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ADVENTURE NEW WORLD
FOR GRADE 9

HS113604
TASK-BASED LANGUAGE TEACHING
FIRST SFAECUMLTYEOSF HTUMEARNIT,IE2S A0N2D1SOCAIACL SACIEDNCEESM, IC YEAR

KHON KAEN UNIVERSITY

ADVENTURE NEW WORLD
FOR GRADE 9

PARKWAN PRATHUMTHONG 613080022-9
FARUNG SINGNAN 613080023-7



HS113604
TASK-BASED LANGUAGE TEACHING
FIRST SFAECUMLTYEOSF HTUMEARNIT,IE2S A0N2D1SOCAIACL SACIEDNCEESM, IC YEAR

KHON KAEN UNIVERSITY

Introduction
Task-based language teaching is a student-centered method of teaching a second
language. It is a subset of the communicative approach, in which students are
encouraged to use the authentic target language to perform meaningful tasks,
such as situations they could experience in the real world and other project-
based assignments.
The process of task-based learning itself teaches essential skills. Students learn
to ask questions, negotiate meaning, and work in groups. They can observe
different approaches to problem-solving as well as learn how others think and
make decisions while participating in group work. Furthermore, task-based
teaching provides students with the linguistic components they will require to
complete these real-world tasks. These skills include how to introduce
themselves, talk about themselves, their families and people around them, their
interests, likes and dislikes, needs, and so on in the appropriate socio-cultural
context.

Parkwan Prathumthong
Farung Singnan

FACULTY OF HUMANITIES AND SOCIAL SCIENCES,
KHON KAEN UNIVERSITY

FO ELBAT CONTENTS

Page

1 UNIT 1 LEAVE MY THING ALONE!
5 UNIT 2 THE MORE, THE BETTER
9 UNIT 3 IT’S AMAZING!
1 2 UNIT 4 DID YOU HAVE A GOOD TIME?
1 5 UNIT 5 HAVE YOU EVER?
1 8 UNIT 6 WILL YOU MISS ME?

ADVENTURE NEW WORLD

Textbook: New World 3
School Grade: Grade 9
Unit/ Chapter: Unit 1 Leave My Thing Alone!
CEFR Level: B1
Task non-linguistic objective:

1. Identify the missing and having things in the picture.
Task linguistic objective:

1. Repeat vocabulary about items in the bathroom.
2. Use possessive adjectives and pronouns in discussing.
Task Type: tasks of information gap, pedagogic, unfocused, closed
Task Material:
1. Powerpoint
2. Worksheet 1 includes pic A (Appendix I) and pic B (Appendix II)
Duration: 50 mins
Procedure:

Stages Procedure Participatory structure

Pre-Task Purpose: A teacher gets used to students and
(Dur: reminds the previous knowledge of this unit
15mins) which are items in the bathroom, possessives,
question word: whose.

Procedure:

1. A teacher greets students. T => S

2. A teacher asks what students can remember Whole class
from the previous of this unit. Whole class

3. A teacher reviews what has been taught
previously in this unit. Students also repeat in
pronunciation after the teacher.

1

Main Task Purpose: Students practice using the grammar and
(Dur:30 vocabulary of this unit. Also, practice speaking
mins) and listening skills.

Procedure:

1. A teacher explains the activity and shows how T => SS
to play this activity by using a sample.

2. Students work in pairs and student A does a SS(A)⇔ SS(B)
worksheet A and student B does a worksheet B.

3. A teacher gives the answer and asks the Whole class
problem and how they solve a problem.

4. A teacher concludes this activity. T => SS

Post-Task Purpose: Students realize what they have learned
(Dur:5mins) and done in this unit.

Procedure:

1. A teacher assigns homework that they have to T => SS
draw and explain their bathroom in at least 8
sentences.

2. A teacher concludes this unit and asks if Whole class
students have any questions. After class, students
turn in a worksheet that has been done in class.

2

Appendix I
3

Appendix II
4

Textbook: New World 3
School Grade: Grade 9
Unit/ Chapter: Unit 2 The More, the Better
CEFR Level: B1
Task non-linguistic objective:

1. Use the pictures to explain the comparative adjectives.
Task linguistic objective:
1. Compare objects using comparative adjectives (adj.+-er / more + adj.).

Task Type: pedagogic, open
Task Material:

1. PowerPoint
2. Word cards (Appendix I)
3. True or False game (Appendix II)
Duration: 50 mins
Procedure:

Stages Procedure Participatory structure

Pre-Task Purpose: students get to know the adjectives and
(Dur:15 learn comparative adjectives (adj.+-er / more +
mins)
adj.).

Procedure:

1. Teacher greets students and introduces what is T => SS
going to be taught in the lesson.

2. Teacher puts students into small groups or Whole class

pairs to play. Provide a set of word cards for each

group. Tell the students to select an object in the

New World 3 book that represents each word card

and set the word card next to it.

