Hope you like it, enjoy!
Task-Based Language Teaching
Wilkins in 1976, distinguished between two types of syllabi:
synthetic syllabi and analytic syllabi. Synthetic syllabi is a sequence from
linguistic simplicity ti linguistic complexity, while analytic syllabi is
composed by tasks.
Teachers’ main purpose is to facilitate students’ language learning
by giving them tasks to have a clear outcome. The teacher analyzed students’
needs to have a proper task assigned considering students’ level and abilities.
The class begins with a pre-task during this phase the teacher introduce the
students to the language they will need to complete the task. Afterwards students
are comfortable performing the tasks given by the teacher, knowing that the
task shows possible situations they will overcome in real life. The task has
clear outcomes so both students and teachers can tell if the task has been successfully
completed. A post-task phase takes place to give feedback and reinforce
students learning to solve any problem that may have risen.
Nevertheless it is important to highlight that this method helps and
encourage students to use the target language actively and meaningfully. Having
this result it is shown how students overcome their fears and feel more
comfortable to use the target language in different situations in their lives, even
going beyond the classroom.
Lesson Plan
UNIVERSITY OF COSTA RICA
ATLANTIC BRANCH-TURRIALBA CAMPUS
LESSON PLAN
Institution:
Date: May 2nd, 2014
Group: 9-2
TARGET
CONTENT: SPORTS AND LEASURE ACTIVITIES
|
|||
Linguistic
Objectives
|
Mediation
Activities
|
Evaluation
of learning outcomes and strategies
|
Time
Allotted
|
SWBT:
To write phrases and paragraphs using simple descriptive language
To understand the meaning of written
information
To express ideas and opinions
|
1. Teacher greets students and tells the
topic of the class. (2min)
2. Teacher gives a list of 5 tasks of how
people can use to express the sport they like.
Ex: Do you like to play…?
What kind of _ do you need?
Can you play…?
Students are asked to read their answers
according to the sport they practice. (8min)
3. Teacher asks students to form five
groups of five, each group have an specific sport, students have to write a
paragraph with the most important characteristics of the sport assigned.
Students share the paragraph with the rest of the class. (15min)
4. Teacher provides students a sheet of
paper. In the same groups students have to create a stanza of a song related
to why it is important to practice sports. At the end students have to perform
in front of the class. (15min)
|
The teacher considers the students level
and abilities for the class’ activities.
The teacher gives feedback when students
when is necessary and students required.
Students have to work in groups to solve
the tasks assigned.
Students have to talk in English during
the class, to answered and perform the activities.
|
40 minutes
|
Resources: sheets of paper, pencils
Chronicle
|
|||
Hi Luci! Your lesson plan really got my attention because I can see the steps of the tasks you created. Also, the last activity was very surprising and different. You presented a good variety of taks, so you did implement this method!!
ResponderEliminarHi Lucirene! I liked your visual representation. I think it was very clear because you included the main concepts of the studied method not only in the visual representation, but also in the paragraph. Also, I like that you organized step by step the activities in the lesson plan. Good Job!
ResponderEliminar