Sample Task-Based Lesson

Sample Task-Based Lesson
A CONVERSATION CLASS: JUDGING BY APPEARANCE
CLASS PROFILE
Location of class: English Dept., CFL, Hanoi National University.

Level: 3rd-year students (equivalent to upper-intermediate).
Age: 20-21.
Type of English: English for general purposes (EGP).
Duration: 90 minutes.
Class size: 17-20.
OBJECTIVES
This lesson is given to help develop the students’:
• fluency in spoken English;

• confidence and ease in speaking English;
• ability to discuss appearance, and compare reactions/opinions relating to the theme;
• ability to match what they have learned to their own experience/opinion.
PREVIOUS KNOWLEDGE AND EXPERIENCE
The students:
• have acquired a foundation of language forms, and functions about the theme of
appearance;
• have previously worked on the same theme at lower levels (in their 1st and 2nd years);
• are familiar with pair/group work.
MATERIALS
The materials needed for the lesson include student textbooks, handouts, student
dictionaries (mono/bilingual), cassette-player and OHP.
POSSIBLE DIFFICULTIES
There could be difficulties concerning:
• student response to the theme;

• trust-building;
• class time management.
ELTMethodologyFolderE1-2010-LDQ-Week1-02
LESSON PROCEDURES
GENERAL LEAD-IN
Gold Digger (a song by Steve Hall)
* Pre-listening
The students are given the picture. While they are studying it in pairs, the teacher jots
down some difficult words from the song (e.g. gold-digger, cuff, strutting, rattle, blade,
discreet) on the board. Next, he explains these words quickly and checks student
understanding (the dictionaries need not be used at this step just to save time). Then, the
students are given instructions to the warmer task (listen to the song and match the people
in the picture with the descriptions in the song). To make it easier for the students, the
teacher may give a cue about the order of descriptions (e.g. man-woman-man-woman).
* While-listening: The song is played once.
* Post-listening:
The students compare answers. The teacher may give them another listening. Also, he may
recommend the source of the song to the students for later use if they are interested. Next,
the class may discuss briefly which of the people looks the most interesting. Then, the
teacher introduces the focus of the lesson, briefing on the general theme, relevant
functions, and tasks, relating to the song and picture.
TASK 1- SHALL I BOTHER? (Comparing/Discussing Opinions and Reactions)
• The students are given instructions to Task 1 and work in pairs.

• The students change partners and discuss opinions. They may also be asked to rank
appearance on a scale consisting of other notions such as education, talent, personality
and so on (some bright students will probably initiate such ideas in their pairs).
• The class discuss feedback (the students’ options should be welcomed).
TASK 2- ALL YOU REALLY NEED IS A BIG SMILE (Describing/Discussing)
• The students are divided into 4-5 groups (consideration should be appropriately taken
about student abilities, sex, and appearances).
• Instructions are given for the task, with a focus on why.
• The students work in their groups.
• The selected group secretary (or reporter) gives feedback, contributing to a class
discussion led by the teacher (or by some student as it may happen).
TASK 3- APPEARANCES CAN BE DECEPTIVE (Arguing About Appearances)
• The teacher gives instructions, introducing the prepared question slips and container.
• The students work in their groups (or in new groups if the previous ones were not
effective).
• Feedback (from another group secretary).
TASK 4- CHANGING APPEARANCES (Explaining/Reasoning In Depth)
• The teacher draws student attention to the pictures, generating a brainstorm activity.
• The situations are personalized (What would you do yourself if...and why?).
• The students are given some time to prepare for the task.
• The students work in groups (groups could be merged to increase variety/resources).
• Feedback.
TASK 5- I JUST CAN’T STAND... (Expressing/Explaining Personal Opinions)
This task is potentially embarrassing as certain students may find certain opinions
personally offensive and thus may respond negatively, either making inappropriate jokes or
refraining from expressing freely what they think. In large, the communicative atmosphere
may be undermined.
POSSIBLE ALTERNATIVE 5A- I ALWAYS FALL FOR PEOPLE WHO...
Similar procedure as in Task 5.
POSSIBLE ALTERNATIVE 5B- IF I COULD CHOOSE, I’D....
Describe from your imagination you ideal lover/boss/"self" etc.
CHECKING
The teacher keeps busy monitoring pair/group work, helping solve problems, giving and
getting feedback, participating in class activities, and taking care to maintain a friendly and
communicative atmosphere.
CONCLUSION
• The class sing along The Gold Digger if time allows it.
• Homework: A written description related to the theme.

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Sample Task-Based Lesson

A CONVERSATION CLASS: JUDGING BY APPEARANCE

Location of class: English Dept., CFL, Hanoi National University.

This lesson is given to help develop the students’:

• fluency in spoken English;

PREVIOUS KNOWLEDGE AND EXPERIENCE

There could be difficulties concerning:

• student response to the theme;

Gold Digger (a song by Steve Hall)

* While-listening: The song is played once.

TASK 1- SHALL I BOTHER? (Comparing/Discussing Opinions and Reactions)

• The students are given instructions to Task 1 and work in pairs.

TASK 2- ALL YOU REALLY NEED IS A BIG SMILE (Describing/Discussing)

TASK 3- APPEARANCES CAN BE DECEPTIVE (Arguing About Appearances)

TASK 4- CHANGING APPEARANCES (Explaining/Reasoning In Depth)

TASK 5- I JUST CAN’T STAND... (Expressing/Explaining Personal Opinions)

POSSIBLE ALTERNATIVE 5A- I ALWAYS FALL FOR PEOPLE WHO...

Similar procedure as in Task 5.

POSSIBLE ALTERNATIVE 5B- IF I COULD CHOOSE, I’D....

Describe from your imagination you ideal lover/boss/"self" etc.

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