ΑΓΓ-60 MINI ASSIGNMENT 2

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Damianos Damianopoulos-HOU Academic Year 2000-2001- Mini Assignment 2: AΓΓ60 Course Design

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TABLE OF CONTENTS

1. CLASS PROFILE 4

2. DEFINITION OF TASK BASED LEARNING FRAMEWORK 4

3. THE TASKS 4 3.1 Pre-tasks 5 3.2 Task-cycle Activities 5 3.2.1 Task-Planning-Report (General Observations) 5 3.2.2 Task 1-Planning-Report 6 3.2.3 Task 2-Planning-Report 6 3.3. Language Focus (General Observations) 7 3.3.1 Language Focus 1 7 3.3.2 Language Focus 2 7 3.4 Homework (General observations) 8 3.4.1 Homework 2 8 4. SEQUENCING OF TASKS 8 4.1 Characteristics of Task 1 8 4.2 Characteristics of Task 2 9 5. TEACHING SESSION-APPROPRIACY & EFFECTIVENESS 9 5.1 Organisation of tasks 9 5.2 Teacher’s role 10 5.3 Discrepancies 10 6. EPILOGUE 11

BIBLIOGRAPHY 12 APPENDIX I 13 APPENDIX II 15 APPENDIX III 23 APPENDIX IV 44 APPENDIX V 45 APPENDIX VI 45


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1. CLASS PROFILE The class on which the TBL framework was trialled consisted of 18

twelve- to thirteen-year-old elementary level pupils. They have received a mix-ture of structure and task based instruction in the target language. They are well motivated and as regards their learning styles, their preferences are equally di-vided: visual: 35,44%, auditory: 32,32% and haptic: 32,23%.1 Due to these evenly arranged learning styles, we considered important to cater for all prefer-ences in the design of the teaching material as well as administration of instruc-tion2.

2. DEFINITION OF TASK BASED LEARNING FRAMEWORK At first, we deem it is important to state what is meant by this term. Pre-requisites for the efficiently complete use of a foreign language is for the user to demonstrate fluency, i.e. to be able to use it without faltering, accuracy, to dis-play a sound grammatical infrastructure, and complexity, to be able to use more and more complex language as instruction proceeds.3 In order to achieve these goals the learner needs to be exposed to the tar-get language, use it for real, be motivated in these endeavours, but also be of-fered instruction in the sound use of the language system.4 Unlike other approaches, the TBL framework requires the learner to de-velop a language system by engaging in meaningful real-life language use tasks, through which the target language system will be gradually assimilated and in-ternalised. These tasks should lead to some outcome or product, which is the real purpose of the task, thus producing language, which could be used beyond the classroom.5 In this way, learners use language as a whole, not analysed in its separate components.6

3. THE TASKS

1 Cf. Questionnaire and Questionnaire evaluation in APPENDIX I, p. 13-14. 2 Skehan, P in Willis & Willis (1996): 29. 3 Ibid: 23. 4 Willis, J. in Willis & Willis (1996): 59. 5 Ibid: 54. 6 Ibid: 52.


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3.1. PRE-TASKS According to White (1997:106), in the pre-task the teacher offers the learners a preview of the task. In this preview, certain linguistic data are brought to the learner’s attention, about which the learner will form generalised assump-tions regarding language and put them to the test. 7

In Pre-task 18 we have teacher directed activities, which activate the ap-propriate schema (the weather), and subsequently, the teacher employs visual material to introduce new terms or to make learners recall relevant vocabulary and put it to some initial tentative use through weather description or matching activities. These are “consciousness-raising” 9 activities, which will help the learners to start forming impressions about the language system they are trying to master10.

Similarly in Pre-task 2 11 the teacher employs teacher directed conscious-

ness-raising activities to refresh vocabulary introduced in Task 1 with the use of flash cards. They also present visual material to be used with the task (listening activity), whereby they present data requiring more demanding hypotheses and processing regarding the target language system. 3.2. TASK-CYCLE ACTIVITIES 3.2.1 Task-Planning-Report (General Observations) The sole purpose of the task is to create an opportunity for the learner to use the target language purposefully and contextually12 for the attainment of a goal, with an emphasis on understanding and the conveyance of meaning. This goal is what motivates the learner, despite the fact that oftentimes in real life communication does not have any apparent goal.13 Besides, while learners are bent on the task, they do not consciously perceive the underlying system of the target language, but they experiment making unconscious assumptions, thus in-ternalising forms through communicative use. This can at times be a solitary process, in which accuracy may be absent;14 however, the teacher can alert the

7 Willis & Willis (1996): 64. 8 The stages of tasks 1 and 2 are labelled Pre-task 1, Task-cycle 1, Language Focus 1 and Pre-task 2, Task-cycle 2, Language Focus 2 respectively. Cf. APPENDIX V, p. 45. 9 Willis & Willis (1996): 64. 10 Skehan P. in Willis & Willis 1996: 18. 11 Cf. APPENDIX II, p. 19. 12 Willis J (1998): 1. 13 Willis J (1998): 98. 14 White R. (1997): 106.


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students about a forthcoming public presentation stage, thus not sacrificing ac-curacy or complexity of language.15 3.2.2 Task 1-Planning-Report For the execution of Task 116 the pupils deal with information-gap data in order to construct a weather map, watching out for vocabulary and form in view of the activity, which will ensue and they have been alerted about.

While planning their reports working in pairs, the pupils negotiate for meaning, being pressed for time, and consequently giving precedence to com-munication strategies rather than form. Thus they internalise the lexis and grammar, which has infiltrated into their subconscious. This has as a result the assimilation of the perceived items and the improvement of their interlanguage. Therefore meaning is the “Trojan Horse” for lexis and form to permeate what-ever target language system the learners may already possess.17

This improvement will be furthered and enriched during the report phase,

where pupils have been instructed to listen for meaning, whereas the reporting individuals will strive for sound reports under the pressure of publicity. 3.2.3Task 2-Planning-Report This task18 has a monologue as input, namely a weather forecast, which is supposed to be viewed on television, while accompanied with visual material, namely the relevant map configurations. The pupils are required to process the audio text for meaning and compare it with the maps showing weather condi-tions around the globe, putting them in the order they are referred to. This is a task superior to Task 119, making increased demands on the pupils’ interlan-guage, as explained further in Sequencing of Tasks later on.20 As with Task 1, here the learners will have to collaborate in L2, negotiat-ing meaning not only for the ordering of the maps, but also, during the planning stage. Herein, they will strive not only for lexis and form, but for register as well, as they know they will have to present, during report and listening, their own versions, which will be subject to close scrutiny, at least on the part of the teacher.

