Carlos Altamirano Carlos Altamirano

The Liter of Light - Describing and giving instructions
Intermediate level

Description

In this lesson, students will be provided with the opportunity to be exposed to functional language for Describing and Giving Instructions.

Materials

Edit?usp=sharing?size=16&default=html Jamboard Presentation
Watch?v=qgt6x2m iq4&t=4s)?size=16&default=html Video
Edit?usp=sharing?size=16&default=html Google Doc for an Audio Exercise
Hg7e4qrtk73yocm86?size=16&default=html Google Form
Edit?usp=sharing?size=16&default=html Speaking Task 1

Main Aims

  • To provide practice of language used for describing and giving instructions in the context of ecotechnologies

Subsidiary Aims

  • To provide practice of language used for describing and giving instructions in the context of ecotechnologies

Procedure

Setting Context (Lead - in) (5-7 minutes) • To set lesson context and engage students

1. T greets and starts the lesson by showing a video that suggests the topic of the lesson “Liter of Light”. 2. T shares the video and asks learners to discuss in BORs (groups of 3) what they think of the short video and answer the following questions. What were needs of the family? What do you think a “Liter of Light” is?

Content Preparation (4-6 minutes) • To prepare learners for the context and give them a chance to share opinions.

- T shows the previous images in order to guide Ss to listen to a conversation where the functional language will be used. - T asks Ss to complete the conversation with the missing expressions given in a google form. - T asks Ss to work in groups and discuss their answers. ICQ’s *STUDENT LED

Language Preparation (5-8 minutes) • To prepare students with useful language and expressions to talk about the Liter of Light - Ecotechnology

T displays some phrases used to engage the listener and show interest. T shares a google form for Ss check meaning. Then elicits from students the meaning, form, and pronunciation (take into account stress and intonation) T explains these language items for speaking phrases by dividing them into two groups Putting instructions in order: - The first thing you do is … - When you´re done this, … - While you´re doing this, … - After doing this, … Explaining or showing - You do it like this. - Let me give you an example. - Let me show you - Make sure … Asking questions - How do you …? - Can you say that part again? - Ok, what next? - Can you show me?

Speaking Task 1 (8-10 minutes) • To provide students an opportunity to practice speaking fluency and expand on what has been learned.

- T shares the jam board link and sends Ss to work on speaking task 1 in the BORs. Instructions: - By using the clues in a google doc, teach your partner how to make a liter light bulb, when you explain the process use the phrases to put instructions in order and phrases for explaining or showing. - The listener asks questions using the phrases as well.

Speaking Task 2 (6-8 minutes) • To provide students an opportunity to practice speaking fluency and expand on what has been learned.

- T asks Ss to work on the second speaking task in the same BORs. Instructions: Tell your partner about something special you can do (a handcraft, a recipe, or anything you´re good at). - Use the phrases to put instructions in order and the phrases for explaining or showing - When you listen, use the phrases to ask questions to be clear.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students´ production and use of language

OCFB 1. T conducts DEC (Both accurate and inaccurate language) 2. T uses board to write and correct some mistakes made during the speaking activities. 3. T asks if there are any questions left. If there are, T addresses them. If not, T thanks Ss for their time and says goodbye.

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