Implementingtasks and projects   in Japanese primary schools
A sample lesson:Monsters!
Greetings      Let’s begin! Who has super-memory?
What did we do?
What did we do?What language did we use?
What did we do?What language did we use?Was it familiar?
What did we do?What language did we use?Was it familiar?Did the teacher introduce body partvocabulary?
What did we do?What language did we use?Was it familiar?Did the teacher introduce body partvocabulary?Was there a time lim...
What did we do?What language did we use?Was it familiar?Did the teacher introduce body partvocabulary?Was there a time lim...
What did we do?What language did we use?Was it familiar?Did the teacher introduce body partvocabulary?Was there a time lim...
Why did we do it?
Why did we do it?Greetings prepare students to study English.
Why did we do it?Greetings prepare students to study English.Re-activate knowledge of English.
Why did we do it?Greetings prepare students to study English.Re-activate knowledge of English.Working in pairs makes this ...
Why did we do it?Greetings prepare students to study English.Re-activate knowledge of English.Working in pairs makes this ...
Priming             4 monsters!Which one is the teacher talking about?
What did we do?
What did we do?Who led this activity?
What did we do?Who led this activity?Were students involved?
What did we do?Who led this activity?Were students involved?Did students get the chance to try?
Why did we do it?
Why did we do it?New information, therefore teacher-led.
Why did we do it?New information, therefore teacher-led.If students not involved, they have noreason to listen.
Why did we do it?New information, therefore teacher-led.If students not involved, they have noreason to listen.A chance to...
Why did we do it?New information, therefore teacher-led.If students not involved, they have noreason to listen.A chance to...
Taskpreparation What are we doing today?
What did we do?
What did we do?What language was used to explain thetask?
What did we do?What language was used to explain thetask?Who translated?
What did we do?What language was used to explain thetask?Who translated?Is there an outcome to this task?
Why did we do it?
Why did we do it?Using English gives students a reason tolisten.
Why did we do it?Using English gives students a reason tolisten.Informs students that there is a realoutcome to the task.
Task time  How many legs?
What did we do?
What did we do?What did students do?
What did we do?What did students do?Was there a predetermined way of askingfor info?
What did we do?What did students do?Was there a predetermined way of askingfor info?Was there a time limit?
What did we do?What did students do?Was there a predetermined way of askingfor info?Was there a time limit?Did students fo...
Why did we do it?
Why did we do it?Students use existing knowledge and newlanguage from priming activities.
Why did we do it?Students use existing knowledge and newlanguage from priming activities.Students come up with their own t...
Why did we do it?Students use existing knowledge and newlanguage from priming activities.Students come up with their own t...
Why did we do it?Students use existing knowledge and newlanguage from priming activities.Students come up with their own t...
Planning and Reporting   This is our monster.
What did we do?
What did we do?Did the teacher stop the planningprocess?
What did we do?Did the teacher stop the planningprocess?Is there a focus on accuracy or fluency?
What did we do?Did the teacher stop the planningprocess?Is there a focus on accuracy or fluency?Is there a reason for other...
Why did we do it?
Why did we do it?Presenting provides a chance to focus onaccuracy.
Why did we do it?Presenting provides a chance to focus onaccuracy.Doing a language focus task duringplanning stage increas...
Why did we do it?Presenting provides a chance to focus onaccuracy.Doing a language focus task duringplanning stage increas...
Why did we do it?Presenting provides a chance to focus onaccuracy.Doing a language focus task duringplanning stage increas...
Confirmation         Who’s who?Check monsters around the room.
What did we do?
What did we do?Was it fun?
What did we do?Was it fun?Was it related to the information gapactivity?
Why did we do it?
Why did we do it?Proves that there was a reason forcompleting the task.
Why did we do it?Proves that there was a reason forcompleting the task.Mystery is revealed.
Why did we do it?Proves that there was a reason forcompleting the task.Mystery is revealed.Students realise that they can ...
Focus on form
Focus on form  How many ______ have you got?
What did we do?
What did we do?Is there a focus on accuracy or fluency?
What did we do?Is there a focus on accuracy or fluency?Who asks the questions?
What did we do?Is there a focus on accuracy or fluency?Who asks the questions?Does it relate to the task?
Why did we do it?
Why did we do it?To expand students knowledge of thetarget grammar.
Why did we do it?To expand students knowledge of thetarget grammar.Focus on accuracy.
Why did we do it?To expand students knowledge of thetarget grammar.Focus on accuracy.Bring the real world and English clos...
Lessonframework
Lesson framework
Lesson frameworkPriming
Lesson frameworkPriming Opportunity to see grammar/vocabulary.
Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.
Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task
Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal.
Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal....
Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal....
Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal....
Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal....
Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal....
Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal....
TBL and PPP comparison
TBL and PPP comparison
TBL and PPP comparison
TBL and PPP comparison
TBL and PPP comparison
TBL and PPP comparison
TBL and PPP comparison
Lesson over view
Lesson over viewGreetings: Re-activate prior knowledge.
Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.
Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.
Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.P...
Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.P...
Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.P...
Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.P...
Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.P...
Definition of a “task”
Definition of a “task” Focus on meaning.
Definition of a “task” Focus on meaning. There is some sort of relationship to comparable real world activities.
Definition of a “task” Focus on meaning. There is some sort of relationship to comparable real world activities. Task compl...
Definition of a “task” Focus on meaning. There is some sort of relationship to comparable real world activities. Task compl...
Types of tasks
Speaking tasks
Speaking tasksFind a friend
Speaking tasksFind a friendInformation gap
Speaking tasksFind a friendInformation gapCategorising or organising
Speaking tasksFind a friendInformation gapCategorising or organisingQuiz-making
Speaking tasksFind a friendInformation gapCategorising or organisingQuiz-makingListing
Listening tasks
Listening tasksListen and respond
Listening tasksListen and respondMemory games
Listening tasksListen and respondMemory gamesListen and identify
Listening tasksListen and respondMemory gamesListen and identifyQuiz-making
?                    ??     ?         ?             ?             ?                 ?                     ?               ...
Focus on Form
Focus on Form     What is it?
