Zoë Heyn-Jones Zoë Heyn-Jones

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

Description

In this lesson students will discuss motivation for learning a language, and will work on several listening and discussion exercises in this context.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of learning a language.

Subsidiary Aims

  • To enable students to practice listening for gist and detail in the context of learning a language.
  • To enable students to practice reading for gist in the context of learning a language.
  • To enable students to extend their lexical range in the context of learning a language.

Procedure

Welcome (1-2 minutes) • To welcome students to class and to troubleshoot any problems.

T welcomes Ss as they come back after the break. T asks Ss if they have any questions or concerns at this point. T and Ss chat informally until everyone is back.

Lead-in (6-8 minutes) • To set lesson context and engage students

T gets Ss attention. T asks Ss to watch “Tips To Learn Languages From The 10 Language Twins” https://www.youtube.com/watch?v=ej7G7nKFgsM T asks: what advice do the twins give?

Pre-Reading (10-12 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 2 and nominates Ss to read the instructions. T assigns partners. ICQ: Are we working individually? [no, in pairs] ICQ: how many minutes do we have to chat? [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 and the class shares their ideas in OCF.

While-Reading 1: Gist (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T gets Ss attention. T shows slide 3 and asks Ss to work with a partner for 5 minutes to read the quotes about language learning ad match three to images a-c. T asks Ss: Have you ever learnt a language for these reasons? T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have to work together? [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 and the class shares their answers/ideas in OCF.

Post-Reading (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T gets Ss attention. T shows slide 4 and nominates S to read the Qs. T asks Ss to work in partners/small groups to discuss for 5 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have to chat? [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 and the class shares their ideas in OCF.

Vocabulary: Describing People (8-10 minutes) • To provide students with an opportunity to extend their lexical range in the context of describing people.

T gets Ss attention. T send links to Jamboards in chat: Group 1: https://jamboard.google.com/d/1EdnBkr7KltLQWu4jeBga9LhS1vkWME-vUiQ9rMucVks/edit?usp=sharing Group 2: https://jamboard.google.com/d/10dsUoCVnmpf4YebE3zE6uxw7Q0cAOQ2V2T83xWInmnM/edit?usp=sharing T asks Ss to work in pairs to match the words in bold to their definitions. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have to work together? [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 and the class shares their answers in OCF.

Vocabulary: Describing People 2 (10-12 minutes) • To provide students with an opportunity to extend their lexical range in the context of describing people.

T shows slide 5 and nominates S to read the instructions. T asks Ss to work in partners/small groups to work on the exercise for 5 minutes. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have to work together? [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 and the class shares their ideas in OCF.

While-Listening (8-10 minutes) • To provide students with less challenging gist and specific information listening tasks

T gets Ss attention. T shows slide 6 (p.45 #1a) and nominates S to read instructions. T plays audio file 5.1 twice while Ss take notes. T asks Ss to work in partners for 5 minutes to compare their answers. T assigns partners. ICQ: Are we working in groups? [no, in pairs] ICQ: how many minutes do we have to chat? [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 and the class shares their answers in OCF.

Post-Listening (5-7 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T gets Ss attention. T shows slide 7 (p.45 #2b)and asks Ss: Are any of the statements heard in the audio file true for you in English? Why or why not? T leads Ss in a brief discussion.

Feedback and Delayed Error Correction (10-15 minutes) • To provide feedback and delayed error correction.

T gives feedback, addressing any good language and interesting/important errors noticed during monitoring. T elicits form Ss to reformulate errors. If time permits, T leads Ss in pronunciation drills.

Conclusion (3-5 minutes) • To sum up and close the lesson and to prepare for the following lesson.

T gets Ss attention and thanks them for their time. T asks Ss if they have any questions or concerns, specifically about accessing course materials, platforms, etc. T takes note of anything to address with supervisors/academic services. T asks Ss to look at ___. T thanks Ss again for their time, and wishes them a good day.

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