Month: May 2018

And now what? Brazil’s lack of gas – A Reading Lesson (C1 CEFR)

This lesson was planned to raise our student’s awareness and also to enrich their vocabulary. I use a TED and an article from The Guardian. And the target group is aged 16 or over.

Material:

[Slide 1]

1.Introducing the topic

  • Interaction: T-SS
  • Timing: 2′
  • Monitoring: Check whether students are on the same page.
  • Feedback: only if needed.
  • Steps: Teacher shows slide 1 and introduces the topic.

[Slide 2]

2. Lead-in

  • Interaction: T-SS / S-S / S-SS
  • Timing: 5′
  • Monitoring: Teacher walks around the room, makes notes on students’ contributions.
  • Feedback: Board relevant students’ contributions.
  • Steps: What has been happening in Brazil lately?  / How do you feel about that?

[Slides 3 – 5]

3. Setting the scene (video task)

  • Interaction: T-SS / S-S / S-SS
  • Timing: 15′
  • Monitoring: Teacher walks around the room, makes notes on students’ contributions.
  • Feedback: Board relevant students’ contributions.
  • Steps:

(3’28”-5’25”) You are to watch a part of a TED TALK on “The political chemistry of oil” by Lisa Margonelli  /   What are the cognitive dissonance examples mentioned in order to diffuse anger?

(12’20”-13’30”) How does Lisa explain the cost of the gas for the American families? What is her suggestion for that issue?

When she mentions “we need to stay away from the theatre and from the moratoriums” what does she mean?

(14’00”-14’30”) Margonelli says we need to have more mobility and reduce the amount of oil we use.

[Slide 6]

4. Reading – Brainstorming

Taken and Adapted from https://www.theguardian.com/world/2018/may/25/brazil-protests-latest-temer-clears-trucks-highways-army 

  • Interaction: T-SS / S-S / S-SS
  • Timing: 10′
  • Monitoring: Teacher walks around the room, makes notes on students’ contributions.
  • Feedback: Board relevant students’ contributions.
  • Steps:

The Guardian released this on Friday the 25th. What elements do you think you are going to find in the article?

Skim through the article to check if your ideas were correct.

[Slide 7]

5. Reading – Detailed (Vocabulary work)

  • Interaction: T-SS / S-S / S-SS
  • Timing: 10′
  • Monitoring: Teacher walks around the room, makes notes on students’ contributions.
  • Feedback: Board relevant students’ contributions.
  • Steps: Students go back to the article, check these words and talk about their meanings with a pair.
  • Blockaded / blɒˈkeɪd/
  • Crippled
  • Hub
  • Scarce
  • Ignited
  • Let up
  • Reuters /ˈrɔɪtərz/
  • halt /hɔːlt
  • Plunge in
  • output

[Slide 8]

6. Vocabulary in Context / Follow-up

  • Interaction: T-SS / S-S / S-SS
  • Timing: 10′
  • Monitoring: Teacher walks around the room, makes notes on students’ contributions.
  • Feedback: Board relevant students’ contributions.
  • Steps:

Have you ever had any problems with blockaded / blɒˈkeɪd/ roads?

Have you felt the scarcity of fuel these days?

What do you think has ignited this oil crisis?

What would be some of the projects the government could plunge into in order to change this situation?

What do you think the output of this situation will be?

[Slide 9]

7. Revisited the topic

  • Interaction: T-SS
  • Timing: 2′
  • Monitoring: Check whether students are on the same page.
  • Feedback: only if needed.
  • Steps: Teacher revisits the topic and ask students to list the new vocabulary they have just acquired.

 

Getting by in London – Conversation Lesson (60′)

This is a lighter lesson, planned for my B2 (CEFR) student. Are you looking for a conversation lesson? Then, let’s talk about London!

Material used:

PPT file: Getting by in London

Article: 12 Tips For Getting By In London

Website: http://www.inspiringinterns.com/blog/2016/09/tips-for-getting-by-in-london-without-an-income/

Video: https://www.youtube.com/watch?v=bpnDAGVEeZg 

[Slide 1]

1. Presenting the topic

  • Interaction: T-SS
  • Timing: 2′
  • Monitoring: Check whether ss are on the “same page”.
  • Feedback: only if needed.
  • Steps: Show ss the first slide with the topic of the lesson “Getting by in London”. Go over the meaning of the phrasal verb “to get by”. 

[Slide 2]

2. Setting the scene

  • Interaction: T-SS / S-SS/ S-S
  • Timing: 5′
  • Monitoring: Teacher walks around the room, takes notes on ss’s relevant contributions. 
  • Feedback: board ss’s relevant contributions. Focus on vocabulary and pronunciation. 
  • Steps: Ss discuss: If asked to provide 5 tips to a Brazilian friend who is going to London, what would they be?

