Paul B. Paul B.

Conversation on Superstitions - Productive Skills
B2 level

Description

In this lesson, students will be interviewing and discussing with each other about superstitions they know from their culture, family, and/or sports. They will also be giving their opinions about their beliefs.

Materials

Abc Zoom
Abc Google Jamboard
Abc Google Docs

Main Aims

  • To provide fluency and accuracy speaking practice in a interview and a discussion in the context of superstitions

Subsidiary Aims

  • To provide specific information listening practice using by interviewing someone about superstitions in the context of beliefs and opinions

Procedure

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

Introduce the lesson by having four pictures about common superstitions in Latin culture and one from American culture. Two pictures will show good luck and the other two will be of bad luck. Ask the students a question: Are these pictures of good luck or bad luck? Elicit responses from learners by calling on one by one to describe the four pictures.

Exposure (7-9 minutes) • To provide a model of production expected in coming tasks through reading/listening

Introduce the word 'Superstition' for meaning via Jamboard. (3 min) CCQ's 1. Do you think superstitions are beliefs based on facts or science? 2. Are superstitions trying to predict the future? 3. Do superstitions involve magic and luck? Next, learners will put into groups of 2 or 3 and will have to brainstorm more superstitious beliefs in their country, within their family, within sports, or when they were a child which are still practiced or believed in today. (3 min) OCFB after they think of more examples ask for a few answers. (2 min)

Useful Language (9-10 minutes) • To highlight and clarify useful language for coming productive tasks

The learners will then have to interview each other by first creating two questions they would like to ask their peers about their culture, family, or personal superstitions. (3 min) T provides an example of a possible question and asks someone in the class. (2 - 3 min) Example: Which superstitions were you most scared of when you were a child? T will then give students exposure to different phrases asking for people's opinions. (1 min) There will be a Google Jamboard where students are able to post sticky notes of additional phrases. Individual activity (2 min) Feedback portion to talk about the phrases (2 min)

Productive Task(s) (7-8 minutes) • To provide an opportunity to practice target productive skills

Speaking exercise 1 Interview task ST's will then ask each other if they believe in superstitions. Why or why not? They will then ask if they know anyone or do you believe in any superstitions? (5 min) OCFB afterward so that they can talk about what they found out. (2 min)

Productive Task (7-8 minutes) • To provide an opportunity to practice target productive skills

The second speaking exercise will be for them to ask their group members the following questions: (5 min) Why do you think people have superstitions? Do you think superstitions are helping society or hurting it? Why or Why not? OCFB for their responses (3 min)

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

Provide delayed error correction for learners (4 - 5 min)

Web site designed by: Nikue