Introducing the Present Continuous via TBL (Task-Based Learning

• Engels
• Secundair onderwijs

Task-based learning - an example

Lesson goals:

(I will ask you later about this)

Structure of this lesson

Introduction part of a film

Explanation grammar

Practice on your own level
Introduction task

Start working on task

Conclusion

PRE-TASK

Short film The Kid 

What was this film about?

PRE-TASK

Have class conversation. Teacher rephrases answers in present continuous, without emphasising on the use or formation of the present continuous.

Teacher writes useful vocabulary on black board.

What are the characters doing?

PRE-TASK

Teacher rephrases answers in present continuous, without emphasising on the use or formation of the present continuous. 

Teacher writes useful vocabulary on black board.

TASK CYCLE 

1. TASK (teacher is monitor)

Make groups of 4 pupils.

Creative task: write your own story, describe in detail what your characters are doing and why they are doing it. Your story can be about anything you want, as long as it involves action. 

2. PLAN (teacher is language adviser)

Decide on how your group will present the story to the rest of the class , you can read it, tell it or even act it. 

Each group has to come up with a story of 20 lines.

You have 10 minutes to prepare.

3. PRESENT (teacher is chairperson, gives short feedback on content and form.

LANGUAGE FOCUS: Analysis

1. Formation

2. Use

LANGUAGE FOCUS: Analysis

1. Formation

2. Use

LANGUAGE FOCUS: Analysis

Formation

LANGUAGE FOCUS: Analysis

Spelling

4. Verbs ending in ie: change -ie into -y and add -ing

In British English: verbs ending in -el (sjwa + l) -> double l (to label -> labelling)

Action is happening right now

They're running.

Action happened in the past

I jumped.

To be + verb -ing

He is sick.

We're happy.

She's crying.

Is he falling?

What are they doing?

It's not raining.

I don't want to fight!

The outcome of this exercise will indicate the individual need of differentiation.

Pupils who got all the answers correct can start practising.

Pupils who still struggle, will get extra instruction.

If the majority fails, the entire class is in need of extra instruction.

LANGUAGE FOCUS: Practice

1. Differentiation in level of exercises.

2. Pupils edit their own story.

3. Peer-edit

Task - introduction

1. TASK 

Make groups of 4 pupils.

Creative task: write your own story, describe in detail what your characters are doing and why they are doing it. Your story can be about anything you want, as long as it involves action.

TASK CYCLE

1. TASK (teacher is monitor)

Make groups of 4 pupils.

Creative task: write your own story, describe in detail what your characters are doing and why they are doing it. Your story can be about anything you want, as long as it involves action.

2. PLAN (teacher is language adviser)

Decide on how your group will present the story to the rest of the class , you can read it, tell it or even act it.

Each group has to come up with a story of 20 lines.

You have 10 minutes to prepare.

3. PRESENT (teacher is chairperson, gives short feedback on content and form.

Task - introduction

1. TASK 

Make groups of 4 pupils.

Creative task: write your own story, describe in detail what your characters are doing and why they are doing it. Your story can be about anything you want, as long as it involves action.
Brainstorm on how your group will present the story

2. PLAN (next lesson)

Decide on how your group will present the story to the rest of the class , you can read it, tell it or even act it.

Each group has to come up with a story of 20 lines.

You have 10 minutes to prepare.

TASK CYCLE

1. TASK (teacher is monitor)

Make groups of 4 pupils.

Creative task: write your own story, describe in detail what your characters are doing and why they are doing it. Your story can be about anything you want, as long as it involves action.

2. PLAN (teacher is language adviser)

Decide on how your group will present the story to the rest of the class , you can read it, tell it or even act it.

Each group has to come up with a story of 20 lines.

You have 10 minutes to prepare.

3. PRESENT (teacher is chairperson, gives short feedback on content and form.

Task - introduction

1. TASK 

Make groups of 4 pupils.

Creative task: write your own story, describe in detail what your characters are doing and why they are doing it. Your story can be about anything you want, as long as it involves action.
Brainstorm on how your group will present the story

Each group has to come up with a story of 20 lines.

2. PLAN (next lesson)

Decide on how your group will present the story to the rest of the class , you can read it, tell it or even act it.

You have 10 minutes to prepare.

3. PRESENT (next lesson) (teacher is chairperson, short feedback on content and form from class and teacher.

TASK CYCLE

1. TASK (teacher is monitor)

Make groups of 4 pupils.

Creative task: write your own story, describe in detail what your characters are doing and why they are doing it. Your story can be about anything you want, as long as it involves action.

2. PLAN (teacher is language adviser)

Decide on how your group will present the story to the rest of the class , you can read it, tell it or even act it.

Each group has to come up with a story of 20 lines.

You have 10 minutes to prepare.

3. PRESENT (teacher is chairperson, gives short feedback on content and form.

Check: Which three steps are there in the task? Summarize in three steps what you have to do.

What do you have to finish for today?

1. Write a story of 20 lines
2. Write and present a story
3. Form groups and brainstorm what the story will be about
4. Brainstorm about a presentation

Step 1 Task: What will you be assessed on? What should be the criteria for a good story?

Succescriteria vaststellen: hier kan je je eigen ERK aan toevoegen, aangepast op de doelgroep.
Succescriteria op de whiteboard

Let's get to work!

Creative task: write your own story, describe in detail what your characters are doing and why they are doing it. Your story can be about anything you want, as long as it involves action.

Brainstorm on how your group will present the story

step 1: form a group of 4 pupils

step 2: brainstorm what your story will be about (mindmap, keywords, etc), write it down! it's part of your final product.

step 3: divide the tasks (who writes, who comes up with ideas, who checks the checklist, etc)

step 4: start writing: use the checklist on the whiteboard. The story has to have 20 lines.

step 5: Finished? Check your writing with the checklist and
brainstorm on how to present your story

Time: 15 minutes

Help: Dictionary, grammar notes present continous, checklist on the board

Closing off

One minute to make sure you divide the tasks so that you know what to do/finish/prepare for next lesson

Check: At which
step are you now?
1 answer per group

Next lesson will be about presenting your story. Are you well enough prepared for that?

😒🙁😐🙂😃

Doorvragen op wat er nodig is als de smiley niet blij is.

Let's put on the teacher hat

What would be fitting lesson goals to this lesson? And to this complete task?

Task-based language teaching is divided in pre-task, task, and post-task. Mention and describe the stages that were present in this lesson.

What could be added?

What would you do differently?

What can you incorporate in your own ELT product?

Back to the ppt