The document outlines the methodology used for a didactic unit on teaching English as a foreign language. It describes a task-based learning approach divided into 6 sessions over 2 weeks. Each session focuses on a leisure activity topic chosen by students and follows the stages of pre-task, task, and review. Students work in groups with rotating roles to complete communicative tasks. The goal is to improve students' communication skills through meaningful, motivating activities graded according to their level.

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Didactic Unit – Part 2
Guided Activity 2
Aprendizaje y Enseñanza de Lengua Extranjera
(Inglés)
Cristian Martín Reinhold

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Index
Part 1 (not included)
1. Introduction
2. Legal framework
3. Setting
4. Basic competences
5. Contents, objectives and evaluation criteria
Part 2
6. Methodology
Part 3 (not included)
7. Lesson Plan

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Methodology
 The lesson plan is part for the unit 5 of 12. It is divided into 6 sessions
over two weeks with 3 sessions per week.
 It focuses on leisure activities and arts.
 Each session will deal with one of the topics that students agreed on
being more interested in. These topics have to do with everyday life
activities.
 The session format is based on the Task Based Learning approach.
 Timings are given on each activity to help in planning, but they are
flexible.
 Activities are motivating, varied and graded in difficulty so that they are
accessible to all students.
 The aim of these activities is to improve the level of communication
skills of the students and to consolidate their competences.

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Task based learning
 Communicative approach emphasizing on interaction.
 Learners produce vocabulary and are free to use the language as
they want so that they can communicate more.
 Teacher monitors, facilitates and helps
 Learners know they have to present at the end of the class so they
are focused on what they are doing.
 Learners present what they have practiced
 There is some grammar time at the end to discuss doubts as well
as new grammar issues or vocabulary.

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Task based learning
 Part of the Communicative Language Teaching methodologies
 The aim of the lesson is to complete a task using the target
language.
 What is to be learned will be developed throughout the lesson.
Assessment is based on task outcome rather than accuracy of
language.
 Good for developing target language fluency and student
confidence.
 A task should:
 Be clearly defined
 Have a primary focus on meaning
 Solve some kind of gap (information gap, reasoning gap, opinion gap)

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Stages of a Task Based Activity
 Pre-task:
 The teacher presents and defines the task.
 It should be clear what the students have to achieve by the end of the class.
 Weak: Some key vocabulary is presented as means to better perform the
task (similar to the Present-Practice-Produce methodology)
 Strong: Learners choose the language. Some introduction through rich
media content (audio, video, photos) can be presented to help to clarify the
task.
 Task:
 Students are normally divided in small groups to perform the task.
 The teacher acts now as mere observer, consultor, coach, facilitator.
 A student-centered methodology: let them learn by doing.
 Students create tangible linguistic products to be presented on the review
phase.

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Stages of a Task-Based Activity
 Review:
 Learners can review each other’s work and give feedback
 Teacher can also add relevant information or feedback
 If the task needs more than one session, and repeats this pattern in
an iterative way, following a review, we could be talking then about
a Project-based learning methodology.
 The teacher can add some extra short exercises to reinforce what
has been learned

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Roles in Task-Based Learning
 In order to remain all members actives, rotating roles will be assigned
to each one of them:
 LEADER:
 Makes sure instructions are followed.
 Helps others understand what needs to be done.
 Takes the final decisions.
 SECRETARY
 Takes notes on the main points, summarizes.
 Writes down any collaborative decision made.
 REPORTER
 Keeps track of time to finish the task.
 Exposes to other groups/reporters what their group has done so far.

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Temporalization of a TBL session
[Bruton, A. (2005) Task Based Language Learning: For the state secondary FL
classroom? Language Learning Journal, No 31, 55-68]
 PRE-TASK or WARM-UP: (10% of the time)
 Engages students to the topic, makes them want to know more. Lasts around
10 minutes usually and uses videos or other multimedia to put the user into
context.
 Task objectives are clarified – What to achieve and why.
 Teacher is an activator.
 TASK: (75-80% of the time)
 Work in groups mainly to build the solution together. Cooperation is a must.
 (Optional): Each student has a different role when performing the task.
 (Optional): Findings can be shared to other groups.
 Teacher is facilitator/guide.
 LANGUAGE-FOCUS/REVIEW: (10-15% of the time)
 Teacher clarifies concepts and explain grammar contents.
 Teacher is an instructor.

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Unit 5
Temporalization
 Unit 5 theme  leisure activities chosen by students.
 Unit divided in 6 sessions (3 lessons per week)
 55 minutes per session – 5 minutes lost on average
= 50 minutes of planned activity
 Task-Based Learning approach is used throughout all six sessions
 Their individual progress as well as their group progress will be
marked on each session
 Final comments and visual design will be included on their portfolio

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Unit 5:
Leisure and everyday activities
 Session 1: Music in our everyday life. (Monday, 20th June)
 Task: Discuss in what jobs and placer music is beneficial and why.
 Session 2: Clothes. (Wednesday, 22nd June)
 Task: Listen to conversations at a mall to identify vocabulary of clothes
and decide with your partners what you prefer to buy and wear.
 Session 3: Travelling. (Friday, 24th June)
 Task: You are preparing yourselves for your holidays. Decide with your
partner what you should put in the luggage.
* Sessions 1 and 3 will be explained in Activity 3

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Unit 5:
Leisure and everyday activities
 Session 4: Wild Sports. (Monday, 27th June)
 Task: Create a telephone conversation to make a reservation in a
leisure area where several wild sports are offered.
 Session 5: Videogames. (Wednesday, 29nd June)
 Task: Disc. Discuss in groups arguments for and against of playing
videogames in today’s world.
 Session 6: Famous stars. (Friday, 1st July)
 Task: Listen to an interview of Kith Harrington (Game of Thrones)
about what he likes to do on his free time. Do you agree or not?
What would you do different?