3. Teacher asks students to show the picture and T => SS
words that they got to the class. If there are any

5

objects without a correct word card, teach the T => SS
word for that object.

The teacher teaches comparative adjectives
(adj.+-er / more + adj.) to the class.

Main Task Purpose: Students get to practice using
(Dur:20mins comparative adjectives to describe objects from
) pictures.

Procedure:

1. Teacher introduces the game and how to play T => SS
the game to the students.

2. Teacher shows the adjectives that will be used T => SS
in the game on the screen.

3. Teacher puts students into small groups and T => SS
asks them to share the magazines or books which
provide many pictures that they have prepared as
homework from the last lesson.

4. Students have to select the pictures and use the Whole class
adjectives on the screen to describe them. Then
the members of the group have to find the object
and describe it by using comparative sentences.
For example, if student1 starts with ‘a tall man’
picture then student2 has to find the picture of a
taller man in the book.

5. When the activity is finished, the teacher asks Whole class
students to show the latest objects that they
discussed and give the example of comparative
sentences that they made.

6

Post-Task Purpose: Students get to practice making and
(Dur:15 using comparative sentences.
mins)
Procedure:

1. Teacher gets students ready to play the True or T => SS
False game that the teacher has prepared.

2. Students have to look at the pictures and Whole class

answer 10 questions about comparative sentences.

3. If the answer is false, students have to make it Whole class
right by saying the correct comparative sentences.
The teacher observes that everyone in the class
has a chance to speak.

The teacher gives the conclusion of the lesson to T => SS
the class.

7

Appendix I
Appendix II

8

Textbook: New World 3
School Grade: Grade 9
Unit/ Chapter: Unit 3 It’s amazing!
CEFR Level: B1
Task non-linguistic objective:

1. Use the pictures to guess the superlative adjectives.
Task linguistic objective:

1. Use superlative adjectives in sentences to talk about the facts.
Task Type: pedagogic, open
Task Material:

1. PowerPoint
2. World superlatives game (Appendix I)
Duration: 50 mins
Procedure:

Stages Procedure Participatory structure

Pre-Task Purpose: students get to learn superlative
(Dur:12 adjectives.
mins)
Procedure:

1. Teacher greets students and introduces what is T => SS
going to be taught in the lesson.

2. Teacher asks what the students know about Whole class
the superlative world and shows the facts and
some pictures of superlatives of the world.

3. The teacher teaches superlative adjectives to T => SS
the class.

Main Task Purpose: Students get to practice using
(Dur:20mins) superlative adjectives to describe objects from

pictures.

9

Procedure:

1. Teacher introduces the game and how to play T => SS
the game to the students.

2. Teacher puts students into small groups and Whole class
asks them to create sentences including
superlative adjectives to guess which picture of
thing or place is the superlatives of the world. (6
questions) Moreover, they have to guess 4 more
world superlatives to earn extra points.

3. Each group creates the sentences and earns Whole class
points if their answer is correct.

Post-Task Purpose: Students get to practice making and
(Dur:18 using superlative adjectives in sentences to
mins) describe things around them.

Procedure:

1. Teacher shows the adjectives on the screen T => SS
and tells students to stay in the same group.
Explain that each group have to select 5
adjectives (the group that has the highest points
get to select first)

2. Students have to look for the objects in the Whole class
room that represent the superlative of the
adjectives that they chose.

3. Students collect those things and create the Whole class

sentences using superlative adjectives to describe

them and draw the pictures on the poster.

10

4. Students present their posters in front of the Whole class
class.

5. The teacher gives the conclusion of the lesson T => SS
to the class.

Appendix I

11

Textbook: New World 3
School Grade: Grade 9
Unit/ Chapter: Unit 4 Did You Have a Good Time?
CEFR Level: B1
Task non-linguistic objective:

1. Draw a picture that is related to their New Year’s Day last year.
Task linguistic objective:

1. Use simple past tense in their story about New Year’s Day last year.
Task Type: tasks of real-world, unfocused, and open
Task Material:

1. PowerPoint
2. Worksheet (Appendix I)
Duration: 50 mins
Procedure:

Stages Procedure Participatory structure

Pre-Task Purpose: A teacher introduces vocabulary and
(Dur: information about New Year’s Day.
15mins)
Procedure:

1. A teacher greets students. T => SS

2. A teacher asks what prior knowledge students Whole class
have about New Year’s Day.

3. A teacher provides the information and useful T => SS
vocabulary of New Year’s Day.

Main Task Purpose: Students practice writing and speaking
(Dur:30 skills; moreover, practice using the simple past
mins) tense that is provided previously.

