Edenne Beljour Edenne Beljour

Teaching Practice 5
Upper-Intermediate level


In this lesson, learners will have learned functional language for personal information through guided and freer practice base on a listening text which will help to contextualize specific chunks about various life events. The lesson starts with a lead-in where learners activate their top-down knowledge as they look at a pictures with corresponding phrases regarding life events in order to match the phrase with the picture. The TL will then be presented through M(A)FP for chunks, which is accompanied by a guided task for meaning clarification. Following the language presentation, the language content will then be presented through audio text. Learners will then have the opportunity to practice the language for fluency through a freer task of speaking. Lastly, there will be a final OCFB and error corrections


Abc Audio Script

Main Aims

  • At the end of the lesson, learners practiced functional language: Personal Information in the context of real life situations

Subsidiary Aims

  • • To practice listening for detail about personal information and real life events. • To provide functional language practice for fluency while students use TL chunks for speaking about personal experiences.


Lead-in (3-5 minutes) • To engage learners and activate their previous knowledge of the topic area

T to class: I need your help. I have plans to visit Mexico after Coronavirus. Can you give me a few suggestions on where to visit? What to do? -T elicits a few ideas from learners. Write learners ideas on white board

Language Preparation (4-6 minutes) • To cover MPF(A) of target language in order to aid completion of tasks

Meaning: CCQs Is this for life events or future plans? Life events Can these events be in the past or present? Both This target language is used in conversations about personal information either in the past or present. The TL chunks help to express details about events, people, location and time/date of certain event. Instruction: -Learners will receive a link to complete as a guided task for meaning. -*BEFORE SUBMITTING, Learners will share and discuss their answers with a partner in the chat. -T share answer key for grading. June 7th is important because I married my sweetheart. That’s when I watched my first Broadway play. The last time I saw a movie was before the coronavirus. I put Cali Colombia because that’s where I danced Salsa. Mrs. Evans is a woman who lived across the street from my parents. CCQs Can I use these chunks in everyday conversations or only formal conversations? Is it ok to use them with my sister? How about my boss at work? The appropriacy for this TL is neutral. I can be used with friends, family and colleagues. Form: CCQs: Is the noun a person or object? Person Is this about a location or a person? Location I this even in the present? No I put + event/date + because + subject Event/date + is important to me because + subject Noun + is a woman/a boy who + verb Noun + is the place where + subject That’s when I + verb (past/present) The last time I + verb (past) + was + time (past) Pronunciation: CCQ: Where is the stress in the underline phrases? Do you hear linking? June 7th is important to me because I married my sweetheart. That’s when I saw my first Broadway play. The last time I watched a movie was last December. After completing the task, I will conduct both choral and individual drills.

Content Preparation (4-6 minutes) • To prepare students for detailed listening of text and make it accessible

-Instructions: -Learners will listen to a script for details. -Learners will then be asked to draw five circles and to write personal information in each circle in preparation for the freer speaking task. -T will DEMO task -T conducts OCFB

Speaking (18-20 minutes) • To provide with an opportunity for learners to respond to the text and expand on what they've learned communicably

-Instructions: At this moment, learners will have completed completing their personal information bubbles with various life events. -Learners will be placed in breakout rooms in pair to practice speaking for fluency while using the TL for chunks. -T demo -T rotates from room to room assuring students understand the task and answer any questions. Learners will switch partners minimum 3 times or as time allows. -Learners return to main room. -T conduct OCFB

Content and Language Feedback (4-6 minutes) • To provide learners with feedback on the completion of the task and language

- T conducts OCFB - T conducts Delayed Error Correction

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