Gonzalo García Gonzalo García

TP1
Upper Intermediate level

Description

In this lesson, students will have a gist and specific information listening practice using a text about people talking about how certain situations makes them feel in the context of everyday life

Materials

Abc Zoom platform
Abc Presentation

Main Aims

  • To provide gist and specific information listening practice using a text about people talking about how certain situations makes them feel in the context of everyday life

Subsidiary Aims

  • To provide review of feelings adjectives in the context of specific situations
  • To provide accuracy speaking practice in a conversation among them about how certain situations makes them feel in the context of ev

Procedure

Warmer/Lead-in (2-5 minutes) • To set lesson context and engage students

Introduce the lesson's topic and LO. Group them in pairs and have them ask and answer the following questions: What do you think is happening in the image? What emotions do their faces show? I give the next example: I think, for example, the girl was going to meet with her friend for te, but got afraid because it was dark, so she asked her younger brother to accompany her. The brother got stressed because he was running late to see his girlfriend CCQs: 1) Do you have to write? no 2) Do you have to speak? yes

Pre-Teach vocabulary (2-5 minutes) • To introduce vocabulary that is needed for the tasks ahead

1) Sharing my screen, I display a matching exercise in google slides that they will have to solve in teams. I elicit instructions and have them read column on the left, saying the funny letters is a pronunciation tip (elicit sound) and do the following CCQs: Do you have to write? Yes Is it an individual exercise? No 2) After time runs out, we do a group feedback on the answers: 1-a, 2-e, 3-c, 4-d, 5-b

Pre-Reading/Listening (2-5 minutes) • To prepare students for the text and make it accessible

1) After finishing the vocabulary activity stage, I ask students to ask and answer each other in breakout rooms: What situations make you blow hot and cold? I elicit a response: I sometimes blow hot and cold when I am paying taxes? After that, I send them to the rooms for a minute and a half (2 min top).

While-Reading/Listening #1 (5-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

2) I bring them back and elicit one answer. Then I tell we will hear people answering similar questions, so (while sharing my screen) I send the link for the activity, and check everyone can see the exercise. I tell the students to quickly read the questions, and answer while we do the listening.

Peer-feedback (5-5 minutes) • Learner will have the opportunity to contrast performance from the previous activity

After doing the exercise, I ask them to check answers in groups (I monitor to see if audio needs to be played again) (I create new breakout rooms) 3) I do open feedback: a) speakers 5-9, b) speaker 6 and "8", c) speaker 3, d) speaker 4, e) speaker 8 and "3", f) speaker 2, g) speaker 1 and 10, h) speaker 7

More detailed task (5-5 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

1) I tell students we will hear 8 sentences taken from the previous exercise. 2) I share my screen and show them the form and send the form. 3) In pairs, I ask them to predict what do they think fills the sentences (I create new breakout rooms for that purpose).

Peer-feedback (5 minutes) • Learner will have the opportunity to contrast performance from the previous activity

4) After the listening, I have them peer check and monitor to see if I need to play again. 5) I do an open feedback group correcting only the ones that are wrong: a) feel embarrassed b) that stresses c) me completely d) find, quite funny e) that frightens me the most is f) really great g) absolutely detest h) you shouldn't laugh, can't stop myself

Post-Reading/Listening (5-8 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Tell students they will have to tell a moment in their life, in which they either felt embarrassed, stressed or happy

DEC (optional) (1-2 minutes) • Correct any mistakes done during the class

Based on the mistakes heard during the lesson, I either perform this stage, or not.

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