New lesson plan: LP_TP 8 David Ortiz

David Manuel Ortiz Barradas

LP_TP 8 David Ortiz - Upper-intermediate level

LP_TP 8 David Ortiz
Upper-intermediate level

Description

The students are upper-intermediate with the majority of them with sufficient communication skills to develop a fluent class in terms of reviewing and practicing the TL and achieving the goals successfully.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification of language used for invitations, accepting and refusing in the context of parties

Subsidiary Aims

To provide accuracy speaking practice in an invitation accepting and refusing basis in the context of parties

Procedure (30-46 minutes)

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-Tt asks if Ss miss attending parties. -Tt prompts a lead-in image about a party and people accepting and refusing, then questions are asked to students. E.g. What do you think this person is asking?, Do you think he or she accepted? -Ss will work in pairs and try to find out the missing invitation questions plus the answer elicited from the picture shown. -Tt quickly makes some comments on Ss answers

Exposure (6-8 minutes) • To provide context for the target language through a text or situation

-Tt provides students with two conversation excerpts, an invitation-accepting exchange along with an invitation-refusing one. This material is to be shown in screen-shared mode before providing students with the link. -Tt explains the activity -a GIST task -Ss do the activity -Tt reviews the answers with the students

Highlighting (3-5 minutes) • To draw students' attention to the target language

-Tt presents on the screen the second task where students will identify the expressions used for inviting and both, accepting and refusing. This is a pair activity -Tt explains the activity to students and shares the link to them. A break-out room activity is displayed at this stage. -Ss do the activity in pairs -Tt runs a checking activity with the class

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

-Tt delivers a M-F-P-A activity. First is the explanation on a screen-shared mode, then shares the link with students. -Ss do the task individually (M-F-A) -Tt runs pronunciation separately by working on sentence stress. -Tt- checks the answers with the whole class using CCQ's

Controlled Practice (4-7 minutes) • To concept check and prepare students for more meaningful practice

-Tt hands a controlled practice sheet where students will be able to practice and strengthen their understanding and prepare themselves to practice. - Tt shares the link with the students -Ss do the task individually - Tt reviews and clarifies if necessary

Free Practice (4-6 minutes) • To provide students with free practice of the target language

-Tt shows the activity on shared-screen mode and hands a role-play activity with specific functions of inviting and accepting/refusing -Tt sends the material through links on the chat -Ss will have a nice time span to practice what has been learned

Delayed error correction (2-5 minutes) • To provide students feedback and an improvement opportunity to clarify language

T-t after monitoring students and having notes jotted down goes to the screen to present possible errors made and has students correct them in a student-to-student modality. Tt tries not to intervene and if so, always looks for being a guide for students. Tt praises and thanks for the opportunity of teaching them in this CELTA course and wished the best.