Priming Task          Reporting                      Focus on Form
Priming Task Fluency           Reporting                       Focus on Form
Priming Task          Reporting            Fluency                      Focus on Form
Priming Task          Reporting                      Focus on Form                         Accuracy
Priming Task          Reporting                      Focus on Form
Collaborative Learning
Collaborative Learning
Collaborative Learning   Student-centered focus on grammar
Topic outline
Topic outline
Topic outline   Subjects
Topic outline
Topic outlineDays of the week
Expressions used
Expressions used“On Monday, we have     science!”
Monday     Tuesday    Wednesday   Thursday    FridayScience    Maths         Art      Maths         PE English      PE    ...
Expressions used“I like science. It’s       easy!”
×
×
×
×
×   ×   ×
Dictogloss
Dictogloss
DictoglossIntroduce topic
DictoglossIntroduce topicRead a story
DictoglossIntroduce topicRead a storyRead it again (students takenotes)
DictoglossIntroduce topicRead a storyRead it again (students takenotes)Remake the story in groups
On... I have...
I don’t like... It’s...
A video of students undertaking the task            can be seen here:      http://bit.ly/YorkTBL
?                    ??     ?         ?             ?             ?                 ?                     ?               ...
What is aproject?
The dictionarydefinition of project
The dictionarydefinition of projectAn individual or collaborativeenterprise that is carefully planned anddesigned to achiev...
The dictionarydefinition of projectAn individual or collaborativeenterprise that is carefully planned anddesigned to achiev...
My definition of   project
My definition of      project   A collaborative, long-term series of  varied tasks which introduce multipleelements of Engl...
A sample project:
A sample project:   SPACE
Language covered in   this project
Language covered in   this project
Language covered in      this projectSpace-related words.
Language covered in      this projectSpace-related words.Questions using “How”.
Language covered in      this projectSpace-related words.Questions using “How”.Large numbers.
Language covered in      this projectSpace-related words.Questions using “How”.Large numbers.Comparatives.
Language covered in      this projectSpace-related words.Questions using “How”.Large numbers.Comparatives.Making requests ...
Language covered in      this projectSpace-related words.Questions using “How”.Large numbers.Comparatives.Making requests ...
Language covered in      this projectSpace-related words.Questions using “How”.Large numbers.Comparatives.Making requests ...
Project outline
Project outline1. Introduce the solar system and basic properties of planets.
Project outline1. Introduce the solar system and basic properties of planets.2. Using planets, students learn about compar...
Project outline1. Introduce the solar system and basic properties of planets.2. Using planets, students learn about compar...
Project outline1. Introduce the solar system and basic properties of planets.2. Using planets, students learn about compar...
Project outline1. Introduce the solar system and basic properties of planets.2. Using planets, students learn about compar...
Lesson 1Introduction to the planets
Lesson 2Introduction to the planets 2
Lesson 3 Comparatives
Lesson 4 & 5Purchasing items to make their planets
Lesson 4 & 5        Purchasing items to make their planets£7 50                                                 £9        ...
Lesson 6Presenting their planets to the rest of the class
Lesson 7 Planet quiz
Lesson 8-11  Creature making
Creature examples
?                    ??     ?         ?             ?             ?                 ?                     ?               ...
Hints and tips
Time management
Time managementYou quite often cant do all four stages in oneclass.
Time managementYou quite often cant do all four stages in oneclass.So, split it over t wo:
Time managementYou quite often cant do all four stages in oneclass.So, split it over t wo:1. Priming, and teacher-led tasks.
Time managementYou quite often cant do all four stages in oneclass.So, split it over t wo:1. Priming, and teacher-led task...
Time management
Time managementSet and enforce time limits. Examples:
Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz.
Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet.
Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet...
Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet...
Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet...
Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet...
Japanese usage
Japanese usageDont be afraid of Japanese.
Japanese usageDont be afraid of Japanese.Try a task in Japanese first.
Japanese usageDont be afraid of Japanese.Try a task in Japanese first.Students translate explanations.
Japanese usageDont be afraid of Japanese.Try a task in Japanese first.Students translate explanations.Make it clear that st...
Motivation
MotivationPoint cards     Stamp cards   Stickers
Display student work
Display student work
Further information
Further informationPersonal email: yorksensei@gmail.com Further advice or questions. Feedback.   Modified lesson plans.   l...
?                    ??     ?         ?             ?             ?                 ?                     ?               ...
Thank you for your time
Lesson 1Introduction to the planets
Lesson 1Introduction to the planets
Lesson 1           Introduction to the planetsPriming:
Lesson 1                   Introduction to the planetsPriming:  Introduce the Sun and the eight  planets.
Lesson 1                     Introduction to the planets Priming:   Introduce the Sun and the eight   planets.Task 1:
Lesson 1                     Introduction to the planets Priming:   Introduce the Sun and the eight   planets.Task 1:   Te...
Lesson 1                     Introduction to the planets Priming:   Introduce the Sun and the eight   planets.Task 1:   Te...
Lesson 1                     Introduction to the planets Priming:   Introduce the Sun and the eight   planets.Task 1:   Te...
Lesson 1                     Introduction to the planets Priming:   Introduce the Sun and the eight   planets.Task 1:   Te...
Lesson 1                     Introduction to the planets Priming:   Introduce the Sun and the eight   planets.Task 1:   Te...
Lesson 2Introduction to the planets 2
Lesson 2Introduction to the planets 2
Lesson 2           Introduction to the planets 2Priming:
Lesson 2              Introduction to the planets 2Priming:  Review question formation  from previous lesson.
Lesson 2               Introduction to the planets 2 Priming:   Review question formation   from previous lesson.Task:
Lesson 2               Introduction to the planets 2 Priming:   Review question formation   from previous lesson.Task:   I...
Lesson 2               Introduction to the planets 2 Priming:   Review question formation   from previous lesson.Task:   I...
Lesson 2                Introduction to the planets 2 Priming:   Review question formation   from previous lesson.Task:   ...
Lesson 2                Introduction to the planets 2 Priming:   Review question formation   from previous lesson.Task:   ...
Lesson 2                Introduction to the planets 2 Priming:   Review question formation   from previous lesson.Task:   ...
Lesson 2                Introduction to the planets 2 Priming:   Review question formation   from previous lesson.Task:   ...
