Zoë Heyn-Jones Zoë Heyn-Jones

The Anglo - B2.2 - Saturday 20 February 2021 12-2pm - Lesson 5a
Upper Intermediate level

Description

In this lesson we talk about food, completing several listening and speaking exercises in order to discuss various aspects of food and culture.

Materials

Main Aims

  • To enable students to practice speaking for fluency in the context of discussing food and cooking.

Subsidiary Aims

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

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 talked about complaining - We listened to some conversations where the speakers complained - We prepared and performed a role play where you complained to your class mates - We worked on writing informal emails describing how an old friend has changed Did we have any homework? [yes, the final draft of the email]

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

T gets Ss attention. T asks Ss to watch “Salt Fat Acid Heat: Fat” 08:12 - 13:23 (making focaccia) https://www.netflix.com/watch/80198345?trackId=200257859 T asks Ss if they can guess what we will be talking about in today's lesson?

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

T gets Ss attention. T shows slide 2 and nominates S to read the instructions 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 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

T gets Ss attention. T shows slide 4 (p.48 #2a) and nominates S to read instructions: "Listen to six people describing a meal. Match speakers 1-6 to images a-f." T plays audio file 5.1 twice while Ss take notes. 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 (p.48 #2b) and nominates S to read instructions: "Listen again. Which speakers talk about...?" T asks Ss to listen again to audio file 5.1 and make notes. T plays audio file 5.1 T asks Ss to work in pairs for 5 minutes to compare answers. 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.

Post-Listening 1 (12-14 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learned

T gets Ss attention. T shows slide 6 (p.48 #3) and nominates S to read the instructions T asks Ss to work in pairs for 8 minutes to complete exercises A & B in the "Key Vocabulary" panel. 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 answers in OCF.

Post-Listening 2 (10-12 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learned

T gets Ss attention. T shows slide 7 (p.48 #4) and nominates S to read the instructions T asks Ss to work in pairs for 5 minutes to complete the exercise. 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.

Post-Listening 3 (10-12 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learned

T gets Ss attention. T shows slide 8 (p.49 #5) and nominates S to read the instructions. T asks Ss to work in pairs for 6 minutes to complete exercise C in the "Key Vocabulary" panel. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have? [6 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.

Post-Listening 4 (16-18 minutes) • To provide students with an opportunity to respond to the text and expand on what they've learned

T gets Ss attention. T shows slide 9 (p.49 #6) 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. Optional: If time permits, watch “Salt Fat Acid Heat: Fat” 13:28 - 17:49 (making pesto) https://www.netflix.com/watch/80198345?trackId=200257859

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