To provide clarification and practice of should / shouldn't in the context of giving advice
To provide gist reading practice using a text about a conversation in the context of doctor's advice
To provide fluency speaking practice in a a conversation in the context of giving advice
Procedure (36-46 minutes)
T shares the screen and shows the Google Jamboard with the picture. T asks Ss: "Who are these people? (a patient and a doctor) Where are they? (at the doctor's office) Why is this woman there? What kind of problem does she have?" T explains that students will have 1 minute to discuss their assumptions in BOR in groups of three. Ss work in groups for 1 minute After that, T nominates 2 Ss from different groups to share their ideas with the class.
T shares the screen, shows the Google Site with the dialogue, and gives the instruction: “Work individually for 1 minute. Read this dialogue and answer the two questions below. CCSs: - Do we read fast or slowly? (Fast) - Do we work individually or in groups? (Individually) Ss work individually for 1 minute. T says, "Now, I will send you to BOR. Speak with your partner and compare your answers" After this, T nominates 1-2 Ss to answer the questions. T asks if other students agree.
T keeps sharing the screen with the Google Site and asks Ss, "What phrases does the doctor use to give advice?" (should / shouldn't phrases)
MEANING AND FORM T shares the screen with Analysis Google Form and asks Ss to analyze the two sentences and answer the four questions. Ss work individually for 2 minutes. T nominates up to 4 different Ss to answer the questions. T asks if other students agree with the answer. If a student makes a mistake, T asks the rest of the class to help him/her. PRONUNCIATION T opens the zoom whiteboard and copy-pastes the following sentences: 1) You should start going to the gym three times a week. 2) You should get a dog. 3) You shouldn’t eat so many pizzas. 4) You you should eat more fruit. T reads the sentences out loud and asks students which words are stressed (content words). T reads the sentences again and gets Ss to repeat.
T starts sharing the screen with the Google Form for Controlled Practice and gives the instructions “Now, you are going to work individually for 3 minutes. Read the sentences and choose the correct answer." Ss work individually for 3 mins. T explains that Ss will have to check their answers in pairs. “Now, you’ll have 2 minutes to compare and discuss your answers with one of your classmates. For this, we will use the Private chat option. Can everybody see it?” (Briefly explain where it is and how to make it private). T writes down the pairs for the activity in the chat. CCQs: "Do we need to speak or type?" (Type). Do we send our answers to the whole group? (No) How much time do we have? (2 minutes) Students send private messages and check their answers. After the 2 minutes, T shares the screen and nominates 7 Ss to share their answers. T asks if other students agree.
T shares the screen with the Jamboard Free Practice Activity. T asks the Ss, "What is the name of this person? (Tom) How does he look? (Stressed / worried) T continues, "We’re going to work in BOR in groups of three. Find out who in your group has done or has been doing the following things. You’ll have 6 minutes to discuss them with your classmates." Demos: Students work in groups in BOR. T monitors every breakout room and takes notes in Word for the language feedback at the end. After the 6 mins, T nominates 2-3 Ss to share their findings with the class. DELAYED ERROR CORRECTION: T copy-pastes the phrases collected during monitoring and asks the SS to improve/correct those phrases. T thanks the SS.