This document provides a lesson plan for a task-based English language lesson for 11th grade students on the topic of generation differences. The 50-minute lesson involves a pre-task listening and speaking activity where students watch a video and discuss their experiences. They then complete a task cycle where they work in groups to identify and propose solutions to problems caused by generation differences. The lesson concludes with a vocabulary focus activity to review unknown words. The appendices provide worksheets and materials to support each stage of the lesson.

1. T.C.
MARMARA UNIVERSITY
FACULTY OF EDUCATION
DEPARTMENT OF ENGLISH LANGUAGE TEACHING
TASK-BASED INSTRUCTION
GENERATION DIFFERENCES
Submitted to:
Asst. Prof. Özlem Kaşlıoğlu
Submitted by:
Bahar ÇAY 101014079
Meryem Ömre AKYÜZ 101012103
Pınar ARIPINAR 100812008
Oğuz ARDA 100812025
2017-2018
FALL SEMESTER

2. 2
TASK-BASED LANGUAGE INSTRUCTION
LESSON PLAN
Teachers’ Names:
Bahar ÇAY
Meryem Ömre AKYÜZ
Oğuz ARDA
Pınar ARIPINAR
Class: 11th
Grade, Private High School Date: 13.12.2017
Duration: 50 min. Topic: Generation Differences
General aim(s) of the lesson:
 To introduce students(Ss) the concept
of “generation differences”
 To make Ss raise awareness about the
topic
 To make Ss reflect on the topic
 To make Ss practice respectively on
listening, speaking, reading and
writing
 To make Ss practice several higher
order thinking skills(HOTSs) such as
comparing and contrasting,
distinguishing different perspectives,
problem solving,
Teacher resources:
- A computer
- A projector
- Speakers
Student resources:
- Worksheets
- Mobile phones

3. 3
P
R
E
-
T
A
S
K
Time: 20 minutes
Language skills: Listening, Speaking, Writing
Objectives:
 Ss will be able to comprehend the concept of generation differences.
 Ss will be able to practice selective listening.
 Ss will be able to practice HOTSs: Comparing and contrasting,
distinguishing different perspectives, and synthesizing.
 Ss will be able to define the generation differences they experience with
their parents.
 Ss will be able to propose solutions to the problems collaboratively.
Procedure:
Priming (Presented by Pınar ARIPINAR)
1. T welcomes the class, tells the Ss that they will discover the topic of the day
by means of a video they will watch.
2. T hands out the worksheets(see Appendix A) for the listening session.
3. T draws attention to the worksheet and asks Ss to watch the video taking the
questions into consideration and taking notes accordingly.
4. T plays the video.
5. T checks the answers, provides feedback.
Preparation (Presented by M. Ömre AKYÜZ)
1. T explains the Ss that they will take a look at three different stances on
generation differences in pairs.
2. T puts Ss into groups of four and hands out the worksheets(see Appendix
B).
3. While Ss are exchanging ideas about the text, T walks among Ss and takes
notes about the mistakes Ss make to be examined later on the form focus
stage.
4. T elicits answers.
Source materials: A laptop, a projector, speakers, worksheet copies

4. 4
T
A
S
K
C
Y
C
L
E
Time: 20 minutes
Language skills: Listening, Speaking, Writing
Objectives:
 Ss will be able to reflect on these problems.
 Ss will be able to see examples from their friends’ lives.
 Ss will be able to practice a HOTS: Problem Solving
Procedure (Task, planning, reporting)
Task (Presented by Oğuz ARDA)
1. T points out the questions on the slide(see Appendix C) for the target task.
2. T tells the Ss that they will focus on one specific problem that causes
trouble for both themselves and their parents and explain the solution to it as
a paragraph on the given sheets(see Appendix D).
Planning
3. Ss prepare for presenting the task.
Reporting
4. One representative from the group reports their findings while the rest is
listening to them with caution, evaluating(see Appendix E).
5. T calculates the results of the evaluation and asks Ss for preparing the final
product.
Source materials:
- Worksheet Copies

