Gonzalo García Gonzalo García

8.5
A2 level

Description

In this lesson, learners will be able to have a speaking practice session in the context of talking about culture, law, strange experiences, and hoarding

Materials

Abc Zoom platform
Abc Presentation

Main Aims

  • By the end of the lesson, students will be able to talk about possessions by using reported speech in order to determine if they are hoarders or not.
  • By the end of the lesson, students will be able to exchange ideas by using past perfect in order to talk about strange experiences they have had in their lives.
  • By the end of the lesson, students will be able to talk about new laws by using passive with modals.
  • By the end of the lesson, students will be able to talk about culture by using present passive

Subsidiary Aims

  • By the end of the lesson, students will be able to talk about possessions by using CS in order to determine if they are hoarders or not.
  • By the end of the lesson, students will be able to exchange ideas by using CS in order to talk about strange experiences they have had in their lives.
  • By the end of the lesson, students will be able to exchange ideas using CS in order to agree or disagree with a new law.
  • By the end of the lesson, students will be able to create a short video for turist in the context of talking about culture

Procedure

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

1. Ask students the following questions to activate their previous knowledge.  What are some of the traditions we have in Mexico?  What is your favorite tradition and how do you celebrate it? Expected Language: My favorite tradition here in Mexico is Day of the Dead because you get to celebrate the people who have passed away. I really like creating the altars for them with food and the things they liked when they were alive.

Gist (15-15 minutes) • To provide an opportunity to practice the language mechanically

2. Share the following form: https://forms.gle/kvW2tcjbvxZBsc65A and ask learners to work in pairs in breakout rooms 3. Ask students to go over ex. 1. They will find vocabulary related to customs and traditions in Mexico and they will need to complete the sentences with the best option. Teacher tip: The aim of the exercise is to provide students with a more specific vocabulary regarding customs and traditions. After time runs out, the teacher provides content feedback

Detail (15-15 minutes) • Learners will be able to review and put into practice what they checked in previous sessions

Here, in small groups, students need to discuss and exchange ideas on order to answer the questions regarding the elements in ex. 1. 1. Why is bargaining considered a bad practice by foreign tourists who visit Mexico? 2. When is the national anthem normally sung? 3. Where can pozole be eaten? How can it be prepared? 4. In what ways is the flag honored? 5. For what reasons are presents normally given? Students ask and answer in breakout rooms. The teacher then provides a content feedback.

Closure (10-10 minutes) • the purpose is fluency

5. Students now have exchanged information and have more specific vocabulary and structures regarding customs and traditions in Mexico. In ex. 3, students create a short video (1 to 3 minutes) in which they invite tourists to Mexico and recommend different cultural activities to do. Expected Language: A: Hello everyone! I’m here to tell you all about the many activities you can do in Mexico, such as eating pozole and creating altars for the deceased on Day of the Dead The teacher then provides a content feedback.

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

1. The teacher has students ask and answer the following questions in breakout rooms to activate their previous knowledge.  What do you think about laws in Mexico? Do you think they’re fair?  If you could change the laws in your city, what law would you change? Why? Expected Language: I think laws in Mexico are not fair for everybody. We know of cases where the rich and powerful are not punished for crimes they commit. If I could change a law in my city, it would to be to make big companies pay for taxes, because sometimes they don’t. Then the teacher provides content feedback

Gist (15-15 minutes) • To provide an opportunity to practice the language mechanically

2. The teacher shares the following links: https://jamboard.google.com/d/1JUt_MsAZXepFgYhvvXeJHmlsWH_CL7LbhYxW6VMc8TA/edit?usp=sharing https://jamboard.google.com/d/1QTVkJyKAkN6cl_Pki2-QMorwKMDnMGa0k93CNu4_wjE/edit?usp=sharing https://jamboard.google.com/d/1J1OfW2lsHXdxYc8AI2Lni0E4akgqXHTcmzzW24P30BA/edit?usp=sharing https://jamboard.google.com/d/1trVfzyhXGbrSh3vvuTQg2XraeCZz5XWWTbr9M3VKZAU/edit?usp=sharing And ask students to go over and match the columns with the correct equivalent. There are three vocabulary elements to match, which are crimes, criminals and meaning. The purpose of this exercise is to provide students with specific vocabulary for a role-play activity later on. Learners show and when time runs out, the teacher gives accuracy feedback.