Lesson 3 Comparatives
Lesson 3 Comparatives
Lesson 3                         ComparativesPriming: Introduce comparativesusing classroom objects.
Lesson 3                          Comparatives Priming: Introduce comparatives using classroom objects.Task: In groups pra...
Lesson 3                          Comparatives Priming: Introduce comparatives using classroom objects.Task: In groups pra...
Lesson 3                          Comparatives Priming: Introduce comparatives using classroom objects.                   ...
Lesson 3                          Comparatives Priming: Introduce comparatives using classroom objects.                   ...
Lesson 4Purchasing items to make their planets
Lesson 4Purchasing items to make their planets
Lesson 4           Purchasing items to make their planetsPriming:
Lesson 4               Purchasing items to make their planetsPriming:  Introduce planet variables (Size, colour, moons, an...
Lesson 4               Purchasing items to make their planetsPriming:  Introduce planet variables (Size, colour, moons, an...
Lesson 4               Purchasing items to make their planetsPriming:  Introduce planet variables (Size, colour, moons, an...
Lesson 4                 Purchasing items to make their planets Priming:   Introduce planet variables (Size, colour, moons...
Lesson 4                 Purchasing items to make their planets Priming:   Introduce planet variables (Size, colour, moons...
Lesson 4                 Purchasing items to make their planets Priming:   Introduce planet variables (Size, colour, moons...
Lesson 4                 Purchasing items to make their planets Priming:   Introduce planet variables (Size, colour, moons...
Lesson 4                 Purchasing items to make their planets Priming:   Introduce planet variables (Size, colour, moons...
Lesson 4                 Purchasing items to make their planets Priming:   Introduce planet variables (Size, colour, moons...
Lesson 4                 Purchasing items to make their planets Priming:   Introduce planet variables (Size, colour, moons...
Lesson 4                 Purchasing items to make their planets Priming:   Introduce planet variables (Size, colour, moons...
Lesson 4                 Purchasing items to make their planets Priming:   Introduce planet variables (Size, colour, moons...
Lesson 4                 Purchasing items to make their planets Priming:   Introduce planet variables (Size, colour, moons...
Lesson 4                 Purchasing items to make their planets Priming:   Introduce planet variables (Size, colour, moons...
Lesson 5Presenting their planets to the rest of the class
Lesson 5  Presenting their planets to the rest of the classPRIMING:
Lesson 5  Presenting their planets to the rest of the classPRIMING:  Quiz introducing the key phrase.
Lesson 5   Presenting their planets to the rest of the class PRIMING:   Quiz introducing the key phrase.TASK 1: (Speaking ...
Lesson 5   Presenting their planets to the rest of the class PRIMING:   Quiz introducing the key phrase.TASK 1: (Speaking ...
Lesson 5   Presenting their planets to the rest of the class PRIMING:   Quiz introducing the key phrase.TASK 1: (Speaking ...
Lesson 5   Presenting their planets to the rest of the class PRIMING:   Quiz introducing the key phrase.TASK 1: (Speaking ...
Lesson 5   Presenting their planets to the rest of the class PRIMING:   Quiz introducing the key phrase.TASK 1: (Speaking ...
Lesson 5   Presenting their planets to the rest of the class PRIMING:   Quiz introducing the key phrase.TASK 1: (Speaking ...
Lesson 5    Presenting their planets to the rest of the class PRIMING:   Quiz introducing the key phrase.TASK 1: (Speaking...
Lesson 5    Presenting their planets to the rest of the class PRIMING:   Quiz introducing the key phrase.TASK 1: (Speaking...
Lesson 5    Presenting their planets to the rest of the class PRIMING:   Quiz introducing the key phrase.TASK 1: (Speaking...
1   2   34   5   6
Lesson 6True or False Quiz
Lesson 6                    True or False QuizPRIMING 1:  Review comparatives with classroom objects (whole class).  Compa...
Lesson 6                    True or False QuizPRIMING 1:  Review comparatives with classroom objects (whole class).  Compa...
Lesson 6                    True or False QuizPRIMING 1:  Review comparatives with classroom objects (whole class).  Compa...
Lesson 6                    True or False QuizPRIMING 1:  Review comparatives with classroom objects (whole class).  Compa...
Lesson 6                    True or False QuizPRIMING 1:  Review comparatives with classroom objects (whole class).  Compa...
Example lesson 1Animals and adjectives
Example lesson 1Animals and adjectives
Example lesson 1          Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.
Example lesson 1          Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.PRIMING 2: Ask ...
Example lesson 1          Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.PRIMING 2: Ask ...
Example lesson 1          Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.PRIMING 2: Ask ...
Example lesson 1          Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.PRIMING 2: Ask ...
Example lesson 2 Describing Animals
Example lesson 2 Describing Animals
Example lesson 2                  Describing AnimalsPRIMING:   Introduce different animals and ask students to   name char...
Example lesson 2                  Describing AnimalsPRIMING:   Introduce different animals and ask students to   name char...
Example lesson 2                  Describing AnimalsPRIMING:   Introduce different animals and ask students to   name char...
Example lesson 2                  Describing AnimalsPRIMING:   Introduce different animals and ask students to   name char...
Example lesson 3 Describing Animals
Example lesson 3 Describing Animals
Example lesson 3                    Describing AnimalsPRIMING: Following on from the previouslesson, get students to descr...
Example lesson 3                    Describing AnimalsPRIMING: Following on from the previouslesson, get students to descr...
Example lesson 3                    Describing AnimalsPRIMING: Following on from the previouslesson, get students to descr...
Example lesson 3                    Describing AnimalsPRIMING: Following on from the previouslesson, get students to descr...
Example lesson 3                    Describing AnimalsPRIMING: Following on from the previouslesson, get students to descr...
Example lesson 4Monster making
Example lesson 4Monster making
Example lesson 4                   Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the word...
Example lesson 4                    Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the wor...
Example lesson 4                    Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the wor...
Example lesson 4                    Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the wor...
Example lesson 4                    Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the wor...
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
Implementing Tasks and Projects in Japanese Primary Schools
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Implementing Tasks and Projects in Japanese Primary Schools

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This presentation is a culmination of the work and research I did as a primary school teacher.

