(CPE) Mobile Communication [RUoE – Part 02] 60′

This lesson was whole-heartedly planned for my CPE groups of teachers, who have been participating and developing at an alarming rate. In this lesson, I cover the use of “empty words” (in paper 01 / part 02 FCE/CAE/CPE); vocabulary (words, phrases, idioms) such as whet appetite, downing a cup of coffee, augment virtual reality and more! I also use a TED by Fabian Hemmert as a lead-in task.

Materials used:

[Slide 01]

1.Introducing the topic (Mobile Communication)

  • Interaction: T-Ss
  • Timing: 02′
  • Monitoring: Check whether students are on the same page
  • Feedback:
  • Steps: T shows students the topic

[Slide 02]

2.Setting the scene

  • Interaction: T-SS / S-S / Ss-S
  • Timing: 10′ (5′ for the first set of questions and 5′ for the 2nd)
  • Monitoring: Teacher walks around the room, listens to ss’ contributions and takes notes to be used next.
  • Feedback: At this stage focus on Vocabulary and Pronunciation (MPF).
  • Steps: Teacher shows the 1st and 2nd set of questions on the board/students discuss them in pairs or trios – 1st set of questions (bottom left) “How much do you rely on the internet for communication these days?” “How would you classify the use of the mobile (its apps, etc)?”  2nd set of questions (top right) Are you used to sending/checking e-mails in between meetings or whilst downing a cup of coffee?” “Do you ever use this device to kill time? How so?”

[Slide 03]

3.Lead-in (1) – to TED video task (4’15”)

  • Interaction: T-SS / S-S / Ss-S
  • Timing: 4’15” (to watch the video) + 5′ (to discuss and check their answers)
  • Monitoring: Teacher walks around the room, listens to ss’ contributions and takes notes to be used next.
  • Feedback: At this stage focus on Vocabulary and Pronunciation (MPF).
  • Steps: Students discuss the following questions before watching the TED video.“Can you picture a shape-and-mass- shifting mobile?” “How would that be advantageous?”

[Slide 04]

4. While-watching (Detailed questions – scanning)

  • Interaction: T-SS / S-S / Ss-S
  • Timing: 07′ (4’15” video + 3′ discussion in pairs or trios)
  • Monitoring: Teacher walks around the room, listens to ss’ contributions and takes notes to be used next.
  • Feedback: At this stage focus on Vocabulary and Pronunciation (MPF).
  • Steps: Teacher shows the questions on the board/students discuss them in pairs or trios –> What does Fabian state the new tendency is?”“How does he explain the graspable feature?” “In other words, how can we augment virtual reality?”

[Slide 05]

5. Post-watching (Follow-up)

  • Interaction: T-SS / S-S / Ss-S
  • Timing: 05′ 
  • Monitoring: Teacher walks around the room, listens to ss’ contributions and takes notes to be used next.
  • Feedback: At this stage focus on Vocabulary and Pronunciation (MPF).
  • Steps: Teacher shows the questions on the board/students discuss them in pairs or trios –>Where do you stand on when Fabian mentions that having a more intuitive and a bit more human device is the face of the future?” “Do you agree with his final postulation?” 

[Slide 06]

6. Linker/Filler Step

  • Interaction: T-SS / S-S / Ss-S
  • Timing: 05′ 
  • Monitoring: Teacher walks around the room, listens to ss’ contributions and takes notes to be used next.
  • Feedback: At this stage focus on Vocabulary and Pronunciation  (MPF).
  • Steps: Teacher shows the question on the board/students discuss them in pairs or trios –> Do you reckon that mobiles have enough apps and tools for whet appetites?”

[Slides 07 – 08]

7. CPE Paper 1 (Reading and Use of English) Part 02 – Mobile Communication task

  • Interaction: T-SS / S 
  • Timing: 10′ 
  • Monitoring: Teacher walks around the room, listens to ss’ contributions and takes notes to be used next.
  • Feedback: At this stage focus on Vocabulary.
  • Steps: Teacher shows the task on the board and explains what “empty words” are and which ones are most common. The teacher also shares tips, such as the use of collocations and idioms/expressions knowledge. Students will perform this task individually. After they check in pairs, argument and defend their choices and then share with the whole group. 

[Slide 09]

9.Re-visit the topic (Mobile Communication)

  • Interaction: T-Ss
  • Timing: 2′
  • Monitoring: Check whether students are on the same page
  • Feedback:
  • Steps: Ask students to list new vocabulary acquired in this lesson + techniques they have used.
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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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