Listening    Speaking    Reading    Grammar   Writing

Topic: Staying in tune

Lesson Plan Template Task Based Lesson (TBL)

Instructor: ANN (SONG HYANG JUNG)	Level: INTERMEDIATE	Students: 12	Length: 30 Minutes

Materials:

- 12 copies of vocabulary sheet

- 12 copies of the text "Talent Goes Unnoticed"

- 12 copies of each worksheet (comprehension T/F task and discussion task)

- Board & markers

- 2 kinds of pictures (busker)

- a picture for a variety of music genre

Main aims: To enable students to improve their reading skills by using "scanning" or

"skimming" skill in text

Second aims: Students will understand how to use "scanning or skimming " in

text through worksheets and group activities.

Personal aims:

- I want students to be familiar with new vocabulary through worksheet.

- I want students to improve scanning skill by answering true&false questions

- I want students to be able to get the main idea by skimming the text and

answering the worksheet.

- I want students to improve speaking and listening ability in a group activity.

Language Skills:

- Reading: Students will read text " Talent goes unnoticed"/worksheet

- Listening: Students will listen to teacher's instruction and classmates' idea

- Writing: Students will be answered the worksheet's questions

- Speaking: Students will share ideas in a group.

Language Systems:

- Phonology: [v3] Verse,  [v]Ovation, [g] Gig and Groupies

- Lexis: Verse, Ovation, Gig, Groupies

- Grammar: present perfect

- Function: to improve skimming and scanning skills by reading text.

- Discourse: None to discuss

Assumptions:

Students already know

- Students have seen a street musician before.

- Students have basic ability to listening.

- Students know how to skim and scan.

- Students have different musical tastes.

Anticipated Errors and Solutions:

- Students may the not be able to understand the words easily

-> Explain by worksheet or picture    e.g) busker

- Students may not understand the text "Talent Goes Unnoticed

-> Students may be able to understand through comprehension task

- Students may not be able to catch the answer for the worksheet questions

-> Get students work in a group

- The task might be finished earlier than anticipated,

-> Students may be asked to talk about their musical taste.

References:

'SLE 2C the 3rd', Pagoda Language Education Center

Grammar in use, 'Raymond Murphy'

Lead-In
Materials: Board , a picture of busker
Time	Set Up	Student Activity	Teacher Talk
1min		Students will have brainstorm and predict today's topic.	Ann greets everyone, Hello everyone, how's your weekend? Have you ever heard an outstanding musician playing downtown ? Let students elicit the request word and show the picture related to the topic. (eg. busker)

Pre-Activity
Materials: Picture book (busker, gig...etc) , board, board maker
Time	Set Up	Student Activity	Teacher Talk
2min 3min 5min	Pre-teach controlled practice controlled practice	Answer for Ann's question. Note and practise words that are new. Students will receive the worksheet and answer for the worksheets in pairs. Students will come up the front to write the answer down on the board	Ann will put pictures of busker on the board and begin eliciting vocabulary. ( CCQ =Is busker used to refer a street performer ? =yes Do busker makes money by singing , dancing, acting in front of people ?yes Can a busker's stage be a house?=no) Ann will give worksheet to clarify those words and get students fill out the worksheets in pairs. ( ICQ= What are you going to do? How long do you have?=3min Do you work individually?=no) Have one of pairs to write the answer down on the board Compare the answer and show the pictures to help students understand

Main Activity
Materials: 12 copies of the text " Talent goes unnoticed, board , board marker, 12 copies of the worksheets- comprehension task parts 1, 2
Time	Set Up	Student Activity	Teacher Talk
3min 1min 4min 5min	controlled practice controlled practice controlled practice controlled practice	Students will be divided into 4 groups and get a card each and start to arrange the paragraph in a group Students will compare answer and correct according to the answer Students will receive the answers and work on that in a group Students will work on it in a group	Ann will make 4 groups (A,B,C,D)to mix their seat up and give them mixed paragraphs. Ann will ask them to put the mixed paragraphs in the correct order with groups. (ICQ=What are you supposed to do? Are you working in pair?=no How many minute do you have?= 3min) Ann will tell them the correct answer. Ann will give the worksheet -comprehension task parts 1, 2 to students to fill out the sheets in group (ICQ=What are you supposed to do? Are you working in pair?=no How many minute do you have?= 4min) Ann will ask students the answer for task 1,2 with group Check all students to understand. All task completed

Post Activity
Materials: Board , marker, worksheet
Time	Set Up	Student Activity	Teacher Talk
5min 1min	Restricted practice Feedback	Students will talk about their musical tastes. Students will say good bye.	Ann will have students to talk about their music tastes one by one. Ann will ask students any question about that. If there's no question, lesson will be concluded. (Thanks, guys. This is in the end of my lessons today. Good job. See you tomorrow!)