Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - B2.2 - Saturday 6 February 2021 12-2pm - Lesson 3a
Upper Intermediate level

Description

In this lesson students will review vocabulary related to career changes, and they will work together to research and write a short article.

Materials

Main Aims

  • To enable students to practice process writing of a short magazine article in the context of celebrity career changes.

Subsidiary Aims

  • To enable students to extend their lexical range in the context of career changes.
  • To enable students to practice speaking for fluency in the context of a discussion of career changes.

Procedure

Welcome (5-10 minutes) • To welcome students to class and to troubleshoot any problems.

T welcomes Ss to class. T asks how Ss are, if they have any questions or concerns about the course materials, platforms, etc. T and Ss chat informally as all Ss arrive to Teams platform.

Review (5-10 minutes) • To review what we covered in last class and to begin setting the context for today's lesson

T gets Ss attention. T nominates S: “what did we work on in last Saturday’s class?” - We listened to an audio file of a couple friends discussing beauty trends - tanning (‘tanorrexia’) and skin lightening creams - We talked about concepts of beauty in different cultures - We read about the careers/lives of Eric Cantona and Martha Stewart and talked about career transitions T leads Ss in pronunciation drill of words from last class [guide, advertising, opposite, racism, beard, musician, image, public, launched]

Lead-in (7-8 minutes) • To set lesson context and engage students

T gest Ss attention. T asks Ss to watch “Eric Cantona - BBC Interview & Kung Fu Kick” https://www.youtube.com/watch?v=zmcBRIZG87o T asks: How does Eric Cantona feel about reflecting on his football career? T leads Ss in a brief discussion.

Exposure 1 (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T gets Ss attention. T asks Ss to watch British Council | LearnEnglish “How to improve your writing” https://www.youtube.com/watch?v=ZfsRQ69Y-dw T asks: have you tried any of these techniques in your English writing practice? T leads Ss in a brief discussion.

Exposure 2 (10-12 minutes) • To provide a model of production expected in coming tasks through reading/listening

T gets Ss attention. T shows slide 2 "The happiest day of your life?" and nominates Ss to read aloud. T asks: what do you think the coloured highlights refer to? T asks Ss to work in pairs/groups to brainstorm. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session. T nominates Ss to share their answers in OCF. [Optional: T asks Ss to complete the 'opinion adverbs' gap-fill exercise: https://learnenglishteens.britishcouncil.org/skills/writing/upper-intermediate-b2-writing/magazine-article]

Useful Language (10-12 minutes) • To highlight and clarify useful language for coming productive tasks

T gets Ss attention. T sends link to article in chat: “Odd jobs: The weird careers ex-footballers have gone on to” https://www.bbc.co.uk/bbcthree/article/6b15e8d2-98a3-408f-b126-aa898f73b274 T asks Ss to have a quick read of the article independently for 5 minutes and note 3 interesting facts. T asks Ss to work with a partner/small group to share their interesting facts for 3 minutes. T assigns partners. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session. T nominates Ss to share their ideas in OCF.

Productive Task 1 - Research (18-20 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T introduces today's task: to research and write a short magazine article about interesting celebrity career changes. T points Ss back to the article about Stewart & Cantona in their coursebook (p. 42) and the article just read in 'Useful Language' stage. T asks Ss to each choose one celebrity to research quickly online for 10 minutes, and provides some suggestions (Suggestions: Arnold Schwarzenegger; https://www.entrepreneur.com/article/289721; https://www.resumeprofessionalwriters.com/famous-career-changes/; https://medium.com/@Skillroads.com/celebrities-who-made-incredible-career-changes-f675978554db ) T leads Ss in a discussion about reliable sources and online research. https://guides.libs.uga.edu/reliability T asks Ss to research their celebrity for 10 minutes, trying to find at least 5 interesting facts about their career change(s). T then asks Ss to share with the class in OCF.

Productive Task 2 - Writing (18-20 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T asks if Ss have any questions, etc. T asks Ss to take 15 minutes to write a short article about one or two celebrity career change(s) (inspired by the one they read on Cantona & Stewart). T reminds Ss of tips & structure. Ss take 15 minutes to write. T calls Ss back to main session.

Productive Task 3 - Feedback & Editing (18-20 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T asks Ss to share their article with a partner/small group for feedback for 5 minutes each. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to give feedback? [5 minutes each] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session. T nominates Ss to share their answers in OCF.

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