Jessica Jessica

TP2 LP_Lexis_09152020_45min
Upper Intermediate level

Materials

Abc Face2Face Upper Intermediate Student's Book

Main Aims

  • To introduce and practice verbs and prepositions in the context of controversial American legal cases.

Subsidiary Aims

  • To provide practice using verbs and prepositions to ask questions.

Procedure

Warmer/Lead-in (4-4 minutes) • To set lesson context and engage students

SETTING THE STAGE (1 minute): - Students are presented with two questions using Google Jamboard: 1) What do you know about the prison system of your country? 2) What do you know about the prison system of the United States? - Students are informed they will discuss the two questions in breakout rooms for 2 minutes - Students are asked, “What will you discuss?" "For how long?" (CCQs) - Students are sent the questions through the Zoom chat TASK (2 minutes): - Students are sent to breakout rooms to discuss the questions - Students are monitored by the teacher POST-TASK (1 minute) - Students return to the main room for open-class feedback

Exposure (4-4 minutes) • To provide context for the target language through a text or situation

SETTING THE STAGE (1 minute) - Students are asked to complete a gist task individually - Students are shown a demonstration - Students are asked: “Is this an individual task?" "How much time do you have?" (CCQs) - Students are sent the link to the task TASK (2 minutes) - Students complete the task individually (2 minutes) - Students return to the main room POST-TASK (1 minute) - Students return to the main room for open-class feedback - Students are nominated and encouraged to share their responses - Students are provided with delayed error correction (DEC) if necessary

Highlighting (8-8 minutes) • To draw students' attention to the target language

SETTING THE STAGE (1 minute) - Students are asked to complete an intensive task individually - Students are shown a demonstration - Students are asked: “Is this an individual task?" "How much time do you have?" (CCQs) - Students are sent the link to the task TASK (6 minutes) - Students complete the task individually (3 minutes) - Students return to the main room - Students are asked to discuss their answers in breakout rooms - Students discuss their answers in breakout rooms (3 minutes) POST-TASK (1 minute) - Students return to the main room for open-class feedback - Students are nominated and encouraged to share their responses - Students are provided with delayed error correction (DEC) if necessary

Clarification (12-12 minutes) • To clarify the meaning, form and pronunciation of the target language

SETTING THE STAGE (1 minute): - Students are presented with definitions and images on Google Jamboard: - Students are informed they will have to drag and match an image to its definition - Students are asked, “What will you match?"(CCQ) - Students are sent the link to the task TASK (4 minutes): - Students are nominated to drag and match images to their definitions - Students are monitored by the teacher and provided with direct corrections as necessary POST-TASK (7 minutes) - Students are asked, "Are the underlined words verbs and prepositions?" (CCQ) - Students are given a pronunciation model and drilled for Target Language (TL) items that the teacher notices were challenging for the students - Students are asked to provide the number of syllables and stress for challenging TL items

Controlled Practice (7-7 minutes) • To concept check and prepare students for more meaningful practice

SETTING THE STAGE (1 minute) - Students are asked to complete a controlled practice task individually for 3 minutes - Students are shown a demonstration - Students are asked: “Is this an individual task?" "How much time do you have?" (CCQs) - Students are sent the link to the task TASK (5 minutes) - Students complete the task individually (3 minutes) - Students return to the main room - Students are asked to discuss their answers in breakout rooms - Students discuss their answers in breakout rooms (2 minutes) POST-TASK (1 minute) - Students return to the main room for open-class feedback - Students are nominated and encouraged to share their responses - Students are provided with delayed error correction (DEC) if necessary

Freer Practice (10-10 minutes) • To provide students with free practice of the target language

SETTING THE STAGE (2 minutes) - Students are asked to read the questions on the Jamboard slide - Students are asked to think about and choose three questions they'd ask a family member or friend - Students are sent the questions in the Zoom chat 1) Have you applied to a new job in the last six months? 2) Have you ever publicly protested against something? 3) How do you usually cope with people who annoy you? 4) Are you named after a relative? 5) Do you usually insist on paying when you and a friend go out for a meal? 6) What was the last thing you read or watched that was based on a true story? - Students are told they will be sent to breakout rooms - Students are told they will ask their partner(s) the three questions they chose TASK (6 minutes) - Students are sent to breakout rooms to ask their questions - Students are monitored by the teacher POST-TASK (2 minutes) - Students return to the main room for open-class feedback - Students are nominated and encouraged to share their responses - Students are provided with delayed error correction (DEC) if necessary

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