticing - T will tell sts they are now going to think about their own city situation and as a whole class present possible candidates for city mayors. - Sts will be organized in small groups representing different political parties. Each group will choose its own name - Each small group will have to investigate about known or unknown characters that they consider good candidates and choose one to represent them - Groups will have to write a description about his/her candidate including personal characteristics, work experience, experience in politics and anything else they consider relevant - Groups will also have to further investigate about the main city problems and about the priorities the next mayor will have to meet - Available resources will be advised: newspapers, magazines, internet, dictionaries, grammars, etc. - Sts will have the remaining time of the lesson to get organized for the task - Collection of materials and search for information will be done outside class - 30 minutes of the following lesson will have to be devoted to
TBL Lesson Plan

T A S K

6. Sts will negotiate forms, meanings and contexts by preparing their oral and written report of the task

R, L OI, W, LA (SG)

Informal ( S, P )

Flip chart sheets Markers OHP transparencies

7. Sts will practice speaking and conversational strategies by simulating a public meeting for mayor election

OI, LC (TC)

Informal ( S, P )

Chart 1: useful language

students organization of the material - Let sts know about the class presentation of their work - Let sts know what they are expected to do in the report stage: 1. Talk about the task results (1st stage): present candidate in public audience 2. Talk about the task process (2nd stage): how they did the task, the problems they found, decisions taken and discoveries - Let sts know all group members should participate in the report stage - Let them know as well that one member of the group will have to speak in a public meeting and answer questions from audience. - Let sts know the resources they will have available for their presentation: flip chart, OHP, power point, etc - Allow some time for students to prepare and monitor group work: suggesting creative use of language, promoting editing drafts, encouraging peer correction, etc. - Make sure sts prepare a written description of their mayor candidate - T will let sts know presentations will be made in 2 stages: 1. Presentation and election of candidates in a public audience. 2. presentation of the task process - T will set the scene for a public meeting, where all candidates for mayor will be present to speak to people and answer questions. - Set a 10 limit for each group presentation - T will assign different roles to sts in the class: enterprisers, young people, retired people, religious people, conservationists, etc. - Sts in the audience will have to prepare questions to ask at the meeting - T will choose someone to lead the meeting - Remind sts of useful expressions for interrupting, turn taking, changing the subject, introducing a new point, etc. - A chart with useful expressions could be left on the wall. - Groups will take different turns to present - After listening to everybodys presentations the whole class will decide who the best candidate is 2. presentation of the task process - Groups will take turns to present their task process
TBL Lesson Plan

P L A N N I N G

R E P O R T R (Result)

8. Sts will practice speaking and conversational strategies by presenting their task process
Mara Elena Solares

OI, LC (TC)

Informal ( S, P )

Tasks in handouts to be completed during group presentations

R E P

9. Sts will become aware of the use LA of present perfect continuous to (TC) emphasize the duration of unfinished past actions

Informal ( S, P, T )

blackboard markers charts (illustrating examples of Present Perfect Simple & Present Perfect Continuos)

- T will assign a task for sts in the audience to complete while listening to each others presentations. - Set a 10 limit for each presentation - T will wrap up group reports making sts aware of their linguistic strengths and limitations - T will keep record of relevant linguistic points for future analysis - T will select some sentences from sts presentations showing the use of present perfect simple and present perfect continuous in different situations. - Sts will be encouraged to analyze and find the difference in use in the charts presented by teacher. Charts illustrate examples of Present Perfect Simple and Continuous. - Inductively sts will become aware of the difference in use between the PPS and PPC - Inductively sts will also become aware of perfect continuous to emphasize the duration of unfinished past actions. - Inductive explanations on other linguistic problems which have come up during task performance will be provided at this stage.

O R T P (Proces s) L A N G U A G E A N A L Y S I S

10. Sts will use new linguistic input to assess and improve task performance

LA (I, SG, TC)

Informal ( S, P, T )

Written presentations of main task

- Sts will be invited to join the groups they worked with un the main task to review their written presentations of tha main task end look for ways to improve it. - The aim is for sts to incorporate new input into their previous presentation.

Mara Elena Solares

TBL Lesson Plan