CPE – Driverless Cars (C2 CEFR) – 75′

This lesson was planned for a group of teachers taking the CPE course. It involves talking about collocations, the part 2 of Paper 1 (Reading and Use of English) and thus C2 vocabulary. 

Material: 

PPT file: CPE Driverless Cars

TED Video: https://www.ted.com/talks/sebastian_thrun_google_s_driverless_car

Reading task (part 2): P01P02 Driverless cars

[Slide 1]

1.Introducing the topic of the lesson

“Talking about technology and the driverless car”

  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: Check whether ss understand what the lesson will be about and if everyone is on the same page. 
  • Feedback: only if need be.
  • Steps:  Show ss the topic of the lesson – don’t extend the topic yet because the next slide will do it so. 

[Slides 2 & 3]

2. Setting the scene – TED video task (1) 

https://www.ted.com/talks/sebastian_thrun_google_s_driverless_car 

  • Interaction: T-SS / Ss-Ss / S-Ss
  • Timing: 7′
  • Monitoring: The tutor walks around the classroom, making him/herself available to the candidates. Listens to their contributions and takes notes on relevant aspects.
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps:  Do you know the Google Driverless car? (have you driven or seen one in person?) / How does it work?
  • Students then share with the whole group, and the tutor shows slide 3 as an extension of the topic.

[Slide 4]

3. TED video task (2) – Working on Vocabulary (word transformation)

  • Interaction: T-SS / Ss-Ss / S-Ss
  • Timing: 20′
  • Monitoring: The tutor walks around the classroom, making him/herself available to the candidates. Listens to their contributions and takes notes on relevant aspects.
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps:  Candidates work on the words from the video. They have to transform these words and then check on the video again.
  • Imagine (unimaginable)
  • Success (succeeded)
  • Magic (magically)
  • Decide (decided/decisions)
  • Crook (crooked)
  • Precise (precision)
  • Gain (regain)
  • Ridicule (ridiculous)

[Slide 5]

4. Follow-up (TED video task)

  • Interaction: T-SS / Ss-Ss / S-Ss
  • Timing: 10′
  • Monitoring: The tutor walks around the classroom, making him/herself available to the candidates. Listens to their contributions and takes notes on relevant aspects.
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: What are the possibilities that this car will raise, according to Thrun? (call attention to this collocation).

[Slide 6]

5. Linker (predicting the topic of the Reading Task) – Speaking mock

  • Interaction: T-SS / Ss-Ss / S-Ss
  • Timing: 10′
  • Monitoring: The tutor walks around the classroom, making him/herself available to the candidates. Listens to their contributions and takes notes on relevant aspects.
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: What are the pros and cons of having a driverless car?
  • – stress?
    – do other things?
    – comfort/safety?
    – traffic?Would we need traffic lights, road signs, and speed bumps?

[Slides 7 & 8]

6. Reading and Use of English – Part 2 (inside the task)

  • Interaction: T-SS / Ss-Ss / S-Ss
  • Timing: 15′
  • Monitoring: The tutor walks around the classroom, making him/herself available to the candidates. Listens to their contributions and takes notes on relevant aspects.
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: The tutor talks about the techniques the candidates need to use when doing this type of task.
  • 1 – Brainstorming (done in the lesson)
  • 2 – Skim through the text to check the general idea
  • 3 – Use of Empty words ( prepositions, linkers, part of collocations, expressions, idioms or phrasal verbs)
  • 4 – Scan and complete

After, candidates check their answers in pairs and then with the whole group (slide 8).

[Slide 9]

7. Follow-up (Reading and Use of English Part 2 task)

  • Interaction: T-SS / Ss-Ss / S-Ss
  • Timing: 15′
  • Monitoring: The tutor walks around the classroom, making him/herself available to the candidates. Listens to their contributions and takes notes on relevant aspects.
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: Candidates will work on the following collocations from this RUoE task:
  • – Do away with
    – Go beyond sth
    – No longer need sth
    – In close formation
    – As a result of

[Slide 10]

10. Revisiting the topic of the lesson

“Talking about technology and the driverless car”

  • Interaction: T-SS
  • Timing: 2′
  • Monitoring: Check whether ss understand what the lesson will be about and if everyone is on the same page. 
  • Feedback: only if need be.
  • Steps:  Go back to the topic of the lesson and ask candidates to share what they have acquired in this lesson in terms of vocabulary and techniques. 
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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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