Dissecting a Lesson Plan the TBLT Way

Charmaine B. Bramida

The task-based language teaching approach aims to teach the students

language skills to accomplish real-life tasks, therefore focusing on the outcomes. This
approach observes John Dewey’s theory that learners learn best when they do things, as
cited by David Nunan (2004). Hence, the students must be given opportunities to
practice the target language in meaningful situations.

Essentially, this approach answers the following questions: (1) What can the
learners do with the language? (2) How can the students complete a task using the
language?

In this paper, I will attempt to analyse parts of a lesson plan for traces of the seven
principles of task-based language teaching approach namely: scaffolding, task,
dependency, recycling, active learning, integration of form and function, reproduction
and creative language use, and reflective learning.

The plan below is a lesson on literature which has a focus on the figure of speech,
irony.

A Semi-Detailed Lesson Plan in English-American Literature

Literature-Based Approach

I. OBJECTIVES

Given several exercises, the students should be able to do the following with 90% accuracy:
a. familiarize oneself with the life and works of O. Henry;
b. identify the meaning of some unfamiliar words;
c. discriminate between the 3 types of irony: verbal, situational and dramatic;
d. determine the purpose of the irony: humor, fear, suspense, etc;
e. identify the situational irony in the selection and the purpose;
f. develop critical thinking by answering comprehension questions;
g. perform a short skit that portrays irony.

Scaffolding is apparent in the motivation part of the lesson plan. The students are
guided towards an introduction of the concept of irony through the song “Ironic” and by
tapping into their background knowledge and previous discussions on figures of speech.

III. METHODOLOGY

A. Motivation *10 minutes

I will use the LCD projector, laptop, and speakers to show the class a lyric video of a song
entitled “Ironic” sang by Alanis Morissette.

I will ask the class about their thoughts on the song and call on 2-3 volunteers and give
responses to their answers…Is it funny? Sad? Can they relate to the lyrics? Can they share a similar
encounter in real life?

LT 509: Language Teaching Methodology

 Scaffolding continues during the vocabulary portion of the lesson. This section has
more to do with the comprehension of the story rather than the concept of irony, but
needless to say, the vocabulary enrichment is crucial towards understanding. The
teacher made use of a word puzzle game to encourage discovery learning with a little
guidance in the form of clues. Usage of the vocabulary items in their own sentences
enforces the students to make use of new knowledge in a meaningful context, hence
active learning takes place.

B. Before Reading

Brief Background of the Author *5 minutes

I will let the students guess what type of literary device the writer used in the song and
transition towards a brief background of the author of the selection to be discussed.

I will acknowledge their answers and tell them whether they are correct or
wrong by displaying the answers. I will call on some students to use the words in their
own sentences.

LT 509: Language Teaching Methodology

 After reading the selection, task dependency is evident as the teacher now makes
a connection between the story and irony through comprehension questions.

C. Reading *10minutes

(I will distribute copies of the short story and give students 8-10 minutes to read the
selection.)

D. After Reading

Discussion Questions *15 minutes

I will initiate a discussion about the short story and start off by asking the students a
brief summary followed by the comprehension questions below. The person who can
answer first will have the liberty of choosing the next person to answer the following
question and so on…

1. Why do you think is it entitled The Gift of the Magi? Do you know what the
term Magi means?
2. Who is the protagonist? Who or what is the antagonist?
3. What is the significance of “3” in the story?
4. Would you invite either Della or Jim over for dinner? Why or why not?
5. If you were Della/Jim, would you have done the same?
6. Does "The Gift of the Magi" have a moral? What is it, if it does?
7. How did you find the ending? Did you expect it?

Discussion about Irony *15 minutes

Transition question: Based on the ending of the story, what do you think is irony?

I will ask students to point out the irony in the story. After which, I will then discuss
the 3 types of irony by showing a video animation for each: verbal, situational, and
dramatic irony.

I will then have them identify which type of irony took place in the story and elicit
from them the different purposes of irony as a literary device.

