Thursday, 22 January 2009

My Task-Based lesson sample

Choose one (or more) of the following-task based tasks: Listing and/or brainstorming, Ordering and sorting, Matching, Comparing: finding similarities and differences, Problem solving, Sharing personal experiences and story telling.

Now write your task-based activity for the topic you chose in week 2 for your pre-planning. Follow the examples in the readings suggested for any of these tasks.

15 comments:

  1. I chose to work with listing/brainstorming on the first place and then with ordering and sorting. I'll make my students do some brainstorming on food, where they should list and classify all the words they remember related to the topic. Then, they will have to classify them between countable and uncountable items.

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  2. Hi Dora,

    I can't wait to see how this lesson will turn out to be...I believe the brainstorming will be the pre-task...using lists and classifying would be the brainstorming?

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  3. Brainstorming/fact-finding will be used in the pre-task as my students will be doing a webquest searching for a French town. Ordering and sorting and comparing the elements of a trip back in time will be involved in the task. Creative tasks will be used in the actual presentations. Post-task will involve peer-evaluations and an on-line survey to determine by comparing the effectiveness of the lesson

    Donna Peacher-Hall
    fraudrph@yahoo.com

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  4. WRITING A REPORT
    Pre-task: COMPARING - Matching subtitles of a report with appropriate pieces of text

    Task: a)PROBLEM SOLVING - Following a report scenario and plan what to include under each subtitle
    b)CREATIVE WRITING - Writing a report

    Post-task: ORDERING/SORTING/COMPARING
    a)a teacher deletes subtitles from students' reports but leaves the paragraphs
    b)students receive their colleagues' reports and sort the paragraphs under standard subtitles

    Melita

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  5. As I've chosen household chores as a topic of a web-based lesson, I would use
    FOR PRE-TASK:listing for students to list their chores at home
    FOR TASK: finding similarities and differences to compare themselves with other teenages in Russia & Japan (through reading a website)
    FOR POST-TASK:story-telling. Students make proposals for a "smart home" where all the chores are done by robots. Then, the most original (the funniest) proposal is chosen

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  6. Anna, your blog-based project sounds very interesting. It would be great to contact one of the participants who lives in Japan. You might work together for this project or for a future one. Do you like the idea?
    Evelyn

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  7. The tasks I propose to use are Comparing, and Ordering and Sorting.

    In our Language lab I have posted a large National Geographic map showing many of the the migratory birds of the world. It shows their migration routes and details many incredible notes. For example, in a place near Saudi Arabia, over 1 billion birds fly by a spot. In a place in Africa, 10 million migratory birds get eaten by raptors who ambush them.

    So the plan is for students to compare the migratory routes of birds on the various continents and list items of note: e.g. the longest migration, the largest/smallest birds who migrate, and quantities of birds who migrate.

    (Note I do not have my own class -only tutees and many students who stdy in "my" lab.)

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  8. I'll be working with the topic DINSOAURS revising WAS/WERE. The outcome will be a class dinosaur book. Following the task based approach I came out with this:
    Pre-task: braimstorming (information about a dinosaur we read the class before) and ordering/sorting (completing a chart by using the info provided by students).

    Maria Laura Garcia
    Task: comparing (take two dinosaurs and compare them) and creative writing (write a report on a dinosaur).
    Post-task: ordering & sorting

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  9. I will be working with "how to read faces"
    students will go to the blog for more information on this since the textbook we use in class has some information already.
    Pre-task:Ask tudents to look at face features eyes, nose, ears and lips...what do you think they stand for? (have boxes with statements and students match body part to what they represent)
    Task: Look at some famous people and read the interpretations of their facial characteristics.
    Post-taskNow take a close look at your own features write a detailed description of your own face and interpret it.

    Go to class and share the information with a classmate decide if you agree with the findings

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  10. Topic: Sports in Patagonia, Argentina

    PRE TASK: Listing
    - Sts complete a mind map with words connected with sports and different places in Patagonia
    - Groups compare and contrast their
    graphs
    To revise vocabulary items related to the topic

    TASK: Ordering and sorting

    - Sts. decide on one sport to write
    about and find as much information as
    possible

    - They identify the different parts of a paragraph and put the information in the correct order

    To recognize the different parts of a paragraph and use it as a model


    POST TASK:

    Creative task

    - Sts design a brochure promoting a
    sport and including an informative
    paragraph


    Problem solving

    - They decide on the most convincing
    brochure and give reasons for their choice.

    To encourage critical thinking and oral discussion

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  11. Topic: Conspiracy Theories

    PRE TASK: Listing
    - Sts brainstorm the meaning of conspiracy theory
    - Sts brainstorm different existing conspiracy theories

    TASK: Problem solving
    - Sts. read the definition of conspiracy theory
    - Sts. scan read about different conspiracy theories
    - Sts. choose one conspiracy theory and read in detail
    - Sts. analyse and evaluate whether this theory is plausible or not. They must justify their choices and opinions.

    POST TASK: Problem solving
    - Sts. write an argumentative piece explaining why the chosen theory is plausible or not.
    - Sts tell their classmates about their theories and their opinion.

    Vicky

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  12. Interesting plans for your blog-based lessons...I am really looking forward to seeing how they will look like in your blogs...!!!!!

    Miguel

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  13. Topic: Describing physical appearence.
    Pre-task: Ordering and sorting (Ss will clasify adjectives to describe appearence).
    Task: Comparing: They will have to use the adjectives they sorted in the pre-task to describe pictures. They will listen to different descritions of people and guess who is being described.
    Pst-task: Creative task. Ss will write about a celebrity of their choice.
    Luján from Argentina

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  14. Hi classmates and teachers!
    My topic is the Periodic Table of Elements.
    I will choose the Ordering and Sorting as a warm up> Ss will arrange the elements into their own Table...no instruction given...they need to tell me why they arranged it that way.
    Later, as we learn more about the Periodic Table, its distribution, etc, I would give them another activity where they must put together the Periodic Table but this time around using what they have learned.

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  15. Larissa Gorokhova8 February 2009 at 07:56

    Hi everyone!
    My topic is the global economic crisis.
    1. Pre-task
    Listing and brainstorming
    Students are supposed to do some brainstorming in groups and make a list of the possible causes of the global economic crisis.
    Matching
    Students are to match some English and Russian clichés used in the global crisis news (it’s a Translation and Interpreting Techniques course).
    2. Task
    Comparing
    Students in groups scan read analytical articles on the crisis at 3 differently biased sites (in English) and compare the authors’ approaches to the global crisis problem.
    3. Planning
    Students prepare a short oral report in Russian to tell the class the results of their site comparing.
    4. Report
    Students then report back to the class orally in Russian. Each report is consecutively interpreted by another student into English.
    5. Analysis
    The teacher highlights the language that the students used during the report phase, and also the style of students’ presentation, their poise, appearance, etc. (all this is important for an interpreter).
    6. Post-task
    Problem solving
    Students do some out-of-class Internet research and prepare group projects on the effects of the global economic crisis on different world regions (e.g., Asia, Europe, Latin America, USA).

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