David Valencia David Valencia



Abc Krantz and Roberts, Oxford University Press (2016) Navigate Coursebook B2.

Main Aims

  • By the end of this lesson learners will have studied clarification and practice of functional language used to express opinions like (I have a vivid memory of it) in the context of childhood memories.

Subsidiary Aims

  • • To enable learners to practice MFP of new lexical items from the text
  • To provide reading for gist and detailed practice using a text about childhood memories


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

• T asks the learners to predict the topic of the lesson based on 3 pictures. Ask CCQs What do the pictures have in common? Children Do you think these actions are from the past? Yes • T asks, DO YOU HAVE A GOOD MEMORY FROM YOUR CHILDHOOD? •T asks learners to discuss the question in pairs for a couple of minutes. • T monitors. • T asks learners to socialize some ideas. • T conducts OCFB.

Exposure and gist and intensive reading (3-5 minutes) • To provide context for the target language through a text or situation

-T exposes learners to a text about childhood memories - T carries out a gist activity to select the best heading for the text. -T DEMOs the task - Learners solve the task on a google form. Intensive The teacher asks learners to read more carefully and select the correct description for each category Three-year-old... The teacher provides a link to Jamboard -After reading, T allows learners to ask questions about the text and clarifies doubts. -T asks learners to confirm the answers they have selected and ask them for the context to establish context: What's the description for the first category? They don't remember things Do you remember why it happens?

Clarification (10-12 minutes) • To clarify the meaning, form and pronunciation of the target language

MEANING • T provides a link to google forms where learners can find some expressions about childhood memories: I have a vivid memory of it. I can’t remember the precise details. I have no recollection of it. My memory of it has begun to fade. I can recall it very clearly. They will have to do a self-discovery task in pairs to decide if the sentences represent; clear memory, unclear memory, or no memory at all. The teacher displays modeled sentences with the TL included and highlighted. The teacher asks CCQs and then provide meaning: I have a VIVID memory of it. Is vivid clear or vague? Clear Does it happen in the mind? Yes I can’t remember the PRECISE details. Is precise vague or exact? Exact Is it specific? Yes I have no RECOLLETION of it. Does recollection refer to a collection of events? Yes Can it happen in your mind? Yes My memory of it has begun to FADE. Does fade represent something clear and specific in your mind? No Does it mean that you remember something or that you start to forget something? Forget I can RECALL it very clearly. Does recall indicate to take back to the present? Yes If you can bring it back, do people remember exactly? Yes FORM -Teacher displays the form slides with the modeled sentences and TL and asks: What type of word is it? Noun, verb, verb? - Teacher allows learners to answer through GD for each item. - T conducts OCFB. Pronunciation - T models the pronunciation of the phrases and learners decide how many syllables the expression contains. They also identify the stress of each item. -Teacher shows the intonation features and models the words. Example: After: How many syllables does VIVID have? Where's the stress? First, second, or third syllable? T also asks for the sentence stress. - T drills individually and chorally

Controlled Practice (5-7 minutes) • To concept check and prepare students for more meaningful practice

• Instructions: Complete the text by filling the gaps using the correct expression for each situation. • T provides a link to Jamboard where Ss can work. • T Demos the task • Learners answer individually • Check answers in pairs. • T conducts OCFB

Free Practice (5-10 minutes) • To provide students with free practice of the target language

T tells learners the activity that will be carried out T tells the learners who their classmate will be and assign a name (Student A and Student B) T displays instructions for the conversation: What is your earliest childhood memory? How old were you? How well can you remember what happened? Try to use the previous expressions. T gives learners a maximum of 5 minutes to carry out the task. Learners change the roles. Again 5 minutes are given to carry out the task. If the time is enough learners are given the opportunity to work with a different classmate.

Feedback and Error Correction • To provide feedback on students' production and use of language

While the previous stage (productive task) is being done, T goes around the break-out rooms and picks up incorrect language that learners are using. When learners finish the conversations they have to explain the story their classmates told. T pays attention to select the language that is required to clarify. T displays some of the sentences that learners used and carries out OCFB -During the Content and Language Feedback stage T asks learners to identify the mistakes they committed and to correct them themselves. T prompts learners to correct the mistakes and guides them when necessary. T selects some correct sentences that they used to avoid demotivation. T praises them for their participation and hard work.

Web site designed by: Nikue