PDP #1

TASK SHARING WORKSHOP

11 MARCH 2016
Teacher (created
Ana Maria Rivadeneira V

by):
Life course:

Course 13

Can be adapted
for the following
children/youth
course(s):

Any course

Subcompetences:
(1) Guesses the meaning of words and expressions by using context clues in narrative, descriptive, and
expository texts read.
(2) Reads and understands general, specific, and detailed information from more extended articles, such
as autobiographies, stories, technology reports, etc
(13) Infers information from Audio and audiovisual texts by applying different strategies (Activating
previous knowledge, images and titles, associating words) to analyze meaning and further
comprehension
(18) Tells and compares stories about people around the world by using information previously
researched, their own experiences and language concepts studied such lexis, varied past tenses, or
future forms when applicable
Main aim: At the end of the class the Students (Ss) will be able to tell stories and experiences about
close encounter with animals or death; they will be able to compare, ask more about and answer
questions related to their stories or past experiences.
Subsidiary aim:
Ss will be able to use new vocabulary related to accidents and close encounters with animals
Ss will be able to narrate and tell classmates about close shaves with animals.
Ss will be able to understand new and unknown vocabulary by taking as reference the sentence and not
just the word itself.
Materials (including source):
-Video of close calls https://www.youtube.com/watch?v=h-v0fG2Pvp0
- Video of accidents (with animals) https://www.youtube.com/watch?v=Xgo_3Ba1HEc
-Students book- Unit 2: p. 24 (Life)
-Handout with the books reading in disorder (prepared by teacher)
- Audio of the reading (not mandatory, it can be read too)
-Vocabulary sheet cut out in strips
-deck of cards

Stages of the task:

Lead in

Reading

Stage aim:

Subcompetence(s)
promoted (where
applicable):

To introduce
the topic

Write on the board in big letters close shave. Ask

students to look at the word and say what they
think it means. Write on the board their answers.

Show the group the close shave (or close call)

video. Once it is done, ask students what the video
was about and compare this information to their
previous answers.
Ask them if they or someone they know has ever
experienced something like that. Ask them if they
ever had a close encounter with a dangerous
animal, what happened, etc.

1 de 4

Suggested
interaction:

To get the students

interested and
prepare for the next
activity

Suggested
procedure:

Ask the
students to
open their
book to p.24.
Ask them to
look at the
picture and
predict what
the reading
will be about.
Tell students
that they will
do a reading
activity, where
a classmate
will start
reading and
once he/she
gets to a
period he/she
will stop an
another
classmate will
continue
reading. They
continue like
that until they
finish the
reading.
Write the
following 3
questions on
the board
before starting
the activity so
that the
students have
a purpose for
reading:
-Where did
everything

Suggested time:
. Whole class

30

Whole class

15

Whole class

PDP #1

TASK SHARING WORKSHOP

11 MARCH 2016

take place?
-Which animal
was causing
problems?
-Why do they
think the
animal tried to
attack the
tourists?

Jumbled reading and

listening

To challenge students
skills and have them
work on theirs skills in
a different way

2 , 13

2 de 4

Once they are

done, elicit
some feedback
on what they
read and the
answers to the
questions.
(The reading
doesnt have
to be
completely
clear. They will
keep on
working on the
reading and
understand
better).

Refer the
students to the
highlighted
vocabulary in
yellow. Read
the whole
sentence and
ask the
students what
they think that
word means.
Do this with all
highlighted
words.

Ask students
to close their
books and put
them in pairs.
Once they are
ready, tell
them that you
will give them
a handout with
the reading
they just went
through except
the sentences
are out of
order. Give
them a couple
of minutes to
organize the
text based on
what they
remember
(using the
image of the
rhino as
reference in
some parts).

Then play the

audio of the
text (or you
can read it)
two times for
them to
complete the
activity.
(Modify the
number of
times you play
the audio or
read the text
to them
according to
your groups
specific
needs.)

When they are

done, have
students check
with the
original text to
see if they
were right.
This can be
done by going
over it as a
whole class to
put it together
or by having
them check in
the book with

Pair work
30

PDP #1

TASK SHARING WORKSHOP

11 MARCH 2016

their partner.
Language Focus

To understand
new
vocabulary.

Arrange students in different pairs.

Give each pair the slips of paper that pertain

to the vocabulary activity; some papers
contain the highlighted vocabulary words
from the text and the definitions. With the
help of the text, the pairs match the
vocabulary words with their definitions.

Vocabulary
Practice
(Storytime)

To use the
new
vocabulary

18

15
Pair work

Check the answers.

Students go back to their seats.

The students will make up a story using the

vocabulary from the reading text

the teacher can implement other words

that came up during the class, those words
could have come up during the introduction Whole class
of the topic, while understanding new
vocabulary (those words can the on the
paper strips), or new vocabulary that has
come up during the class while discussing
the topics or experiences.
.*

Homework

The teacher writes on the board eight numbers or

letters from a deck of cards (ex. 2,3, J,Q,K). Ask the
students to shout out the vocabulary from the
matching exercise. Write a word next to each
number or letter.
J= veered
3= slammed
2= sprint
4= stretch

Ask the students to shout out some animals (any

animal). Together you pick one (ex. worm). Write the
title on the board The day the __worm___ almost
got me. The teacher passes out the cards to the
students. As a class, the teacher models the first
line of the story. (Ex. The worm stretched through
the dry earth looking for food.) The teacher divides
the class into two groups and the students continue
where the example sentence left off referencing the
word or words from their card(s) to build upon the
story.

Have all of the students participate at least once

and make sure to highlight that the story is in the
past tense. past tense!!!!!)

Write a 300-word story about them and their close call

(have them use their imagination), they must follow the
parameters given for the task

3 de 4

Individual work

20
minutes

4 de 4