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Implementing Tasks and Projects in Japanese Primary Schools

  1. 1. Implementingtasks and projects in Japanese primary schools
  2. 2. A sample lesson:Monsters!
  3. 3. Greetings Let’s begin! Who has super-memory?
  4. 4. What did we do?
  5. 5. What did we do?What language did we use?
  6. 6. What did we do?What language did we use?Was it familiar?
  7. 7. What did we do?What language did we use?Was it familiar?Did the teacher introduce body partvocabulary?
  8. 8. What did we do?What language did we use?Was it familiar?Did the teacher introduce body partvocabulary?Was there a time limit?
  9. 9. What did we do?What language did we use?Was it familiar?Did the teacher introduce body partvocabulary?Was there a time limit?Who was in charge of the game?
  10. 10. What did we do?What language did we use?Was it familiar?Did the teacher introduce body partvocabulary?Was there a time limit?Who was in charge of the game?Were gestures incorporated?
  11. 11. Why did we do it?
  12. 12. Why did we do it?Greetings prepare students to study English.
  13. 13. Why did we do it?Greetings prepare students to study English.Re-activate knowledge of English.
  14. 14. Why did we do it?Greetings prepare students to study English.Re-activate knowledge of English.Working in pairs makes this a student-centered activity.
  15. 15. Why did we do it?Greetings prepare students to study English.Re-activate knowledge of English.Working in pairs makes this a student-centered activity.Gestures can aid memorisation of vocabulary.
  16. 16. Priming 4 monsters!Which one is the teacher talking about?
  17. 17. What did we do?
  18. 18. What did we do?Who led this activity?
  19. 19. What did we do?Who led this activity?Were students involved?
  20. 20. What did we do?Who led this activity?Were students involved?Did students get the chance to try?
  21. 21. Why did we do it?
  22. 22. Why did we do it?New information, therefore teacher-led.
  23. 23. Why did we do it?New information, therefore teacher-led.If students not involved, they have noreason to listen.
  24. 24. Why did we do it?New information, therefore teacher-led.If students not involved, they have noreason to listen.A chance to compare student andteacher language.
  25. 25. Why did we do it?New information, therefore teacher-led.If students not involved, they have noreason to listen.A chance to compare student andteacher language.It is a demonstration of the lessonsmain task.
  26. 26. Taskpreparation What are we doing today?
  27. 27. What did we do?
  28. 28. What did we do?What language was used to explain thetask?
  29. 29. What did we do?What language was used to explain thetask?Who translated?
  30. 30. What did we do?What language was used to explain thetask?Who translated?Is there an outcome to this task?
  31. 31. Why did we do it?
  32. 32. Why did we do it?Using English gives students a reason tolisten.
  33. 33. Why did we do it?Using English gives students a reason tolisten.Informs students that there is a realoutcome to the task.
  34. 34. Task time How many legs?
  35. 35. What did we do?
  36. 36. What did we do?What did students do?
  37. 37. What did we do?What did students do?Was there a predetermined way of askingfor info?
  38. 38. What did we do?What did students do?Was there a predetermined way of askingfor info?Was there a time limit?
  39. 39. What did we do?What did students do?Was there a predetermined way of askingfor info?Was there a time limit?Did students focus on accuracy (sentencestructure) or fluency (meaning/communication)?
  40. 40. Why did we do it?
  41. 41. Why did we do it?Students use existing knowledge and newlanguage from priming activities.
  42. 42. Why did we do it?Students use existing knowledge and newlanguage from priming activities.Students come up with their own theories abouthow to ask for info.
  43. 43. Why did we do it?Students use existing knowledge and newlanguage from priming activities.Students come up with their own theories abouthow to ask for info.Time limit makes sure the task doesn’t take toolong.
  44. 44. Why did we do it?Students use existing knowledge and newlanguage from priming activities.Students come up with their own theories abouthow to ask for info.Time limit makes sure the task doesn’t take toolong.Students are trying to find out information, notuse sentence structure. Thus focusing on fluency.
  45. 45. Planning and Reporting This is our monster.
  46. 46. What did we do?
  47. 47. What did we do?Did the teacher stop the planningprocess?
  48. 48. What did we do?Did the teacher stop the planningprocess?Is there a focus on accuracy or fluency?
  49. 49. What did we do?Did the teacher stop the planningprocess?Is there a focus on accuracy or fluency?Is there a reason for other groups tolisten?
  50. 50. Why did we do it?
  51. 51. Why did we do it?Presenting provides a chance to focus onaccuracy.
  52. 52. Why did we do it?Presenting provides a chance to focus onaccuracy.Doing a language focus task duringplanning stage increases the focus onaccuracy.
  53. 53. Why did we do it?Presenting provides a chance to focus onaccuracy.Doing a language focus task duringplanning stage increases the focus onaccuracy.If there is no reason to listen motivationdrops.
  54. 54. Why did we do it?Presenting provides a chance to focus onaccuracy.Doing a language focus task duringplanning stage increases the focus onaccuracy.If there is no reason to listen motivationdrops.Check that all students have the sameinformation.
  55. 55. Confirmation Who’s who?Check monsters around the room.
  56. 56. What did we do?
  57. 57. What did we do?Was it fun?
  58. 58. What did we do?Was it fun?Was it related to the information gapactivity?
  59. 59. Why did we do it?
  60. 60. Why did we do it?Proves that there was a reason forcompleting the task.
  61. 61. Why did we do it?Proves that there was a reason forcompleting the task.Mystery is revealed.
  62. 62. Why did we do it?Proves that there was a reason forcompleting the task.Mystery is revealed.Students realise that they can useEnglish to solve real-world problems.
  63. 63. Focus on form
  64. 64. Focus on form How many ______ have you got?
  65. 65. What did we do?
  66. 66. What did we do?Is there a focus on accuracy or fluency?
  67. 67. What did we do?Is there a focus on accuracy or fluency?Who asks the questions?
  68. 68. What did we do?Is there a focus on accuracy or fluency?Who asks the questions?Does it relate to the task?
  69. 69. Why did we do it?
  70. 70. Why did we do it?To expand students knowledge of thetarget grammar.
