Gonzalo García Gonzalo García

8.4
A2 level

Description

In this session, learners will be able to have a speaking accuracy session, functional language session and reading for detail practice session in the context of predicting the future, talking about horror movies and house chores

Materials

Abc Zoom platform
Abc Presentation
Abc Platform Net Languages
Abc Kahoot

Main Aims

  • To provide review of language used for future tenses in the context of predicting the future
  • To provide detailed reading practice using a text about chores in the context of house chores
  • To provide fluency speaking practice in a conversation in the context of horror movies

Subsidiary Aims

  • To provide review of chores in the context of House chores
  • To provide review of past tense, future tense in the context of predictiong future and horror movies

Procedure

Warm up (10-10 minutes) • To set lesson context and engage students

The teacher greets the students and introduces the topic of the class: Then, the teacher shares these questions and has students ask them and answer in breakout rooms (2 rounds): What do you do to help in your house? Do you like doing house chores? What do you tend to do? Why? After student finish, the teacher gives a content feedback

Pre-Teach vocabulary (10-10 minutes) • the purpose is to teach blocking Vocab

The teacher ask students to enter the following kahoot: https://create.kahoot.it/share/house-chores/f4aec750-8081-4d76-9d17-2162c2faa205 The teacher then makes sure they have learned at least 4 words

Gist (13-13 minutes) • the purpose is to ask Ss to identify the main idea(s) of the text

The teacher introduces the following activity like this: You will see the bubles of a story. In groups, you must try to complete them with your own ideas: Team 1: https://jamboard.google.com/d/1OO5ukkzHyeGbFkDNt9hwwY4kqgBr2I00ZrF2qhoAcdk/edit?usp=sharing Team 2: https://jamboard.google.com/d/1aQW6ZAtwww4NEzpp_puLYbJpz9sZM-QaEZ3876ycbRg/edit?usp=sharing Team 3: https://jamboard.google.com/d/1ZcJa05VnuBeFUf6iNULQX9w7OM76OnD9HAXeNjomLpE/edit?usp=sharing After time runs out, one team must present

Detail (10-10 minutes) • the purpose is to now process the text in more depth

The teacher then shares the following form https://forms.gle/swXCXsRPSFcWUTC6A, and has students answer in breakout rooms. After time runs out, the teacher gives a OCFB.

Closure (12-12 minutes) • the purpose is to “react” or “personalise” the topic.

The teacher then ask: Do you know what story is the Simpsons parodying? Try to finish the story (the teacher creates breakout rooms for such purpose) Then, the groups share their work done.

Warm up (12-12 minutes) • To set lesson context and engage students

The teacher greets the student to the second topic and then has students answer these questions on breakout rooms: What do you think about the current status of the world? What conflicts/ solutions/ news do you know? How do you think the world is going to end? (zombi apocalypse, virus, war) Why? Do you think we will survive? How would a post-apocalyptical society function? After time runs out, the teacher provides a content feedback

Gist (15-15 minutes) • the purpose is to prepare Ss re the content of the task.

The teacher shares the following link https://docs.google.com/presentation/d/1S_R23cCEj228ApJHh0RXjOuxRS8HD6ivX7s3mXF3Ii4/edit?usp=sharing and has students, using the language seen on the slide, prepare a set of predictions about the future

Detail (12-12 minutes) • The purpose is accuracy of the language

The teacher shares the following link https://jamboard.google.com/d/1Oqfq2CT_zWPkpl0oG3ZHPUiWQe1emUv2Jv0l9xSu1Q/edit?usp=sharing and has students predict, based on the pictures, a future, in the shape of a story. Then they have to share it with another group´. After time runs out, the teacher gives content feedback

Free practice (21-21 minutes) • the purpose is fluency

The teacher then shares the following links to students: https://jamboard.google.com/d/1au6tWv3KQPK9ZEd9ZB7Y0J33z8dQut09FJLLXclphX4/edit?usp=sharing https://jamboard.google.com/d/1SuXkFze6Ilhk4IlUcWPtdTGRXurIuiR0oaV20b-LxsE/edit?usp=sharing And asks them to do a fallout scenario. The teacher exemplifies how does it have to be... The students must go over two rounds, and at the end, the teacher provides a content feedback.

Warm up (10-10 minutes) • To set lesson context and engage students

The teacher greets the students and introduces them to the topic of the session, then, the teacher gives the following questions: Do you like horror movies? Why yes or no? Which horror movies have you watched? What are they about? (name 3) Do you think you would survive a horror movie? How do you think you would do? And has students answer them in breakout rooms. After time runs out, the teacher gives content feedback

Gist (12-12 minutes) • the purpose is to prepare Ss re the content of the task.

The teacher shares the following link https://jamboard.google.com/d/1ZfNRAVTPp2e59PbqyPf97pJB2xtyjgUbfdyg2jXDaOM/edit?usp=sharing and elicit instructions to students focusing on past tense. The teacher creates breakout rooms and when time runs out, the teacher gives content feedback.

Language block (15-15 minutes) • the purpose is to prepare Ss re the language needed for the task.

In order to help students review concept of past tense, the teacher shares the following kahoot and plays with them: https://create.kahoot.it/share/past-tense-past-perfect/bffbce0c-d7b7-491a-9e92-29dd69de7ef2

Speaking (20-20 minutes) • Students apply vocabulary and content reviewed focused mainly on fluency

The teacher then has students create 2 horror movie stories: -Give an introduction, development, conclusión (tell them in past) -Choose 1 that you will present... -Characters, visuals, etc...

Feedback (8-8 minutes) • Have Students check progress and then, confirm in OCFB

Students present the movies done, and the teacher gives accuracy feedback

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