TAF - DTN 16 - 05

TASK ANALYSIS FRAMEWORK
Teacher: Ketlhenn Date: 16/05 Time: 18:00
Course: DTN 1 Unit: GREEN Task: Spot on Page(s): 65, 66
Objectives to raise awareness and systematize the use of countable and uncountable nouns with some
(What for? Why?) and a/an , and of ways of expressing quantity with uncountable nouns
Main Competences grammatical
Preparation Phase:
tell Students they started using the target grammar in the previous activity and now it's time
to understand its use and form. refer students to the sentence and Activity 1. Draw their
attention to the Target language in bold. allow them sometime to read the sentence quietly.
Instructions for the task:

Refer students to Activity 1 And make sure I understand what I need to do. students do
Activity 1 individually.Have students identify countable and uncountable nouns and
complete the rules help them by giving me examples of accountable and uncountable
nouns, a long with their singular and plural form make sure students understand the
Procedures & uncountable nouns cannot be preceded by numbers or a/ an and can only be counted when
Instructions used with quantifiers.
(What to do?) Performing Phase:
Refer students to activity to you and make sure they understand what they have to do.
students choose the best options to complete the rules. Clarify if necessary. after that refer
students to Activity 3 , tell students they have to choose the correct option to complete the
conversation. have students check their answers with the classmates before checking them
as a whole group.
Accountability Phase: Elicit and write the answers make sure you give both levels equal
attention at this point. give feedback on the production.
Preparation Phase: Individualy

Grouping
(What kind of Performing Phase: no grouping
arrangement?) Accountability Phase: pairs, cocktail
Input data
Computer, projector
(What to use?)
Link to the Next Task watching the video from Life scenes 3
Related Homework Resource Book: Spot on

Course: DTN 1 Unit: GREEN Task: Life Scenes 3 Page(s): 66
Objectives to develop viewing skills; to contextualize the theme of the class; to introduce Target
(What for? Why?) vocabulary.
Main Competences Strategic
Preparation Phase:
Ask students to look at the pictures. Explore the pictures with them.

Activity 1: Ask Book 1 students, What can you do to protect the environment? Take notes of
students’ ideas. Tell students to answer the questions in Activity 1 in pairs or small groups.
Monitor and help as necessary.
Procedures & Performing Phase:
Instructions Tell students to watch the video once and compare the content with their answers. Tell
(What to do?) students to watch the video again and do the activity. Book 1 students choose the correct
options to answer the questions.
Ask students to read the questions and think about their answers. Give students a minute or
so to think about what they are going to say. Help Book 1 students understand the meaning
of go vegan. In groups, students share their answers with their classmates. Encourage
students to ask follow-up questions and comment on their classmates’ answers. Listen in
and take notes of examples of good use of language and mistakes
Accountability Phase:
Ask students to share how their viewing experience was. Ask them to share one thing they
found interesting about the videos. Give students feedback on their performance, correct
mistakes, and praise correct use of language.
Preparation Phase: Individually

Grouping
(What kind of Performing Phase: groups
arrangement?) Accountability Phase: pairs, cocktail
Input data
Computer, projector, worksheet.
(What to use?)
Link to the Next Task -

Course: DTN 1 Unit: GREEN Task: Words alive 2 Page(s): 67
Objectives
To introduce different types of food
(What for? Why?)
Main Competences grammatical
Preparation Phase:
Ask students to look at the words alive to section in their books, tell them to look at the
activities and figure out what they're going to be working on this section. Students are going
to work on different kinds of food.

task 1: Tell students they have to match the words in the box with the images. Give them
some time to relate the words with the images. Provide help if necessary. On task 2
Procedures & students have to complete the sentences using the words from Activity 1 give students
Instructions some time to complete activity, ask students to check their answers as a group.
Now ask students to read the questions, make sure they understand what to do, give
students some time to think about what they are going to say. And share their answers with
the group, provide help if necessary.
elicit from students their answers to Activity 2 and 3, give feedback on their performance.

Grouping
(What kind of Performing Phase: cocktail
arrangement?) Accountability Phase: cocktail
Input data
Computer, projector
(What to use?)

Related Homework Resource book: Words alive 2, diving in 2

Course: DTN 1 Unit: GREEN Task: Diving in 3 Page(s): 67, 111
Objectives
To provide controlled oral practice of creating a menu based on clients needs
(What for? Why?)
Main Competences discourse
Preparation Phase:
refer students to the corresponding additional material at the end of their books tell
students they're going to talk about food using the vocabulary they learned in words alive
too. they are going to think about the food to be served at a party.

asks students, “ how do you decide what food to serve when you have a party?/ what can
you do if you have vegetarian guests ?” elicit what they can serve to vegetarian people.
Procedures & have students read the sentences in the useful language box and model pronunciation as
Instructions you ask them to say the sentence after you.
get students in groups. tell students to go to page 111, there they're going to fill a menu
for a party and tell students they have to put different kinds of food. monitor their work and
take notes of their mistakes as well as examples of good use of language.
Have students share their menus with the rest of the group, provide feedback on their
prediction praise good use of language and correct their mistakes.

Grouping
(What kind of Performing Phase: pairs
arrangement?) Accountability Phase: cocktail
Input data
Computer, projector
(What to use?)

TAF - DTN 16 - 05

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TASK ANALYSIS FRAMEWORK

Teacher: Ketlhenn Date: 16/05 Time: 18:00

Course: DTN 1 Unit: GREEN Task: Spot on Page(s): 65, 66

Main Competences grammatical

Instructions for the task:

Preparation Phase: Individualy

TASK ANALYSIS FRAMEWORK

Course: DTN 1 Unit: GREEN Task: Life Scenes 3 Page(s): 66

Main Competences Strategic

Instructions for the task:

Preparation Phase: Individually

Link to the Next Task -

Course: DTN 1 Unit: GREEN Task: Words alive 2 Page(s): 67

Main Competences grammatical

Instructions for the task:

Preparation Phase: Individually

Link to the Next Task -

TASK ANALYSIS FRAMEWORK

Course: DTN 1 Unit: GREEN Task: Diving in 3 Page(s): 67, 111

Main Competences discourse

Instructions for the task:

Preparation Phase: Individually

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