  71. 71. Why did we do it?To expand students knowledge of thetarget grammar.Focus on accuracy.
  72. 72. Why did we do it?To expand students knowledge of thetarget grammar.Focus on accuracy.Bring the real world and English closer.
  73. 73. Lessonframework
  74. 74. Lesson framework
  75. 75. Lesson frameworkPriming
  76. 76. Lesson frameworkPriming Opportunity to see grammar/vocabulary.
  77. 77. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.
  78. 78. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task
  79. 79. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal.
  80. 80. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal. Focus on fluency.
  81. 81. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal. Focus on fluency.(Planning and) Reporting
  82. 82. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal. Focus on fluency.(Planning and) Reporting Report findings/results. Focus on accuracy.
  83. 83. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal. Focus on fluency.(Planning and) Reporting Report findings/results. Focus on accuracy.Focus on form
  84. 84. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal. Focus on fluency.(Planning and) Reporting Report findings/results. Focus on accuracy.Focus on form Double check understanding. Focus on accuracy.
  85. 85. Lesson frameworkPriming Opportunity to see grammar/vocabulary. Teacher-led tasks.Task Accomplish some sort of common goal. Focus on fluency.(Planning and) Reporting Report findings/results. Focus on accuracy.Focus on form Double check understanding. Focus on accuracy. Students experiment with the language.
  86. 86. TBL and PPP comparison
  87. 87. TBL and PPP comparison
  88. 88. TBL and PPP comparison
  89. 89. TBL and PPP comparison
  90. 90. TBL and PPP comparison
  91. 91. TBL and PPP comparison
  92. 92. TBL and PPP comparison
  93. 93. Lesson over view
  94. 94. Lesson over viewGreetings: Re-activate prior knowledge.
  95. 95. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.
  96. 96. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.
  97. 97. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.Planning: Prepare to introduce monsters.
  98. 98. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.Planning: Prepare to introduce monsters.Language Focus: Teacher gives model presentation.
  99. 99. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.Planning: Prepare to introduce monsters.Language Focus: Teacher gives model presentation.Report: Groups introduce their monster.
  100. 100. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.Planning: Prepare to introduce monsters.Language Focus: Teacher gives model presentation.Report: Groups introduce their monster.Reveal: Students reveal which monster they have.
  101. 101. Lesson over viewGreetings: Re-activate prior knowledge.Priming: Introduce target language.Task: Information gap activity.Planning: Prepare to introduce monsters.Language Focus: Teacher gives model presentation.Report: Groups introduce their monster.Reveal: Students reveal which monster they have.Focus on Form: Students form new questions using thetarget language.
  102. 102. Definition of a “task”
  103. 103. Definition of a “task” Focus on meaning.
  104. 104. Definition of a “task” Focus on meaning. There is some sort of relationship to comparable real world activities.
  105. 105. Definition of a “task” Focus on meaning. There is some sort of relationship to comparable real world activities. Task completion has some sort of priority.
  106. 106. Definition of a “task” Focus on meaning. There is some sort of relationship to comparable real world activities. Task completion has some sort of priority. The assessment of the task is in terms of outcome.
  107. 107. Types of tasks
  108. 108. Speaking tasks
  109. 109. Speaking tasksFind a friend
  110. 110. Speaking tasksFind a friendInformation gap
  111. 111. Speaking tasksFind a friendInformation gapCategorising or organising
  112. 112. Speaking tasksFind a friendInformation gapCategorising or organisingQuiz-making
  113. 113. Speaking tasksFind a friendInformation gapCategorising or organisingQuiz-makingListing
  114. 114. Listening tasks
  115. 115. Listening tasksListen and respond
  116. 116. Listening tasksListen and respondMemory games
  117. 117. Listening tasksListen and respondMemory gamesListen and identify
  118. 118. Listening tasksListen and respondMemory gamesListen and identifyQuiz-making
  119. 119. ? ?? ? ? ? ? ? ? ? Any questions?
  120. 120. Focus on Form
  121. 121. Focus on Form What is it?
  122. 122. Priming Task Reporting Focus on Form
  123. 123. Priming Task Fluency Reporting Focus on Form
  124. 124. Priming Task Reporting Fluency Focus on Form
  125. 125. Priming Task Reporting Focus on Form Accuracy
  126. 126. Priming Task Reporting Focus on Form
  127. 127. Collaborative Learning
  128. 128. Collaborative Learning
  129. 129. Collaborative Learning Student-centered focus on grammar
  130. 130. Topic outline
  131. 131. Topic outline
  132. 132. Topic outline Subjects
  133. 133. Topic outline
  134. 134. Topic outlineDays of the week
  135. 135. Expressions used
  136. 136. Expressions used“On Monday, we have science!”
  137. 137. Monday Tuesday Wednesday Thursday FridayScience Maths Art Maths PE English PE Art Japanese Maths SocialJapanese Science Music Japanese Studies Social Social Japanese Art ScienceStudies Studies “On Monday, we have science!”
  138. 138. Expressions used“I like science. It’s easy!”
  139. 139. ×
  140. 140. ×
  141. 141. ×
  142. 142. ×
  143. 143. × × ×
  144. 144. Dictogloss
  145. 145. Dictogloss
  146. 146. DictoglossIntroduce topic
  147. 147. DictoglossIntroduce topicRead a story
  148. 148. DictoglossIntroduce topicRead a storyRead it again (students takenotes)
  149. 149. DictoglossIntroduce topicRead a storyRead it again (students takenotes)Remake the story in groups
  150. 150. On... I have...
  151. 151. I don’t like... It’s...
  152. 152. A video of students undertaking the task can be seen here: http://bit.ly/YorkTBL
  153. 153. ? ?? ? ? ? ? ? ? ? Any questions?
  154. 154. What is aproject?
  155. 155. The dictionarydefinition of project
  156. 156. The dictionarydefinition of projectAn individual or collaborativeenterprise that is carefully planned anddesigned to achieve a particular aim.
  157. 157. The dictionarydefinition of projectAn individual or collaborativeenterprise that is carefully planned anddesigned to achieve a particular aim.A school assignment undertaken by astudent or group of students, typicallyas a long-term task that requiresindependent research.