15 Skehan, P. in Willis & Willis (1996): 27. 16 Cf. APPENDIX III, p. 27. 17 Prabhu, N. S. (1978): 19-70, cited in White (1997): 104. 18 Cf. APPENDIX III, p. 35. 19 Cf. APPENDIX III, p. 27. 20 Cf. Sequencing of Tasks, p. 8.


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3.3. LANGUAGE FOCUS (General Observations) It is hoped that during the task-planning-report phases the lexis and form underlying the language used in the activities will in some way influence the existing language reservoir of the pupils.21 However, it is obvious that such a process cannot be warranted. Therefore, the teacher should increase the chances for such an eventuality by getting the students to consciously explore the under-lying language, which is aimed at by the task-cycle activities.22 This job can be done by the Language Focus phase, wherein the students are in a position to develop some sort of system of organising their knowledge regarding the func-tion and meaning of grammar and the wielding of vocabulary patterns.23 3.3.1 Language Focus 1 In the Language Focus 124 following Task-cycle 125, the learners’ activi-ties are of limited scope, namely they have to practice pronunciation of the vari-ous weather expressions, then test their peers’ memories as regards the new vo-cabulary and finally categorise that lexis on the basis of common features. This activity will help learners not only to embed the new vocabulary into their long memory, but also analyse the various facets of those vocabulary items. 3.3.2 Language Focus 2 In Language Focus 226, the learners have to work with higher order mate-rial, namely continuous text, which requires the use of reading strategies, too, thus integrating listening with reading. They have to trace specific lexis display-ing certain features (weather expressions v. geographical expressions), locate grammatical patterns expressing similar meaning but by means of different form (future simple, going to and there will be) and finally explore prepositions collo-cation. Now is the time for students to realise that the objective of the whole af-fair was for them to notice and assimilate the items, which have been brought to their attention.27 If the pupils know that the new language will be focused upon at the end, this will make them approach the task-cycle phases with less anxiety, which will have a beneficial wash back effect on them. On the one hand the fo-cus on language will prevent their interlanguage from fossilising, namely using pidgin language during activities due to superior difficulty, thus preventing it 21 Skehan, P. in Willis & Willis (1996): 29. 22 Ibid: 29. 23 Willis, J. in Willis & Willis (1996): 58. 24 Cf. APPENDIX II, p. 18. 25 Cf. APPENDIX II, p. 17 26 Cf. APPENDIX II, p. 21. 27 Willis, J. (1998): 41.


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from evolving, on the other they will struggle for fluency with more motivation for success.28 3.4 HOMEWORK (General observations) At the end of the Language Focus, the teacher may set some writing or/and speaking homework, which will offer the learners the chance to further experiment and hypothesise with the newly acquired elements, as the more chances the learners have to improve their interlanguage and make it suitable for public consumption the better.29 3.4.1 Homework 230 Here the pupils are presented with some authentic input from the Inter-net,31 and they are required to write and/or record on tape a weather forecast for their school station. Apart from the use of the new language introduced in the Task-cycle 2 and Language Focus 2 phase, they will have to pay attention to register, all the more so if they decide to record it on tape or read it aloud in class. The fact that the written or audio text is going to be publicised will make the students try and present an announcement, which will be grammatically ac-curate and organised.32

4. SEQUENCING OF TASKS According to Willis & Willis (1996: 23), the language elements, which should be considered for the sequencing of a task, are syntactic complexity and range and lexical complexity and range. There are also some cognitive consid-erations to be made; namely how familiar the task materials are to the students; their degree of concreteness or abstraction; if demands are made on the reason-ing faculty of the students and finally if the structure of the materials can cause difficulties to the learners. White (1997:104) on the other hand decrees that cog-nitive complexity is the main factor, while syntactic complexity depends on the activity and how wieldy the task is for the learners. 4.1 Characteristics of Task 1

28 Willis, J. (1998): 40. 29 Willis, J. (1998): 33. 30 Cf. APPENDIX III, p. 34. 31 The forecast was borrowed form the weather site http://www.AccuWeather.com. 32 Willis, J. (1998): 33.


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Considering this task we can clearly see that it is more guided, more teacher directed than Task 2, whereas the symbols employed limit the learners’ choice of lexis restricting it to phrase level in the pre-task section.

Similarly, the weather data grid is also restrictive, although it permits some freedom in the selection of form. Despite the fact that the information gap in Task 1 renders the interaction authentic, the complexity/restructuring rate is low, rather on sentence level and this will be obvious in the planning and report-ing phase.

4.2 Characteristics of Task 2

Here there are more demands both on the lexis and grammar resources of

the pupils. As regards lexis, we have some more sophisticated vocabulary deriv-ing from the visuals and we may even have some cognitive requirements, which are met initially with the help of the teacher in the pre-task phase.

Listening to the audio text will be more demanding due to real-time proc-

essing and in the planning stage the learners will not have a grid to assist them as a resource in the production of discourse, but a map, which does not offer verbal material. The tension here can be alleviated, if lexis has sufficiently been focused upon and internalised during all the phases of Task 1 and during the pre-task phase of Task 2. Despite its independence from Task 2, Task 1 paves the way for the former, offering a smoother transition.33 Indeed, the two tasks could form a thematic unit on the topic of weather forecasts.

The fact that the students will have to produce connected sentences, fol-

lowing the example of the audio text, promotes the syntactic complexity of this activity to the level of paragraph.