5. 5
F
O
R
M
F
O
C
U
S
Time:10 minutes
Language skills: Reading
Objectives:
 Ss will be able to comprehend the meaning of the unknown words given in
the preparation stage.
Procedure (Presented by Bahar ÇAY)
1. T draws attention to the pronunciation mistakes Ss made during preparation,
planning and reporting stages of the lesson.
2. T starts the KAHOOT! Session(see Appendix F).
3. Ss challenge each other while figuring out the meaning of the vocabulary.
4. T explains the homework to be given to Ss and hands out the materials(see
Appendix G).
Source materials:
- KAHOOT! Quiz
- Worksheets given for homework

6. 6
Appendices
Appendix A
A Contest from Jimmy Kimmel Live1
1. Watch the video carefully. Remember to consider these questions below while
watching the video.
 What is the contest about?
__________________________________________________________________
 How old are the contestants?
__________________________________________________________________
 What kind of differences are there between their stands?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
 What kind of topics do the questions cover?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Think about how the differences are reflected in the video. Were they positive or
negative differences? Why do you think so?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
1.
This video is an edited version of an original Jimmy Kimmel Live episode. The original video is retrieved
from this link: https://www.youtube.com/watch?v=JTWfGIN6FNg
This contest is held regularly. The other episodes can be found on YouTube. You can find a playlist of other
episodes by visiting this link:
https://www.youtube.com/watch?v=IAT8F_jmDFE&list=PLGsRwdJvNutKV9lsxaWO9i54gXgIoAOhn

7. 7
Appendix B
Liam: Young people aren’t treated fairly by the media. Every day there’s something negative
in the papers about people of my age – stuff like antisocial behaviour, or drugs, or fights
between gangs. The media create the idea that young people don’t have enough respect for
other members of society, and that all they care about is having a good time. Well, all I know
is that my friends aren’t like that.
New technology is one of the things that make it harder for the different generations to
understand each other. Things like social networking sites are an everyday part of my life, but
they’re a mystery to a lot of people of my parents’ age. Little things like that add to a sense of
separation.
John: Lots of people of my age seem to think the country’s going to the dogs, but I tell them
they’re looking at the past through rose-colored glasses. They say young people today are
more individualistic, or even selfish, than in the past, and that their sense of right and wrong
isn’t as strong as that of older people. There might be a little bit of truth in that, but in general
I think the differences are exaggerated. I know I don’t look at my own kids, who are 19 and
23, and wish they were more like I was at their age. One thing that worries me slightly,
though, is the possibility that kids today don’t appreciate what they’ve got. Young people in
Britain have more money to spend than they did 50 years ago, and more choices available to
them, but I don’t think they’re happier than we were.
Sally: Of course there’s a gap between people my age and the younger generations. British
people of my age have lived through a war, and many of us can remember poverty of a kind
that hardly exists these days, at least in Britain. That really shapes your outlook on life. Most
young people growing up today have never known hardship, so they’re less likely to
appreciate what they’ve got. I’m sure youngsters’ behaviour hasn’t got worse in every way,
but I do think some of them lack respect for authority. They don’t have enough discipline. My
granddaughter is a teacher, and tells me awful stories about some of the children in her
school. In my day it would have been unthinkable to behave like they do – we would have got
the cane, and rightly so.
Adapted from http://www.insideout.net/wp-content/uploads/2010/09/IO440-Generation_gap1.pdf

8. 8
Answer the questions below in accordance with what Liam, John and Sally think about
generation differences.You can use this page to take simple notes while speaking with your
friends.
1. How old do you think these people are?
2. Were their comments on these differences reflective of their experiences? If so, how?
3. What kind of differences do they mention in general?
4. Whose ideas attract you the most? Why?
5. What kind of differences are there between you and your parents?
6. Why do you think you have these differences?
7. What kind of problems do these differences cause? Give four specific examples.
8. How would you resolve these problems?