  158. 158. My definition of project
  159. 159. My definition of project A collaborative, long-term series of varied tasks which introduce multipleelements of English, resulting in a piece of student-created work.
  160. 160. A sample project:
  161. 161. A sample project: SPACE
  162. 162. Language covered in this project
  163. 163. Language covered in this project
  164. 164. Language covered in this projectSpace-related words.
  165. 165. Language covered in this projectSpace-related words.Questions using “How”.
  166. 166. Language covered in this projectSpace-related words.Questions using “How”.Large numbers.
  167. 167. Language covered in this projectSpace-related words.Questions using “How”.Large numbers.Comparatives.
  168. 168. Language covered in this projectSpace-related words.Questions using “How”.Large numbers.Comparatives.Making requests (via shopping).
  169. 169. Language covered in this projectSpace-related words.Questions using “How”.Large numbers.Comparatives.Making requests (via shopping).Body parts.
  170. 170. Language covered in this projectSpace-related words.Questions using “How”.Large numbers.Comparatives.Making requests (via shopping).Body parts.Weather.
  171. 171. Project outline
  172. 172. Project outline1. Introduce the solar system and basic properties of planets.
  173. 173. Project outline1. Introduce the solar system and basic properties of planets.2. Using planets, students learn about comparatives.
  174. 174. Project outline1. Introduce the solar system and basic properties of planets.2. Using planets, students learn about comparatives.3. Students are given £1000 to build a planet of their own. Planets are presented and quizzes are made.
  175. 175. Project outline1. Introduce the solar system and basic properties of planets.2. Using planets, students learn about comparatives.3. Students are given £1000 to build a planet of their own. Planets are presented and quizzes are made.4. Students buy body parts to design their own unique creatures to live on their planets.
  176. 176. Project outline1. Introduce the solar system and basic properties of planets.2. Using planets, students learn about comparatives.3. Students are given £1000 to build a planet of their own. Planets are presented and quizzes are made.4. Students buy body parts to design their own unique creatures to live on their planets.5. Finally, a class solar system is created and the language used during its creation is reviewed and used in a final, inter-class presentation.
  177. 177. Lesson 1Introduction to the planets
  178. 178. Lesson 2Introduction to the planets 2
  179. 179. Lesson 3 Comparatives
  180. 180. Lesson 4 & 5Purchasing items to make their planets
  181. 181. Lesson 4 & 5 Purchasing items to make their planets£7 50 £9 00 £1250
  182. 182. Lesson 6Presenting their planets to the rest of the class
  183. 183. Lesson 7 Planet quiz
  184. 184. Lesson 8-11 Creature making
  185. 185. Creature examples
  186. 186. ? ?? ? ? ? ? ? ? ? Any questions?
  187. 187. Hints and tips
  188. 188. Time management
  189. 189. Time managementYou quite often cant do all four stages in oneclass.
  190. 190. Time managementYou quite often cant do all four stages in oneclass.So, split it over t wo:
  191. 191. Time managementYou quite often cant do all four stages in oneclass.So, split it over t wo:1. Priming, and teacher-led tasks.
  192. 192. Time managementYou quite often cant do all four stages in oneclass.So, split it over t wo:1. Priming, and teacher-led tasks.2. Re-activate previous language, followed by student-centered tasks, a report, and a focus on form.
  193. 193. Time management
  194. 194. Time managementSet and enforce time limits. Examples:
  195. 195. Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz.
  196. 196. Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet.
  197. 197. Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet. 3 minutes to list colours in pairs.
  198. 198. Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet. 3 minutes to list colours in pairs.If students go over the time limit, get them tofinish for homework. Examples:
  199. 199. Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet. 3 minutes to list colours in pairs.If students go over the time limit, get them tofinish for homework. Examples: Colouring, drawing.
  200. 200. Time managementSet and enforce time limits. Examples: 10 minutes to make a quiz. 15 minutes to draw a group monster/planet. 3 minutes to list colours in pairs.If students go over the time limit, get them tofinish for homework. Examples: Colouring, drawing. Quiz-making, presentation practice.
  201. 201. Japanese usage
  202. 202. Japanese usageDont be afraid of Japanese.
  203. 203. Japanese usageDont be afraid of Japanese.Try a task in Japanese first.
  204. 204. Japanese usageDont be afraid of Japanese.Try a task in Japanese first.Students translate explanations.
  205. 205. Japanese usageDont be afraid of Japanese.Try a task in Japanese first.Students translate explanations.Make it clear that students areexpected to give a presentation inEnglish.
  206. 206. Motivation
  207. 207. MotivationPoint cards Stamp cards Stickers
  208. 208. Display student work
  209. 209. Display student work
  210. 210. Further information
  211. 211. Further informationPersonal email: yorksensei@gmail.com Further advice or questions. Feedback. Modified lesson plans. lessons that worked for you.
  212. 212. ? ?? ? ? ? ? ? ? ? Any questions?
  213. 213. Thank you for your time
  214. 214. Lesson 1Introduction to the planets
  215. 215. Lesson 1Introduction to the planets
  216. 216. Lesson 1 Introduction to the planetsPriming:
  217. 217. Lesson 1 Introduction to the planetsPriming: Introduce the Sun and the eight planets.
  218. 218. Lesson 1 Introduction to the planets Priming: Introduce the Sun and the eight planets.Task 1:
  219. 219. Lesson 1 Introduction to the planets Priming: Introduce the Sun and the eight planets.Task 1: Teacher-led quiz. “How big is Mercury” etc.
  220. 220. Lesson 1 Introduction to the planets Priming: Introduce the Sun and the eight planets.Task 1: Teacher-led quiz. “How big is Mercury” etc.Task 2:
  221. 221. Lesson 1 Introduction to the planets Priming: Introduce the Sun and the eight planets.Task 1: Teacher-led quiz. “How big is Mercury” etc.Task 2: Student-centered memory quiz.
  222. 222. Lesson 1 Introduction to the planets Priming: Introduce the Sun and the eight planets.Task 1: Teacher-led quiz. “How big is Mercury” etc.Task 2: Student-centered memory quiz.Focus on Form:
  223. 223. Lesson 1 Introduction to the planets Priming: Introduce the Sun and the eight planets.Task 1: Teacher-led quiz. “How big is Mercury” etc.Task 2: Student-centered memory quiz.Focus on Form: Question formation relating to size, temperature etc.
