NAME OF TRAINEE: PDA Stage 4: Experimental PracticeNAME OF ASSIGNMENT: Task-Based Teaching for Pre-Intermediate learnersDATE OF LESSON: LEVEL OF CLASS: Pre-IntermediateTIME AND DURATION OF LESSON: 10.00-11.00 am (1 hour)EXPECTED NUMBER OF STUDENTS: 12

1The Learners1.1The class

The students mostly come from a Spanish background, and they are studying general English. This is the third week for these students to work with our DELTA group of teachers, as they had another group of CELTA teachers for the past three weeks. This class seems to have a group of mixed abilities, but they are quite keen and motivated to improve their level of proficiency in English. Their level of proficiency is ranging around pre intermediate, where some of them (Celia) have a better command and others (Antonia) are at a disadvantage.

1.2Individual learners

Ana is a secretary and hopes she can get a job as a quality control officer. She is originally from the Ecuador and has lived in Granollers for the past 11 years. She started learning English in University, but she is motivated to improve her proficiency level to land a better job. She identifies her strengths in speaking and grammar, but finds writing to be challenging to her.Elena is a chef and uses English regularly for work and research. Her first language is Catalan. She communicates well and is strong in reading and speaking; while she describes that her main weakness is in vocabulary and has a difficulty recalling verb forms.2Aims2.1Main aimsBy the end of this lesson the students will... Be able to complete a shopping list and justify their choice.2.2 Secondary aims Describe necessity in the past.3Lesson fitAt the beginning of this week, this group were exposed to several task-based lessons where they were able to write and speak about their peers, places, strict parents and so on. Therefore, I decided on writing a shopping list, which I think will benefit them at this time of the course, as it addresses a great part of their day-to-day activities. This lesson will be followed by another experimental lesson on using Dictogloss to improve students lexical repertoire. 4Assumptions- This lesson is not the first task-based lesson they are exposed to, so students might show great awareness of how these classes are operated.- Students are used to the PPP methods, and they are expected to ask or worry about the form at an early stage of the lesson. They will be very interested to know the form before using it. - Once the students have filled the task, they will feel more confident and relaxed which helps understanding the forms. - A shopping list is a part of students daily life; they are expected to get involved and cooperative. - Since most of the students in this group are visual learners, I will use more visuals during the lesson (e.g. posters, power point and pictures). Also, there are four kinaesthetic learners; I am planning to include some hands on activities.

5Anticipated problems and solutionsIssue 1This group is a multi-level class to some extent, as there are two false beginners at least. Sometimes these two false beginner pair together and this negatively affects their performance. Appropriate SolutionBe careful with groupings that the two false beginners do not fall into one group. Balance the pairings. I will act as a manager and circulate, encouraging and facilitating students work.Issue 2The projector might not work. Also I might have a problem with speakers or video quality. Appropriate solutionTest PC and connections. Print out handouts and use whiteboard as part of the contingency plan.6Materials

Pictures from Google.Two computers for two groups to useWhite boardOnline Shopping catalogue http://www.elcorteingles.eu/ 7Language analysisTask-Based Teaching Approach: The target of this lesson is to apply the task-based approach to enable students to describe necessity in the past.Task Based Stages:The task based approach requires the following stages:1. Teaching objectives/ WarmerAt this stage teacher introduces students to the topic in order to activate their knowledge of the topic. The teacher outlines the task and then gets the students to brainstorm some ideas of what types of things they might use for the task.2. Task Cycle2.1. Task Demonstration/InstructionStudents are allowed to give suggestions (in pairs or groups) about their ideas about the task. The task phase is meant to be completely communicative and student-cantered, where the students use whatever language they have at their disposal to achieve goals of the task.2.2. Doing the task.At this stage students prepare to report to the whole class (spoken or written). The teacher's role here is that of a language adviser. Learners plan their reports effectively and maximize their learning opportunities.2.3. Preparing and giving reportTeacher selects speakers from each group to report to the other groups or to the whole class. Then, they may report in groups by choosing a group to report to the whole class.3. Language focus:This stage allows students to study specific language features presented during the task cycle. Students examine the forms and understand meaning and use of vocabulary presented in the task (Willis, 1986).Language Focus Analysis:Expressing necessity in the past in this lesson will introduced through three main forms:1. Needed to the past form of need to+ perfect infinitives. My friend needed to buy three polo-shirts for his vacation in Dubai. 2. It was necessary to + infinitive It was necessary to buy a tent, as we were living in a camp. (It was necessary and probably we did)

3. Had to expresses past obligation, it can be considered the past form of both have to and must. I had to buy sneakers to run on the beach. They had to buy a camera before the trip, as they didnt have one.

