Teresa REUIL - Taller didáctico para enseñanza de Inglés en el nivel medio LCB 2008 - Plan 2 draft 1 TBL

Level of class: pre-intermediate Number of learners: 25 to 35

Length of lessons: 40 minutes Age of learners: 12 to 14 years
Coursebook: Network 2 (OUP)

Overall aims (Final task): By the end of these lessons students will have produced a fictional narrative
piece of writing describing a mysterious encounter in the past that matches a picture of their making.
Types of aims (based on chart on page 102, Task for Teacher Education – coursebook):
Topic aims: Sts read, write and listen to texts about mysterious encounters with ghosts, paranormal
happenings, etc.
Grammar aims: Sts practise the use of the interrupted past while describing their encounters.
Communication aims: Sts choose or invent a story and tell it to their classmates (and eventually the
rest of the school for Halloween).
Function aims: Sts select highlights from story to tell their classmates.
Skill aims: Sts write a narrative about a mystery.
Group dynamics aims: Sts work in pairs to write a story. Sts share their stories with the rest and
offer ideas for authors to include in their writings.

Lesson 1 Pre-Task
grouping / aims /
Steps/moments in the lesson: timing (in minutes)

1. Warm-up The teacher greets sts as usual but looks shaken: she tells sts that she T to whole class /
has just seen a ghost on her way to school! She makes a short description of her setting scene and
mood / 5
encounter and asks whether sts like ghost stories or if they have ever seen one, or
been afraid of doing so.

2. Assigning of task The teacher tells sts that she was thinking about this and T to whole class /
thought it a good idea for the upcoming Halloween party for them to create stories engaging sts, stating
about ghosts or other mysterious events. T says it could be a good idea too to draw purpose, assigning task
/2
pictures of the stories for others to match after reading the description (to include in
the round of games at the party).

3. Model product T shows sts three pictures of people involved in mysterious whole class /
situations and asks them what they think is happening. T may record key vocabulary activating schemata /
on BB next to each picture for later reference, T may even guide sts by asking 5
where, when, what, etc.
Next T directs sts to page 41 where they can read a description written by Ben (one individually / first
of the book's recurrent characters) and asks them to scan it quickly to see which of exposure to model,
the pictures T has shown matches the story. (see text below) matching / 5
Sts read and say which picture matches the story.

4. Close-up look at model T asks sts to read the model again and see whether it
individual sts to T to
includes any of the key information they thought of when looking at the pictures: copy on BB / sts'
location, description of place, “mystery”, narrators actions, etc. And together they noticing of expected
make a list of useful questions about the structure of the description. structure / 10
Expected guidelines:
Where does the “mystery” happen?
What is the place like?
What and when usually happens? What is the “mystery”/mysterious apparition?
What was the narrator doing when he/she experienced the “mystery”?
What did he/she do?
How did he/she feel about it afterwards?
T tells sts they will not have enough time to do the writing this time, but they can
T to whole class /
start putting their ideas together, since it will be more fun and interesting to do the
stating way of working
writing collaboratively in pairs.
 Teresa REUIL - Taller didáctico para enseñanza de Inglés en el nivel medio LCB 2008 - Plan 2 draft 1 TBL

5. Brainstorming T asks sts to work in pairs and think of a mystery to write about. pairs of sts /
Using guidelines, sts list the ideas they want to include in the description. T also asks organising, gathering
useful language / 10
sts to list any items of vocabulary they might need but don't know in English.

6. Closing of lesson T tells sts they will continue working on this project for a few T to whole class /
lessons and that T hopes sts will enjoy doing it and having their work displayed. So as maintaining
to advance in the task, T asks sts to look up those words they needed but didn't know motivation, closing
at home so as to be able to use them the following lesson. lesson, assigning HW /
2

Lesson 2 Pre-task & Task

grouping / aims /
Steps/moments in the lesson: timing (in minutes)

1. Warm-up T greets sts as usual and tells them that he/she has looked into his/her T to whole class /
ghost event of the other day again and discovered that it was nothing but a refreshing topic / 5
shadow/reflection/etc. That it sometimes happens that a person gets spooked for
nothing. And that again, T thought it would be a funny idea to end the description
with an unexpected turn of the screw.

