1° Final Draft TBL

Lopez, Natalia Alicia LCB – Methods II
19th September 2008

1° Final Draft
 Number of students: 20
 Age of learners: 16
 Length of lesson: 40 minutes
 Level: Advanced
 Teacher: Natalia A. López
 Book: Get on track to FCE Publishing house: Longman
(Judy Copage, Lucrecia Luque-Mortimer, Mary Stephens)
 Materials used: Students book book ( pages 32, 33, 35 ,38)
 Assumed knowledge:
 Topic: learners are expected to know how to describe places
 Grammar: present simple, continuous, time expressions, present perfect, past
simple, (all forms)
 Vocabulary: learners are expected to know adjectives, nouns, collocations
do/play/go, prepositions
 Function: learners are expected to know how to brainstorm ideas, plan their
writing, develop a paragraph, describe people
 Skills: planning and writing a description
Task: Write a description of your favourite place for a

virtual magazine
Lesson
Pre-task phase: Introduction to topic and task
The teacher will tell students that they are going to create a virtual magazine about
’Favourite destinations’ (it can be any, even if they happened not to have travelled to
any place , they can talk about their hometown) and so for that they will choose one
place they like the most and describe it.
Enabling tasks
Before starting with the reading activity (a reading based on the description of 4
different places) she will ask her students to brainstorm about their favourite places,
once she writes them she will ask them to provide adjectives that may describe them
so as to justify their choice of place. (she will write all the information given by the
students on the BB)
Once that is done she will ask them to go to page 32 -33 (Student’s book) and
to look carefully at the 4 pictures presented there.
She will ask them:
 What kind of place can you see in the photos?
 Have you heard of any of them?
 Which one looks most interesting?
They will read the text ‘ Great destinations for a great day out’ after that they will
work on reading comprehension activities
1
1) You want to find out the following information about each place in the texts.
What kind of words do you need to look for?
 Where is it located? Names of places, words like south, west
 How much does it cost to go in?
 Can you get anything to eat or drink there?
 When is it open?
2) Copy and complete the table below (leave a blank if there is no information in
the text.)
A B C D
Location
Cost
Food/drink
Opening times
3) Multiple-matching task
Now answer the questions below. Write A, B, C or D in the boxes. Two questions
have more than one answer, so you will need to look for similar information in
more than one text.
Before you scan the texts, decide what kind of words you will look for. Use the
underlined phrases in each question to help you decide. The first one has been
done for you as an example.
In which place
1) Can visitors get recorded information?

paragraph C
2) Can you find out how people traveled around in
the past?
3) Can you see how people used to prepare food?
4) Can you try to beat a computer at sport
5) Will someone show you round?
6) Can you learn more about outer space?
7) Can you get practical experience by doing things
yourself?
4) Vocabulary : adjectives
 Find the following adjectives in the texts. What nouns do they describe? Write
them in your notebook. There may be more than one noun.
1. magical 7. Ingenious
2. astonishing 8. stunning
3. superb 9. fine
4. unique 10. fascinating
5. terrific 11. fabulous
6. amazing 12. scary
 All the adjectives have a positive meaning except one. Which one?
 Speaking activity (Over to you)

2
1- Decide with partner which one of the four places in the texts you would like to
visit.
2- Tell the class what you have decided. Give reasons.
Now students will go over –ing forms and infinitives to talk about likes and dislikes
and some fixed expressions they may use in their descriptions.
A -ing forms
 AFTER CERTAIN VERBS:
1) I love/enjoy/can’t stand skating
 AFTER PHRASAL VERBS AND PREPOSITIONS:
2) I’m thinking of going to the beach this weekend.
 AFTER SOME FIXED EXPRESSIONS
3) That new film is worth watching
B verb+ to –infinitive
4) I want /would like to visit the USA
C verb + object + to – infinitive
5) My parents don’t want me to go out in the week.
D –ing form or to – infinitive?
6) I love dancing/to dance (no change of meaning)
7) a) We stopped watching the game and went home!
(we did not continue this)
b) We stopped to watch the game
(we stopped in order to do something else)
 Now, let’s practise! (activity 1 page 34)

Put the verbs in brackets in to the correct form and discuss the questions with your
partner
1- Do you like ….meeting. (meet) new people? Why/ Why not?