9Lesson Outline

Stage Name/ Stage AimInteraction/TimeProcedural Detail

A warmer/ get students more involved and introduce some key vocabularyT-SsSs-T-Ss5-7 mins T talks to students about her trip to Granollers for this course. T shows her students her clothes shopping list, and discuss with them why she needed some items more than others. Ss talk to the teacher about their shopping lists and clothes they usually buy. T elicits as much key vocabulary as possible to cover clothes. Ss can make changes to the teachers shopping list according to her budget (700 Euros)Teachers roles are ( source, manager and facilitator)

Task Cycle Task DemonstrationSs-SsT-SsSs-T8-10 mins Ss get a chance to understand the task. T explains it to the Ss that they won three nights in Barcelona hotel, and they can take only a medium size handbag (T may draw it on the board). They have only 300 Euros to buy their needs for these three nights. Ss will be guided to an online shopping catalogue to decide on items.

Teachers roles are ( manager and facilitator)

Doing the task Ss-SsSs-Ss5-7 mins Individually Ss will skim the catalogue and decide on not less than ten items to buy. Ss complete their shopping list. In groups of four, Ss discuss their choices and budget.

Teachers roles are ( observer, consultant and facilitator)

Preparing and giving reportSs-SsT-SsSs-T-Ss15-20 mins Ss are asked to get into groups of four and decide on the most important things to buy. T monitors and assists as less as possible. Ss into one group are divided into (a speaker, a secretary, time keeper and a manager). Ss discuss their choices and decide on one list for each group. The secretary is taking notes and summarizing for the speaker. Time keeper and manager participate in the discussion and lead the procedures The speaker moves to the other groups and report his groups list to them. Teacher monitors, collect mistakes and assists. After every speaker reports to the other two groups, one final shopping list is discussed with the whole class.

Teachers roles are ( observer, consultant, assessor and facilitator)

Language Focus / controlled practiceT-SsSs-Ss10-15 mins Ss are given a sample of the teachers shopping list (they saw it displayed on the projector at the beginning) T gives them a reading text which describes her shopping needs. Ss are asked to notice the use ( had to needed to it was necessary to) T writes these expressions on the board. T prompts Ss to notice the form and meaning from the text. Ss get back to their shopping lists, and discuss necessary changes they had to make to their original lists.

Teachers roles are ( source, observer and assessor)

Follow upSs-SsT-Ss-T03-05 mins In groups Ss compare their original shopping lists to the whole class one. Ss explain their choices, and necessary changes. T provides learners with a vocabulary list to read at their free time. T explains that they can use a dictionary or refer to new words (available in the classroom).

Teachers roles are ( facilitator, observer and assessor)

Bibliography:

Willis, J. (1996) A Framework for Task-Based Learning, Longman.

10 AppendicesHandout 1Shopping needs for Spain trip (July 2014):I had 700 for this shopping list.ItemHow manyPrice

Tops6100

Pants5200

Jeans290

Training Pants250

Sneakers / trainers140

Books375

A lap top1300

Total 540

Teachers Own MaterialsHandout 2

Shopping for Spain Trip

Last June, I decided to fly to Granollers for a DELTA course. I went to the shops to by some clothes, and I had only 700 cash to buy things in this shopping list. I had to buy tops and pants first, because I needed to have some new clothes for the course. I bought six tops and five trousers, and I paid 300 for them. It was a good bargain, and I liked the tops very much. It was necessary to buy some books to use during the course, so I had to but three books for 75. Also, I needed a trainer and two pairs of training pants, so I can go to the gym sometimes. I didnt need to buy two pairs of training pants, so I bought one pair and one trainer for 75. I thought I would be able to go out on weekends, so I had to buy two pairs of jeans for 90. I couldnt buy a new Lap-Top, as I had only 160 left. It was not very necessary because I had an old one. I decided to use it for this course.

Teachers Own MaterialsHandout 3Task:Last summer you received this letter:

Congratulations Mr./ Mrs. . You won a three nights in Barcelona hotel. The hotel is on the beach. For security reasons, you are allowed to have one medium size bag. Tell the class about ten (10) items you carried to Barcelona last summer. Use the shopping catalogue Fill in your shopping list (you had only 300 ). Item How manyPrice Address

Teachers Own Materials

Teachers Own Materials

Teachers Own Materials