5. TEACHING SESSION-APPROPRIACY & EFFECTIVENESS

5.1 Organisation of tasks As is obvious from the Lesson Plans provided in the Appendix II34 the tasks have been designed for administration in sections; namely both tasks have been broken into two parts.35 The reason for employing such a strategy is the fact that in Greek state schools the longest teaching period is at best times 40´, whereas the shortest can even be as short as 25´to 20´. Therefore, tasks should

33 Willis, J. (1998): 41. 34 Cf. APPENDIX II, p.15 – p.22. 35 Cf. APPENDIX V, p. 45


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be organised in a modular form, so that they may fit into the timetable more conveniently. The teaching session recorded on side 1 of the accompanying cas-sette contains Task 1, Part A, Pre-task. 5.2 Teacher’s role According to M. Lewis,36 the teacher’s most important responsibility is to select (or construct) the teaching materials and equipment and the setting up of a comfortable, supportive and positively charged setting for the lesson. As regards the materials, we have strived to retrieve or produce equip-ment appealing to the eye and inviting to the students, by introducing aestheti-cally presentable visuals and colourful charts. Regarding the atmosphere, we trust that the teacher has functioned as as-sistant, facilitator and resource for the learners, praising and encouraging the students, in an effort to raise their motivation for the activities and trying to avoid correction as much as possible, and at any rate not providing grammar rules37 or focusing on structure.38 On the contrary, provision was made to set goals, which were within the capacity of the pupils, as the outcome of the activi-ties show on tape, in order to boost their desire for further success.39 5.3 Discrepancies However, a lesson is a living entity and not something fixed and rigorous. Therefore, it should be expected that some details might be overlooked. Such an oversight was the fact that the teacher did not restrict the time the students were allotted for the completion of each activity, contrary to Willis’ ex-hortations,40 thus some students took more time than necessary, making other pupils wait and possibly be bored. Another lapse was that the teacher insisted on a complete ban of the mother tongue, whereas there should be a balance regarding its use, especially when the pupils are creating favourable conditions for the implementation of the task.41

36 Lewis, M. in Willis & Willis (1996): 15. 37 White, R. (1997): 106. 38 Willis, J. (1998): 14. 39 Willis, J. in Willis & Willis (1996): 56. 40 Willis, J. (1998): 48. 41 Willis, J. (1998): 49.


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Last, but not least, there was some class mismanagement, due to the hur-ried administration of the lesson in one of the last sessions of the school term: namely no provision was made for scissors or glue, which had as a result to bring about hurried alterations to the instructions of the matching activity.

6. EPILOGUE In this paper we have made an effort to comprehend, internalise and im-plement the procedural syllabus42 or Bangalore/Madras Communicational Teaching Project devised by Prabhu, with the hope that we shall improve our-selves as teachers and as professionals. We also hope that we shall finally find the appropriate way through the endless maze of linguistic theories, methods and approaches, for the benefit of our students and foreign language education. (Number of words: 2.364) 42 White, R. (1997): 102.


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BIBLIOGRAPHY Nunan, D. (1998) Designing Tasks for the Communicative Class-

room. Cambridge: Cambridge University Press.

Nunan, D. (1997) The Learner-Centred Curriculum. Cambridge: Cambridge University Press.

Richards, J.C & T. S. Rodgers (1996)

Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press.

White, R.V. (1997) THE ELT CURRICULUM Design, Innovation and Management. Oxford: Blackwell.

Willis, J. (1998) A Framework for Task-Based Learning. Harlow, Essex: Longman.

Willis, J. & D. Willis (1996)

Challenge and Change in Language Teaching. Ox-ford: Heinemann.

INTERNET SITES VISITED

BBC URL: http://www.bbc.co.uk/weather/features/symbols.shtml [Accessed 30 May 2001].

ACCUWEATHER URL:

http://www.AccuWeather.com [Accessed 30 May 2001].


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APPENDIX I QUESTIONNAIRE

∆ιάβασε τις παρακάτω ερωτήσεις προσεκτικά και σκέψου κατά πόσο ισχύουν για σένα και τον τρόπο µε τον οποίο µαθαίνεις Αγγλικά στην τάξη. Στην τρίτη στήλη που έχει την λέξη «Ένδειξη» βάλε τον αριθµό από 1 έως 5 που ανταποκρίνεται πιο πιστά στο τι νοµίζεις: 1=σχεδόν ποτέ 2=σπάνια 3=µερικές φορές 4=συχνά 5=σχεδόν πάντοτε

QUESTIONNAIRE Α/Α Ερωτήσεις Ένδειξη

1. Θυµάµαι µια λέξη ή πρόταση καλύτερα όταν την βλέπω γραµµένη. 2. Θυµάµαι µια λέξη ή πρόταση καλύτερα όταν την ακούω. 3. Θυµάµαι µια λέξη ή πρόταση καλύτερα όταν την γράφω ή την αντιγράφω. 4. Νοµίζω ότι καταλαβαίνω µια ιστορία καλύτερα αν την διαβάζω ο ίδιος. 5. Νοµίζω ότι καταλαβαίνω µια ιστορία καλύτερα αν την ακούω από κά-

ποιον.

6. Νοµίζω ότι καταλαβαίνω µια ιστορία καλύτερα αν την λέω εγώ ο ίδιος. 7. Μαθαίνω τις λέξεις του µαθήµατος καλύτερα όταν τις βλέπω µαζεµένες σε

µία λίστα.

8. Θυµάµαι την έννοια µιας λέξης περισσότερο όταν υπάρχει δίπλα της µιαεικόνα που την εξηγεί.

9. Όταν ακούω τον δάσκαλο θέλω να σηµειώνω όλα όσα γράφει στον πίνα-κα.

10.Μου είναι εύκολο να επαναλαµβάνω µια λέξη ή πρόταση που ο δάσκαλοςλέει για πρώτη φορά.

11.Με βοηθάει το να βλέπω το πρόσωπο που µου µιλεί στα Αγγλικά. 12.Πρέπει να βλέπω το στόµα του δασκάλου για να πω µια λέξη σωστά. 13.Μπορώ να µάθω να προφέρω µια λέξη ή φράση καλύτερα αν ο δάσκαλος

την πει κοµµατιαστά.

14.Όταν διαβάζω ένα κείµενο κουνάω τα χείλη µου. 15.Όταν διαβάζω µια ιστορία µουρµουρίζω για να την καταλαβαίνω. 16.Μαθαίνω καλύτερα όταν ο δάσκαλος µας επιτρέπει να κινούµαστε µέσα

στη τάξη.

17.Σκετς µε διάλογους µε βοηθούν να µαθαίνω λέξεις και εκφράσεις πιο κα-λά.

18.Μου αρέσει να εκτελώ οδηγίες στα Αγγλικά τις οποίες µου δίνουν ο δά-σκαλός µου ή οι συµµαθητές µου

19.Μαθαίνω καλύτερα όταν ο δάσκαλος παίζει την κασσέττα και εµείς επα-ναλαµβάνουµε.

20.Θυµάµαι νέες λέξεις καλύτερα όταν τις βάζω µέσα σε προτάσεις που φτιά-χνω.

