Designing a Task-Based Lesson Plan from a Beginner English Unit

 

INTRODUCTION

In this activity, my classmate and I adapted a traditional beginner-level English unit into a Task-Based Learning (TBL) lesson plan. The original textbook activities included listening exercises, vocabulary practice, grammar tasks, and short reading activities designed for A1 learners. The purpose of the assignment was to redesign traditional exercises into meaningful communicative tasks that encouraged interaction and real-life language use.

 

EVIDENCE

The following evidence includes the Task-Based Learning lesson plan created from the adaptation of a beginner English unit. The lesson plan demonstrates the use of communicative strategies, collaborative tasks, and student-centered learning principles.

 ENGLISH LESSON PLAN: INTRODUCING YOURSELF

Teacher: Christian Yareli Rodriguez Machorro
Subject: English as a Foreign Language
Level: Beginner (A1)
Duration: 50 minutes
Approach: Task-Based Learning (TBL)

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LEARNING OBJECTIVES

• Linguistic Objective: Students will use personal pronouns and simple present structures to introduce themselves and ask for personal information.

• Communicative Objective: Students will exchange personal information and create a “Classmate Profile Card” through interaction and collaboration.

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COMPETENCIES & OUTCOMES

• Outcome: Students create a profile card with information collected from classmates.

• Interaction: Students ask and answer questions using simple communicative structures.

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LESSON STAGES

 1. PRE-TASK: Vocabulary Activation & Context (10 mins)

Teacher Activity:
• Introduce vocabulary related to personal information (name, age, favorite color, hobbies).
• Review personal pronouns and model questions such as:
“What is your name?”
“How old are you?”
“What is your favorite color?”

Student Activity:
• Practice vocabulary and answer simple warm-up questions in pairs.

Materials:
• Flashcards
• Vocabulary list
• Short listening activity

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 2. TASK CYCLE: Information Exchange (25 mins)

Teacher Activity:
• Organize pair interaction and monitor communication.
• Encourage students to focus on meaning and participation.

Student Activity:
• Students interview classmates using simple questions.
• Students complete a “Classmate Profile Card” using collected information.
• Students ask for clarification when necessary.

Communicative Focus:
• Real-life communication
• Information gap interaction
• Collaborative task completion

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 3. POST-TASK: Language Focus & Reflection (15 mins)

Teacher Activity:
• Review common grammar and pronunciation mistakes.
• Highlight correct use of personal pronouns and simple present structures.

Student Activity:
• Share profile information with the class.
• Reflect on vocabulary and communication used during the task.

Feedback:
• Focus on participation, interaction, and communication rather than only grammatical accuracy.

REFLECTION

This activity helped me better understand the process of adapting traditional English materials into communicative lesson plans. Through the design of the lesson, I reflected on the importance of creating tasks that encourage interaction and meaningful language use instead of focusing exclusively on grammatical accuracy. I also learned how Task-Based Learning promotes student participation, collaboration, and communicative competence in beginner English classrooms. Additionally, this experience strengthened my lesson planning skills and my understanding of communicative language teaching principles.