Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - B2.2 - Saturday 13 February 2021 12-2pm - Lesson 4a
Upper Intermediate level

Description

In this lesson we will talk about complaining. Students will do several listening and speaking exercises to practice speaking for fluency and to extend their lexical range. They will perform a role play exercise that will be assessed as a speaking test.

Materials

Main Aims

  • To enable students to practice speaking for fluency and be assessed in the context of a role play exercise on complaining.

Subsidiary Aims

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

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 researched celebrities that have made interesting career changes, and wrote short articles about them (Michael Jordan & Ellen DeGeneres) - We talked about why people learn new languages - We listened to an audio file (clip of a radio show with people talking about how they feel when they’re speaking different languages) Did we have any homework? [no]

Lead-in (3-4 minutes) • To set lesson context and engage students

T gets Ss attention. T shows slide 2 with various pictures representing 'complaining.' T asks Ss if they can guess what today's lesson will be about? T leads Ss in brief discussion.

Warmer (10-12 minutes) • To provide an opportunity for students to discuss and warm up for class

T gets Ss attention. T asks Ss to watch “How Complaining Affects the Brain and General Health” https://www.youtube.com/watch?v=5K0Q2v9Q6Ss T asks Ss to take notes on the following Qs while watching: 1. What are two effects of complaining? 2. What should we do instead of complaining? Why? 3. What are you grateful for? T & Ss watch video. T nominates Ss to share their ideas in OCF.

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

T gets Ss attention. T shows slide 3 and nominates S to read the instructions: "Work in pairs. Look at images a-c. Where are the people? Who do you think they might complain about?" T asks Ss to work in pairs for 5 minutes to discuss. 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.

While-Listening 1 (8-10 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T gets Ss attention. T shows slide 4 (p.46 #2a) and nominates S to read instructions: "Listen to the three conversations in audio file 4.7. Match them to images a-c." T plays audio file 4.7 T nominates Ss to share their answers in OCF.

While-Listening 2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 5 and nominates S to read the Qs: "1. What two things does the neighbour do to annoy the speaker? 2. Why are the new manager’s emails so annoying? 3. Why does Ryan annoy his teacher?" T asks Ss to listen again to audio file 4.7 and make notes. T plays audio file 4.7. T asks Ss to work in pairs for 5 minutes to answer the Qs. T assigns partners. ICQ: Are we working individually? [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 answers in OCF.

While-Listening 3 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 6 and nominates S to read instructions. T asks Ss to listen again and fill in the blanks. T plays audio 4.7 T nominates Ss to share their answers in OCF.

Post-Listening (12-14 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 and nominates S to read the instructions T asks Ss to work in pairs for 8 minutes to discuss. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have? [8 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 - Role Play Preparation (10-12 minutes) • To provide an opportunity to practice target productive skills

T gets Ss attention. T shows slides8 & 9 with roles play notes and rubric. T assigns roles to Ss and shows them the rubric/criteria for marking. T asks if there are any Qs or concerns. T asks Ss to spend 6 minutes making notes individually. T then asks Ss to practice once or twice with a partner for 4 minutes to prepare for the speaking test.

Productive Task - Role Play (10-12 minutes) • To provide an opportunity to practice target productive skills and be assessed

T gets Sst attention. T asks for a volunteer pair to go first or nominates Ss. Ss perform their role play while T assesses and makes notes.

Web site designed by: Nikue