21.Μου αρέσει να µιλώ στον εαυτό µου στα Αγγλικά ή να σκέφτοµαι φωνα-χτά στα Αγγλικά.

22.Όταν µιλώ ή γράφω στα Αγγλικά λέω αυτό που µου ακούγεται στο αυτί σαν σωστό.


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QUESTIONNAIRE Α/Α Ερωτήσεις Ένδειξη

23.Όταν γράφω χρειάζοµαι αρκετή ώρα γιατί θέλω να φτιάχνω τα γράµµαταωραία.

24.Πρέπει να µιλήσω σχετικά µε κάτι για να το καταλάβω. 25.Όταν κάποιος περιγράφει κάτι µπορώ να δω την εικόνα αυτού του πράγ-

µατος στο µυαλό µου.

26.Μου είναι δύσκολο να καταλάβω ένα άτοµο όταν ένα άλλο αρχίζει να µιλάτην ίδια στιγµή.

27.∆εν χρειάζεται να κοιτάζω ένα άτοµο που µου µιλεί για να το καταλάβω. 28.Μπορώ να θυµηθώ το πρόσωπο κάποιου εύκολα, ακόµα και αν δεν το έχω

δει τώρα τελευταία.

29.Μπορώ και θυµάµαι µια ιστορία που µου έχουν πει για πολύ καιρό. 30.Όσο καλά και να µου πει κάποιος πώς να κάνω κάτι προτιµώ πάντα να

διαβάσω το τι έχω να κάνω.

CLASS AVERAGE SCORE ON LEARNING CHANNEL PREFERENCE

VISUAL AUDITORY HAPTIC

Question # Class Aver-age Question # Class Aver-

age Question # Class Aver-age

1 4,3 2 2,8 6 3,9 3 4,3 5 3 13 2,6 4 4,2 10 3,7 14 3,8 7 3,7 15 3,2 16 2,6 8 3,8 19 3,5 17 3,7 9 3,7 24 3,2 18 3,4 11 3,7 25 4,3 20 4 12 2 26 3,6 21 3,9 28 4,2 27 3,2 22 3,7 30 3,6 29 3,7 23 2,5

TOTAL 37,5 TOTAL 34,2 TOTAL 34,1 V.A.H. TO-

TAL 105,8 V.A.H. TO-TAL 105,8 V.A.H. TO-

TAL 105,8

Visual 35,44% Auditory 32,32% Haptic 32,23%


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APPENDIX II TBL LESSON PLANS

LESSON PLAN 1

Class and Course identity

The class is made up of 18 twelve-year-old elementary pupils. They have received a mixture of structure based and task based teaching, three terms in primary school and a term in secondary school. Most of them have also received outside teaching of unspecified length and quality in language schools or private tuition. The course book used follows a mixed Type A notional-functional sylla-bus (White 1997: 75); namely the syllabus of the course book is based on the teaching of functions and form in an intertwined fashion. There is also a strong orientation towards the use of skill promoting activities or tasks, namely listen-ing, speaking, reading and writing. The pupils have already covered the basic tenses of the present, past and future as well as the expression going to and the use of the simple future for pre-dictions and decisions. Aim of the lesson The objective of the lesson is to teach the students how to talk about the weather as well as process auditory or printed material about the weather like weather forecasts, forecast maps and symbols. It also aims to provide further opportunities for the internalisation of expressions meaning future, namely the simple future, the going to expression and the expression there will be. Advance preparation of resources Materials, which are necessary for the teaching session: 1. A map of Europe, preferably a geophysical map. 2. Sufficient quantity of reusable adhesive, like ‘blu tack”, for the sticking and arranging of pictures on the map. 3. Cards of weather symbols43 to be fixed on the map.

43 The particular weather symbols cards were borrowed from the weather page of the BBC http://www.bbc.co.uk/weather/features/symbols.shtml.


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4. Enough copies of printed material for all the pupils like cards of weather symbols of appropriate size, cards with the meanings of symbols, an-swer sheets, maps and keys to activities. 5. Scissors and glue in stick form to be brought to class by the pupils. Class management The teacher will instruct the pupils that they will work with their partner sitting next to them in pair work fashion.

PRE-TASK ONE (Duration: 40 min.)44

1. Inform the pupils that they are going to talk about the weather and ask a few questions about it, namely “What’s the weather like today?”45, “What was the weather like yesterday?”, “Is/Was it hot/cold today/yesterday?”, “What was the temperature?”, “What do you think the weather will be tomorrow?” etc. (Duration: 2-3 min.) 2. The teacher presents large cards bearing weather symbols46. The pupils are shown the pictures and they are asked to comment on their meaning, judging from what the symbols show. In case the pupils cannot come up with an expla-nation the teacher explains in L2 (or in L1 if need be), until all available sym-bols have been referred to. (Duration: 10 min.) (Alternative approach for step 2) The teacher distributes the symbol cards to the pupils and each pair will have to work out the meaning of each symbol. The teacher circulates assisting, explaining and supporting. After the pupils are through with their explanations they will have to present them orally to the rest of the class. The teacher and the rest of the class react to reports. (Duration: 10 min.) 3. The teacher then hangs a map of Europe on the board. After that they stick the different weather symbol cards on different parts of the map of Europe using blu tack or some other reusable adhesive and asks the class about tomorrow’s weather in different parts of Europe. The class will volunteer descriptions.

44 This pre-task phase is planned to cover one teaching session. 45 Inclined script in quotations represents teacher talk to class. 46 If viewing paper on a PC click here to link to relevant material in APPENDIX VI, p. 45.


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(Duration: 10 min.) 4. Now the teacher distributes the printed material for the reading pre-task47 and explains that they have to match the meanings with the weather symbols either cutting out the cards with the meanings and pasting them next to the symbols or copying the explanations next to them on the lines provided. (Duration: 10 min) 5. After most of the pupils are through they are advised to work in pairs compar-ing their answers to see if they are the same and come to an agreement. (Duration: 5 min.) 6. Finally the teacher distributes the key to the activity so that pupils may check and make sure they have got the correct answers, thus saving their students the embarrassment of a wrong answer. (Duration: 2 min.)

