How often do you do good deeds? Reading into Writing (B2 CEFR) – 90′

I planned this lesson for an FCE (B2 CEFR) group of teenagers. As I wanted to call their attention, I have adapted an article from The Guardian to be used so as to promote their writing afterward. I have also designed the slides and the layout of the article in order to have a more personalised lesson/material, also to trigger their emotional quotients and to involve them in the lesson. As Alice Turibio and I have been working together, she called my attention towards using design and sprint thinking more and more in my lessons. More surprises are to come!

Material:

The Guardian Article:  FCE GOOD DEEDS

Video: https://www.youtube.com/watch?v=K1LyaX2ScW4 

PPT Slides: Good deeds

[Slide 1] 

1. Introducing the topic of the lesson “How often do you do good deeds?” 

  • Interaction: T-Ss
  • Timing: 3′
  • Monitoring: Teacher checks whether students are on the same page. 
  • Feedback: —

[Slides 2 – 4] 

2. Setting the scene (with a video snippet) +  quick vocabulary work

  • Interaction: T-Ss / S-ss / Ss-Ss
  • Timing: 7′ (for video work) + 10′ (for vocabulary work + questions).
  • Monitoring: Teacher shows the slide, asks the question and is quiet for the video viewing. After, the teacher walks around the room, checks what students’ contributions are and takes notes; 
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: T asks students to watch the video carefully and answer the question: what is a good deed? (IF the ss already know what a good deed is, you change the question to “what good deed did Ellen do?”)
  • Then you’ll work (quickly) on the vocabulary taken from the video – students can talk with their peers and if need be watch the video a second time. (5′)
  • – A big chunk of cash
    – Nationwide
    attention attracted
    Give back to the community
    – have it
    so packed
    bustling restaurant

+ 5′

What would you do if you received a chunk of cash right now?

How would you call the nationwide attention to the Education problems, for instance?

Your parents/ the society have done a lot for you. If you could give it back to them/it, how would you do it so?

When you go to restaurants, do you prefer the ones that are more packed or bustling or the ones that are emptier?

[Slides 5-8] 

3. Reading Task (1) – Skimming through the article to get the main idea.

  • Interaction: T-Ss / S-ss / Ss-Ss
  • Timing: 5′ (skim reading) / 5′ (checking skim reading) / 5′  (work on vocabulary) / 5′ (follow-up question)
  • Monitoring: Teacher checks whether students are ok with the word “skim”
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps:
  • (slide 5) T shows students the slide and asks them to skim through the article to check the author’s Good Deeds (they are in italics on the article – the real focus here will be on the verbs). 
  • Then, on slide 6 the teacher will focus on the verbs and show the students (they will be used for the writing task later).
  • – I taught a disabled girl creative writing
    mentored a teenager
    looked after my friend’s daughter
    bought a stranger Steradent
    cleared a dead mouse from a vegetarian’s mouse trap
    found lost children
    steamed and tagged secondhanded clothes
    reburied the ashes of a neighbor
    sewed /səʊd/  (BrE) /sɔʊd/  (AmE) an elephant inside out
    – failed to save a lamb from the broth pot
  • (slide 7) Brief work on vocab – The teacher asks students what they understand from the context:
  • Rub off on
  • Brew(ing)
  • Bereave(d)
  • Permeate
  • To be swamp(ed)
  • And work on structures:
  • however hard I try(ied)
  • do not a better person make
  • (Slide 8) Follow-up question: “How many good deeds have you done today?”

[Slide 9] 

4. Writing Task (1) – Brainstorming / Following ‘Sprint Thinking techniques’ 

  • Interaction: T-Ss / S-ss / Ss-Ss
  • Timing: 10′ 
  • Monitoring: Teacher checks whether students are ok with the word “skim”
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: Teacher asks students “Considering the good deeds we do, and the frequency in which they take place, why do you think people should do them?” – Students should do this task in their Reading Document – Page 3. Remind students to use the verbs taken from the reading task.

[Slide 10] 

5. Writing Task (2) – Transfering their ideas to the paper 

  • Interaction: T-Ss / S-ss / Ss-Ss
  • Timing: 20′ 
  • Monitoring: Teacher checks whether students are ok with the word “skim”
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: Students will have 20 minutes to start doing their FCE like writing task. They should be able to finish and proof-read at home as their homework. Students should do this task in their Reading Document – Page 4. Remind students to use the verbs taken from the reading task.

[Slide 11] 

5. Wrap-up and Revisit the topic of the lesson. 

  • Interaction: T-Ss / S-ss / Ss-Ss
  • Timing: 20′ 
  • Monitoring: Teacher checks whether students are ok with the word “skim”
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: Ask students to say one or two words or chunks they acquired from the lesson, and ask them what steps were taken (beginning, middle, end). Revisit the topic of the lesson and ask students if the aim was achieved. 

I believe it is very effective to include students in the decision making moments of the lesson as well as in the understanding of how a lesson goes (or should go). 

 

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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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