Liliana Fernanda Del Villar Arias Liliana Fernanda Del Villar Arias

TP5 Speaking skills
Upper intermediate level

Description

In this lesson students will upgrade their fluency and accuracy speaking skills by comparing and contrasting versions of one same story in the context of a "he said, she said" scenario between a young man and an old woman. The lesson begins with a brainstorm task in which students are shown the image of the phrase "he said, she said" to activate their top-bottom process and schemata. Afterwards, the main context of the story is set, and students are asked to carry out a jigsaw reading activity to read key quotes of the versions of both parties and start thinking on whether the young man and the old lady can be believed. This activity scaffolds content preparation. After the initial reading task, students shall work in pairs to brainstorm ideas on what happened the night of the event. In the language preparation phase, through guided discovery tasks, students will come up with the meaning, appropriacy, pronunciation, and form of semi-fixed expressions useful for comparing and contrasting stories. The main speaking task of lesson shall follow. in pairs, students will have to engage in a discussion on whether either party can be believed and come up with their own conclusions on what happened that night. Feedback on content shall proceed to compare the conclusions of all the pairs in the class and come up with one agreed version as a whole. The last stage of the night is feedback on language in which delayed error corrections and reformulations will take place.

Materials

Abc Zoom Whiteboard
Abc Zoom Screenshare
Abc Zoom Chatbox
Abc Zoom Breakout Rooms

Main Aims

  • To upgrade the fluency and accuracy speaking skills of the students by comparing and contrasting versions of one same story in the context of a "he said, she said" scenario between a young man and an old woman.

Subsidiary Aims

  • To enable students to practice their reading for gist and interpretative skills in the context of the key quotes of one of the parties involved in a "he said-she said" scenario.
  • To provide students with a wider rage of functional language for comparing and contrasting stories (e.g. "according to", "claimed that", "insisted that", "he said..., whereas she said....").

Procedure

Lead-in (1-2 minutes) • To set lesson context, activate background knowledge and engage students

• Greetings and introduce myself to the new students. • Open the Genially presentation: https://bit.ly/38cHgWX. • Ask the students whether they know the meaning of the phrase "he said, she said" (when two parties have conflicting statements of one same story without concrete evidence). Elicit ideas from the students. • Keep sharing screen.

Content Preparation (7-8 minutes) • To allow learners to come up with ideas which support the completion of the speaking task

CONTEXT SETTING • Keep using the Genially presentation from the Lead-in in Screenshare. • Tell students that for this lesson, they will discuss a "he said, she said" scenario in which Myrna, Bill and his friend Frank are the main characters. • Give the basic facts of the story to the students: 1. One night after a Christmas party, Bill and Frank were walking home. 2. They were making a lot of noise and passed by Myrna's house. 3. Myrna called the police. 4. A patrol took Bill and Frank to the police station. • Tell the students there are two versions of this story: Bill's and Myrna's. • The question is who to believe and what actually happened that night. • Stop sharing screen. INDIVIDUAL WORK • Tell students that the class shall be divided in two. One half shall read the key quotes of Bill's version, and the other half shall read Myrna's. • Open the Genially presentations: https://bit.ly/386XCjK (Bill's) and https://bit.ly/38bp0gv (Myrna's). • Share screen. • Show students the Flipbooks that each half shall read. • Tell the students that as they read, they need to think whether Bill or Myrna can be believed or not and why. • They will have 2 minutes to read and brainstorm their ideas. • Stop sharing screen. • Specify which students will read Bill's version and which Myrna's. • Share the links of each group through Chatbox. • Monitor students for any doubts or potential needs. ICQs Are each of you just reading one version the story? Yes. Bill's or Myrna's. Do you need to figure out if Bill or Myrna can be believed? Yes. How long do you have for this task? 2 minutes. PAIR-WORK • Tell students they will now work in pairs. • With their partner, they have to compare and contrast both stories and brainstorm ideas on who can be believed and what happened that night. • They will have 4 minutes for this task. • Manually create Break-out Rooms. Each pair must have a student who read Bill's version and a student who read Myrna's version. • Set the timer for 4 minutes with 10 seconds notice. • Open the Break-out Rooms. • Monitor Break-out Rooms for students' language and any other potential needs. • Send everyone to Main Room once the time’s up. ICQs Do you have to share stories with your partner? Yes. Do you have to brainstorm ideas on who can be believed? Yes. Do you have to brainstorm ideas on what happened that night? Yes. How long do you have for this task? 4 minutes.