TASK CYCLE ONE (Duration: 30 min.)48

Task The teacher explains what the pupils have to do in the task: “First cut out the weather symbols and keep them spread out in front of you. Now look at the information about the weather. Those of you sitting on the right hand side of the desk are A and those on the left are B. Now look at the map. The A’s ask your partner about the weather tomorrow in the places marked A on the map. The B’s ask your partner about the weather in the places marked B. When you get an answer from your partner choose the correct symbol and paste it on your map. Also write the high and low temperatures for each place. Try not to cover the names of places. Later you’ll talk about the weather in your areas on the map.” While the pupils are working, the teacher goes round the class monitoring the progress of the pupils, offering help whenever asked or intervening in case of extreme difficulty especially with weaker pupils. (Duration: 10 min.) Planning As soon as the maps are reasonably complete the teacher introduces the next activity: “Now prepare to talk about what the weather will be like in the

47 If viewing paper on a PC click here to link to relevant material in APPENDIX III, 23. 48 This task-cycle phase is planned to cover one teaching session along with language focus.


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places you had to work with. You can either work looking at your answer map or write about the weather and then read it to the rest of the class.” During this phase the teacher goes round again noting difficulties and helping as appropriate encouraging and advising. (Duration: 10 min.) Report and listening During this phase the teacher instructs the pupils to listen carefully to the reports and note any differences that they may have on their answer sheets. The teacher informs the pupils they will have the opportunity to present their differ-ences when a report has finished. Here pupils have to be advised that they should not repeat reporting a dif-ference or objection if some other pupil has already registered it. (Duration: 10 min.)

LANGUAGE FOCUS ONE (Duration: 10 min.)

1. Oral practice of the various expressions of weather. The teacher reads

the expressions and the class repeat practising pronunciation. (Duration: 2 min.)

2. Pupils are instructed to test each other’s memory by cutting the answer sheet in half and folding the halves in such a way that they can show only the symbols to their partners. (Duration: 2 min.)

3. Now the teacher puts up some categories on the board and asks their pupils to consider classifying the expressions describing weather phenomena; e.g. good weather v. bad weather, or categorizing expressions on the basis of the words water, cold, warm, danger, ice, etc. “Put the expressions in the categories shown on the board:”

Good Weather Bad Weather Clear sky (at night) Tropical storm

………………. Or


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Cold Warm Water Ice Danger

………………. When pupils have finished, the tables on the blackboard are filled in with the pupils suggesting categorisations and the teacher filling in the grid(s). (Duration: 6 min.)

LESSON PLAN 2

Class and Course identity

Identical with Lesson Plan 1.

Aim of the lesson To give the pupils the opportunity to deal with broadcast, televised or web

published weather forecasts as well as be able to describe weather conditions in written. Further practice in expressing prediction; expected use of the future simple, going to expression and the expression there will be.

Advance preparation of resources

1. Provision of a cassette player. 2. Recording of a weather forecast for the listening activity. 3. Provision of printed material containing maps showing current weather

conditions around the world. 4. Provision of answer sheet for the listening activity. 5. Provision of printed material; namely maps or weather information in

grids for the writing of a weather forecast for radio or television.

Class management The pupils are instructed that they are going to work in pairs.

PRE-TASK TWO (Duration: 10 min.)49

49 Pre-task two and Task-cycle to be used in one teaching session.


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1. As a warm-up the teacher reminds the pupils of the weather expres-sions, which the pupils dealt with in a previous lesson, and refreshes their mem-ory by asking the class while randomly presenting the corresponding symbols. The pupils respond volunteering the weather expressions. (Duration: 2 min.)

2. Now the teacher informs the pupils that they are going to listen to a forecast for the weather around the world and that later they are going to write another forecast of their own. They distribute the answer sheets, on which there are pictures portraying the weather in different parts of the world. The teacher asks the class questions about which parts of the world are shown in the pictures identifying continents and countries seas and oceans, so that there is no diffi-culty when the pupils refer to them. Reference is also made to the terms high and low in the context of air masses of high or low pressure as well as the pres-ence of fronts as atmospheric phenomena. Finally the teacher points out the meaning of the yellow and orange circles containing low and high temperatures in degrees Celsius.

During this activity the teacher notes relevant vocabulary on the board for

the pupils to transfer to their notebooks as necessary. (Duration: 5-8 min.)

TASK CYCLE TWO (Duration: 30 min.)

Task Now the teacher instructs the class that they are going to listen to the

weather forecast and number the maps in the order, in which the forecaster is re-ferring to them. They also inform students that later they are going to reconstruct part of the weather forecast for two of the regions.

They subsequently play the recorded weather forecast at least twice, while

the pupils number the maps in the order they are referred to. As soon as pupils are satisfied with the playback of the text they are in-

structed to check if they have the same answers asking their partners in L2. (Duration: 10 min.) Planning

Now the pupils are asked to work in pairs or groups of three and recon-

struct the weather forecast for two regions of the world, which are assigned by


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the teacher in such a way that all regions are covered by more than one group. They are informed that each pair or group will present their forecast as if for ra-dio or television.

Pupils work together preparing their versions of weather forecasts, while

the teacher circulates the classroom assisting and encouraging. (Duration: 10 min.) Report and listening

As soon as the pupils are through with their versions of weather forecasts,

the elected forecaster of each pair/group presents the weather forecast. The rest of the pupils are instructed to listen carefully and trace any discrepancies in the forecasts presented. When a presentation is over, pupils present their objections and some discussion follows. (Duration: 10 min.)

LANGUAGE FOCUS TWO (Duration: 45 min.)50

1. The teacher now distributes a transcript of the weather forecast, which

the pupils listened to during the listening activity. Then the teacher draws a table on the blackboard bearing two columns and unspecified number of rows, as rows will have to be added as required. The teacher labels the first column Weather Expressions and the second Geographical Expressions. A similar table is distributed to the pupils along with the tape script and the pupils are instructed to trace the corresponding words and enter them in the respective columns.

When the teacher sees that the pupils have entered enough words, they ask the pupils to compare their choices and then to volunteer suggestions. Thus they fill in the table on the board, while the class and the teacher comment on the suggestions and accept them or not. Duration: 10-12 min.)

2. Now the pupils are directed to the tape script again and are asked to

trace those expressions, which refer to future weather conditions. When a suffi-cient number has been compiled the pupils are asked to compare choices again and then make suggestions, while the teacher lists them on the board. The teacher elicits the similarities of the expressions, namely the pattern will + bare infinitive, and contrasts them with the expression there + will + “be” and going to, which are found in the tape script. 50 Language focus is designed to be used by itself in one teaching session.


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Duration: 10 min.)