Detail (15-15 minutes) • To provide a model of production expected

4. After comparing and checking their answers for ex. 1, students discuss the questions in ex. 2: Is jaywalking considered a crime in your country? If not, should it be considered a crime? Why? What happens when a vandal is apprehended? How is he or she punished? What is the common punishment for shoplifting? If you’re caught speeding, what kind of punishment can you receive? In your opinion, what crimes should be punished with life imprisonment? and together decide what the correct punishment for the crime is, providing reasons for their answers. Teacher tip: Some students may have trouble agreeing on what the correct punishment for each crime is. In case this happens, be ready to monitor and provide assistance, as well as another point of view. After time runs out, the teacher gives accuracy feedback

Closure (10-10 minutes)

5. Now that students have discussed some ideas about crime and punishment, they will create a conversation between two citizens in which they exchange their ideas and if they agree or disagree with the laws in ex. 3 providing reasons for their answers: 1. The hands of anyone caught stealing will be cut. 2. The driver’s license of anyone caught speeding will be confiscated and they will be made to pay a fine. 3. Vandals will be sentenced to 80 hours of community service. 4. Anyone caught carrying a gun without a permit will be made to pay a fine. 5. Shoplifters will be made to return what they stole and to pay a fine to the shop. 6. Kidnappers will be imprisoned for life. 7. Burglary will be punished by making the criminal work for the owner of the house they broke into. 8. Jaywalkers will be sentenced to 20 hours of community service. Expected Language: A: I don’t agree with law number 1 because I don’t think that cutting criminals’ hands is the correct punishment. It’s barbaric. B: Yes, I agree. Thieves should be put in jail and they should pay a fine to the people they steal from, too. After time runs out, the teacher gives feedback

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

The teacher has students ask and answer the following questions to activate their previous knowledge in breakout rooms:  What is a déjà vu? Have you ever had one? What did it feel like?  Do you believe in strange coincidences? Have you ever had one?  Can you think of some examples of unexplainable things? After time runs out, the teacher provides content feedback

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

3. The teacher shares the following links: Team 1: https://jamboard.google.com/d/1deLSMqucz-2cM92UZc ZVJKD15I9jhqtYS9pNeqBhOI/edit?usp=sharing Team 2: https://jamboard.google.com/d/1EHH5h54V6bIicgrk4jSlb76PWUU9KTWN9aDDA7tEog/edit?usp=sharing Team 3: https://jamboard.google.com/d/1S5mvr6vdm5vEuqZO419vxudYx5u7YYX8MUt8y8MAoo0/edit?usp=sharing Team 4:https://jamboard.google.com/d/1kLsO7HzTlRtmRUknF4ps0OY7R7QIt5uG1m4OJpU6sg/edit?usp=sharing and ask students to read the texts about strange coincidences and complete 1 – 4 the best option from the box (A – C). Students compare answers and exchange ideas about the texts. Then, they ask and answer: - What do you think about these strange coincidences? - Did you know any of them? - Do you know any other? What is it about? The teacher then provides content feedback

Closure (25-25 minutes) • Learners will be able to review and put into practice what they checked in previous sessions

4. Once students have finished exchanging ideas, they can use the vocabulary in ex. 2 1. Running into someone you know in an unexpected place, such as a different city. 2. Finding out through a photo or video that you knew your boyfriend / girlfriend from before you met. 3. Feeling like you’ve seen and experienced a specific situation before (déjà vu). 4. Feeling like you are being watched but, when you turn around, there’s no one there. 5. Being thinking about someone you haven’t talked to in years and then receiving a call or message from that person. 6. Finding an object (toy, book, etc.) from your childhood on sale in a shop in a different city or country. 7. Dreaming about something strange and after waking up, you realize you’re still dreaming. and create a conversation where they discuss the following questions: - What has been the weirdest experience you’ve had? - What had happened before? - How did you feel when it happened? Expected Language: A: I remember one time that I was on holiday with my parents in California. We are from Mexico so being in the US was exciting for me. Anyway, one day we went shopping downtown and I ran into my best friend from elementary school! His dad had got a job there and they were living in California. B: What a coincidence!

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

The teacher has learners ask and answer students the following questions to activate their previous knowledge.  In your opinion, do you have a lot of possessions? How many?  What are your favorite kinds of things? Expected Language: I don’t think I have a lot of possessions. Well, I do many pairs of shoes, but that’s because I like them very much. But I don’t have many electronics, just my cellphone

Development (20-20 minutes) • the purpose is to prepare Ss re the content of the task.

3. In exercise 1 students need to answer the survey and determine if they have a lot of possessions or not. They need to add their points according to their answers in order to get their results. 4. Once students have their results, they exchange them in order to find out if their classmates are hoarders or not. Each student needs to exchange results with three different people and write down the ideas they get from them in the space provided. Teacher Tip: Some students may be reluctant to writing down their ideas. Remind them that they will need to remember those ideas for the next exercise.

Development (10-10 minutes) • Provide a finalizing activity where students can apply what they have checked during classes, as well as an OCFB

After students have gathered information from three different people, they will now report those results to a different classmate. They need to make use of the reported speech and questions structures.

CLOSURE (20-20 minutes) • Have Students check progress and then, confirm in OCFB

The teacher shares the following link: https://docs.google.com/presentation/d/1_5ncneu08UYLsYkxI0R7hMljnSGDyM2eeYU27gHeenY/edit?usp=sharing so students can report what they like from other classmates

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