LOURDES SCHOOL QUEZON CITY

PreK – Grade 10
English Area | SY 2023-2024
TASK-BASED TECHNIQUES/ACTIVITIES FOR TEACHING LANGUAGE & LITERATURE
Task Description / Application Materials
Preconstruction Brainstorming Activity: The teacher will lead the class in playing a simple game. The premise is that the class N/A
Activities Question Island will be going on a trip on an island and to be able to go they need to bring an item with
them.
Preconstruction
activities aim to 1. All players – the teacher and students – must only speak in form of questions.
activate prior 2. The teacher will think of a pattern for items that can be brought to the island –
knowledge, generate for example, all items must be yellow or start with L – she will need to give a
interest, establish a
hint at the start of the game.
purpose for learning,
3. The game starts when the teacher asks, “I’m going on an island and I’m bringing
and provide learners
with the necessary a lamp, what will you bring?”
background 4. In turns, the students will give answers such as. “May I bring a ___?” or “Can I
information to bring a ___?”
successfully complete 5. The game ends once the students figure out the pattern and everyone can go to
the upcoming task. the island.
After the game ends, the teacher can ask the students to guess what the topic of the
day is. The goal of the end is let the students use modals in asking questions. This will
help them recall the use of modals in everyday conversation.

Picture Prompt: The teacher will divide the class into four groups. Each group will be given a picture 4 printed pictures
Write Me A Picture and 10 minutes to accomplish the task, which is to discuss amongst themselves what related to the topic.
they see, what they think is happening, what the people in the picture are saying, and
how it relates to the topic. Each group will compose a short write up which they will
share to the class.

Sample pictures for Modals:

 Brainstorming Activity: The teacher will divide the class into groups of 5-6 students. Each group will be given a Pieces of papers
Guess the Job paper with a specific job written on it. For example, one group will receive “teacher” with various jobs
another will receive “engineer”. written on them.

Before the activity starts, the teacher will give an example to the class. She will write a
job on the board – for example, chef – then she will start the list by writing, “A chef
must know how to cook well.” She will elicit answers from the class but make sure to
direct their answers in using the correct modals.

In groups, students will brainstorm and come up with a list of responsibilities for the
job assigned to their group. They will list these responsibilities by using a similar
format to the one presented by the teacher.

To wrap up the activity, each group will present their list to the class and the rest of the
class will have to guess what job they are describing.
Deconstruction Analyzing Texts: The teacher will pair the students. Each pair will be given different excerpts from Excerpts from
Modals in Dialogues novels and their task is to read and analyze the text. Novels with
Deconstruction dialogues
activities in task-based Students will list and identify the modals present in the dialogue, paying extra
teaching of language attention to the specific verb in the dialogue. They will also discuss the different
involve breaking down functions of the modals and overall meaning and tone of the text.
language structures,
texts, or authentic
After the paired discussion, the teacher will ask students to share their insights to the
materials to analyze
and understand their class.
components and Analyzing Texts: The teacher will ask the students to bring a news headline related to environmental News Headlines
functions. These Modals in Headlines issues. from students
activities promote
language awareness, The teacher will let the students pick a partner and tell them to go over their news
critical thinking, and snippets. The students will highlight the modals in the news.
deeper
comprehension. The students will analyze and identify the function of the modals in each headline.
They will discuss and identify how each modal verb contributes to the urgency,
possibility, obligation, etc conveyed by the headline.

Afterwards, the teacher will ask students share their analysis. Ask the students to
highlight the effectiveness of the modals in conveying the intended message of raising
awareness about environment issues.
Analyzing Texts: The teacher will prepare 6 sets of sentences that contains errors related to the use of 6 Sentence Sets
Modals in Songs modals. It can be a variety of errors such as incorrect modal forms or missing modals.

Divide the class into 6 groups. Assign the sets to each group and instruct them to
identify and correct the errors in each sentence. Tell the students to focus on the
appropriate modal form, placement, and meaning.

Afterwards, let the students share their corrected sentences and explanations on these
corrections. The teacher will provide appropriate feedback and clarifications as
needed.