[Slide 3]

3. Lead-in

  • Interaction: T-SS / S-SS/ S-S
  • Timing: 5′
  • Monitoring: Teacher walks around the room, takes notes on ss’s relevant contributions. 
  • Feedback: board ss’s relevant contributions. Focus on vocabulary and pronunciation. 
  • Steps: Ss discuss:

[Slides 4 & 5]

4. Reading for vocabulary.

  • Interaction: T-SS / S-SS/ S-S
  • Timing: 10′
  • Monitoring: Teacher walks around the room, takes notes on ss’s relevant contributions. 
  • Feedback: board ss’s relevant contributions. Focus on vocabulary and pronunciation. 
  • Steps: Show ss the title of the article “12 tips for getting by in London” and ask ss “What do you think the text will mention?” and after check, if their predictions were right.[Slides 6 – 9]
  • 5. Work on VocabularyInteraction: T-SS / S-SS/ S-S
    • Timing: 10′
    • Monitoring: Teacher walks around the room, takes notes on ss’s relevant contributions. 
    • Feedback: board ss’s relevant contributions. Focus on vocabulary and pronunciation. 
    • Steps: Ss are going to heck the words/phrases that are in bold in the text, discuss with their pairs or trios their possible meanings and then match to the correct sentence. 
  • Fancy (adj.)
  • Eligible (adj.)
  • To bulk do sth (v.)
  • To sneak (v.)
  • To go off (p.v.)
  • To stash (v.)
  • To afford (v.)
  • A trim (n.)
  • To scope out (p.v.)
  • To book out (p.v.)
  • Prior to (adj.)
  • To nab (v.)

[Slide 10]

6. Vocabulary in context/ in use

  • Interaction: T-SS / S-SS/ S-S
  • Timing: 20′
  • Monitoring: Teacher walks around the room, takes notes on ss’s relevant contributions. 
  • Feedback: board ss’s relevant contributions. Focus on vocabulary and pronunciation. 
  • Steps: Firstss discuss the following questions in pairs or trios1) Would you be eligibleto live under these conditions?2) Do you usually bulkbuy supermarket goods or do you buy separate items?
  • 3) When you are Reading a magazine, what do you usually scope out?4) What do you think is important prior to education?Then, ss are going to create other questions using the vocabulary and content found on the text. 

[Slide 11]

7. If time allows (Follow-up) or assign it as homework.

  • Interaction: T-SS / S-SS/ S-S
  • Timing: 7′
  • Monitoring: Teacher walks around the room, takes notes on ss’s relevant contributions.
  • Feedback: board ss’s relevant contributions. Focus on vocabulary and pronunciation.
  • Steps: Work on the video tips.

[Slide 12]

8. Wrap-up

  • Interaction: T-SS
  • Timing: 2′
  • Monitoring: Ask ss to say how they intend to use the vocabulary acquired. 
  • Feedback: —

BEC HIGHER – Interview on screen (60′) – Reading Part 2.

This lesson was planned for a C1 business group. 

Material used:

PPT File: BEC HIGHER Interview on screen

BEC paper: BECHIGH_TEST1_READ_PART2_INTERVIEWING

Video: https://www.youtube.com/watch?v=-HrPr6IQNac 

[Slide 1] 

1. Presenting the topic – Interviewing on Screen.

  • Interaction: T-SS
  • Timing: 2′
  • Monitoring: Check whether students are on the “same page”. 
  • Feedback: —
  • Steps: Show ss the first slide. 

[Slide 2]

2. Setting the scene

  • Interaction: T-SS / S-S / SS-S
  • Timing: 5′
  • Monitoring: Teacher walks around, take notes of relevant ss’ contributions.
  • Feedback: board relevant items. Focus on business vocabulary and pronunciation. 
  • Steps: Ss answer the following questions –1) What are the ways interviews are being held nowadays?2) What are the pros and cons of having an interview held via vídeo-conference?

[Slides 3 & 4] 

3. Lead-in (video task)

  • Interaction: T-SS / S-S / SS-S
  • Timing: 10′
  • Monitoring: Teacher walks around, take notes of relevant ss’ contributions.
  • Feedback: board relevant items. Focus on business vocabulary and pronunciation. 
  • Steps: First ss answer the following questions –1) Are you familiar with “Google Hangouts”?

         2) Have you ever had a job interview via internet? How did it go?

Then ss watch the interview scene (below) and answer – 

“You are shrunken down to the size of nickels and dropped down to the bottom of the blender. What do you do?”    How would you answer this and more importantly – why do you think they have asked this?

[Slide 5] 

4. Pre-reading – Brainstorming / Skimming.

  • Interaction: T-SS / S-S / SS-S
  • Timing: 10′
  • Monitoring: Teacher walks around, take notes of relevant ss’ contributions.
  • Feedback: board relevant items. Focus on business vocabulary and pronunciation. 
  • Steps: First Show ss the title of the reading task (BEC HIGHER Reading part 2) – “Interviewing on Screen” and brainstorm with students: 

1) What topics do you think the text is going to cover?

2) What words are you to encounter there?

3) What do you know about NPL?

Then, students skim through the text and check the information. 

[Slide 6] 

5. Reading – Scanning.

  • Interaction: T-SS / S-S / SS-S
  • Timing: 15′
  • Monitoring: Teacher walks around, take notes of relevant ss’ contributions.
  • Feedback: board relevant items. Focus on business vocabulary and pronunciation. 
  • Steps: Ss do the BEC task (paper can be found above). 

