Buying Smart (A1 CEFR)

2019 is here and with it a new A1 lesson. This lesson is part of a professional project, and it has been planned to develop students’ vocabulary as well as inform them. I have added feedback pages, a ‘further practice’ page in order to assign and what I liked the most – a teaser at the end of the lesson.

Material:

Keynote elementary pages 24 and 25

Google Slides: https://docs.google.com/presentation/d/1UPQpA7yx5H0QwUxR_KIJ_LgKZs4NLLeoCZKn61cpEJ8/edit?usp=sharing 

[Slide 1]

1. Introduction

  • Interaction: T- SS
  • Timing: 2′
  • Monitoring: Check whether students are on the same page.
  • Feedback: only if needed – clarify what is smart.
  • Comments: It is important to take your time and use of a lot of body and facial expressions in order to help your students. 

[Slide 2]

2. Lead-in

  • Interaction: T- SS | SS-SS | S-SS
  • Timing: 5′
  • Monitoring: Teacher walks around the room, checks students’ production and take note of students’ contributions.
  • Feedback: on vocabulary and pronunciation. 
  • Comments: Students have to answer:Do you usually buy things you don’t need? What do you do with that later?

Teachers have to write answer chunks on the board, otherwise, A1 students may feel lost. For example, I usually buy clothes I don’t need.

[Slide 3]

3. Feedback slot

  • Interaction: T- SS 
  • Timing: 2′
  • Monitoring: —
  • Feedback: Use this slide to board feedback you have gathered. Remember feedback can be either things to improve or very good items that were produced. 

[Slide 4 & 5]

4. Pre-Reading Tasks

[Slide 4]

  • Interaction: T- SS | SS-SS | S-SS
  • Timing: 5′
  • Monitoring: Teacher walks around the room, checks students’ production and take note of students’ contributions.
  • Feedback: on vocabulary and pronunciation. 
  • Comments: Students have to answer:‘Buy nothing new’ month – Do you think this challenge is easy or difficult?

Teachers have to write answer chunks on the board, otherwise, A1 students may feel lost. For example, I think it is easy … or difficult because …

[Slide 5] – CRITICAL THINKING

  • Interaction: T- SS | SS-SS | S-SS
  • Timing: 5′
  • Monitoring: Teacher walks around the room, checks students’ production and take note of students’ contributions.
  • Feedback: on vocabulary and pronunciation. 
  • Comments: Students have to answer:What are the ways you can survive creatively?

Teachers have to write answer chunks on the board, otherwise, A1 students may feel lost. For example, People can recycle to survive creatively.

Here, I include items from the text (with animation by clicking) so students can brainstorm first and then talk about second-hand shops, swapping things and upcycling.

[Slides 6 – 7]

5. While Reading Task 1 (SKIMMING)

  • Interaction: T- SS | SS-SS | S-SS
  • Timing: 5′
  • Monitoring: Teacher walks around the room, checks students’ production and take note of students’ contributions.
  • Feedback: on vocabulary and pronunciation. 
  • Comments: Students read the article. 1) Tell students NOT TO WORRY about words they do not know (and that they can underline them if necessary). 2) Tell students this phase is FAST READING only to find very general information. 
  • After students read the article, they discuss If this challenge is easy or difficult? and the creative ways the article suggests.

Teachers have to write answer chunks on the board, otherwise, A1 students may feel lost. For example, I think it is easy … or difficult because … / The creative ways suggested are … 

[Slide 8]

6. Feedback slot

  • Interaction: T- SS 
  • Timing: 2′
  • Monitoring: —
  • Feedback: Use this slide to board feedback you have gathered. Remember feedback can be either things to improve or very good items that were produced. 

[Slides 9 & 10]

7. Post-Reading Task 2 (SCANNING)

  • Interaction: T- SS | SS-SS | S-SS
  • Timing: 15′
  • Monitoring: Teacher walks around the room, checks students’ production and take note of students’ contributions.
  • Feedback: on vocabulary and pronunciation. 
  • Comments: Students read the article once again. 1) Still, tell students NOT TO WORRY about words they do not know (and that they can underline them if necessary). 2) Tell students they will have 15′ to read and work on vocabulary. 
  • Ask students if they have seen the words on slide 9, then they do the task taken from Keynote Elementary page 25 ex. 6.

[Slide 11]

8. Feedback slot

  • Interaction: T- SS 
  • Timing: 2′
  • Monitoring: —
  • Feedback: Use this slide to board feedback you have gathered. Remember feedback can be either things to improve or very good items that were produced. 

[Slide 12]

9. Follow-up Reading task

  • Interaction: T- SS | SS-SS | S-SS
  • Timing: 5′
  • Monitoring: Teacher walks around the room, checks students’ production and take note of students’ contributions.
  • Feedback: on vocabulary and pronunciation. 
  • Comments: Students answer the following question: Do you think that buy nothing new a month is a good way to help the environment? 
  • Add a discussion on the pros and cons
  • This question was also taken from Keynote Elementary page 25 ex. 7.

[Slide 13]

10. Feedback slot

  • Interaction: T- SS 
  • Timing: 2′
  • Monitoring: —
  • Feedback: Use this slide to board feedback you have gathered. Remember feedback can be either things to improve or very good items that were produced. 

[Slide 14]

11. Freer-practice (real-life like task)

  • Interaction: T- SS | SS-SS | S-SS
  • Timing: 10′
  • Monitoring: Teacher walks around the room, checks students’ production and take note of students’ contributions.
  • Feedback: on vocabulary and pronunciation. 
  • Comments: Students to perform the following task: You have to explain to your partner (wife, husband, etc.) what ‘buy nothing new month’ is. Pu forward the pros and cons discussed previously. At the end, decide if you are going to accept this challenge. 

[Slide 15]

12. Feedback slot

  • Interaction: T- SS 
  • Timing: 2′
  • Monitoring: —
  • Feedback: Use this slide to board feedback you have gathered. Remember feedback can be either things to improve or very good items that were produced. 

[Slide 16]

11. Wrap-up slot

  • Interaction: T- SS 
  • Timing: 2′
  • Monitoring: —
  • Feedback: Use this slide to board the items students have covered in this lesson.  

[Slide 17]

12. Further practice page

  • Interaction: T- SS 
  • Timing: 2′
  • Monitoring: —
  • Feedback: Use this slide to board further exercises (homework).  

[Slide 18]

13. Revisit the topic

  • Interaction: T- SS 
  • Timing: 2′
  • Monitoring: —
  • Feedback: Clarify any questions.

[Slide 19]

14. NEW – TEASER

  • Interaction: T- SS 
  • Timing: 2′
  • Monitoring: —
  • Feedback: Use this slide to ask relevant questions about the next lesson that is going to be taught. In this case, it will be a TED talk with Jessi Arrington, and in order to trigger students’ interest, this moment is very important in a 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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