9. 9
Appendix C
Appendix D

10. 10
Appendix E
Names:
Reason: /5
Solution: : /5
Organization of the speech: /5
Fluency: /5
Originality: /5
/25

11. 11
Appendix F
1- What does “through rose-colored
glasses” mean?
a) with an unduly optimistic
perspective
b) with hatred
c) with a depressive perspective
d) by means of holy vision
2- Which one is different from others?
a) E-mail
b) Telegram
c) Facebook Messenger
d) WhatsApp
3- What does “hardship” mean?
a) exhaustion
b) difficulty
c) simplicity
d) freedom
4- The antonym for “poverty”?
a) hardship
b) poorness
c) wealth
d) without money
5- What does “unthinkable” mean?
a) unbelievable
b) possible
c) likely
d) probable
6- Which one is equal to “becoming
much worse than it used to be”?
a) messing up
b) flushing away
c) going to the dogs
d) sparkling
7- Which one has a closer meaning to
“considered to be more important”?
a) valuable
b) extraordinary
c) exaggerated
d) simple
8- The antonym for “individualism”?
a) collectivism
b) self- reliant
c) independence
d) corporate
9- What does “outlook” mean?
a) glasses
b) oversee
c) angel
d) point of view
10- What does it mean “to get the
cane"?
a) getting yelled at by the teacher
b) being exposed to physical
punishment
c) going to school
d) misbehave
Answer Key: 1. A 2.B 3.B 4.C 5.A 6.C 7.C 8.A 9.D 10.B

12. 12
Adapted from: http://www.insideout.net/wp-content/uploads/2010/09/IO440-Generation_gap1.pdf
Appendix G
GENERATION GAP
Here are some definitions for phrases/words that appear in the text we have read.
Find the phrases/words they refer to and fill in the gaps.
1. If you _ _ _ k at something through r _ _ _-c _ _ _ _ _ _ _ g _ _ _ _ _ s (idiom),
you consider it to be better than it really is.
2. _ _ v _ _ _ y (noun): a situation in which someone does not have enough money to
pay for their basic needs.
3. _ _ _ ia (noun) radio, television, newspapers, the internet, and magazines,
considered as a group.
4. A person who is _ n _ _ _ _ _ _ _ _ _ _ _ _ c (adjective) believes that what
individual people want is more important than what society or the government
wants.
5. _ i _ (noun – informal): child or, sometimes, teenager or young adult.
6. If something or somewhere is _ _ _ ng to the _ o _ s (idiom), it is becoming
much worse than it used to be.
7. If you _ p _ _ _ _ _ _ te (verb) something, or a situation, you understand its true
nature. You would realize, for example, how good or important it is.
8. a _ _ _ or _ _ _ (noun): the people and institutions in society that have the power
to tell other people what to do. (e.g. the police, and teachers)
9. un _ _ _ _ _ _ble (adjective): impossible to imagine.
10. c _ _ _ (noun): a long, thin stick. (‘The c _ _ _’ is a punishment given to children
in schools in which they are hit with a long thin stick.)
11. y _ _ _ _ _ _ er (noun – informal): child or young person. (In Britain this is a word
used mainly by old people.)
12. _ _ _ _ soc _ _ _ (adjective): showing a lack of care for other people or for society
in general.
13. h _ _ _ sh _ _ (noun): a situation in which life is very difficult.
14. A s _ _ _ _ l _ etw _ _ _ _ _ _ s _ _ _ (noun), such as Facebook or MySpace,
allows you to communicate with friends and make new friends.
15. _ _ _ look (noun): your general attitude to things.
Answer Key

13. 13
Adapted from: http://www.insideout.net/wp-content/uploads/2010/09/IO440-Generation_gap1.pdf
1. look (at something through) rose-coloured glasses
2. poverty
3. media
4. individualistic
5. kid
6. going (to the) dogs
7. appreciate
8. authority
9. unthinkable
10. cane
11. youngster
12. antisocial
13. hardship
14. social networking sites
15. outlook