Tere's TBL plan

Teresa REUIL - Taller didáctico para enseñanza de Inglés en el nivel medio LCB 2008 - Plan 2 draft 1 TBL

Level of class: pre-intermediate Number of learners: 25 to 35 Length of lessons: 40 minutes Age of learners: 12 to 14 yearsCoursebook: Network 2 (OUP)

Overall aims (Final task): By the end of these lessons students will have produced a fictional narrative piece of writing describing a mysterious encounter in the past that matches a picture of their making.Types of aims (based on chart on page 102, Task for Teacher Education – coursebook):

Topic aims: Sts read, write and listen to texts about mysterious encounters with ghosts, paranormal happenings, etc.

Grammar aims: Sts practise the use of the interrupted past while describing their encounters.

Communication aims: Sts choose or invent a story and tell it to their classmates (and eventually the rest of the school for Halloween).

Function aims: Sts select highlights from story to tell their classmates.Skill aims: Sts write a narrative about a mystery.Group dynamics aims: Sts work in pairs to write a story. Sts share their stories with the

rest and offer ideas for authors to include in their writings.

Lesson 1 Pre-Taskgrouping / aims /

Steps/moments in the lesson: timing (in minutes)

1. Warm-up The teacher greets sts as usual but looks shaken: she tells sts that she has just seen a ghost on her way to school! She makes a short description of her encounter and asks whether sts like ghost stories or if they have ever seen one, or been afraid of doing so.

2. Assigning of task The teacher tells sts that she was thinking about this and thought it a good idea for the upcoming Halloween party for them to create stories about ghosts or other mysterious events. T says it could be a good idea too to draw pictures of the stories for others to match after reading the description (to include in the round of games at the party).

3. Model product T shows sts three pictures of people involved in mysterious situations and asks them what they think is happening. T may record key vocabulary on BB next to each picture for later reference, T may even guide sts by asking where, when, what, etc.Next T directs sts to page 41 where they can read a description written by Ben (one of the book's recurrent characters) and asks them to scan it quickly to see which of the pictures T has shown matches the story. (see text below)Sts read and say which picture matches the story.

4. Close-up look at model T asks sts to read the model again and see whether it includes any of the key information they thought of when looking at the pictures: location, description of place, “mystery”, narrators actions, etc. And together they make a list of useful questions about the structure of the description.Expected guidelines:Where does the “mystery” happen?What is the place like?What and when usually happens? What is the “mystery”/mysterious

T to whole class / setting scene and

mood / 5

T to whole class / engaging sts,

stating purpose, assigning task / 2

whole class / activating schemata

/ 5

individually / first exposure to model,

matching / 5

individual sts to T to copy on BB / sts'

noticing of expected structure / 10


apparition?What was the narrator doing when he/she experienced the “mystery”?What did he/she do?How did he/she feel about it afterwards?T tells sts they will not have enough time to do the writing this time, but they can start putting their ideas together, since it will be more fun and interesting to do the writing collaboratively in pairs.5. Brainstorming T asks sts to work in pairs and think of a mystery to write about. Using guidelines, sts list the ideas they want to include in the description. T also asks sts to list any items of vocabulary they might need but don't know in English.

6. Closing of lesson T tells sts they will continue working on this project for a few lessons and that T hopes sts will enjoy doing it and having their work displayed. So as to advance in the task, T asks sts to look up those words they needed but didn't know at home so as to be able to use them the following lesson.

T to whole class / stating way of

working

pairs of sts / organising,

gathering useful language / 10

T to whole class / maintaining

motivation, closing lesson, assigning

HW / 2

Lesson 2 Pre-task & Taskgrouping / aims /


1. Warm-up T greets sts as usual and tells them that he/she has looked into his/her ghost event of the other day again and discovered that it was

T to whole class / refreshing topic / 5


nothing but a shadow/reflection/etc. That it sometimes happens that a person gets spooked for nothing. And that again, T thought it would be a funny idea to end the description with an unexpected turn of the screw.

2. Enabling task T asks sts to look at the beginning of a story on page 36 about strange noises that were heard in a house and see if they can predict what that turn of the screw is in this case. Sts read each part of the story calling out their predictions after each one. T tells sts to read their ideas from previous lesson and to think of a funny ending for their story.

3. Task Having had their ideas refreshed after looking into them, sts set out to write their descriptions.T monitors and helps sts when necessary.

4. Closing of lesson T asks sts to draw a picture related to the story and another to act as decoy as homework. The decoy ought to be different but at the same time similar in some aspects so as to work well. T compliments sts on their work and tells them that the following lesson they will be asked to share their stories with their classmates to try out the game before showing it to the rest of the school.

Individual sts to whole class /

providing example of endings / 10

pairs of sts / carrying out task /

25

T to whole class / closing, assigning HW, maintaining

interest / 2

1 2

3 4 5


Lesson 3 Taskgrouping / aims /


1. Warm-up T greets sts as usual and asks to see the pictures. T asks sts to pin them on a wall for everyone to see them all.

2. Pre-planning T tells sts to go back to model and underline only those words or phrases that offer a glimpse of the story without revealing the whole of it (for example: dark tunnel, old woman, hand, noise behind me, etc).

3. Planning T tells sts that is what they are to do next with their stories. First they will offer a few words and phrases for the rest to try to guess and then they will tell (or read) the descriptions for easier guessing.Sts plan what to reveal and how. T assists.

4. Reporting Sts take turns to say first their key words and get their classmates to guess the picture. Next they retell their story (or read it, it should not be too long). Classmates are asked to give their opinion on the stories and write down some ideas (always in a respectful manner) to make them even better on a piece of paper for authors to consider later whether to make any changes.

5. T's feedback T compliments sts on their work and offers his/her opinion. If any focus on language is needed, T will tell sts they will work on what is required during the following lesson, before making clean copies of the stories.

T to whole class / preparation for

report / 5

Sts to whole class / preparation for

report / 5

pairs of sts / preparation for

report / 5

pairs of sts to whole class / reporting, getting others to guess picture / 20

T to pairs and whole class / feedback,

closing / 5

Lesson 4 Language focus (only if necessary)grouping / aims /



1. Warm-up T greets sts as usual and tells them they'll work on those things that presented a difficulty the previous time so as to be able to do them more easily.

2. Language focus T goes back to model and elicits from sts the story to refresh text. Then T asks sts to find any instances of actions that were interrupted by others. If sts have difficulty, T gives example from her own story; eg: “I was walking to work when I thought I saw a ghost”. Sts tell T what instances they find, T records on BB.Sts are then asked to look at the “looking at language” box in the book and complete the form and rule the T's writing on BB.Eg: When a short action interrupts a longer one, whe use the past simple for the short action and the past continuous for the long one.“I was walking through the tunnel when I heard something behind me”. Past continuous + when + Past simpleFor further exposure and recognition T may direct sts to the story from lesson 2 and ask them to find examples.

4. Practice T asks sts to work on the activities in the workbook so as to make sure the structure and use are practised. T monitors and helps whenever necessary.

5. T asks those who need to, to edit their stories bearing the structure in mind. Those who don't, may start the clean copy or make any changes suggested by classmates the previous lesson.

6. Closing of lesson T compliments sts on work, and asks those who still haven't done it to make a clean copy at home. T may advance what the next task will be to keep sts engaged for next lesson.

T to whole class / setting scene and

mood / 5

T to whole class, individual sts, sts to T / language focus,

raising sts' awareness /

10

individual sts or pairs / guided practice / 15

pairs / guided practice / 10

Tere's TBL plan

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