3. Finally, the teacher announces the activity on prepositions in the tape script and distributes the printed material, which focuses the pupils’ attention on the use of prepositions in the tape script in relation to cardinal compass points and places when referring to the weather. The teacher instructs them to compare their answers with their neighbour’s when they are finished.

The teacher reviews the entries along with the pupils, who report their

findings and the teacher offers feedback and points out details. The teacher should go through this activity having in mind that it will be essential for the writing of the weather forecast, which they have assigned to the pupils. Duration: 10-12 min.) Homework

At this point the teacher may set some homework: the pupils are provided with information about the weather of Corfu over a period of time. The input should employ the same or similar weather symbols and the pupils are instructed to draft a weather forecast. The forecast is for the radio station of their school to be announced during the English Hour, a programme for the information of tourists on the island of Corfu. If the input material contains any details, which some pupils may have difficulty with, the teacher may provide explanations in the form of notes.


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APPENDIX III MATERIALS FOR CLASSROOM USE

PPPRRREEE---TTTAAASSSKKK OOONNNEEE---SSSttteeeppp 333

OOOnnn ttthhheee nnneeexxxttt pppaaagggeee,,, yyyooouuu cccaaannn ssseeeeee sssooommmeee sssyyymmmbbbooolllsss,,, wwwhhhiiiccchhh aaarrreee uuussseeeddd

wwwhhheeennn ppprrreeedddiiiccctttiiinnnggg ttthhheee wwweeeaaattthhheeerrr... WWWooorrrkkk wwwiiittthhh yyyooouuurrr pppaaarrrtttnnneeerrr tttooo cccuuuttt ooouuuttt ttthhheee

cccaaarrrdddsss wwwiiittthhh ttthhheee mmmeeeaaannniiinnngggsss ooofff ttthhheee sssyyymmmbbbooolllsss ooonnn ttthhheee ssseeepppaaarrraaattteee pppaaagggeee aaannnddd

ssstttiiiccckkk ttthhheeemmm nnneeexxxttt tttooo eeeaaaccchhh ooofff ttthhheee sssyyymmmbbbooolllsss ttthhheeeyyy eeexxxppplllaaaiiinnn,,, ooorrr wwwrrriiittteee ooouuuttt ttthhheee

mmmeeeaaannniiinnngggsss ooonnn ttthhheee llliiinnneeesss ppprrrooovvviiidddeeeddd...


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AAANNNSSSWWWEEERRR SSSHHHEEEEEETTT

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CCCUUUTTT OOOUUUTTTSSS

Clear sky (at night) Tropical Storm

Sunny day Fog, low visibility

Partly cloudy (at night) White medium level cloud

Mist, possible problems with visibility

Sunny intervals Thundery shower

Black, low level cloud Thundery shower (night) Thunderstorms

Light rain shower (at night) Drizzle Light rain (day and night)

Heavy snow shower

Light rain shower Heavy snow shower (night) Cloudy with heavy snow

Heavy rain shower (night) Heavy rain Light snow shower

Heavy rain shower Light snow shower (night) Light snow

Sleet shower (night) Cloudy with sleet Hail shower

Sleet shower Hail shower (night) Cloudy with hail


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KKKEEEYYY

Sunny day

Light snow shower

Light rain shower

Heavy snow shower (night) Cloudy with heavy snow

Light rain shower (at night) Drizzle Light rain (day and night)

Heavy snow shower

Heavy rain shower (night) Heavy rain

Thundery shower (night) Thunderstorms

Heavy rain shower

Sunny intervals

Sleet shower (night) Cloudy with sleet

Tropical Storm

Sleet shower

Thundery shower

Partly cloudy (at night) White medium level cloud

Mist, possible problems with visibility

Hail shower

Clear sky (at night)

Hail shower (night) Cloudy with hail

Fog, low visibility

Light snow shower (night) Light snow

Black, low level cloud


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TTTAAASSSKKK OOONNNEEE OOOnnn ttthhheee nnneeexxxttt pppaaagggeee,,, yyyooouuu wwwiiillllll fffiiinnnddd aaa nnneeewww ssseeettt ooofff ttthhheee wwweeeaaattthhheeerrr sssyyymmmbbbooolllsss,,,

wwwhhhiiiccchhh wwweee sssaaawww iiinnn TTTaaassskkk 111... CCCuuuttt ooouuuttt ttthhheee sssyyymmmbbbooolllsss wwwiiittthhh aaa pppaaaiiirrr ooofff sssccciiissssssooorrrsss,,,

hhhaaavvveee sssooommmeee gggllluuueee rrreeeaaadddyyy aaannnddd uuussseee ttthhheeemmm fffooorrr ttthhheee aaaccctttiiivvviiitttyyy,,, wwwhhhiiiccchhh fffooollllllooowwwsss... IIIttt

wwwiiillllll hhheeelllppp iiifff ttthhheee gggllluuueee iiisss iiinnn ssstttiiiccckkk fffooorrrmmm...

OOOnnn ttthhheee ttthhhiiirrrddd pppaaagggeee,,, yyyooouuu wwwiiillllll fffiiinnnddd aaa mmmaaappp ooofff GGGrrreeeaaattt BBBrrriiitttaaaiiinnn aaannnddd

NNNooorrrttthhheeerrrnnn IIIrrreeelllaaannnddd... AAAssskkk yyyooouuurrr pppaaarrrtttnnneeerrr wwwhhhaaattt ttthhheee wwweeeaaattthhheeerrr iiisss llliiikkkeee iiinnn ttthhheee

ppplllaaaccceeesss mmmaaarrrkkkeeeddd (((AAA))) iiifff yyyooouuu aaarrreee sssiiittttttiiinnnggg ooonnn ttthhheee rrriiiggghhhttt hhhaaannnddd sssiiidddeee ooofff ttthhheee dddeeessskkk

ooorrr iiinnn ttthhheee ppplllaaaccceeesss mmmaaarrrkkkeeeddd (((BBB))) iiifff yyyooouuu aaarrreee sssiiittttttiiinnnggg ooonnn ttthhheee llleeefffttt hhhaaannnddd sssiiidddeee...

WWWhhheeennn yyyooouuurrr pppaaarrrtttnnneeerrr fffiiinnniiissshhheeesss aaa dddeeessscccrrriiippptttiiiooonnn,,, ccchhhoooooossseee ttthhheee cccooorrrrrreeecccttt sssyyymmmbbbooolll

aaannnddd ssstttiiiccckkk iiittt ooonnn yyyooouuurrr mmmaaappp...


