1) Students completed charts about their own likes, dislikes, abilities and those of two friends to practice describing preferences. 2) In groups, students designed a collage representing the information from the charts to share what they learned about themselves and their friends. 3) Some students struggled with vocabulary for fine arts and asking questions, but peer review and teacher feedback helped improve their work. Overall, the lesson engaged students and helped them practice communicating personal information.

1. My Experience.
Working a TBL
lesson.
Martha Edith Padilla Sánchez
Module
Task Based Language Teaching
By

2. 1
INTRODUCTION
I decided to use option 1 to tell my experience on working with a TBL lesson by using the lesson plan
we prepare in the previous unit. I will explain you what the task is about in the following section so you
can get familiar with it. The task is calleb “My friends at CCH” and students will describe their friends
likes and dislikes, as long as abilities in the final product with a collage.
TASK
Ss will be given a chart to complete their abilities and likes and dislikes. Then in trios they will
interview two of their friends to complete their friends’ charts. Below you can find the charts to be
completed.
Complete the following chart with information about you. In each space, WRITE what your likes and dislikes are and
which activities you can or can’t do.
EXAMPLE
Likes &
dislikes
Food
M. Instrument
Sports School Fine Arts Free time
chocolate piano Volleyball English drawing Reading
abilities
Can Chocolate cake Swim very well Paint a little
ME
Likes &
dislikes
Food
M. Instrument
Sports School Fine Arts Free time

3. 2
abilities
Can
Can’t
Form a group with 2 or 3 friends, ask and write down about their likes and dislikes.
MY FRIEND _________________
Likes &
dislikes
Food
M. Instrument
Sports School Fine Arts Free time
Abilities
Can
Can’t
T will tell ss to think about their first semester in CCH and the experience of meeting people.
T will tell them they will have to represent their experience of meeting their friends through a collage.
Ss will compare the charts in their groups with their friends.

4. 3
Ss will organized the information in categories and think how to represent their information using
photos, pictures, images, etc.
Ss will design a collage (90cm x 60cm)
T will tell Ss will describe it (the illustrations and meaning) once they have their material.
Here are the instructions they will receive:
With the help of your friends, select photos, pictures, images, etc. to represent the information in the charts above. Design a
collage (90cm x 60cm) and describe it (illustrations, meaning, etc.). Consider the rubric. You can write a draft.
The Rubric
C o l l a g e
Quality of
construction
The collage shows
considerable attention to
construction. The items are
neatly trimmed. There are no
stray marks, smudges or glue
stains. Nothing is hanging over
the edges.
The collage shows attention to
construction. The items are
neatly trimmed. A few barely
noticeable stray marks,
smudges or glue stains are
present. Nothing is hanging over
the edges.
The collage shows some
attention to construction. Most
items are neatly trimmed. A
few barely noticeable stray
marks, smudges or glue stains
are present. Nothing is
hanging over the edges.
The collage was put
together sloppily.
Items appear to be
just "slapped on".
Pieces may be loose
or hanging over the
edges. Smudges,
stains, rips, uneven
edges, and/or stray
marks are evident.
Design
Graphics are trimmed to an
appropriate size and
interesting shape and are
arranged well, some in
front and some behind.
Care has been taken to
balance the pictures in the
collage.
Graphics are trimmed to an
appropriate size and
interesting shape and are
arranged with some items in
front and others behind. The
collage however does not
appear balanced.
Graphics have been
trimmed to an appropriate
size and shape, but the
arrangement of items is not
very attractive. It appears
there was not a lot of
planning of the item
placement.
Graphics are
untrimmed OR of
inappropriate size
and/or shape. It
appears little
attention was
given to designing
the collage.
C o l l a g e D e s c r i p t i o n
Punctuation,
grammar &
spelling
After checked once, no
punctuation grammar or
spelling mistakes are left.
After checked once, one or
two punctuation grammar or
spelling mistakes are left.
After checked once, three
or four punctuation
grammar or spelling
mistakes are left.
After checked
once, five or
more punctuation
grammar or
spelling mistakes
are left.
Text
Organization
Title, introduction, body and
ending sections are
included and clearly
identified along the text.
Three sections (title,
introduction, body and ending)
are included and identified along
the text, two are missing.
Two sections (title,
introduction, body and ending)
are included and identified
along the text, two are
missing.
There is just one
general section that
can be identified
along the text.
Cohesion &
The text misses no
subjects or pieces of
The text misses one or two
subjects or pieces of
The text misses three or
four subjects or pieces of
The text misses
five or more

5. 4
So at the end the students with work with the Charts given, write a draft for their presentation and make
their collage.
STUDENT’S RESPONSES
Difficulties
Just a little bit of troubles to express some of their likes and
dislikes about fine arts
Using the appropriate questions to ask for the information.
When writing the draft some grammar problems
Solutions
Give them vocabulary options to complete the chart about
fine arts. And make them aware they can change it at home if
they consider it necessary.
Set the structure for the correct questions with the help of everyone in class.
Making peer correction so they can have pratice when evaluating their peers. And the correction of
the teacher at the end.
Experience
At the beginning of this lesson my students were not as
interested as I expected but when the collage preparation came
they were really excited about it. The presentations were
amazing and even when they have some errors, those ones
helped me for the language focus part of the process. Students
evaluate their peers quite well with the use of the rubric given
and there was no complaining about it. I guess the most
importan was to explain clearly what I was expecting from them
and how I wanted.
Chart Draft Collage
Coherence information. It is
understandable and no
doubts are left.
information. It is
understandable but some
doubts are left.
information. It is not
understandable but a
general idea can be got.
subjects or pieces
of information. It is
not
understandable.

6. 5
This kind of activities I think are useful for them to internalize the language as they have to talk about
themselves, in this case their likes and the abilities they have and their friends they met during their
first year at high school. And everybody likes doing so.
Reference
Padilla, Araceli et al. Wise Up! Didactic Pack. 2012. UNAM. CCH Azcapotzalco.