Communicating in British x American English – A conversation/video lesson (C1 CEFR).

In light of the royal wedding and also of our students often asked question “If I say ‘pants’ in England, will they understand me?” I’ve decided to plan this lesson to C1 (CEFR), in order to raise their awareness towards British and American English, English expressions (inversions) and also what has been going on with the royal family.

Material used:

PPT file: Communicating in British x American English

Video (1):  https://www.youtube.com/watch?v=trFWwBjdQFM 

Video (2):  https://www.youtube.com/watch?v=LQicq60aJaw 

Buzzfeed quiz (also QR code – Slide 4): https://www.buzzfeed.com/robinedds/how-british-are-you?utm_term=.qeR5lmGjaB#.akLAdM4ezG 

[Slide 1]

1.Introducing the topic

  • Interaction: T-Ss
  • Timing: 2′
  • Monitoring: check whether ss are on the same page.
  • Feedback: only if needed
  • Steps: Show the topic to students.

[Slide 2]

2. Lead-in

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 5′
  • Monitoring: Teacher walks around the room and makes notes on the students’ relevant contributions.
  • Feedback: Board relevant contributions.
  • Steps: Ss answer the following questions: 1) Do you think it is difficult to date or even get married to a person who comes from another country? 2) Do you think it could be narrowed down to language, culture or both?

[Slides 3 & 4]

3. Setting the scene

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 15′
  • Monitoring: Teacher walks around the room and makes notes on the students’ relevant contributions.
  • Feedback: Board relevant contributions.
  • Steps: Ss are going to brainstorm about how British people say the words on the board and after they will watch part of the video where Meghan is under a ‘Britishness’ Quiz (2’32” – 3’30”). After, check with the correct answers Meghan is going to present.
  • Right after that step, students are going to take a quiz from BuzzFeed and say how British they are: https://www.buzzfeed.com/robinedds/how-british-are-you?utm_term=.qeR5lmGjaB#.akLAdM4ezG 

[Slide 5]

5. Linker

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 5′
  • Monitoring: Teacher walks around the room and makes notes on the students’ relevant contributions.
  • Feedback: Board relevant contributions.
  • Steps: Ss answer: Do you think their communication is hindered in any way?

[Slide 6]

6. Video-task 1 (0’00”-3’60”)

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 7′
  • Monitoring: Teacher walks around the room and makes notes on the students’ relevant contributions.
  • Feedback: Board relevant contributions.
  • Steps: Ss are going to watch a part of a BBC interview with Prince Harry and Meghan Markle and answer: 1) How did he propose to her? 2)Did Meghan know much about Harry before they met? What about Harry? Had he watched ‘Suits’ before? Why (not)?

[Slide 7]

7. Video-task 2 (6’04”-7’44”)

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 7′
  • Monitoring: Teacher walks around the room and makes notes on the students’ relevant contributions.
  • Feedback: Board relevant contributions.
  • Steps: Based on what Meghan and Harry say, students will have to transcribe that into inversions: Little did she know that …

    Under no circumstances has Harry thought that …

    Never before had Meghan been part of …

[Slide 8]

8. Video-task 3 (18’26”- end)

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 7′
  • Monitoring: Teacher walks around the room and makes notes on the students’ relevant contributions.
  • Feedback: Board relevant contributions.
  • Steps: Now students are going to work on two expressions Harry says. Harry says that Diana (his mother) and Meghan would probably be as thick as thieves. And without a question, she would be over the moon.

    What do these mean?

[Slide 9]

9. Follow-up

  • Interaction: T-Ss / S-S / S-Ss
  • Timing: 10′
  • Monitoring: Teacher walks around the room and makes notes on the students’ relevant contributions.
  • Feedback: Board relevant contributions.
  • Steps: As a follow-up or wrap-up, students will talk about:  You have just watched a BBC interview, in which there were two British people and one American. They have used expressions, different pronunciation sounds, etc.
     
    Did you see any problems in communication? Why?

[Slide 10]

10. Revisit the topic

  • Interaction: T-Ss
  • Timing: 2′
  • Monitoring: check whether ss are on the same page.
  • Feedback: only if needed
  • Steps: Ask students to list what they have seen in the lesson.

 

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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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