  224. 224. Lesson 2Introduction to the planets 2
  225. 225. Lesson 2Introduction to the planets 2
  226. 226. Lesson 2 Introduction to the planets 2Priming:
  227. 227. Lesson 2 Introduction to the planets 2Priming: Review question formation from previous lesson.
  228. 228. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task:
  229. 229. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task: Information gap exercise.
  230. 230. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task: Information gap exercise.Planning and Reporting:
  231. 231. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task: Information gap exercise.Planning and Reporting: Students describe a planet.
  232. 232. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task: Information gap exercise.Planning and Reporting: Students describe a planet. Other groups have to guess.
  233. 233. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task: Information gap exercise.Planning and Reporting: Students describe a planet. Other groups have to guess.Focus on form:
  234. 234. Lesson 2 Introduction to the planets 2 Priming: Review question formation from previous lesson.Task: Information gap exercise.Planning and Reporting: Students describe a planet. Other groups have to guess.Focus on form: Focus on the difference bet ween describing (is) and possessive (has) statements.
  235. 235. Lesson 3 Comparatives
  236. 236. Lesson 3 Comparatives
  237. 237. Lesson 3 ComparativesPriming: Introduce comparativesusing classroom objects.
  238. 238. Lesson 3 Comparatives Priming: Introduce comparatives using classroom objects.Task: In groups practice usingcomparatives.
  239. 239. Lesson 3 Comparatives Priming: Introduce comparatives using classroom objects.Task: In groups practice usingcomparatives.Language Focus: Translate toJapanese.
  240. 240. Lesson 3 Comparatives Priming: Introduce comparatives using classroom objects. Planning and Reporting: True-Task: In groups practice using false quiz based on planets.comparatives.Language Focus: Translate toJapanese.
  241. 241. Lesson 3 Comparatives Priming: Introduce comparatives using classroom objects. Planning and Reporting: True-Task: In groups practice using false quiz based on planets.comparatives. Focus on Form: Cloze test.Language Focus: Translate toJapanese.
  242. 242. Lesson 4Purchasing items to make their planets
  243. 243. Lesson 4Purchasing items to make their planets
  244. 244. Lesson 4 Purchasing items to make their planetsPriming:
  245. 245. Lesson 4 Purchasing items to make their planetsPriming: Introduce planet variables (Size, colour, moons, and weather).
  246. 246. Lesson 4 Purchasing items to make their planetsPriming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000.
  247. 247. Lesson 4 Purchasing items to make their planetsPriming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.
  248. 248. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups
  249. 249. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather.
  250. 250. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.
  251. 251. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening
  252. 252. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets.
  253. 253. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets. Students calculate price of planets.
  254. 254. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets. Students calculate price of planets.Task 3:
  255. 255. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets. Students calculate price of planets.Task 3:Students plan how to spend their budget
  256. 256. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets. Students calculate price of planets.Task 3:Students plan how to spend their budgetPlanning and Reporting:
  257. 257. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets. Students calculate price of planets.Task 3:Students plan how to spend their budgetPlanning and Reporting: Groups report on what they plan to buy.
  258. 258. Lesson 4 Purchasing items to make their planets Priming: Introduce planet variables (Size, colour, moons, and weather). Explain that the budget is £1000. Explain price of planet size, and moons.Task 1: Listing in groups In groups list colours and weather. Ask groups what they came up with and decide price.Task 2: listening Introduce sample planets. Students calculate price of planets.Task 3:Students plan how to spend their budgetPlanning and Reporting: Groups report on what they plan to buy. Other groups make sure they are not over-budget.
  259. 259. Lesson 5Presenting their planets to the rest of the class
  260. 260. Lesson 5 Presenting their planets to the rest of the classPRIMING:
  261. 261. Lesson 5 Presenting their planets to the rest of the classPRIMING: Quiz introducing the key phrase.
  262. 262. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task)
  263. 263. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.
  264. 264. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task)
  265. 265. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task) Listen to the teacher introduce planets again and note differences.
  266. 266. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task) Listen to the teacher introduce planets again and note differences.REPORTING:
  267. 267. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task) Listen to the teacher introduce planets again and note differences.REPORTING: Students present to the whole class.
  268. 268. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task) Listen to the teacher introduce planets again and note differences.REPORTING: Students present to the whole class. Other groups listen and fill in their worksheet (next slide).
  269. 269. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task) Listen to the teacher introduce planets again and note differences.REPORTING: Students present to the whole class. Other groups listen and fill in their worksheet (next slide).FOCUS ON FORM:
  270. 270. Lesson 5 Presenting their planets to the rest of the class PRIMING: Quiz introducing the key phrase.TASK 1: (Speaking Task) Groups present their planet to the group next to them.TASK 2: (Language Focus task) Listen to the teacher introduce planets again and note differences.REPORTING: Students present to the whole class. Other groups listen and fill in their worksheet (next slide).FOCUS ON FORM: A focus on the form: “My planet is/has...” statements.
  271. 271. 1 2 34 5 6
  272. 272. Lesson 6True or False Quiz
  273. 273. Lesson 6 True or False QuizPRIMING 1: Review comparatives with classroom objects (whole class). Comparatives review in groups.
  274. 274. Lesson 6 True or False QuizPRIMING 1: Review comparatives with classroom objects (whole class). Comparatives review in groups.PRIMING 2: Teacher led true-false test with students’ planets.
  275. 275. Lesson 6 True or False QuizPRIMING 1: Review comparatives with classroom objects (whole class). Comparatives review in groups.PRIMING 2: Teacher led true-false test with students’ planets.TASK 1: Students quiz each other in pairs.
  276. 276. Lesson 6 True or False QuizPRIMING 1: Review comparatives with classroom objects (whole class). Comparatives review in groups.PRIMING 2: Teacher led true-false test with students’ planets.TASK 1: Students quiz each other in pairs.PLANNING & REPORTING: Students create T/F statements about their planet. One of the statements is false. Other groups listen and pick out the false statement.
