Deciding how you feel while doing exercises C1 (CEFR) – CAE task

I have always believed there is room for improvement. For that reason, I have sent a satisfaction survey to my dear C1 CEFR students. As a result, they asked me to prepare more CAE Listening tasks. And then this 90′ lesson came to life.

Breakdown fit: They have recently started a new Unit on “Emotional Intelligence”. For that, we have talked about how well they sleep, eat and do exercises, and then I am connecting the topic to this one. Feelings + exercises.

Material:

CAE Listening File:

CAE TEST 1 LISTENING PART 4 SPORTS

Listening File:

https://drive.google.com/file/d/16tp3EuTBhpUXNZaSzkVvKd4EjmXABIsQ/view?usp=drivesdk 

Google Slides: 

https://docs.google.com/presentation/d/11Ahmf41FRZx0hI4Zb11TPd5SCFiO7yysBRrrAL0otoQ/edit?usp=sharing 

[Slide 1] 

1.Introduction of the topic to students “Deciding how you feel while doing exercises” 

  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: Teacher checks whether students are on the same page.
  • Feedback: Only if needed.
  • Steps: The teacher shows slide 1, with the topic of the lesson. 

[Slides 2 & 3] 

2. Warmer (idioms for feelings)

[Slide 2]

  • Interaction: T-SS
  • Timing: 7′
  • Monitoring: Teacher walks around the room and takes notes on students’ contributions.
  • Feedback: focus on the idioms
  • Steps: Students work in pairs or trios and check the idioms’ meanings and students have to match them to their meaning.

[Slide 3] Idioms in use

  • Interaction: T-SS
  • Timing: 7′
  • Monitoring: Teacher walks around the room and takes notes on students’ contributions.
  • Feedback: focus on the idioms
  • Steps: Students are going to ask their peers when they feel + idiom and why?

[Slide 4] 

3. Setting the scene

  • Interaction: T-SS
  • Timing: 10′
  • Monitoring: Teacher walks around the room, takes notes on the students’ contributions. 
  • Feedback: Focus on phrasal verbs (vocabulary) and pronunciation. 
  • Steps: The teacher shows slide 2 with the following questions, and ask the students what are the “words” or “phrases” that are in bold? (they are phrasal verbs).

Have you decided to take up any sports recently?

What type of sports would you practice to get over your fears?

How do you get out of your comfort zone, sports-wise?

[Slides 5 & 6] 

3. Lead-in (brainstorming for the listening task – next step)

[Slide 5]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 10′
  • Monitoring: Teacher walks around the room, takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: Ask students ‘Why would you take up new sports?’ (I like to have the collocations highlighted so students will pay more attention to them).

to make new friends?

as the result of recommendations?

to get fit?

for the travel opportunities?

as a personal challenge?

for the thrill of competing?

to improve a skill?

as a result of discovering a talent?

[Slide 6]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 10′
  • Monitoring: Teacher walks around the room, takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation. 
  • Steps: Ask students ‘What advice would you give to people taking up new sports?’ (I like to have the collocations highlighted so students will pay more attention to them).

Stick to your training routine?

Don’t let it rule your life?

Believe in yourself?

Get reliable assistance?

Follow a strict diet?

Try to be a good role model?

Don’t expect instant rewards?

Continue to push new limits?

[Slide 7] 

4. Listening Task – CAE Paper 3 Part 4

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 15′
  • Monitoring: Teacher gives the listening sheet to students and plays the recording twice. 
  • Feedback: Students’ check their answers with their peers / then check with the whole group. When checking with the whole group, ask students to say why they chose that specific answer. 
  • Steps: First, ask students to take a look at the task (SKIM). They will realise that everything they have discussed so far is on the task.  Secondly, Students do the task per se (SCAN). 
  • The slide7 has all the correct answers, so be careful not to show them before doing the task. 

[Slide 8] 

5. Post-listening Task – Vocabulary work (from the script) 

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 10′
  • Monitoring: Teacher walks around the room and takes notes on the students’ contributions. 
  • Feedback: Students’ check their answers with their peers / then check with the whole group. When checking with the whole group, ask students to say why they chose that specific answer. 
  • Steps: Teacher presents the language (slide 6) and asks students to talk to their peers about what they mean. Students can use the dictionary or try to guess by the context presented so far. 

Speaker 1 “… but I got there by sheer force of will…”

Speaker 2 “…but still enough to get me hooked…”

Speaker 3 “…It’s a rewarding thing to fix your sights on

               “…but if you can dish it out in this sport…”

Speaker 4 “…I’d stress the need to have total,…”

Speaker 5 “I wasn’t that keen to play…”

               “I’ve been thrashing the shuttlecock across the net..”

[Slide 9] 

6. Follow-up (vocabulary in use) 

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 10′
  • Monitoring: Teacher walks around the room and takes notes on the students’ contributions. 
  • Feedback: Students’ check their answers with their peers / then check with the whole group. When checking with the whole group, ask students to say why they chose that specific answer. 

Steps: The students are going to answer the questions (using the new vocabulary). 

What sports/actions do you customarily do by the sheer force of will?

What sports do you watch on the TV or live that get you hooked? Why?

Are you fixing your sights on thriving on the CAE exam?

To what extent do you feel the teacher is dishing out knowledge in your lessons?

If you had to stress the need to do something, what would that be?

What subjects are you keen to study here or at college?

Have you ever thrashed in bed with a fever?

[Slide 10] 

7. Revisit the topic of the lesson “Deciding how you feel while doing exercises” 

  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: Teacher checks whether students are on the same page.
  • Feedback: Only if needed.
  • Steps: Ask students to systematise what they have acquired. 
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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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