Procedure:

12

1. A teacher provides and explains the activity T => SS
(see in appendix I).

2. Students work on a worksheet that a teacher has Individual
provided.

3. Representative students share their stories to Whole class
others.

4. A teacher concludes this activity and fixes the T => SS
problem that most students have.

Post-Task Purpose: Students realize what they have learned
(Dur:5mins) and done in this unit.

Procedure:

1. A teacher assigns homework that students have T => SS
to draw a picture of New Year’s Day of
someone’s experience.

2. A teacher concludes this unit and asks if Whole class
students have any questions.

13

Appendix I
14

Textbook: New World 3
School Grade: Grade 9
Unit/ Chapter: Unit 5 Have You Ever?
CEFR Level: B1
Task non-linguistic objective:

1. Create the poster by drawing or finding pictures to tell the story about the
experience that they have.

Task linguistic objective:
1. Use present perfect tense and past simple tense to talk about their experiences in the
past.

Task Type: pedagogic, open
Task Material:

1. PowerPoint
2. Bingo game (Appendix I)
Duration: 50 mins
Procedure:

Stages Procedure Participatory structure

Pre-Task Purpose: students get to learn the vocabulary
(Dur:12 about different interesting activities and learn
mins) present perfect tense and past simple tense
structure.

Procedure:

1. Teacher greets students and introduces what is T => SS
going to be taught in the lesson.

2. Teacher asks what the students like to do on Whole class
vacation and shows them the pictures of different
activities and asks them to discuss the activities
that they have done in the past.

15

3. The teacher discusses how to use present
perfect and past simple tense for students to talk
about things that they have done.

Main Task Purpose: Students get to practice asking others
(Dur:20mins about the activities that they have done in the past.
)

Procedure:

1. Teacher introduces the bingo game and how to T => SS
play the game to the students.

2. Teacher shows the list of the questions about
activities that students may have done on the
screen. Tell them to select 16 questions and write
them down on the blank box of bingo paper.

3. Students have to get in pairs and ask their SS(A)⇔ SS(B)

partner about the questions and the details of the

activities on the bingo paper. If their friend's
answer is ‘Yes, I have done this activity.’ then the

owner of the bingo gets the point.

4. When everyone is finished, the teacher asks 3 T => SS
students to talk about their partner’s activities
from the bingo game using present perfect tense
and past simple tense.

Post-Task Purpose: Students use the correct verb form for
(Dur:15 present perfect tense and past simple tense.
mins)
Procedure:

1. Teacher introduces the Kahoot game for T => SS
students to play.

16

2. Students have to choose the correct verb to fill Whole class
in the blank of present perfect sentences and past
simple sentences

3. The teacher gives the conclusion of the lesson T => SS
to the class.

4. The teacher assigns students to create the poster T => SS
by drawing or finding pictures to tell the story
about the experience that they’ve had and never
forget.

Appendix I

17

Textbook: New World 3
School Grade: Grade 9
Unit/ Chapter: Unit 6 Will You Miss Me?
CEFR Level: B1
Task non-linguistic objective:

1. Draw a picture that is related to situations that students guess what will happen with
them in 2022

Task linguistic objective:
1. Use will to talk about something that students think will happen in their life in
2022.

Task Type: tasks of pedagogic, unfocused, and open
Task Material:

1. PowerPoint
2. Worksheet (Appendix I)
Duration: 50 mins
Procedure:

Stages Procedure Participatory structure

Pre-Task Purpose: A teacher reminds students about
(Dur: grammar that focuses on this unit which is will.
5mins)
Procedure:

1. A teacher greets students. T => SS

2. A teacher asks what prior knowledge students Whole class
of will. For example, what is will? when we use
will?

Main Task Purpose: Students apply grammar will in creating
(Dur:40 sentences. Furthermore, their listening, writing
mins) and speaking skills.

Procedure:

18

1. A teacher provides and explains the activity T => SS
(see in appendix I).

2. Students work in pairs. Both have to tell their SS(A)⇔ SS(B)
lives in 2022. Student A has to write and draw B’s

life in 2022. Student B also has to write and draw
about A’s life.

3. Representative pairs of students share their 12- Whole class
month timeline to the class.

4. A teacher sums up this activity and fixes the T => SS
problem that most students faced.

Post-Task Purpose: Students realize what they have learned
(Dur:5mins) and done in this unit.

Procedure:

1. A teacher assigns homework that students have T => SS
to draw a picture of the overall image of Thailand
in 2022.

2. A teacher concludes this unit and asks if Whole class
students have any questions.

19

Appendix I
20

Reference
Santos, M. D. (2015). New World M.3. Retrieved September 13, 2021

from https://sites.google.com/a/saschool.ac.th/sp/dlpages/foreigns/sux-
powerpoints/new-world/m3ppt_index

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FACULTY OF HUMANITIES AND SOCIAL SCIENCES,
KHON KAEN UNIVERSITY

FACULTY OF HUMANITIES AND SOCIAL SCIENCES,
KHON KAEN UNIVERSITY