1. INPUT BASED COMMUNICATIVE TASK
Theoretical Content
INPUT PROCESSING
Task component
Content
Expressions about the weather
Material
Visual input, aural input.
Activities
1.- Previous knowledge activation
2.- Listening activity (expression about the weather)
3.- Oral Practice
4.- Reading Comprehension
Goals
1.- Student will learn how to talk about the weather
2.- Student will develop his/her listening skill
3.- Student will be able to create dialogues where the
main topic is the weather
Students
A1 level (under MCRE)
Social Community
Very cohesive group
A. It is a beautiful day today, isn’t it?
1.- What’s the weather like in your city?
It is sunny. It is a sunny day
It is cloudy. It is a cloudy day
It is windy. It is windy today

2. It is rainy. It is a rainy day
It is foggy. It is a foggy day
It is cold. It is a cold day

3. 2.- Work in pairs. Complete these sentences. Example:
There are a lot of clouds. It’s very cloudy
Comment [1]: Mackayzine
Mackayzine:
How do they receive feedback? from
the teacher or other pair of students?
1.- It’s going to rain tomorrow. Tomorrow will be ……………………..
2.- There is a strong wind. It’s very …………………………………….
3.- We’ve had sunshine all day. It’s very ………………………………
4.- the wind has blown all day. It’s very ………………………………..
3.- Now listen to these ‘British’ conversations about the weather. Tick (
) the expressions you hear
a. What wonderful weather!
b. Nice day, isn’t it?
c. Isn´t it beautiful?
d. It´s so nice and hot
e. Yes, wonderful weather we´re having
f. What terrible weather!
4. Now you work in pair and use the expression of section 3. Prepare a short dialogue following the
example.
Frank: oh! What wonderful weather. We’ve had sunshine all day.
John: you are right. It is so nice and hot
B. Reading Comprehension
1.- Work in pairs. Read these extracts. They describe different kinds of weather.
Comment [2]: Mackayzine
Mackayzine:
How do peers provide feedback to each
other? is there a model to follow or a
checklist to see if they are doing the
right thing?

5. 2.- Work in pairs and answer these questions according to the texts of section 1
1.- How do we know it is Winter in the garden of the selfish giant?
2.- How is the weather ´different in extract B?
What was the weather like?
3.- How do we know it is early spring in extract C?
4.- When he thinks of early summer in Camusfearna, what does the writer in extract D think of?
What was the weather like?
5.- What season (s) is /are not mentioned in the extracts?
6.- Which extracts interests you most. Try and explain why?
3.- Work in pairs and discuss the following questions
1.- What is the weather like today? And what was it like yesterday?
2.- What is your favorite season? Explain Why?
3.- Does the weather affect how you feel?

6. FEEDBACK / INPUT BASED COMMUNICATIVE TASK
Comment [3]: Mackayzine
Mackayzine:
What is the format to specify feedback?
the answer to the activities? I think you
need a sort of chart to help the student
to organize his/her metacognitive
strategies.
Mackayzine Mackayzine:
Something like:
How many activities were correct?
What needs to be checked?
Punctuation? vocabulary?
expressions?, etc

7. SECOND TASK: READING OR LISTENING TASK
Theoretical Content
Comprehension in L2
TASK COMPONENT
Content
Literature
Literary Genre: Tales
Material
Oscar Wild’s Tales
Activities
1.- Previous knowledge activation
2.- Talk about tales students have read
3.- Presentation of some Wild’s well known tales
4.- Reading Comprehension
Goals
1.- Student will be able to develop reading strategies
2.- Student will be able to explain what a tales is
3.- Student will be able to write a summary of the tale
Students
A2level (under MCRE)
Social Community
Very cohesive group
A.- Previous Knowledge activation. Tales
A tale is a fictitious or true narrative or story, especially one that is imaginatively recounted
The selfish giant
The nightingale and the
rose

8. The Happy Prince
The Young King

9. B. Reading comprehension skills “The Happy Prince”
1.- Read the first page,
a.- number all paragraph of the story
b.- Now read the first page and look for those words you do not know,
c.- then find their meaning and
d.- Finally read the page again, do the same with the rest of the pages, until you get used to
the vocabulary.
Comment [4]: Mackayzine
Mackayzine:
Remember that to read strategically,
the student should't need to look for all
the words. His/mind should be able to
complete the meaning using other
cognitive strategies such as inferring,
connecting and associating. I think a
visual organizer could help the learners
to keep track of the new words they are
learning.
2.- Work in pairs and discuss the following
a. How many words did you have to look for their meanings?
b. Which are they?
c. Make sentences with them. And share your results with a partner
3.- Now, Keep in mind what the tale is about (that is the topic), Remember that topics
Comment [5]: Mackayzine
Mackayzine:
I like this idea. Just give them a number
of words or sentences to guide their
work.
are concepts, no more than 2 or 3 words, and normally it is introduced in the first
paragraph, for example: Love, Happiness, Politics, Health, Countries, Sports, etc.
a. Read the first page and find out what is the story about
b. How did you know?
c. Work with a partner and discuss if he or she thinks the same
Comment [6]: Mackayzine
Mackayzine:
yes

10. 3- Remember that every single paragraph has its own main idea, and the rests are
secondary ones
a. Underline with a red pen, every main idea of each paragraph, and write it down in your
notebook specifying number of the page and number of the paragraph
b. Now underline with a green pen, the secondary ideas
Now you are ready to start your reading activity, enjoy yourself!!!
FEEDBACK SECOND TASK: READING OR LISTENING TASK

11. Third Task: OUTPUT BASED-INTERACTIVE TASK
Theoretical Content
Production in an L2
TASK COMPONENT
Content
Literature
Literary Genre: Tales
Material
Oscar Wild’s Tales
Activities
1.- Previous knowledge activation
2.- Talk about the Happy Prince Story
3.- Discussion about the book
4.- Writing activity
Goals
1.- Student will be able to make textual inferences
2.- Student will be able to express his/her view point
3.- Student will be able to paraphrase a story
4.- student will be able to rewrite different ideas
Students
B1 level (under MCRE)
Social Community
Very cohesive group
The Happy Prince
A.- Work in pairs or group no more than 4 students and answer the following
General Questions
a. Who wrote the story?
b. Where does the Happy prince story take place?
c. Who are the characters?
d. What are the problems that the Prince had to face?
e. What is the message the story tells?
B.- Discuss with your group the following
a.- What does the word compassion mean?
b.- In which way does the Prince show compassion?
c.- Why do you think the swallow decided not to leave with the other birds?

12. d.- Do you think that this was a wise decision? Why?
e.- Why do the Prince and the swallow become in good friends?
f.- The end of the story is very sad. Why do you think the author decided to do this?
C.- Now in your own words retell the story and change the end of the story for a happy one.
Comment [7]: Mackayzine
Mackayzine:
Feedback is essential here. The
student will probably be asking for help
to complete the task. In what ways is he
going to confirm or discard his/her
hypothesis?
Comment [8]: Mackayzine
Mackayzine:
this is a good idea but you need to
provide more scaffolding for the
students to complete this task. It is
complex because the student will need
a clear idea, specific vocabulary, textual
and discursive organization and, of
course, creativity.

13. FEEDBACK / Third Task: OUTPUT BASED-INTERACTIVE TASK