[Slide 7] 

6. Reading – Follow-up.

  • Interaction: T-SS / S-S / SS-S
  • Timing: 15′
  • Monitoring: Teacher walks around, take notes of relevant ss’ contributions.
  • Feedback: board relevant items. Focus on business vocabulary and pronunciation. 
  • Steps: Ss do the BEC task (paper can be found above). 

1) Technology-wise, would you say you are a die-hard or have you already made your peace with it?

2) Would you say that having interviews on screen is the future?

[Slide 8] 

7. Revisit the topic of the lesson.

  • Interaction: T-SS 
  • Timing: 2′
  • Monitoring: Check whether ss have any questions and what were the techniques learnt. 
  • Feedback: — 

CPE – paper 04 (Listening) Part 4

Since the group I am teaching showed more interest towards listening tasks, I decided to plan this lesson for them. 

Material used: 

PPT File: CPE Concerns about commuting

CPE File: CPE Listening PART 4 with answers

Listening (Google Drive): https://drive.google.com/file/d/1W3ZwafAP2VuiXQLF_5oSDFWC8UXngz3w/view?usp=sharing 

[Slide 1]

  1. Introducing the topic
  • Interaction: T- SS 
  • Timing: 2′
  • Monitoring: Check whether students are on the same page.
  • Feedback: –
  • Steps: Show the topic of the lesson so students start activating their schemata: Showing concerns towards commuting. 

[Slide 2]

2. Setting the scene 

  • Interaction: S-SS / S-S
  • Timing: 3′
  • Monitoring: Teacher walks around the room and makes notes on students’ contributions. Relevant to this step and task.
  • Feedback: Board relevant items.
  • Steps: Students check the pictures on the board and answer the questions: “What is the best way to commute in a big city? Why?”

[Slide 3]

3. Viewing for Gist (1)

  • Interaction: SS-S / S-S 
  • Timing: 5′
  • Monitoring: Teacher walks around the room and makes notes on students’ contributions. Relevant to this step and task.
  • Feedback: Board relevant items.
  • Steps: Students check the pictures on the board and answer the questions: “What are they testing on the video?”    /        “Which one is the best option?”.

 

[Slides 4, 5]

4. Lead-in (1) & (2)

  • Interaction: SS-S / S-S 
  • Timing: 10′
  • Monitoring: Teacher walks around the room and makes notes on students’ contributions. Relevant to this step and task.
  • Feedback: Board relevant items.
  • Steps: Students check the pictures on the board and answer the questions: 

-> What are some of the real concerns of commuters?

  • Harm to the environment?
  • (un)productive use of time?
  • Real cost / mental health cost?
  • Risks?
  • Difficulty in avoiding car use?

-> How would you feel if you had to commute every day?

  • Pleased that it would be relatively short?
  • Determined not to continue commuting?
  • Hopeful of a change in routine?
  • Appreciative of the surroundings?

[Slide 6]

6. Listening for Gist (1)

  • Interaction: SS-S / S-S 
  • Timing: 10′
  • Monitoring: After the listening is done, the teacher walks around the room and listens to ss’ contributions. 
  • Feedback: Board relevant items.
  • Steps: Students are going to listen to the task once, without doing the task per se and answer the questions below. 
  • How long do they commute?
  • What are the upsides and the drawbacks? 
  • What kind of things can one do whilst commuting?

[Slides 7 & 8]

6. Listening for detailed information

  • Interaction: SS-S / S-S 
  • Timing: 15′
  • Monitoring: After the listening is done, while ss are checking with their pairs, go around the room and check their answers. See if you can guide them better.
  • Feedback: Board relevant items.
  • Steps: Students are going to do the task per se. Both tasks are supposed to be done at the same time. Check the answers. 

[Slide 9]

7. Vocabulary Work (1)

  • Interaction: SS-S / S-S 
  • Timing: 5′
  • Monitoring: Teacher walks around the room and makes notes on students’ contributions. Relevant to this step and task.
  • Feedback: Board relevant items.
  • Steps: Show ss the words from the listening, which are on the board divided by speakers. They discuss in pairs or trios the meaning of the words or expressions. If need be you can work with the script.
  • (such) a drag
  • De-stress
  • Conducive to
  • Turn down
  • See sth in a different light
  • Contemplate on
  • A win-win situation
  • Crack sth/sb up
  • Battling something
  • Put someone off
  • Freewheeling
  • Interminable
  • Hassle
  • Strike up a conversation
  • Not on the cards

[Slide 10]

8. Vocabulary Work (2)

  • Interaction: SS-S / S-S 
  • Timing: 10′
  • Monitoring: Teacher walks around the room and makes notes on students’ contributions. Relevant to this step and task.
  • Feedback: Board relevant items.
  • Steps: Students are going to use 5 words/expressions to ask your peers 5 questions.

[Slide 11]

9. Follow-up/Wrap-up

  • Interaction: SS-S / S-S 
  • Timing: 2′
  • Monitoring: Ask the whole group.
  • Feedback: on the spot.
  • Steps: From the 5 speakers, to which one you relate the most?