Gonzalo García Gonzalo García

April 17th Lesson 1
B1 level

Description

By the end of the hour, you will be able to have a reading practice in the context of understanding a magazine article

Materials

Abc Zoom platform
Abc Presentation
Abc NetLanguages

Main Aims

  • To provide detailed reading practice using a text about facts about british

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of facts about british

Procedure

Warmer/Lead-in (10-10 minutes) • To set lesson context and engage students

The teacher welcomes students to the topic of the hour: Reading practice. The teacher directs students to net languages and elicits with a student how to do the activity with the presentation... The students are sent to breakout rooms, and the teacher monitors. After time runs out, the teacher provides OCFB.

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

The students are asked the following questions (teacher elicits): When was the last time you wasted half the morning looking for your glasses, or a pair of scissors, or the car keys? How much time do you spend waiting in queues or stuck in traffic jams? How long did you spend waiting for the bill the last time you went to a restaurant? What other fun facts can you think of? While students work in breakout rooms, the teacher monitors. The teacher does 2-3 rounds of participation. After time runs out, the teacher monitors

While-Reading (20-20 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

The teacher has students enter the net languages platform and answer exercises 1-3 of the reading section in groups on breakout rooms. When students finish, the teacher must check answers in generality, so as to solve questions. Students then summarize in the chat what was the reading about.

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

The students then receive the following context (the teacher must elicit how to answer with either a student or by giving an example): How much time do you spend shopping for groceries, and how often do you do it? How much time do you spend waiting for the bus, and how often do you do it? How much time do you spend stuck in traffic jams and how often? Do you think other people spend the same amount of time in the activities as you? Why? How could we improve our lives in the previous aspects? What should we do? While the students work, the teacher monitors. The teacher then provides content feedback

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