Enrichment Activity
DIRECTIONS: Identify the type of irony used in each situation:

1. A small child does not flush the toilet, and the mother says, "I really appreciate
when you flush the toilet! Thank you for remembering your manners!"
2. In the movie Parent Trap, two identical twins connive by switching places
without their divorced parents realizing it wasn’t the child they raised.
3. A man branches from the main road to avoid being hit by a speeding car and is
suddenly hit by a truck!
4. Mark is very upset over the fact that his brand new truck has a little speck of
mud on the bumper, and Jennifer, who has a used car, says, “My goodness! That's
a shame!”
5. You are with your friend’s family for an outing. A family friend recognizes your
friend’s mom and says hi. She says to you and your friend, “It’s been a long time
since I saw you! Wow. You have two beautiful children already!” You and your
friend snicker secretly.

LT 509: Language Teaching Methodology

 The linkage between each task is seen throughout the lesson.

The discussion of the three different types of irony exemplifies an integration of form
and function. During the enrichment activity, the students are able to apply this
knowledge by identifying the types (forms) of irony in the different situations through the
understanding of meaning and what each situation implied.

Meanwhile, in the evaluation part of the lesson the students are given the
opportunity for the reproduction and creative use of irony. Here, they are asked to do a
short skit portraying the use of one of the three types of irony. Now, this activity allows
them to formulate and be creative with their own situations and dialogues.

IV. EVALUATION

Activity 2 *10 minutes for in-classroom preparation (to be performed the

following day)

DIRECTIONS: Group yourselves into 3 and prepare a short skit to be performed in

1-3 minutes. The irony you are going to portray will be determined by drawing lots.

I will rate the presentations based on an analytic rubric. I will also provide the
students a copy for them to evaluate their own performance.

At this point, I would like to make an examination of the weak points this lesson
plan has in terms of its adherence to the task-based language teaching principles. It was
mentioned at the beginning of this paper that the lesson plan is literature-based. Hence,
irony (the subject matter) is used in a literature context and not as a language focus.
Having said this, there seems to be a lack of reintroduction of language items which
makes it lacking in terms of the principle of recycling. Also, reflective learning wasn’t
highlighted in this plan. Although it could be said that it is implied during the discussion of
the different types of irony, I suppose there should have been more emphasis on how
irony can be used in real-life contexts such as its transactional utility. Perhaps, irony as a
language skill is more interactional rather than transactional, and I could have
incorporated more activities involving the use of irony in communicative situations. Still, I
would like to emphasize that the lesson plan is literature-focused.

However, the rubrics for the evaluation activity (as shown below) do emphasize
that there is need for the active involvement of the learner and they must equipped with
an understanding of the different forms and meanings of irony to demonstrate an ability
in using irony in communication.

LT 509: Language Teaching Methodology

 Rubric for Short Skit

Task Description: Perform a short skit that illustrates the use of irony.
weight

Criteria 5 - Exceptional 4 - Admirable 3 - Acceptable 2 - Attempted

 Use of irony is  Use of irony is  Use of irony is  Use of irony is

accurate mostly somewhat inaccurate
Understanding  Indicates a accurate accurate  Presentation
50%
of Topic clear  Good  Fair is off topic
understandin understandin understandin
g of topic g of topic g of topic
 Shows  Shows some  Unsure of  Portrayal
confidence confidence responsibility stalls
 Informative  Presents  Somewhat  Lacks
 Entertaining; some informative information
engages information  Engages  Audience
Presentation 50% audience  Engages audience bored
 Speaks loudly audience intermittently  Mumbles
and clearly  Can be heard  Hard to hear  Body
 Appropriate  Some use of  Some language is
use of body body movement lacking;
language language inappropriate

In conclusion, I would say that this lesson plan has a lot of space for improvement.
In terms of pedagogical tasks, the lesson plan shows promise. Nevertheless, the
incorporation of more “enabling tasks” where irony is utilized as a language skill would
catalyse its transferability allowing the students to use irony in accomplishing
communicative tasks in authentic and meaningful real-life situations.

LT 509: Language Teaching Methodology