Sample set:
1. Lorelai must study for the Physics exam tomorrow.
2. He cans play the flute very well.
3. You might can call your parents and let them know you got home safely.
4. They couldn’t check the layout of the store because the owner was not there.
5. Evelyn mustn’t be able to attend the seminar due to a scheduling conflict.
Reconstruction Essay Writing Activity: The teacher will prepare several statements or topic that is relatable to the students. Local social issues
Opinion Piece The topics could be founded on a theme; for example, you are just finished a literary Peer review form
Reconstruction activities text about the environment so you might use a statement like “The production of Pen and paper
are where learners apply
their language skills to Styrofoam utensils should be banned.”
create or produce
something new based on The students will write an opinion piece on the topic they choose from the choices
the information or input
provided. presented. They will be given time to brainstorm their thoughts and jot down their
initial ideas, arguments, and evidence.

After they brainstorm, let them construct their thesis statements. As they start to draft
their pieces, remind them to properly use modals in expressing their opinion.

Let the students exchange papers with their seatmates for peer review. Instruct them
 to pay extra attention on the modals that their classmates used. They will note their
observations on a separate piece of paper. If there are volunteers, let a few students
share read their essays to the class and listen to feedback from the class.

After the peer review, the students will now revise their work based on peer feedback
and self-revisions. The final draft will be collected and checked by the teacher.
Writing a Story: The teacher will introduce the activity to the class by explaining that they will be Picture or written
Narrative elements and writing a story based on starting pictures. The starting point picture could be a set of prompts
Parallel Structures pictures that depict a scene or written prompt that will set the stage for the story. The Pen and paper
picture/s or written prompt must be based on a theme and genre that the class is
already familiar with.

Before you let the students write, remind them of the key narrative elements and to
describe what they ‘see’, what they ‘smell’, and what they ‘hear’. Emphasize the
importance of observing parallel structures in their work.

In groups of 4-5 members, the students will develop characters, setting, plot, and
dialogue to make the story come alive. As they are writing, go around and offer
guidance by asking about their ideas and what they are writing about.

After 20 minutes of writing, ask the groups to read what they’ve written so far. Let the
rest of the class ask queries about each groups’ stories and offer feedback. Give the
students time to make revisions or edits to their story before asking them to submit
their work.
Designing a Poster: The teacher will explain to the class that they will be designing advertisement Cartolina
Advertisement Campaign campaigns (posters) of specific a product, cause, or service. Make sure that these Markers, drawing
(Propaganda Devices, products, causes, or services are relevant to the students. For example, a newly and coloring
Persuasive Devices) launched tablet or a newly opened study nook. materials

Aside from the product, cause, or service, the students will also be provided with an Product, Cause, or
 information sheet regarding their product, cause, or service which will help them in Service Information
the task. Sheets.

In groups of 4-5 members, the students will reconstruct the information provided and
create a visually appealing and persuasive poster. The target audience of the posters
will be their classmates.

After 20-25 minutes, let the groups showcase their work to the class and let their peers
provide feedback.

Let the students do final revisions to their work before submission.

References:

International Journal of English Studies. (2004). https://files.eric.ed.gov/fulltext/EJ1072205.pdf. MURCIA.

Jackie. (2023, March 3). Task Based Learning Activities: Task-based language teaching. ESL Speaking. https://eslspeaking.org/task-based-language-learning/

Kawasaki, J. (2023, September 22). What is task-based learning? A guide to the popular teaching method. BridgeUniverse - TEFL Blog, News, Tips & Resources.
https://bridge.edu/tefl/blog/what-is-task-based-learning/

Persuasive language designing an advertisement task freebie. TPT. (n.d.). https://www.teacherspayteachers.com/Product/Persuasive-Language-DESIGNING-AN-

ADVERTISEMENT-Task-FREEBIE-8739325?st=ce5eac4c8ee05c448d8c505bfeaa00ad

Sudharshana, N. P., & Mukhopadhyay, L. (2021). Task-based language teaching: A multifaceted approach. Task-Based Language Teaching and Assessment, 3–12.
https://doi.org/10.1007/978-981-16-4226-5_1

Prepared by: Ms. Maria Dominique P. Ballesteros