TP5 LP_Romeo Hernández
To provide practice of speaking for fluency in the context of talking about places.
To provide fluency speaking practice by inquiries and responses in the context of talking about places with the use of phrases and useful language.
Procedure (36-45 minutes)
In order to introduce the topic, I will ask the students to talk about New Zealand and what they know about it. -Show slide with pictures of New Zealand What do you know about this country? I am going to have an open-class discussion in order to listen to my Ss opinions. For this conversation I will give students hints. I am going to do this in order to avoid silences and keep the conversation flowing.
I will ask my Ss to listen to the text and fill out a quiz with important facts about New Zealand. 1. New Zealand is a) in the Atlantic Ocean b)In the Pacific Ocean 2. The Nearest country is: a) Australia b) Great Britain 3. There are two islands. Together are about the same size as: a) Australia b) Great Britain 4. How many official languages are there? a) one b) two 5. Why is New Zealand famous? a) scenery b) beaches c) fjords d) volcanoes e) The Lord of the Rings f) mountains g) glaciers This will be done in order to identify the context in which the useful language is in. I will follow with a slide where the students will be able to check their answers.
I will guide the students through a jamboard activity that I have created for this part of the lesson. I am going to share the QR code for which students can scan and I am also going to share the link via Zoom chat. MEANING In the Jamboard, the students are going to identify and classify the useful language. They will either put the sticky notes in the 'asking about places' or 'explaining where places are' categories. I will have them in teams to work out the answers. Then they will listen to the recording once more mark the phrases they hear. They will check answers on slide 8. I will elicit meaning from them about each of the phrases. FORM I will check with the students the following sentences: Where Mount Cook? (it/is) Why is important? (it/is) in order to complete the phrases. PRONUNCIATION I am going to ask the students to repeat after me the words: south, north (/nɔːrθ/), east (/iːst/) and west. I will check this part by chorally drilling students and then individually to review pronunciation.
I am going to have a map completion activity where the students have to ask each other questions. These questions will help them fill out the missing information on their maps. I am going to give student A a different map from student B. I will model the activity with an example of how to do it. I am going to ask ICQs in order to elicit what we are goint to do in this activity. After this is said and done, I will pair them up and open break out rooms where they will do the speaking task. I am going to monitor each room in order to listen to their utterances and jot down any mistakes.
For this activity, I will have brought all the students back from their break out rooms and into the main session. It is at this point that I will share my screen and share some feedback on their language.