New lesson plan: LSRT. Frida Kahlo.

Wilmer Gonzàlez

LSRT. Frida Kahlo. - Upper-intermediate. level

LSRT. Frida Kahlo.
Upper-intermediate. level

Description

In this lesson, students will learn more about Frida Kahlo's life. They will discuss among themselves what they already know about her life; they don't have to worry about whether they don't know or remember her. The teacher is going to ask some questions as a lead-in practice so learners will interact. For gist reading, they will read quickly through the text and answer some questions about the paragraphs; for the second reading, they will read for detail and answer some specific questions related to Frida's life. For the post-task, the teacher will ask learners to think about famous artists from their countries and talk about them in class; students can question their peers. Finally, the teacher is going to give some feedback about the activity and also some DEC.

Materials

Google Forms.

Google Forms.

Main Aims

To provide gist and detailed reading practice using a text about Frida Kahlo's biography in the context of her life and contributions to the Mexican culture.

Subsidiary Aims

To provide fluency speaking practice in a conversation related to Kahlos's life in the context of childhood, family, career as a painter, stormy marriage and death
To provide clarification of Frida Kahlo's biography in the context of painting career and common expressions in real life scenarios.

Procedure (38-45 minutes)

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

In this first stage of the class, the teacher is going to share the most iconic portraits and paintings from Frida Kahlo; the students are supposed to guess and identify the famous Mexican artist to discuss.

Pre-Reading (6-7 minutes) • To prepare students for the text and make it accessible

In this stage of the class, the students are asked to match some definitions related to the topic mentioned. This is also a good way to improve students' vocabulary in order to help them when reading the text for the next stage. Students can discuss with each other to better understand. The activity to perform is the following: Google Slides for matching definitions. Provide the form and pronunciation of the vocabulary mentioned emerging from the activity.

While-Reading #1 (8-9 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

In this stage of the class, the students are asked to match sentence-long summaries with paragraphs. The following exercise describes the activity to perform. Students are going to discuss and help each other with the activity that is being displayed on Google Forms. The learners are going to read a text about “Frida Kahlo." And they will have to answer some general questions. such as: Google Slides for matching definitions. Provide the form and pronunciation of the vocabulary mentioned emerging from the activity. The teacher is expected to use Google Forms to check answers and give learners feedback. OCFB (open class feedback)

While-Reading #2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

The learners are going to read Frida Kahlo's text again, but first, the teacher is going to share the questions they are expected to answer. There are five questions to be developed. For this activity, the teacher is going to use Google Forms and structure it as filling in the gaps with the corresponding answers. This activity can be performed in pairs, assuming that there are at least 4 students in the breakout rooms. Having fewer than 4 learners, they will be able to stay in the main room. The teacher can turn his camera and mic off and have them check their answers before OCFB.

Post-Reading/Listening (11-13 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

In this stage of the class, the students are going to discuss some questions based on the topic studied, so they are expected to use the new vocabulary from the reading. They are going to associate the questions with their real life and context, so they will be more confident when speaking. The teacher is going to get learners to respond to the content of the text: Wrap-up questions: Discussion Time.