To provide speaking practice for fluency in a conversation in the context of preferences.
To acquire new lexis in the context of preferences.
To provide practice of vocabulary expressing likes and dislikes in the context of preferences.
Procedure (36-43 minutes)
• Show images of different activities, hobbies, food, movies and others to give students ideas on their likes and dislikes. You can use those shown in the student's book (p.48). • Elicit answers and opinions from the students on the following questions and encourage interaction between them: Do you like these TV series or movies? Why/Why not? What do you like to do in your free time? Explain it to your classmates What food do you like/dislike? Do you like the hobby that "x" student just mentioned? Why/why not? • Nominate students to explain the reasons for their answers, express their individual preferences, and interact with their classmates: Do you agree/disagree with x student? What do you think about what x student said?
• Present a timetable divided into the following columns: sports, food, hobbies, TV series, books, movies, and music. This table will already have some examples included to give students an idea of what they can talk about. • Give clear instructions and encouarage students to express their individual preferences. Nominate students to encourage participation and interactions. Provide error correction on the spot, but make sure that this does not disrupt students' interactions and expression of ideas. Using the followng table, you will think about what things you like and dislike. What sports do you like to do? What movies or TV series do you like to watch. Together, as a group, we will fill in this table and talk about what we prefer to do, eat, or watch. I will send you this table through the first handout in Zoom's chat. You ca use this document to write down your answers. • Check if students have any questions using ICQs. Then, proceed to start the group conversation. Use guiding questions to prompt students to participate, but do not interrupt them unless one of them asks for help or shows a lack of understanding. • As students mention their likes and dislikes, use Zoom's annotation feature to write down their answers on the screen. • Provide feedback on the spot if considered appropriate and encourage self and peer correction. Otherwise, make notes on the side to later discuss at the end of the lesson.
• Present a cline showing graded expresions talking about dislikes and likes. Nominate students and elicit answers from them to check their understanding of the different ways to express what they like and don't like. • Project the same cline without the lexis and encourage students to express their individual preferences. Nominate students to encourage participation and interactions. Provide error correction on the spot, but make sure that this does not disrupt students' interactions and expression of ideas. Now it is your turn. What things do you like? What do you love to do or love to eat? What do you not like? What do you hate? • Then, present a gap-fill activity showing a short conversation between two people expressing their individual preferences. We will now learn how to express our individual preferences in a day-to-day conversation. You will work in pairs to fill in the gaps with the correct missing words indicated at the bottom of the screen. You have this information in the second handout sent through the chat. If you are not able to access the document, take a screenshot of the activity. You have 2 minutes to complete the task and practice the conversation with your partner. Then we will check our answers as a group. • Check if students have any questions using ICQs. Then, divide the group into pairs and send them into BORs; if there are not enough students to justify the use of BORs, turn off your camera and give students an opportunity to complete activity as a whole group. Give students two minutes to complete the activity on their own. Go through the groups monitoring their work and make annotations to discuss at the end of the lesson's feedback session. • Project the answer key on the screen to avoid slowing down the pace of the lesson. Then, have a brief OCFB of 2-3 minutes for students to share their answers and check correct word stress and intonation through modelling and systematic choral and individual drilling. Use Zoom's annotation feature to draw intonation arrows and stress circles on the screen; this will help students to have a visual representation of intonation and pronunciation. • Provide feedback and corrections on the spot.
• Introduce the speaking task using clear instructions and projecting the model converstaion on the screen: Now you are going to have conversations with your partners expressing your individual preferences using the conversation example we just did. You will rotate and speak with different classmates to find out what they like and dislike. • Model an example to give students a clear idea of what they have to do. Lead a conversation with an imaginary participant expressing your individual preferences. Make sure to use the language shown on the model conversation projected on the screen; you can also make use of the language box on the Student's Book on p.49. • Check student's understanding using ICQs and clarify any doubts students may have. Now you will have 1 minute to prepare any questions or answers before you start your conversation with your classmates. Think about what you like and dislike, and about the expressions we learnt today. • Once the minute is over, divide students into BORs and, if there are not sufficient students, give students a space to discuss without teacher interference; make sure to turn off your camera and check on students regularly. Give clear instructions: Now you will go into your BORs and talk with your partners. Every four to five minutes, I will rotate you and you will change partners. • When students are in their BORs, go through the different groups and monitor their work. Make notes on common mistakes, individual errors, and positive language use. This will be discussed at the end of the lesson during the feedback session. • Do not interrupt student, but if students ask for help, address their doubts and questions on the spot. • Every four to five minutes, rotate students so they can speak with different partners. Aim to have two to three rotations during the twenty minutes of the speaking practice task.
• Once the students are back from the BORs, project on the screen, and discuss, the following questions as a class: What did you talk about? What does x student like/dislike? Why? What expressions did we learn today about preferences? • Encourage students to justify their opinions as much as possible . • Model possible answers by providing examples of your own. • Conduct feedback and DEC on the productive skills task, based on the annotations made throughout the lesson on their errors and positive language use. Focus on providing feedback on the content of the lesson and not on the grammatical aspect of language. • To prevent elevating TTT, encourage peer and self correction. This will also help to boost students' motivation and autonomy when capable of noticing their own mistakes. • Praise students for their good work. • Closing remarks: This is the end of the lesson. Thank you for coming and for your wonderful participation. See you next lesson.