English Lesson Planner | The Anglo - B2.2 - Saturday 20 February 2021 12-2pm

Zoë Heyn-Jones

The Anglo - B2.2 - Saturday 20 February 2021 12-2pm - Lesson 5b - Upper Intermediate level

The Anglo - B2.2 - Saturday 20 February 2021 12-2pm - Lesson 5b
Upper Intermediate level

Description

In this lesson we talk about food, completing several listening and speaking exercises in order to discuss the future of food.

Materials

The Anglo - B2.2 Lesson 5b - Saturday 20 February 2021

Main Aims

To enable students to practice speaking for fluency in the context of discussing the future of food.

Subsidiary Aims

To enable students to practice listening for gist and detail in the context of the future of food.
To enable students to extend their lexical range in the context of discussing fthe future of food.

Procedure (84-105 minutes)

Welcome (3-5 minutes) • To welcome students back to class and to troubleshoot any problems.

T welcomes Ss as they come back after the break. T asks Ss if they have any questions or concerns at this point. T and Ss chat informally until everyone is back.

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

T gets Ss attention. T asks Ss to watch Are insects the food of the future? - BBC What's New” https://www.youtube.com/watch?v=Q23QDoQRkm4 T asks Ss opinion about eating insects - have they tried them? Would they like to? etc.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

T gets Ss attention. T shows slide 2 (p.50 #1) and nominates S to read the instructions T asks Ss to work in pairs for 5 minutes to discuss. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session. T nominates Ss to share their answers in OCF.

While-Listening 1 (10-12 minutes) • To provide students with less challenging gist and specific information listening tasks

T gets Ss attention. T shows slide 3 (p.50 #2) and nominates S to read the instructions T asks Ss to work in pairs for 5 minutes to complete the exercises. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session. T nominates Ss to share their answers in OCF.

While-Listening 2 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 4 (p.50 #3) and nominates S to read the instructions, T asks Ss to work individually to correct the errors. T nominates Ss to share their answers in OCF.

While-Listening 3 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 5 ( p.50 #3b) and nominates S to read the instructions. T plays audio 5.2 part 2 again while Ss take notes. T asks Ss to work in pairs for 5 minutes to discuss. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session. T nominates Ss to share their answers in OCF.

While-Listening 4 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 6 (p.50 #4) and nominates S to read the instructions. T asks Ss to work in pairs for 5 minutes to number ideas in the order they are mentioned. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session. T plays audio again to check answers.

While-Listening 5 (10-12 minutes) • To provide students with more challenging detailed, deduction and inference listening tasks

T gets Ss attention. T shows slide 7 (p.50 #5) and nominates S to read the instructions. T plays audio 5.2 part 3 again. T asks Ss to work in pairs for 5 minutes to correct the information. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session. T nominates Ss to share their answers in OCF.

Post-Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T gets Ss attention. T shows slide 8 (p.50 #6) and nominates S to read the instructions T asks Ss to work in pairs for 5 minutes to discuss. T assigns partners. ICQ: Are we working individually? [no, in pairs/groups] ICQ: how many minutes do we have? [5 minutes] T sends pairs to channels. T monitors and takes note of language for feedback and DEC. T calls Ss back to main session. T nominates Ss to share their answers in OCF.

Feedback and Delayed Error Correction (8-10 minutes) • To provide feedback and delayed error correction.

T gives feedback, addressing any good language and interesting/important errors noticed during monitoring. T elicits form Ss to reformulate errors. If time permits, T leads Ss in pronunciation drills.

Conclusion (2-3 minutes) • To sum up and close the lesson and to prepare for the following lesson.

T gets Ss attention and thanks them for their time. T asks Ss if they have any questions or concerns, specifically about accessing course materials, platforms, etc. T takes note of anything to address with supervisors/academic services. T asks Ss to look at Unit 4 Review p. 68 for homework. T thanks Ss again for their time, and wishes them a good day.