2- Is there anything you can’t stand .. (do) ? Why not?
3- Which country do you want ….. (visit) most? Why?
4- What kinds of films do you prefer …(watch)? Why?
5- Are you planning …….(do) anything interesting this weekend? What?
6- Do you expect ………(go) to university?
Vocabulary building: Word formation
 After that the teacher will present students some adjectives that they will
probably use in their descriptions. They will discuss the difference in meaning
when adding –ed or –ing to each of them. She will write on th bb two sentences
The film was really boring

I was really bored by the film
 Now she will ask them to decide upon the meaning of both sentences
Which of the two describes : how someone feels about the film?
the film?
When they get the difference the teacher will give them 6 sentences with one word in
CAPITALS at the end of each to form an adjective that fits in the gap. (Discuss the
questions with your partner)
3
1- Are there any really ………..things to do in your town? INTEREST

2- Do you enjoy activities like skateboarding or do you think they’re ……? BORE
3- Would you be …….. if your parents ask you to help out in your free time?
ANNOY
4- Would you like to go bungee jumping or do you think it would be too …..?
FRIGHTEN
5- Do you like playing computer games or are you …………. Of them ? TIRE
Writing: Linking your ideas

Now let’s work on writing!
The teacher will show students how to link their ideas when writing
Linking expressions : sequence
Students work with page 37 (students’ book)
They have a composition, which a student wrote about his home town. The
paragraphs are mixed up, so they have to number them in the correct order.
Think……
1)Which expressions helped you to decide the right order? Underline them.
2)Look at the linking expressions below. You can use them to link points or whole
paragraphs to each other. Put them under the right heading.
Linking
expressions :
In addition,.. (Introduction)
Finally, .. First point:
First of all, .. To Start with ……… /………../…
Another thing (to …..
Next points:
mention) is.. Also,/………/………/………
Last but not least, Final point
.. Finally, / ………
Also, .. Conclusion:
In conclusion, .. In conclusion, /……..
In the first place,
..
To sum up, ..
As well as this, ..
To start with, ..
(Task cycle): Task

Individually, students will choose their favourite destination and describe it. Their
descriptions will be part of a virtual magazine called ‘ Favourite destinations’ . The
teacher will give students some questions to have in mind when writing their
descriptions
1- What is the name of the place? Where is it exactly?
4
2- What sort of place is it : a town? A city? A beach resort ? other?
3- What interesting/exciting things can you do there?
4- Why else do you like it?
5- Is it a good place for young people to go ? Why?
6- What else can you say about it?
(computers room)
Students will write their descriptions on the computers and while they do so the
teacher will monitor them and offer encouragement. Once they do so they will upload
it to the virtual magazine and keep a printed version of it for them.
(Task cycle): Planning
Having completed the task, students will prepare a short paragraph from what they
wrote in the virtual magazine to present to the class. Since the report stage is public,
students will naturally want to be accurate, so the teacher stands by to offer help
(Task cycle): Report
Students share their report. The rest of the class listens in order to compare results.
The teacher may jolt down positive and negative comments on the content of the
reports ; language problems, grammatical mistakes, etc
Language focus: Analysis

The teacher writes on the bb sentences including some mistakes made by the
students. She asks them what they think about those sentences, if they are correct or
wrong. After that they correct the wrong ones. Students examine and then discuss
about the mistakes made
Language focus: Practice

Teacher conducts practice. She asks her students to go back to their papers and make
some adjustments. Finally, the teacher selects language areas to practise based upon
the needs of the students and what emerged from the task and report phases.
Students do practice activities to increase their confidence .
 Aims of the lesson:

 Topic aims: Places: Learners read four articles about four different places.
Learners talking about their favourite places in the world
 Vocabulary aims: Learners read new vocabulary connected to Time out,
describing places, word-formation :-ed/-ing adjectives
 Functions aims: Learners learn how to describe places.
 Skill aims: Learners read to follow an example of the text they have to write,
they plan and organize a description.
 Writing: They learn how to link their ideas when writing, (linking expressions)

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Lopez, Natalia Alicia LCB – Methods II

19th September 2008

Task: Write a description of your favourite place for a

1) Can visitors get recorded information?

 Speaking activity (Over to you)

 Now, let’s practise! (activity 1 page 34)

1- Do you like ….meeting. (meet) new people? Why/ Why not?

Vocabulary building: Word formation

The film was really boring

1- Are there any really ………..things to do in your town? INTEREST

Writing: Linking your ideas

(Task cycle): Task

Language focus: Analysis

Language focus: Practice

 Aims of the lesson:

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