TPDL 2010
EDPROFST360. Day8 Handout4
Unit Title / Unit Theme: folk tales
Unit Planning Template- folk tales
Curriculum Level: 3 & 4
Resources:
Year Level: 8 - 10
Folk tale unit
Proficiency Descriptor: students can understand and construct simple texts using their knowledge of the TL. Students can describe aspects of their
own immediate environment.
Learning Intentions / Outcomes (ie: new learning): By the end of this unit you will be able to:
Use some strategies to predict the meaning of new words to understand simple texts using existing knowledge of TL
Construct (create or retell) a short, simple folk tale.
Language Knowledge:
king, queen, princess,
there is / there are,
he / she is + adjective
linking words – then, so, and, but
compare and contrast with known languages
the structure of narrative text in English
Cultural Knowledge:
Folk tales from TL culture (in English or very simple TL)
Compare and contrast with known folk tales
Communication Success Criteria: students need to be able to demonstrate that they can:
Use prediction and dictionaries to read a simple folk tale.
Create or retell a folk tale (orally and in written form)
Formulaic Expressions focus:
Where does this go?
This is Number 1 (2 etc)
Is this the orientation, problem or solution?
How do you say ______ in English / TL
Look it up in the dictionary.
Students’ prior knowledge relevant to this topic / theme
Numbers
Weather
Family member vocabulary
The structure of narrative text
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TPDL 2010
EDPROFST360. Day8 Handout4
Assessment (Learning Inquiry) of success criteria
Monitoring of group work
Students’ presentations of new words and phrases and checking of each student’s word list
Students’ presentations of folk tales
Collecting in written folk tale
TBL
Lessons overview
Cycle
Willis (2007)
Pre-task
phase
Introduction
to topic and
task.
T explores the topic with the class.
Students come up wiht the purpose and success criteria of the unit.
Students discuss the overview of the unit.
TBLT
Framework
(Nunan, 2004)
Target task
explained
Scaffolding
framework
Ellis
principle
Building the
field of
knowledge
Students discuss what the final product could be (the target task) – to present a
folk tale to the class using TL. (See suggestions in Teacher Notes).
Discuss/ brainstorm in English what students already know about folk tales./
narrative text – in terms of:
(i)
language, eg, typical beginnings and endings; characters; typical
adjectives used; typical linking words (conjunctions, conjunctive adverbs);
typical adverbs used.
(ii)
text type, eg, narrative text – orientation, problem, solution, (moral).
T models a tale and/or encourage students to model tales from their own
cultural backgrounds or a folk tale known to them.
OR view a simple folktale in TL or a folk tale from TL country in
English
OR Read a folk tale from TL culture in English and compare to any
known folk tales.
Modelling
Students pay attention to and discuss any of the features brainstormed on the
board.
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TPDL 2010
EDPROFST360. Day8 Handout4
TBL
Lessons overview
Cycle
Willis (2007)
Task Cycle
Task &
planning
Task 1
(See teacher’s notes for explanation of Task 1)
Students to work in pairs or groups of 3
1. Students look at the pictures of the Italian folktale. Remind students that
there is no picture for the ending of the tale
2. Students predict what some vocabulary for this folk tale might be (in
English) and find the words in TL, using dictionaries. Write the words on the
pictures.
Students taught the importance of looking up words from English to TL and
then from TL to English.
Students taught the importance of finding the equivalent grammatical form in
TL (adjective or noun) and the importance of special features of TL – eg,
gender (See teacher notes).
Report
Students share their TL words. Class can ask for the English meaning. (Each
group could be responsible for one picture).
Each group adds words that other groups have found to their pictures.
Task &
planning
Task 2
1. Students fill in the Definition chart with the words they have predicted and
guess the meaning of new words.
2. Students check the meanings in the dictionary and fill in the Revised
TBLT
Framework
(Nunan, 2004)
Micro
functions
Enabling skills
Language
exercises
Scaffolding
framework
Ellis
principle
Building the
field of
knowledge
Modelling
Microfunctions
Enabling skills
Languae
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TPDL 2010
EDPROFST360. Day8 Handout4
Definition column as needed.
Report
Students share what they have found and discuss similarities with known words
(either in TL or from other known languages).
Task &
planning
Task 3
1. Students repeat the formulaic expressions they know and any new ones that
might be needed to carry out this task using as much TL as possible.
2. Using the pictures which are numbered, students put the pictures in sequence
(using TL )
3. Students predict (in TL / English) what the tale might be about.
4. Recap of the language patterns that the students will need to use. (See
Lessons Overview
TBL Cycle
exercises
Joint
construction
Macrofunctions
Narrative text
Activation task
TBLT
Framework
Scaffolding
Framework
Rehearsal Task
Joint
Construction
Ellis
Principle
language knowledge)
Report
Students report their predicted story using as much TL as possible.
Task Cycle
Task and
planning
Task 4
Co-operative
Logic Task
Students complete co-operative logic exercise. (See teacher notes).
Report
Each group reports their ending to the class.
Language
Focus
Students locate and discuss specific features of the text.
They practise new words, phrases and patterns and enter them into their books.
Analysis
& Practice
Students to complete any language exercises to focus on forms (as diagnosed by
teacher)
Communicative
activity
Enabling skills
Language
exercises
Recap /
consolidation
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TPDL 2010
EDPROFST360. Day8 Handout4
Task Cycle
Task 5
Students complete target task (individually / in pairs / in groups –each student
to be responsible for constructing some of the text in TL).
Students present the task orally and hand in a written copy,
Target Task
Independent
Construction
Language
Focus
Analysis
& Practice
Students focus on language as diagnosed by teacher. Students correct their
work.
Target Task
Recap/
Consolidation
Independent
Construction
Student corrected work is displayed in an authentic context.
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