Zoë Heyn-Jones Zoë Heyn-Jones

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

Description

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

Materials

Main Aims

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

Subsidiary Aims

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

Procedure

Welcome (3-5 minutes) • To welcome students back 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 (3-5 minutes) • To set lesson context and engage students

T gets Ss attention. T asks Ss to watch Are insects the food of the future? - BBC What's New” https://www.youtube.com/watch?v=Q23QDoQRkm4 T asks Ss opinion about eating insects - have they tried them? Would they like to? etc.

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

T gets Ss attention. T shows slide 2 (p.50 #1) 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 3 (p.50 #2) and nominates S to read the instructions T asks Ss to work in pairs for 5 minutes to complete the exercises. 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 2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 4 (p.50 #3) and nominates S to read the instructions, T asks Ss to work individually to correct the errors. T nominates Ss to share their answers in OCF.

While-Listening 3 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 5 ( p.50 #3b) and nominates S to read the instructions. T plays audio 5.2 part 2 again while Ss take notes. 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 4 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 6 (p.50 #4) and nominates S to read the instructions. T asks Ss to work in pairs for 5 minutes to number ideas in the order they are mentioned. 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 plays audio again to check answers.

While-Listening 5 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 7 (p.50 #5) and nominates S to read the instructions. T plays audio 5.2 part 3 again. T asks Ss to work in pairs for 5 minutes to correct the information. 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 (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 8 (p.50 #6) 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.

Feedback and Delayed Error Correction (8-10 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 (2-3 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 Unit 4 Review p. 68 for homework. T thanks Ss again for their time, and wishes them a good day.

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