English Lesson Planner

Success - High Intermediate/Low Advanced level

Success
High Intermediate/Low Advanced level

Description

In this lesson students will be able to listen for key words, and develop critical thinking

Materials

Ted Ed textbook

Video

Ted Ed textbook

Video

Main Aims

To provide specific information in the context of "Don't eat the Marshmallow!"

Subsidiary Aims

To provide accuracy speaking practice in a presentation in the context of success

Procedure (67-86 minutes)

Lead-in, pre-listening reading (5-6 minutes) • To set lesson context and engage students

T gives Ss 1 m to read about Joachim de Posada. T pairs up Ss to discuss questions in part 1 on page 41. T gives Ss 3 minutes to discuss. Feedback: T calls on one S to hear what they talked about for Q 1. T then instructs S to pick someone else in the class to answer Q 2 and so forth.

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

T introduces vocabulary. T pronounces words naturally, T elicits number of syllables and elicits from Ss, intonation. Ss guess the meaning from Part 2, Page 41. Feedback: Ss peer check. T provides answer key.

While Listening #1 (8-15 minutes) • To provide students with less challenging gist and specific information listening tasks

T gives Ss 30 seconds to read the questions that they need to answer while watching the video. Video (6:20) Feedback: Peer check, T calls on Idv Ss T may have to play video again

While Listening #2 (4-5 minutes) • To provide students with a more challenging specific information listening task

T plays video again, up to 1:24. Ss pick the correct options. FB: peer check, T plays video with subtitles, T provides answer key

While Listening #3 (5-6 minutes) • To provide students with a more challenging specific information listening task

T plays video from 1:24 to 2:47. Ss listen and complete. Feedback: Ss Peer check, T plays with subtitles, answer key

While Listening #4 (12-14 minutes) • To provide students with more challenging detailed, deduction and inference listening task

T instructs Ss to answer questions about what the marshmallow lesson was about. T divides students into pairs. One partner does evens and the other partner does odds. Ss Ind answer their questions. T may have to play the video a second time. FB: Ss share their answer with each other. T goes over possible answers.

Post Listening (8-10 minutes) • To provide with an opportunity to respond and expand on what they've learned

Ss work in pairs to complete the sentences in their own words. Feedback: Each pair groups with another pair behind or beside them to share their answers. T hands each group a board marker. Each group writes a response for each up on the board. reason: this will lead into the subsidiary aim.

Critical Thinking pre-speaking activity (8-10 minutes) • To provide with an opportunity to respond and expand on what they've learned

T writes on the board (or gives out a slip) "Learning to wait and having self discipline are key factors for success in life." T models different kinds arguments against the quote. Ss will have 3 minutes to discuss with their partner, arguments AGAINST the quote. FB: After the time is up, Ss read comments in Part 7. Ss discuss which comments they agree with.

Presentation skills #1 (6-7 minutes) • To provide with an opportunity to respond and expand on what they've learned

In pairs, Ss discuss questions for 2 minutes. Ss then compare their ideas with tips in Part 10. T make have to pre-teach “tips”. FB: T shows the first 2 minutes of TED video. Ss check which techniques Joachim uses. T calls on ind Ss to check answers.

Presentation #2 (5-6 minutes) • To provide with an opportunity to respond and expand on what they've learned

In pairs, Ss must explain the marshmallow experiment to the their partners. Ss will have 2 minutes. Ss will then explain the experiment to one other person in class. T facilitates.