2009 Example using the TPDL Unit Planning Template and TBL framework
Unit Title/Unit Theme
Animales
Curriculum Level:
Resources:
1 &2
Year Level: 6, 7, 8
Dictionaries
Board games with dice & counters
Formulaic expressions
Proficiency Descriptor: Students can understand and construct simple sentences orally using their knowledge
of the TL. Students can describe animals’ features and share facts about them.
Learning Intentions/ Outcomes (ie: new learning): By the end of this unit you will be able to:
describe features of animals in the TL
Language Knowledge:
animals
-appearance
vocabulary specific to playing a board game (NB related formulaic expressions)
colours
-where animals live
sizes
-describing words of physical features
Cultural Knowledge:
Sounds animals make in Spanish
Animals typically found in a given Spanish speaking country or region
Communication Success Criteria: students need to be able to demonstrate they can:
Use a dictionary to find suitable vocabulary
Orally describe at least three features of an animal
Apply given formulaic expression in TL when playing a board game
Formulaic Expressions Focus:
-Salida -¡Lanza el dado! -retrocede 3 casillas -¡Di algo sobre el animal!
-Llegada -Pierdes un turno -¡Adelante! (see also student instruction sheet for others)
Students’ prior knowledge relevant to this topic/theme
-Facts about animals -Verb ‘ser’
-Describing words
-Simple sentence structure
Assessment of communication
-Monitoring of group work
-Successful use of dictionaries by monitoring student’s developing independence in locating
words and applying orally in board game
-Peer assessment of players’ use of TL throughout the game
-Student oral application of vocabulary in simple sentence structures through teacher observation
TBL Framework Lessons overview to achieve the LO/LI
Willis/Nunan
Students brainstorm/repeat descriptions & other statements they are able to
Pre-Task
say about animals, things and people. Descriptions could be inclusive of:
colour, size, appearance, where an animal lives, what it likes, etc.
Task: Playing board game allows use of formulaic expressions and L2
Task Cycle
output including animals’ descriptions and facts.
Planning/Reporting: When student lands on a specific animal, he/she
spontaneously plans & orally delivers description of animal and/or facts.
Reporting is done within partners or small groups whilst playing game.
Analysis: Whole class brainstorm new vocabulary acquired through
Language Focus
discourse which occurred whilst playing the board game. Students record
new words in vocabulary books.
Practice: Teacher presents mini-lesson related to common errors heard in
student discourse. Short time given for paper/pencil practice activity and
checking. Any student queries are answered.