Rogelio Miguel Espino Nuño Rogelio Miguel Espino Nuño

TP7 Roger
Upper intermediate level

Description

In this lesson, the students will be provided with fluency in speaking skills. Also, the students will know if they are "right- or left-brain" by being interviewed by a partner. The students will practice the useful language to discuss and present the partner's answers.

Materials

Abc Self-made slides
Abc Self-made slides
Abc Google Jamboard
Abc Self-made slides
Abc Self-made forms
Abc New Cutting Edge Upper Intermediate Students Book
Abc Breakout Rooms

Main Aims

  • To provide fluency speaking practice in a conversation in the context of analyzing the results of a quiz.

Subsidiary Aims

  • To provide detailed listening practice using a text about conversation in the context of analyzing the results of a quiz.
  • To provide detailed reading practice using a text about right- and left brains in the context of analyzing the results of a quiz.
  • To provide clarification and practice of language used for conversation in the context of analyzing the results of a quiz.

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T shares the screen to show the reading "Brain Facts" and asks students to discuss some questions: Would you like to know if you are right- or left-brained? What do you know about it? Students work in pairs/groups in breakout rooms and discuss. • Instructions: Discuss with your partners these questions. You have 2 minutes. T conducts OCFB by listening to a few contributions.

Content Presentation (4-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

• T shares a screen for visual support. Students do a brainstorm about "WHAT ARE WE GOING TO DO TO KNOW IF YOU ARE A RIGHT- OR LEFT-BRAINED?" • Students do the brainstorm in a Jamboard provided by T. 2 minutes. • Instructions: In the Jamboard, write ideas about "WHAT ARE WE GOING TO DO TO KNOW IF YOU ARE A RIGHT- OR LEFT-BRAINED?". 2 minutes. Individual. • ICQs: Do we write ideas about the question or answer the quiz? QUESTION • Have students discuss the ideas with the group. T nominates people to participate. • Instructions: Jonh, what is the idea that you prefer? • T conducts OCFB by providing an answer key.

Useful Language (4-6 minutes) • To highlight and clarify useful language for coming productive tasks

• T shares a screen for visual support. T shows 8 sentences in a Jamboard to cover the MEANING of the target lesson. • Students choose one sentence and they put in the corresponding place. T elicits and asks students to answer the task and cover the MEANING. Example Do you use this phrase to present or to discuss answers? PRESENT/DISCUSS Why? • T asks eliciting questions to cover FORM, PRONUNCIATION, and APPROPRIACY of the target language. • Instructions: What is the part of the sentence you can't change? What is the stress word in the sentence? How is intonation? Does it go up, down, or straight? Is it a formal or informal phrase? Example: x You got mainly "a"s / "b"s LINKING • T nominates students to give the correct answer.

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills

• T provides two different Google Forms for the quiz "right- or left-brain" to interview a partner. Do not use the same quiz for the interviews. Count the number of A's and B's. Do not tell your partner the result yet. 6 minutes. In pairs. • Instructions: Interview a partner. Count the number of A's and B's. Do not use the same quiz for the interviews. Do not tell your partner the result yet. 6 minutes. • ICQs: Do we tell our partner the result or we only count the A's and B's? WE COUNT Do we use the same quiz for the interview or we use different quizzes for the interview? DIFFERENT QUIZZES • Students interview each other into breakout rooms. 6 minutes • T shows the answer key and description for right- and left-brains. • Students explain their partner's results and what they mean by using the answer key for the speaking task. The same pairs. 6 minutes. • Instruction: Explain their partner's results and what they mean. The same pairs. Use the answer key. 6 minutes. • T shows questions and answers to discuss in groups. Students tell the T what is the answer to each question. 2 minutes. • Instruction: Write in the chat what is the answer, which corresponds to each question. 2 minutes. • T shares screen to show some questions and answers to discuss in groups. The students tell the teacher the correct answer to each question. 2 minutes. • Instruction: Write in the chat the correct answer to each question. 2 minutes. • T provides an answer key. This part of the stage is to provide students with material for the last speaking task. • Students discuss the questions by using the suggested answers. The students have 6 minutes to discuss in small groups. • Instruction: Discuss the questions by using the suggested answers. In groups. 6 minutes. • ICQs: Do you use the suggested answers or we formulate similar answers? WE COUNT • T conducts OCFB by listening a few contributions.

Content and Language FB (8-10 minutes) • To provide feedback on students' production and use of language

• Students report their discussion, they report if they achieved the outcome, or/and if their experience in the task was funny or interesting. 2 minutes. • T asks students to report their discussion in the class. • T conducts OCFB and asks for interesting information. • T writes on the screen samples of students' errors and encourages them to notice and correct the mistakes. • T conducts OCFB.

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