LESSON: TBL

Name: Date: Lesson No. Lesson Length: Level: Number of

Learners:
2 45 minutes
12
Learning Outcomes (i.e. What do you want the students to achieve?)
By the end of the lesson learners will have contrasted and compared general ideas about education and
upbringing.
Resources / Materials

Stage & Objective Time Interaction Procedure

Teacher & Student Activity

The teacher introduces the theme by handing

students a copy of her personal diary when she was
Pre-Task (Lead in)
a teenager and invites them to read handout # 1.
5 min S-S (She uses this to check the meaning of easygoing
and strict). After reading, she will invite one or two
students to recount related experiences and will
suggest that many people react to strict upbringing
by adopting very easygoing attitudes as parents and
vice versa. (Arguments about this will probably
arise). The teacher will then give instructions for
the task and check that they were understood.

Students gather into pairs and prepare questions to

conduct a survey to see if there is any correlation
between previous experiences and present attitudes.
Task Cycle 15-20 S-Ss Pairs are then grouped into fours to try out their
questions and make mental notes of the answers.
min The teacher monitors the interaction and checks
production without correcting at this stage.

Students are asked to read a text (Handout # 2), in

which three different people are retelling personal
experiences about punishment they received when
they were at school. The teacher checks
comprehension through some questions. With this
new piece of information, students return to their
survey gathered into pairs different from those at
the beginning of the class, to refine their questions.
This time, the teacher stands by to offer language
advice if necessary.

Students go back to original pairs to draw

conclusions and write a report on their findings to
try and answer this question: “Does upbringing
 affect attitudes? Then each pair will read their
report to the whole class and they could discuss
about differences if any.
Presentation: Results 5 min S-S

Teacher will bring up language related to the

notions of being strict or easygoing. Board is now
used to elicit their findings in two columns:
Feedback and Language adjectives and verbs:
clarification 10 T-S-S Adjectives: Tolerant / patient, etc.
min
Verbs: I was allowed to… / He made me…/ They
let me….

While the focus on form arises T will also elicit

interrogative and negative forms of each.

Students will go over some of the examples from

their tasks. Then, they will have a discussion about
Task cycle 2: Recycling 5-8 S-S
upbringing and attitudes using the target language
language min incorporating this new language.