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SSSTTTUUUDDDEEENNNTTT (((AAA))) First, cut out the symbols below and keep them on your desk at a safe place. When your teacher tells you, ask your partner what the weather is like at the places marked (A) on your map and stick the right symbol on them. Then ask about the high (H) and low (L) temperature and note it on the map next to the symbol in this way: H: -30 L: 10. Try not to cover the names on the map.

WWWEEEAAATTTHHHEEERRR DDDAAATTTAAA FFFOOORRR SSSTTTUUUDDDEEENNNTTT (((BBB)))

N Scotland Highlands

Middle Glasgow

S Scotland Cumbria

E England Norfolk

SE England Kent

Heavy snow shower

Hail shower Sleet shower Drizzle. Light rain

Heavy rain

H: -10 L: -50 H: -30 L: -70 H: 00 L: -20 H: 50 L: 20 H: 60 L: 20 Temperatures are given in 0 Celsius


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AAANNNSSSWWWEEERRR SSSHHHEEEEEETTT FFFOOORRR SSSTTTUUUDDDEEENNNTTT (((AAA)))


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SSSTTTUUUDDDEEENNNTTT (((BBB))) First, cut out the symbols below and keep them on your desk at a safe place. When your teacher tells you, ask your partner what the weather is like at the placesmarked (B) on your map and stick the right symbol on them. Then ask about thehigh (H) and low (L) temperature and note it on the map next to the symbol in this way: H: -30 L: 10. Try not to cover the names on the map.

WWWEEEAAATTTHHHEEERRR DDDAAATTTAAA FFFOOORRR SSSTTTUUUDDDEEENNNTTT (((AAA))) NE Scotland Aberdeenshire

Northern Ireland

NE England Yorkshire

Whales SE England Cornwall

Thunderstorm during the night.

Cloudy with heavy snow.

Clear sky at night and sunny tomorrow

Sunny intervals during the day

Heavy rain dur-ing the night continuing dur-ing the day.

H: 50 L: -50 H: 60 L: -10 H: 70 L: 20 H: 60 L: 10 H: 70 L: 20 Temperatures are given in 0 Celsius


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AAANNNSSSWWWEEERRR SSSHHHEEEEEETTT FFFOOORRR SSSTTTUUUDDDEEENNNTTT (((BBB)))


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KKKEEEYYY MMMAAAPPP FFFOOORRR SSSTTTUUUDDDEEENNNTTT (((AAA)))


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KKKEEEYYY MMMAAAPPP FFFOOORRR SSSTTTUUUDDDEEENNNTTT (((BBB)))


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HOMEWORK Below you can see the weather forecast for Corfu for today, tonight and

the following four days from AccuWeather.com, a weather site on the Internet. You want to write a weather forecast, which will be announced during the programme English Hour of your school radio station, a programme for the information of tourists on Corfu Island. Use the information and write out the weather forecast, which you will read in class in the following session. If you wish you can record the announcement on tape to be played in class.

Notes: 1. High and Low temperatures are given in degrees Celsius. 2. Max. =Maximum, Min.=minimum 3. UV=ultra violet and it shows how much protection you need from the

sunlight. You might wish to tell your English listeners to be careful with their sunbathing and use some sunscreen to protect their skin from the sun.

4. RealFeel is about how you really feel the temperature; e.g. the tem-perature may be 200 C on Friday, but you feel it like 180 C, i.e. you feel it cooler than the thermometer says.


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TTTAAASSSKKK TTTWWWOOO---LLLIIISSSTTTEEENNNIIINNNGGG AAACCCTTTIIIVVVIIITTTYYY LLLIIISSSTTTEEENNNIIINNNGGG TTTOOO AAA WWWEEEAAATTTHHHEEERRR FFFOOORRREEECCCAAASSSTTT

NNNooowww yyyooouuu aaarrreee gggoooiiinnnggg tttooo llliiisssttteeennn tttooo aaa wwweeeaaattthhheeerrr fffooorrreeecccaaasssttteeerrr rrreeevvviiieeewwwiiinnnggg ttthhheeewwweeeaaattthhheeerrr aaarrrooouuunnnddd ttthhheee wwwooorrrlllddd... LLLiiisssttteeennn tttooo ttthhheee fffooorrreeecccaaasssttt cccaaarrreeefffuuullllllyyy aaannnddd nnnuuummmbbbeeerrrttthhheee mmmaaapppsss ooonnn ttthhheee aaannnssswwweeerrr ssshhheeeeeettt iiinnn ttthhheee ooorrrdddeeerrr,,, iiinnn wwwhhhiiiccchhh ttthhheee fffooorrreeecccaaasssttteeerrr rrreee---fffeeerrrsss tttooo ttthhheeemmm...

AAANNNSSSWWWEEERRR SSSHHHEEEEEETTT PICTURE NO.: PICTURE NO.:

PICTURE NO.: PICTURE NO.:

PICTURE NO.: PICTURE NO.:


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KKKEEEYYY TTTOOO LLLIIISSSTTTEEENNNIIINNNGGG AAACCCTTTIIIVVVIIITTTYYY PICTURE NO.: 4 PICTURE NO.: 5

PICTURE NO.: 2 PICTURE NO.: 1

PICTURE NO.: 3 PICTURE NO.: 6


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TTTAAAPPPEEE SSSCCCRRRIIIPPPTTT

Good morning Ladies and Gentlemen!

Here we are again with our world weather forecast.

And we start with our side of the Globe.

Looking at the pressures map you can see that there is an extensive low

front of 998 millibar covering a part of the Atlantic in the west of Europe and

affecting Ireland, France and Spain with Portugal. In the East of the Continent,

there is another low front from the Urals in Russia down to Turkey, affecting

Eastern Mediterranean with Greece. The centre of Europe, however, is covered

with high pressures.

So, let’s see the sort of weather Europeans will have. There will be a lot of

sunshine in the North of Europe, like Britain, Germany, Scandinavia and West

Russia, while the temperatures will range between 130 C in West Russia to 210 C

in the West of Germany. However, there will be thunderstorms and heavy rain

all the way from Moscow in Russia to Greece and Italy, as well as the whole of

Turkey and the Black Sea.