  277. 277. Lesson 6 True or False QuizPRIMING 1: Review comparatives with classroom objects (whole class). Comparatives review in groups.PRIMING 2: Teacher led true-false test with students’ planets.TASK 1: Students quiz each other in pairs.PLANNING & REPORTING: Students create T/F statements about their planet. One of the statements is false. Other groups listen and pick out the false statement.FOCUS ON FORM: “A is bigger/smaller than B” comparative statements.
  278. 278. Example lesson 1Animals and adjectives
  279. 279. Example lesson 1Animals and adjectives
  280. 280. Example lesson 1 Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.
  281. 281. Example lesson 1 Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.PRIMING 2: Ask questions about certainanimals, introducing the target grammar.
  282. 282. Example lesson 1 Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.PRIMING 2: Ask questions about certainanimals, introducing the target grammar.TASK: Give out and complete informationgap worksheets.
  283. 283. Example lesson 1 Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.PRIMING 2: Ask questions about certainanimals, introducing the target grammar.TASK: Give out and complete informationgap worksheets.REPORT: The teacher asks questions andthe students report on their findings.
  284. 284. Example lesson 1 Animals and adjectivesPRIMING: Show some pictures to elicit thetarget vocabulary.PRIMING 2: Ask questions about certainanimals, introducing the target grammar.TASK: Give out and complete informationgap worksheets.REPORT: The teacher asks questions andthe students report on their findings.FOCUS ON FORM: Students make theirown questions.
  285. 285. Example lesson 2 Describing Animals
  286. 286. Example lesson 2 Describing Animals
  287. 287. Example lesson 2 Describing AnimalsPRIMING: Introduce different animals and ask students to name characteristics about them. Characteristics are added to a list on the board.
  288. 288. Example lesson 2 Describing AnimalsPRIMING: Introduce different animals and ask students to name characteristics about them. Characteristics are added to a list on the board.TASK: Groups work together at how they can useEnglish to describe an animal for the rest of theclass.
  289. 289. Example lesson 2 Describing AnimalsPRIMING: Introduce different animals and ask students to name characteristics about them. Characteristics are added to a list on the board.TASK: Groups work together at how they can useEnglish to describe an animal for the rest of theclass.REPORT: Students give their description of an animaland the rest of the class have to guess what they aredescribing.
  290. 290. Example lesson 2 Describing AnimalsPRIMING: Introduce different animals and ask students to name characteristics about them. Characteristics are added to a list on the board.TASK: Groups work together at how they can useEnglish to describe an animal for the rest of theclass.REPORT: Students give their description of an animaland the rest of the class have to guess what they aredescribing.FOCUS ON FORM: Divide the “characteristics” of theanimals up into different sections based on verb/noun/adjective groups and give a small test/quiz.
  291. 291. Example lesson 3 Describing Animals
  292. 292. Example lesson 3 Describing Animals
  293. 293. Example lesson 3 Describing AnimalsPRIMING: Following on from the previouslesson, get students to describe some animalsfor you and pin these animals on the board.
  294. 294. Example lesson 3 Describing AnimalsPRIMING: Following on from the previouslesson, get students to describe some animalsfor you and pin these animals on the board.Show students a set of animals and see if theycan see what the common characteristic is.
  295. 295. Example lesson 3 Describing AnimalsPRIMING: Following on from the previouslesson, get students to describe some animalsfor you and pin these animals on the board.Show students a set of animals and see if theycan see what the common characteristic is.Closed TASK: Give students a collection ofdifferent animals and ask them to categorisethem.
  296. 296. Example lesson 3 Describing AnimalsPRIMING: Following on from the previouslesson, get students to describe some animalsfor you and pin these animals on the board.Show students a set of animals and see if theycan see what the common characteristic is.Closed TASK: Give students a collection ofdifferent animals and ask them to categorisethem.REPORT: Groups present their categories. Othergroups take it in turn to guess the commoncharacteristic.
  297. 297. Example lesson 3 Describing AnimalsPRIMING: Following on from the previouslesson, get students to describe some animalsfor you and pin these animals on the board.Show students a set of animals and see if theycan see what the common characteristic is.Closed TASK: Give students a collection ofdifferent animals and ask them to categorisethem.REPORT: Groups present their categories. Othergroups take it in turn to guess the commoncharacteristic.FOCUS ON FORM (Open TASK): Students maketheir own questions. E.g. “It’s big, grey,*vegetarian, has a long nose”.
  298. 298. Example lesson 4Monster making
  299. 299. Example lesson 4Monster making
  300. 300. Example lesson 4 Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the words “ arms and legs”.
  301. 301. Example lesson 4 Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the words “ arms and legs”.TASK 1: Students work in groups to make originalmonsters. The teacher decides the body part, and oneperson in each group rolls a die to decide how many of thatbody part they all draw.
  302. 302. Example lesson 4 Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the words “ arms and legs”.TASK 1: Students work in groups to make originalmonsters. The teacher decides the body part, and oneperson in each group rolls a die to decide how many of thatbody part they all draw.TASK 2: Once finished, the students decide which is the bestmonster, and this monster is presented to other groupsnext lesson.
  303. 303. Example lesson 4 Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the words “ arms and legs”.TASK 1: Students work in groups to make originalmonsters. The teacher decides the body part, and oneperson in each group rolls a die to decide how many of thatbody part they all draw.TASK 2: Once finished, the students decide which is the bestmonster, and this monster is presented to other groupsnext lesson.TASK 3: Listening task. Students listen to the teacher andcomplete their worksheet (see next slide).
  304. 304. Example lesson 4 Monster makingPRIMING: After playing Head, Shoulders, Knees and Toes,introduce the words “ arms and legs”.TASK 1: Students work in groups to make originalmonsters. The teacher decides the body part, and oneperson in each group rolls a die to decide how many of thatbody part they all draw.TASK 2: Once finished, the students decide which is the bestmonster, and this monster is presented to other groupsnext lesson.TASK 3: Listening task. Students listen to the teacher andcomplete their worksheet (see next slide).TASK 4: Quiz making. Students volunteer to demonstrate asample question, and then students try in groups.
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