Plan22009 Tefl2teens Challenges 2 Module 1 2nd Draft
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LCB – TTC Taller Didáctico 2009 Prof. Gladys Baya Solis, Yohana Planning #2 2nd draft Task Based Learning Plan Book : Challenges 2 – Mugglestone, Patricia, Pearson Longman o Module 1: Our world (p. 15) o Estimated level: A2 – Pre-Intermediate o Estimated Age: 14/15 years old o Number of Students: 20 Task : Students will write a online brochure about Argentina for English speaking teen tourism. Aims : o Linguistic content : practicing of Simple Present, teaching of vocabulary related to geographical items. Students will work on the necessary language in class. o Non- linguistic content : practicing individual writing and developing team work skills for the editing process. Writing will be assigned for homework or as individual task and group work will be carried out in class for editing and designing the brochure. o Cross-curricula content : 3 rd year Geography curriculum: Argentina; and 3 rd year Computing curriculum: Visual and textual interfaces. Students will work on content with the Geography teacher and on design with the Computing teacher. Resources : o Geography book at the school library o Computers at the school lab o Brochures provided by the teacher Outcome :
description
Plan22009 Tefl2teens Challenges 2 Module 1 2nd Draft
Transcript of Plan22009 Tefl2teens Challenges 2 Module 1 2nd Draft
LCB – TTC Taller Didáctico 2009 Prof. Gladys BayaSolis, Yohana
Planning #2 2nd draft
Task Based Learning
Plan
Book : Challenges 2 – Mugglestone, Patricia, Pearson Longmano Module 1: Our world (p. 15)o Estimated level: A2 – Pre-Intermediateo Estimated Age: 14/15 years oldo Number of Students: 20
Task : Students will write a online brochure about Argentina for English speaking teen tourism.
Aims :o Linguistic content : practicing of Simple Present, teaching of vocabulary related
to geographical items.Students will work on the necessary language in class.
o Non- linguistic content : practicing individual writing and developing team work skills for the editing process.Writing will be assigned for homework or as individual task and group work will be carried out in class for editing and designing the brochure.
o Cross-curricula content : 3rd year Geography curriculum: Argentina; and 3rd year Computing curriculum: Visual and textual interfaces. Students will work on content with the Geography teacher and on design with the Computing teacher.
Resources :o Geography book at the school libraryo Computers at the school labo Brochures provided by the teacher
Outcome :
Book Example
LCB – TTC Taller Didáctico 2009 Prof. Gladys BayaSolis, Yohana
Planning #2 2nd draft
Evaluation Criteria :
Making A Brochure : Visit Argentina (2nd draft)Teacher Name: Yohana Solis
Student Name: ________________________________________
CATEGORY 4 3 2 1Organization of
IdeasEach section in the brochure has a clear beginning, middle, and end.
Almost all sections of the brochure have a clear beginning, middle and end.
Most sections of the brochure have a clear beginning, middle and end.
Less than half of the sections of the brochure have a clear beginning, middle and end.
Appropriate Grammar
There are no grammatical mistakes in the brochure.
There are no grammatical mistakes in the brochure after feedback from an adult.
There are 1-2 grammatical mistakes in the brochure even after feedback from an adult.
There are several grammatical mistakes in the brochure even after feedback from an adult.
Our World's Vocabulary
The authors correctly use several new words and define words unfamiliar to the reader.
The authors correctly use a few new words and define words unfamiliar to the reader.
The authors try to use some new vocabulary, but may use 1-2 words incorrectly.
The authors do not incorporate new vocabulary.
Cross-curricula: Computing
The brochure has exceptionally attractive formatting and well-organized information.
The brochure has attractive formatting and well-organized information.
The brochure has well-organized information.
The brochure's formatting and organization of material are confusing to the reader.
Cross-curricula: Geography
All students in the group can accurately answer all questions related to facts in the brochure and to technical processes used to create the brochure.
All students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.
Most students in the group can accurately answer most questions related to facts in the brochure and to technical processes used to create the brochure.
Several students in the group appear to have little knowledge about the facts or technical processes used in the brochure.
Date Created: Oct 04, 2009 04:34 pm (CDT) http://rubistar.4teachers.org/
The rubric is very easy math, there are 5 categories (2 points each made up a total of 10) each one has 4 possible stages (4= 2 points, 3= 1.5 points, 2= 1 point and 1= 0.5 point). Passing mark would be a 6 (six) so it'll be near all areas in the rubric with scored in 3 and just 1 in 2. This would give them the chance to evaluate the learning in the English class as well as the other classes.
LCB – TTC Taller Didáctico 2009 Prof. Gladys BayaSolis, Yohana
Planning #2 2nd draft
Class Development
1. Pre-Task The teacher:
o Presents and defines the task: We will write web-based information to be posted on the School webpage for teenage-students abroad to decide whether to come on holidays to Argentina or not. The information can be presented in form of a web-based brochure, a PPT, a webpage or a flash presentation. This will be done in pairs and you will work together with the Geography and Computing teacher. You will should include all the information you consider important for a teen to know and design it as eye-catching as possible.
o Uses activities to help students recall/learn useful words1. Reading Comprehension p. 14
Pre- Reading: ex. 1 Global-Reading: check predictions Specific: ex. 3 (T or F)
2. Teacher’s p.15: Extra
The students:o Note down useful words and phrases as well as topics to discuss with the geography teacher.o Brainstorm ideas for the brochure, may spend a few minutes thinking on their own
2. Task Cycle
Task
The students: o They outline the information to include in the brochure in the biology classo They write their pieces for homeworko They do pair correction in class, the following class
The teacher:o Acts as monitor and encourages students
PlanningThe students:
o Draft the brochure with the final version of the written pieces, the following classo Sketch possible designs for the online brochure
The teacher:o Ensures the audience for the brochure is clear, since it is essential for the tasko Acts as language advisero Helps students in the organization
LCB – TTC Taller Didáctico 2009 Prof. Gladys BayaSolis, Yohana
Planning #2 2nd draft
ReportThe students:
o Create the brochure in the Computing class with the information outlinedo Upload the online brochure to the schools website for the world to see it
The teacher:o Ensures teachers in some other parts of the world get their students to see the brochures o Provides feedback on the brochureso Encourages school authorities and the rest of the school to have a look at the brochures
3. Language Focus
AnalysisThe students:
o Do conscious raising activities to identify and process specific languageo Exercises 5 and 6 on Students’ book:
The teacher:o Picks up language from the report stageo Review analysis activity with the class
PracticeThe teacher:
o Conducts practice activities where necessary, to build confidence
The students:o Practice words, phrases and patternso Enter useful language items in their language notebookso Exercises 7 and 8 on Students’ book:
LCB – TTC Taller Didáctico 2009 Prof. Gladys BayaSolis, Yohana
Planning #2 2nd draft
Bibliography
http://www.buenosaires.gov.ar/areas/educacion/curricula/media.php?menu_id=20709 http://rubistar.4teachers.org/