And now we are moving a little to the South, to the Black Continent. As it

should be expected, there will be sunny weather all over North Africa and all the

way to Saudi Arabia, apart from a few showers in Libya, the temperatures rang-

ing between 360 C in Cairo, to 450 C in the desert areas. There will also be sun-

shine in the South tip of Africa, but with lower temperatures, which will reach


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260 C in Cape Town. However, Middle Africa will mostly have some thundery

heavy showers, but the temperatures will range quite high, 240 C in Lusaka and

320 C in Lagos and Kinshasa.

This kind of weather is due to the low pressures spanning middle Atlantic,

middle Africa, as well as most part of the Indian Ocean east of Africa.

To the East now, where the weather will be fine over land. So the whole of

Saudi Arabia, Iran, India and China all the way to Japan will enjoy sunny

weather with a few exceptions in the South of India, where they will have

thundery showers. They will have some clouds in South Indonesia, where it is

going to rain as well. The temperatures in Asia will range between 390C in the

West and South West, like Iran and India, but milder temperatures will be ob-

served in Indonesia North East China and Japan.

If you look at the pressures map, there are two large high fronts spanning

Central Asia. However, the low front covering the whole of the Indian Ocean as

well as West Pacific will affect mainly ocean areas with the exception of a tropi-

cal storm developing off the coasts of Hong Kong between China and the Phil-

ippines. The storm is called Cimaron and it will move North-North-West in the

direction of China, where it will spend its force.

Thank you for being with us.

We’ll be with you again tomorrow at the same time.


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TASK TWO-LANGUAGE FOCUS 1. Read the transcript of the weather forecast carefully and find all the

weather words, which you will write in the first column of the table below, and then all the geographical words, which you will write in the second column. When you have finished check with your partner to see if you agree about them.

TTTAAAPPPEEE SSSCCCRRRIIIPPPTTT Good morning Ladies and Gentlemen!

Here we are again with our world weather forecast.

And we start with our side of the Globe.

Looking at the pressures map you can see that there is an extensive low

front of 998 millibar covering a part of the Atlantic in the west of Europe and

affecting Ireland, France and Spain with Portugal. In the East of the Continent,

there is another low front from the Urals in Russia down to Turkey, affecting

Eastern Mediterranean with Greece. The centre of Europe, however, is covered

with high pressures.

So, let’s see the sort of weather Europeans will have. There will be a lot of

sunshine in the North of Europe, like Britain, Germany, Scandinavia and West

Russia, while the temperatures will range between 130 C in West Russia to 210 C

in the West of Germany. However, there will be thunderstorms and heavy rain

all the way from Moscow in Russia to Greece and Italy, as well as the whole of

Turkey and the Black Sea.

And now we are moving a little to the South, to the Black Continent. As it

should be expected, there will be sunny weather all over North Africa and all the

way to Saudi Arabia, apart from a few showers in Libya, the temperatures rang-

ing between 360 C in Cairo, to 450 C in the desert areas. There will also be sun-

shine in the South tip of Africa, but with lower temperatures, which will reach

260 C in Cape Town. However, Middle Africa will mostly have some thundery

heavy showers, but the temperatures will range quite high, 240 C in Lusaka and

320 C in Lagos and Kinshasa.


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This kind of weather is due to the low pressures spanning middle Atlantic,

middle Africa, as well as most part of the Indian Ocean east of Africa.

To the East now, where the weather will be fine over land. So the whole of

Saudi Arabia, Iran, India and China all the way to Japan will enjoy sunny

weather with a few exceptions in the South of India, where they will have

thundery showers. They will have some clouds in South Indonesia, where it is

going to rain as well. The temperatures in Asia will range between 390C in the

West and South West, like Iran and India, but milder temperatures will be ob-

served in Indonesia North East China and Japan.

If you look at the pressures map, there are two large high fronts spanning

Central Asia. However, the low front covering the whole of the Indian Ocean as

well as West Pacific will affect mainly ocean areas with the exception of a tropi-

cal storm developing off the coasts of Hong Kong between China and the Phil-

ippines. The storm is called Cimaron and it will move North-North-West in the

direction of China, where it will spend its force.

Thank you for being with us.

We’ll be with you again tomorrow at the same time.


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WEATHER EXPRESSIONS GEOGRAPHICAL EXPRESSIONS


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2. Now read the transcript again and list all the expressions, which talk about future weather conditions; e.g. “There will be a lot of sunshine”. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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3. Find out from the transcript what prepositions are used with the follow-

ing:

a. ______ the North, b. ______ the South, c. ______ the East, d. ______ the

West; and also e. ______ the North ______, f. ______ the South ______,

g. ______ the East ______, h. ______ the West ______ .

b. Are any of these words used with any other preposition in the transcript

meaning movement?

______ the South, ______ the East.

c. Which two prepositions go together in one expression meaning move-

ment?

______ …………… ______ ______

d. What preposition is used with places in the transcript?

______


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APPENDIX IV OVERVIEW OF TEACHING SESSION RECORDING

PRE-TASK 1

# Activity Time allot-ted

Lesson plan time

1. Weather schema activation: The teacher initiates lockstep discussionabout the weather as a warm-up.

1 min 2-3 min

2.

Presentation of weather symbols: The teacher presents signs from the weatherpage of the BBC website. They ask pupils about the meanings of the signs, if the pupilscannot come up with an explanation theteacher explains in L2.

8 min 10 min

3.

Weather around Europe: The teacher puts up a map of Europe andsticks (with blue tack) the signs on differentpoints of the map asking the pupils about theweather in the different parts of Europe.

4 min 10 min

4.

Matching symbols with meanings: The teacher introduces the first reading ex-ercise where the pupils have to matchweather explanations to the signs. Theteacher goes round explaining and helpingthe pupils.

5.

Pair work to check answers: When pupils end the task they are instructedto collaborate with their partners or closefriends to check their answers. The pupilsask each other about their answers. Due to shortage of time the teacher instruct the pu-pils to consult the key provided.

13 min 15 min

6. Checking answers with the use of the key 2 min 2 min

7.

Introduction to task-cycle as time filler: The teacher divides the class in two groupsA’s and B’s and explains the second task indetail.

5 min --


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APPENDIX V

PART A Pre-task (on tape) 40´ Task-cycle 30´ TASK 1 PART B Language Focus 10´ Pre-task 10´ PART A Task-cycle 30´ TASK 2

PART B Language Focus 45´

APPENDIX VI

Sample of an enlarged symbol card borrowed from: http://www.bbc.co.uk/weather.

ΑΓΓ-60 MINI ASSIGNMENT 2

Documents

Transcript of ΑΓΓ-60 MINI ASSIGNMENT 2