Language Preparation (11-14 minutes) • To provide input on useful language which can help learners complete the speaking task

• Open the Google Slides: https://bit.ly/38otYX6. • Share screen. • Tell students that there are some phrases that are useful to compare and contrast stories: according to, claimed that, insisted that, someone said that..., whereas someone said that. MEANING • They shall start by figuring out the meaning of these phrases. • Stop sharing screen. • Open the Google Slide: https://bit.ly/2ZuxzPA. • Share screen. • Tell students that for that, they will do a small task in which they will match sentences that have those phrases with sentences that have the same meaning. • Model how they will drag and drop those sentences in the Google Slides. • Tell the students they will have 2 minutes for this task. • Stop sharing screen. • Share links through Chatbox. Tell students to select the link that has their own name (names shall be added in the lesson as we get to know the new learners). 1. S1: https://bit.ly/2ZuxzPA 2. S2: https://bit.ly/2VHzGyf 3. S3: https://bit.ly/31E801d 4. S4: https://bit.ly/31Bv6pf 5. S5: https://bit.ly/38o5UUo 6. S6: https://bit.ly/2VI0QFo 7. S7: https://bit.ly/2ZA6Xwm 8. S8: https://bit.ly/31D91X8 9. S9: https://bit.ly/3gkn0Fy 10. S10: https://bit.ly/31FS4ve 11. S11: https://bit.ly/2C177oy 12. S12: https://bit.ly/2NQiF0z • Monitor Google Slides for pace, answers and potential needs. ICQs: Do you have to drag and drop to match the sentences? Yes. How long do you have for this task? 2 minutes. APPROPRIACY • Open once again the Google Slide: https://bit.ly/2ZuxzPA and share screen. • Elicit the appropriacy of these sentences. They are all formal. • Check understanding by asking where could these phrases be used, and the differences of using them in comparison to just using the phrase "said that". PRONUNCIATION • Continue working with the same Google Slides. • Ask students to identify what words are stressed and whether the intonation is rising or falling at the end of each sentence. • Use the annotate function in Zoom's Screenshare to write down students' answer. • Drill. • For "claimed that" and "insisted that", draw the attention of the students towards the elision of /d/ in both cases, give an oral model and drill. • For "whereas", draw their attention on the stress in the second syllable, give and oral model and drill. • Stop sharing screen. FORM • Open the Google Slides presentation: https://bit.ly/2YTchvJ. • Share screen. • Tell the students you will now perform a task to understand the structure of these phrases. • They will have to put in order the words of each sentence, and label each part of the sentence by dragging and dropping the options that are already on screen. • Model the first answer with the class. • Tell the students they will have 3 minutes for this task. • Stop sharing screen. • Share links through Chatbox. Tell students to select the link that has their own name (names shall be added in the lesson as we get to know the new learners). 1. S1: https://bit.ly/2YTchvJ 2. S2: https://bit.ly/3eWVygT 3. S3: https://bit.ly/2ZvBADf 4. S4: https://bit.ly/2VI6KpT 5. S5: https://bit.ly/31Gyv5V 6. S6: https://bit.ly/3ixca11 7. S7: https://bit.ly/3gjQ3sO 8. S8: https://bit.ly/2BrgEWe 9. S9: https://bit.ly/2O3KX89 10. S10: https://bit.ly/3gsiqVX 11. S11: https://bit.ly/2Bq7klv 12. S12: https://bit.ly/2VGeGYR • Stop sharing screen. • Monitor Google Slides for pace, answers and potential needs. • Go over sentences that were difficult for the students. ICQs: Do you have to order the words in each sentence? Yes. Do you have to label each part of the sentence? Yes. How long do you have for this task? 3 minutes.

Speaking Task (11-11 minutes) • To provide opportunities for learners to practice speaking for fluency in a communicative manner

• Tell students they will now do their main speaking task. • Open the Genially presentation: https://bit.ly/3eYlmZL. • Share screen. • They will do this activity with their partner. • By comparing and contrasting Bill's and Myrna's stories, their objective is to come up with what really happened that night. • Ask them to use strong arguments in their reasoning, as well as the language we reviewed if they find it useful. • Stop sharing screen. • Send students once again the links of Myrna's and Bill's key quotes in case they want to review them in their discussions through Chatbox (Bill´s: https://bit.ly/386XCjK, Myrna´s: https://bit.ly/38bp0gv) • For this activity, they will have 10 minutes. • Manually recreate Break-out Rooms. Each pair must have a student who read Bill's version and a student who read Myrna's version. • Set the timer for 10 minutes with 10 seconds notice. • Open the Break-out Rooms. • Monitor Break-out Rooms for students' language and any other potential needs. • Send everyone to Main Room once the time’s up. ICQs: Will you be working with your partner? Yes. Will you have to come up with what happened that night? Yes. How long do you have for this task? 10 minutes.

Feedback on Content (4-5 minutes) • To provide feedback on the learners' contributions and ideas

• Ask each pair of students to share their conclusions with the class. • Nominate a student from each pair to share what was their conclusion on what actually happen that night. • Repeat the procedure with each pair of students. • As a whole class, ask the students to decide what version sounds better and come up with one common idea on the real events of the night.

Feedback on Language (4-5 minutes) • To provide feedback on accurate and inaccurate samples of learners' language

• Share Whiteboard. • Write down accurate and inaccurate sentences said by students in their main speaking task and in the language preparation task. • Tell students they have one minute on their own to decide what sentences are accurate and what sentences are inaccurate and why. • Elicit the answers from students, and ask them how to correct the inaccurate sentences. • Elicit from students the reformulation of the accurate version of these sentences to promote a more diverse language range.

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