Edenne Beljour Edenne Beljour

Teaching Practice 8
Upper-Intermediate level

Description

In this lesson, learners will have practiced reading for gist and detailed information in the context of good vs. bad driving habits. They will also be introduced to five lexis terms. The lesson will start with a brief lead-in where learners will look at one picture of an accident and discuss among themselves some reasons why the accident may have happened. Prior to the pre-teaching of MFP, learners will complete a Jamboard in pairs to convey meaning, which will then be followed by a systematic breakdown of MFP. Learners will then predict what the reading text will be about, which will then be followed by the learners reading the text for gist. As a controlled practice after the gist reading, learners will complete a mechanical exercise to identify the main idea of the text. Learners will then read the text again in order to process the text for details. Learners will complete another controlled practice, which will the be followed by a freer post-task in pairs in the breakout room where they will practice the TL for the purpose of fluency. Lastly, there will be a final OCFB and error corrections.

Materials

Abc Picture 4
Abc Picture 2
Abc Pronounciation
Abc Book

Main Aims

  • By the end of the lesson, learners will have practiced reading for gist and detailed information.

Subsidiary Aims

  • -Learners will have also discovered the MFP of five new lexical items. - Learners will have also practice their speaking for fluency during the post-task discussion

Procedure

Setting context (Lead-in) (2-3 minutes) • To engage learners and activate their previous knowledge of topic area

-T show a picture of a car accident to SS. - T asks SS to identify the picture. -T elicit 1 or 2 responses from SS - T informs asks SS to discuss in pairs what they believed could have caused the accident. -SS discuss for 2 mins. T visit breakout rooms to monitor -T return SS to main room once 2 minute passes.

Pre-Teach Vocabulary (6-8 minutes) • To cover MPF of key vocabulary to aid completion of the tasks

- T instruct SS: Click on link the the chat and complete Jamboard. - T pastes link to 1st Jamboard with pictures and words learners need to match and assign it to two specific learners. - T pastes link to 2nd Jamboard with pictures and words learners need to match and assign it to the remaining learners. - SS complete Jamboard with their partners -Once completed, T shares Jamboard answer key -T conducts MFP for each word. Meaning: Tailgate – when a person drives too close to the person driving in front of them. Gesture – a non-verbal action, usually with your hands. Honk – pressing the middle part of your steering wheel, to make a sound noise alerting others drivers when something is wrong. Blind Spot - when a car is on your right or left, but you cannot see them or you need on the regular rearview mirror. Multitasking – doing other things like eating or talking/texting on the phone while driving. -T asks CCQs for the three lexis below -T Tailgating – Is this when a car is driving very close to the car in front of them? -SS answers Yes -T Blind Spot – Can you see the car next to you easily? -SS No -T Gesture – Are you angry or happy when you do this? -SS Angry -T can you do this with your hands or face? -SS both Problem and Solution with Meaning: P: Learners may think these words are only appropriate in this context. S: Explain although these words are usually used in the context of driving, they can be used on other contexts. Form: Tailgate (verb) Gesture (noun) Honk (verb) Blind Spot (noun) Multitasking (gerund) -T asks the form related CCQ's below: -T Can the verbs be conjugated to other tenses? -SS Yes -T Is the gerund used as a noun? -SS No Problems and Solutions with form: P: Learners may think ‘multitasking’ is progressive form of the verb. S: Remind them that although it can be used as the progressive form of the verb in other contexts, in the context of this text, it’s used as a gerund. Also remind them that gerunds are considered nouns in a sentence. P: Learners realize that the verbs can be conjugated to different tenses depending on the context. S: Demonstrate that they can be conjugated to past, present, future, ect. depending on the context. Pronunciation: Tailgate /ˈteɪlˌgeɪt/ Gesture /ˈʤɛsʧər/ Honk /hɑŋk/ Blind Spot /blaɪnd spɑt/ Multitasking /ˈmʌltiˌtæskɪŋ/ -T asks SS the CCQ below -T Where is the stress in each words? -T conducts repetition and drilling for each words. First as a whole class, then individually. Problem and Solutions with Pronunciation P: Learners may not be sure which syllable to stress. S: Refer them to the dots and remind them to use intonations when they see them P: Learners may sound out the ‘e’ in tailgate and gesture and not realize that it’s silent. S: cross out the ‘e’ to demonstrate that it’s silent. Also conduct repetition and drilling both as a class and individually.

Reading for gist (5-6 minutes) • To provide an initial familiarity with the text

- T instructs SS: You are going to read a text. Predict some ideas that will be mentioned in the text. - T elicit responses from SS. Do you think it will be about cars accidents? -SS share their predictions - T writes top three predictions on the screen. -T Instructions: Now, read to the text, Pay attention to the gist. What are some tips for good defensive driving? -T shares screen and show text on the screen -SS read the text -T checks their predictions assure they are correct -T instructs: click on link in the chat. Complete form. Do not submit. Compare with a partner when finished. -T selects pairs and write it in the chat -Once finished, T shares answer key with SS -T conducts OCFB

Reading for detailed information (6-8 minutes) • To get a deeper understanding of the text at sentence level

-T instructs SS: Read it again. This time read for detailed information. Then click on the link in the chat. Complete the form. DO NOT submit when finished. Compare answers. T-posts link in the chat -T shares screen. -SS read text again. - T writes names of new pairs in the chat while SS read -SS compares answers in the chat. -T shares answer key with SS -T conducts OCFB to clarify answers

Post / Follow up Task (8-12 minutes) • To allow students to respond to text in a communicative task

-T instructs: Now in the breakout room with a partner, discuss these two questions. 1) Which bad driving habits do you think are the most dangerous? 2) Which of the safe driving tips do you practice? -T demos I think multitasking is the most dangerous, because the person is not paying attention. -T rotates from room to room assuring students understand the task and answer any questions. -T write in 1 minute marker in the breakout room chat -SS return to main room. -Each group complete the present why they made those choices -T elicit responses from individual SS about their responses. -Which habit do you think is the most dangerous, Gabo? -SS share their responses

Feedback (6-8 minutes) • To provide learners with feedback on the completion of the task and language

-T shares specific praises. I heard great use of the target language (i.e. Zaira you said someone was tailgating me and almost hit me, that's a great use of the TL in past continuous). -T conducts OCFB -T writes about three errors she heard during monitoring of the final task on the board -T elicit correct responses from learners -T clarifies correct responses -T conducts Delayed Error Correction by eliciting responses from SS (i.e. Gabo, you said I pressed my honk to alert the driver. Is honk a verb or a noun? What is the part that you press to honk?

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