TP5 LP_John Al-Haddad
To introduce and provide practice of speaking for fluency in the context of talking about places
To practice listening for gist and specific information in the context of talking about places
Procedure (42-50 minutes)
1. Share a screen of an interactive Jamboard screen with various vocabulary items and pictures. 2. Ask Ss to work as a class to match the terms to the correct picture. Give them 2-3 minutes 3. Following the activity, have Ss confirm among themselves that the answers are correct. T should point out terms that Ss struggled with and check for meaning. Briefly go over pronunciation of new or unfamiliar words (especially glacier and fjord)
1. Show a Jamboard with the following statement: "Think about one of your favorite places. Why is it important?" 2. Tell Ss to take 2 minutes to write down some of their thoughts. DEMO: My favorite place is Chicago because it is an important American city and I went there for school. 3. After two 2 minutes, nominate a few Ss to share some of their places.
1. Share a screen of a Google Slide with a variety of questions and possible answers people use when talking about places. 2. Tell Ss to match the questions with the proper answers to discover meaning. Give Ss about 1 minute to complete the short matching activity. Ss type their answers in the class chatbox. T asks Ss to confirm. 3. Show Ss questions pertaining to the form and allow them to discover form. Give students about 1 minute to go through the questions. Ss type their answers in the class chatbox. Again, T should check that Ss correctly understood the form. 4. T should demo and drill pronunciation, especially focusing on intonation for the questions.
1. Share the screen Google Form of the listening quiz (SB pg. 76) 2. Tell Ss they have 1 minute to read the questions. Ss can also try to make predictions about what the answers will be, if they know about New Zealand. Before playing the clip, check the meaning of fjord, glacier, and sheep in case students aren't familiar. 3. Tell Ss they will listening to audio clip (Track 8.7) for 2 mins. T plays clip. 4. After clip allow students another 30 seconds if necessary. If not, move on. 5. Tell students to quickly compare answers via their private chatbox for 1 minutes. 6. After, T quickly goes over answers and nominates students to share answers.
1. T gives instructions for the speaking task. Tells Ss to talk about their favorite place in pairs. Tell them they are free to use any notes, questions and phrases from language preparation, or phrases they heard from the listening task. They should also take notes on anything interesting they hear. They have 5 minutes to talk. ICQ: "What are we doing?" "For how long?" 2. T creates breakout rooms, with two Ss per room. (If necessary, three Ss per room is fine). T sends Ss into BoR. 3. T makes notes of what Ss are saying in each BoR 4. T ends breakout rooms after 5 minutes and Ss return to main group. 5. Repeat steps 2-4 another two times with new pairs of Ss 6. After final BoR sessions, students come back to main group. Teacher prepares for feedback and DEC.
1. OCFB: T nominates a few students to share what they learned about their partners (4-5 minutes) 2. DEC: T shares whiteboard with a few examples of Ss mistakes; writes them on board and has Ss correct (3-5mins)