Silvia Rojas Silvia Rojas

TP 2
Upper Intermediate (B2) level

Description

In this lesson, SS learn connecting words for reason and contrast. It is a relevant lesson, since phrases, in both written and spoken language, require to join ideas together. In this case, the lesson will focus on how to broaden an idea or how to express the difference between two ideas.

Materials

Main Aims

  • To introduce and practice words for reason and contrast in the context of April Fool's Day

Subsidiary Aims

  • To provide gist and detailed reading practice using a text with words for reason and contrast in the context of April Fool's Day
  • To provide fluency speaking practice in a conversation about reasons and contrast in the context of dreams and goals

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

T will instruct the SS to work in pairs in the BreakOut rooms in order to answer the following questions: Is there a special day in your country when people play practical jokes on each other? If so, when is it? And what kind of jokes? You can take a screenshot. You'll have 2 minutes to speak about it in the BreakOut rooms. T asks: What are we doing? (answering the questions in BreakOut rooms) For how long? (2 minutes) After 2 minute, T will nominate 1 SS to answer the questions above.

Gist reading (3-4 minutes) • To provide context for the target language through a text about April Fool's Day

TT shares screen to show the document "April Fool's Day" in Google Forms. TT instructs: "Now, I want you to quickly browse this text just to get a general idea about it. You'll have 90 seconds. TT checks understanding: What are we doing? (Reading a text) How much time do you have? (90 seconds) TT asks: What's the main idea of the text? (April Fool's Day). And in April Fool's Day it's only family and friends that we need to beware of? (No, companies also)

Intensive Task (5-6 minutes) • To draw students' attention to the target language

T shares screen and shows once more the Google Forms file "April Fool's Day" T instructs: "Now, I want you to focus on the bold words in dark orange and answer the 2 questions below" T reads the questions in the Google Forms. T specifiies: You'll have 2 minutes. T asks: So what are we doing? (We're focusing on the bold words and answering the questions) How much time do you have? (2 minutes) T asks the SS to compare their answers in BreakOut rooms: "Now, you'll have 1 minute to check your answers with your classmates in BreakOut rooms" T asks: What are we doing? (Checking our answers in the breakout rooms) For how long? (1 minute) T creates BreakOut rooms. T monitors the rooms. T nominates 1 SS to answer Q1. T nominates 1 SS to answer Q2.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T goes back to the first bold word in the text "because". T asks: Which words could replace "because"? T nominates a SS to answer the question (for the reason that) T asks: And which type of word is "because"? T nominates a SS to answer (conjunction) T nominates a SS to read the example (I was late because I didn't set my alarm clock) T asks: How many ideas do we have in this sentence? T nominates a SS T asks, after "because" what structure do we have? T nominates a SS. T guides the students to say "Subject" and "Verb" T models the stress and pattern of the word "Because" T nominates the SS to pronounce the word. ....... T asks: Which words could replace "because of/due to"? T nominates a SS to answer the question (caused by, as a result of) T nominates a SS to read the example (His success is due to/because of his hard work) T asks, after "due to/because of" what type of word do we have? T nominates a SS. T guides the students to say "noun" T models the stress and pattern of the word "due to" T nominates the SS to pronounce the word. T models the stress and pattern of the word "because of" T nominates the SS to pronounce the word. .......... T asks: Which words could replace "whereas"? T nominates a SS to answer the question (while in contrast) T asks: Which type of word is "whereas"? T nominates a SS to answer (conjunction) T nominates a SS to read the example (All my sisters are doctors, whereas I'm a teacher) T asks, after "whereas" what type of structure do we have? T nominates a SS. T guides the students to say "Subject" + "Verb" T models the stress and pattern of the word "whereas" T nominates the SS to pronounce the word. ....... T asks: Which words could replace "apart from"? T nominates a SS to answer the question (except for) T nominates a SS to read the example (This was the same as a normal Whooper, apart from one thing-the burger itself was rotated 180°) T asks, after "apart from" what type of word do we have? T nominates a SS. T guides the students to say "noun". T models the stress and pattern of the word "apart from" T nominates the SS to pronounce the word. .......

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T shares screen and shows the file named "Reason and Contrast". T explains: Now, we will use some of these words and phrases we've just went through. For this exercise, you'll have to rewrite these sentences and include the words/phrases in brackets. You can change other words in the sentences if necessary. For example, with the first one: "The kid was ill. The kid was absent. (Because)" How could we join those two sentences using "because"? T nominates one SS to answer. (The kid was absent because he was ill) T asks SS if we had to change any words in the phrases. T guides the SS to notice the "he" that substitutes "the kid" in the second phrase. T explains: You can change as many things as you wish, as long as the meaning remains the same and you include the word in brackets. T says: You'll have 3 minutes. T asks: What are we doing? (Rewriting the phrases using the words in brackets) How much time do you have? (3 minutes) T instructs: Now you'll have three more minutes to compare your answers with your classmates in BreakOut rooms. T creates BreakOut rooms and monitors. T nominates 1 SS to answer every question.

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

T shares screen with the final slide of the presentation. T instructs: Now, for our final task, you'll have 6 minutes to speak with your classmates about the following questions: Think about one thing that you’ve always wanted to do/try. Explain your reasons. // Have you ever done/tried something that your friends or family doesn’t approve of? Explain. Try to use the words that we've learned today. T asks: So, what are we doing? (Speaking with our classmates about those two questions) For how long? (6 minutes) T creates BreakOut rooms and monitors. T takes notes in a Word File in order to conduct feedback on the task and correct any mistakes.

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