2. Enabling task T asks sts to look at the beginning of a story on page 36 about Individual sts to whole
strange noises that were heard in a house and see if they can predict what that turn class / providing
example of endings /
of the screw is in this case. Sts read each part of the story calling out their
10
predictions after each one.
T tells sts to read their ideas from previous lesson and to think of a funny ending for
 Teresa REUIL - Taller didáctico para enseñanza de Inglés en el nivel medio LCB 2008 - Plan 2 draft 1 TBL

their story.
pairs of sts / carrying
3. Task Having had their ideas refreshed after looking into them, sts set out to write
out task / 25
their descriptions.
T monitors and helps sts when necessary.

4. Closing of lesson T asks sts to draw a picture related to the story and another to T to whole class /
act as decoy as homework. The decoy ought to be different but at the same time closing, assigning HW,
maintaining interest /
similar in some aspects so as to work well. T compliments sts on their work and tells
2
them that the following lesson they will be asked to share their stories with their
classmates to try out the game before showing it to the rest of the school.

1 2

3 4 5
 Teresa REUIL - Taller didáctico para enseñanza de Inglés en el nivel medio LCB 2008 - Plan 2 draft 1 TBL

Lesson 3 Task
grouping / aims /
Steps/moments in the lesson: timing (in minutes)

1. Warm-up T greets sts as usual and asks to see the pictures. T asks sts to pin them T to whole class /
on a wall for everyone to see them all. preparation for report
/5
2. Pre-planning T tells sts to go back to model and underline only those words or Sts to whole class /
phrases that offer a glimpse of the story without revealing the whole of it (for preparation for report
example: dark tunnel, old woman, hand, noise behind me, etc). /5

3. Planning T tells sts that is what they are to do next with their stories. First they
pairs of sts /
will offer a few words and phrases for the rest to try to guess and then they will tell
preparation for report
(or read) the descriptions for easier guessing. /5
Sts plan what to reveal and how. T assists.

4. Reporting Sts take turns to say first their key words and get their classmates to pairs of sts to whole
guess the picture. Next they retell their story (or read it, it should not be too long). class / reporting,
getting others to guess
Classmates are asked to give their opinion on the stories and write down some ideas
picture / 20
(always in a respectful manner) to make them even better on a piece of paper for
authors to consider later whether to make any changes.

5. T's feedback T compliments sts on their work and offers his/her opinion. If any T to pairs and whole
focus on language is needed, T will tell sts they will work on what is required during class / feedback,
closing / 5
the following lesson, before making clean copies of the stories.

Lesson 4 Language focus (only if necessary)

grouping / aims /
Steps/moments in the lesson: timing (in minutes)

1. Warm-up T greets sts as usual and tells them they'll work on those things that T to whole class /
presented a difficulty the previous time so as to be able to do them more easily. setting scene and
mood / 5

2. Language focus T goes back to model and elicits from sts the story to refresh T to whole class,
text. Then T asks sts to find any instances of actions that were interrupted by others. individual sts, sts to T
If sts have difficulty, T gives example from her own story; eg: “I was walking to work / language focus,
when I thought I saw a ghost”. Sts tell T what instances they find, T records on BB. raising sts' awareness /
10
Sts are then asked to look at the “looking at language” box in the book and complete
the form and rule the T's writing on BB.
Eg: When a short action interrupts a longer one, whe use the past simple for the
short action and the past continuous for the long one.
“I was walking through the tunnel when I heard something behind me”.
Past continuous + when + Past simple
For further exposure and recognition T may direct sts to the story from lesson 2 and
ask them to find examples.

4. Practice T asks sts to work on the activities in the workbook so as to make sure individual sts or pairs /
the structure and use are practised. T monitors and helps whenever necessary. guided practice / 15

5. T asks those who need to, to edit their stories bearing the structure in mind. pairs / guided practice
Those who don't, may start the clean copy or make any changes suggested by / 10
classmates the previous lesson.

6. Closing of lesson T compliments sts on work, and asks those who still haven't done
it to make a clean copy at home. T may advance what the next task will be to keep
sts engaged for next lesson.
Teresa REUIL - Taller didáctico para enseñanza de Inglés en el nivel medio LCB 2008 - Plan 2 draft 1 TBL