[CAE] Taking a Gap Year / TED – 90′ lesson

This lesson was carefully planned to meet my CAE students’ needs. Since they are between the ages of 14-17, I chose to use a TED talk (with the brilliant Jean Fan) in order to also make it more informative. The objective of the lesson is to inform students about how productive a gap year can be if used wisely and also work on CAE listening techniques in order to better prepare them for their exams.

Jean Fan is the Director of Community at UnCollege, an organization that helps people take control of their education through its flagship Gap Year program. In the past, Jean has volunteered at fashion shows, worked at a hackerspace, and led a design initiative. She is currently taking time off from Stanford University to work, learn and travel. 

Level: C1 (CEFR)

Material used:

PPT file that can be used in your lesson: Taking a Gap Year

CAE PAPER 4 PART 2 TASK + ANSWER: Gap year

CAE PAPER 4 PART 2 FILE: https://drive.google.com/file/d/0B8aijvDN7j4ueFhWdi1jOEdoejA/view?usp=sharing 

[Slide 1]

1. Presenting the topic of the lesson 

  • Timing: 2′
  • Interaction:  T-SS
  • Monitoring: Check if ss understand the photo, the topic, and the lesson’s objective.
  • Feedback: —

–> Steps: T presents the first slide to ss. 

[Slide 2]

2. Setting the scene 

  • Timing: 7′
  • Interaction:  T-SS (presenting the topic) / S-S / S-Ss
  • Monitoring: T walks around and listens to students contributions. Also, makes notes on ss’s contributions (vocabulary/pronunciation work) to be used in the feedback step.
  • Feedback: Focus on vocabulary and pronunciation.

–> Steps: T presents the following (from slide 2) and ask ss to talk about the meaning of “gap year” and “defer”.

“According to UCAS (Universities and Colleges Admissions Services) over 25,000 UK school leavers, each year opt to defer entry to University, to take a gap year.” 

[Slides 3 – 6]

Jean Fan

3. Setting the scene 

  • Timing: 25′
  • Interaction:  T-SS (presenting the topic) / S-S / S-Ss
  • Monitoring: T walks around and listens to students contributions. Also, makes notes on ss’s contributions (vocabulary/pronunciation work) to be used in the feedback step.
  • Feedback: Focus on vocabulary and pronunciation.

–> Steps: 1) T presents Jean Fan and who she is: Jean Fan is the Director of Community at UnCollege, an organization that helps people take control of their education through its flagship Gap Year program. In the past, Jean has volunteered at fashion shows, worked at a hackerspace, and led a design initiative. She is currently taking time off from Stanford University to work, learn and travel.

2) Ss Watch Jean talking about taking a gap year. She says it’s a year ON and not OFF. Why? (4’00” – 5’38”)

3) What are her reasons for choosing to take a gap year? (8’00” – 9’00”)

4) T tells ss that there are a lot of types of gap year, open the link to show ss – http://www.ikoporan.org/summer-programs/?gclid=EAIaIQobChMIr-ni04q_1gIVUoCRCh17lwtfEAAYAiAAEgL-MvD_BwE 

[Slide 7]

7. Pre-Listening task 

  • Timing: 10′
  • Interaction:  T-SS (presenting the topic) / S-S / S-Ss
  • Monitoring: T walks around and listens to students contributions. Also, makes notes on ss’s contributions (vocabulary/pronunciation work) to be used in the feedback step.
  • Feedback: Focus on vocabulary and pronunciation.

–> Steps: T asks students “If you took a gap year, where would you go? What would you do? Why?”

[Slide 8]

8. Listening leading topic 1

  • Timing: 4′
  • Interaction:  T-SS (presenting the topic) / S-S / S-Ss
  • Monitoring: T walks around and listens to students contributions. Also, makes notes on ss’s contributions (vocabulary/pronunciation work) to be used in the feedback step.
  • Feedback: Focus on vocabulary and pronunciation.

–> Steps: T presents the following information about the top ten Gap Year destinations. Ss talk about the most surprising ones.

Imagem1

[Slide 9]

9. Listening Leading topic 2

The listening is going to mention Kruger National Park. That is why I have included this step.

  • Timing: 4′
  • Interaction:  T-SS (presenting the topic) / S-S / S-Ss
  • Monitoring: T walks around and listens to students contributions. Also, makes notes on ss’s contributions (vocabulary/pronunciation work) to be used in the feedback step.
  • Feedback: Focus on vocabulary and pronunciation.

–> Steps: T asks ss if they know this park and where it is. Also show them the website: https://www.sanparks.org/parks/kruger/default.php/ 

[Slide 10]

10. Listening Task

  • Timing: 20′
  • Interaction:  T-SS (presenting the topic) / S-S / S-Ss
  • Monitoring: T pays attention to ss. 
  • Feedback: 

–> Steps: Ss are going to do the listening task per se. The task and the listening file can be found above. Ss will listen to it twice, and check their answers with their peers. T checks all the answers.

[Slide 11]

11. Post-Listening Task

  • Timing: 5′
  • Interaction:  T-SS (presenting the topic) / S-S / S-Ss
  • Monitoring: T walks around and listens to ss’ contributions.
  • Feedback: Focus on vocabulary and pronunciation.

–> Steps: Ss are going to work on the techniques presented in the lesson, and also the best way of doing this listening task.  Leading questions:

What were the steps taken in this lesson?

  • How did you brainstorm?
  • Were any ideas presented?
  • Did you have time to read the task before actually listening to it?

[Slide 12]

12. Revisit the topic of the lesson 

Timing: 2′

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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