Erick Estrada Erick Estrada

SS introduction lesson
upper intermediate level

Description

In this 15-20 minute lesson, students will get to know each other's goals for this course. The lesson starts off with lead-in general conversation questions on the importance of setting goals with a new teacher. This will be followed up by asking students to break up into pairs and talk about their goals and expectations for this course. Finally, i will bring students back to the main session and have a brief wrap-up where pairs/groups each share their primary goal and how they plan to accomplish it. I will ask questions like "What is one goal that your partner shared that you found interesting or inspiring?" and "How can having an 'end-goal' motivate you?" in order to reinforce the learning strategies discussed and to provide closure to the lesson.

Materials

Main Aims

  • To provide fluency speaking practice in a conversation in the context of personal goals in English learning.

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation in the context of personal goals in English learning.
  • To provide practice of language used for setting goals and expressing expectations in the context of learning english

Procedure

Warmer/Lead-in (2-3 minutes) • To set lesson context and engage students

I will begin by introducing myself and telling the students a little about myself and my experience. My lead in will be "one of the things that i have always encountered in my years of tutoring is students who are looking for their first tutor or a new tutor." I will ask them how many English tutors/teachers they have had. and a follow up question.. such as " what experiences have you had before and what were they like ?" and " Is it important to set goals with a new teacher? why?"

Useful Language (2-3 minutes) • To highlight and clarify useful language for coming productive tasks

we will use the phrases “I aim to…” “My goal is to…” “I plan to…” “I want to achieve…” to talk about clear and specific goals for this course.

Exposure (5-8 minutes) • To provide a model of production expected in coming tasks through conversation

In their groups, students discuss and brainstorm various goals they might have for learning English. They should consider: Skills they want to improve (e.g., speaking, writing, listening). Specific outcomes they hope to achieve (e.g., passing a test, communicating effectively in a new country). Personal motivations behind these goals. As they discuss they will be given a google form to fill out individually. Each student should select and talk about their most important goal with the group.

Productive Task(s) (3-5 minutes) • To provide an opportunity to practice target productive skills

Student get paired and create a detailed action plan for one of their goals and discuss it among themselves. Instructions: "Choose one of your goals and create a detailed action plan outlining the steps you will take to achieve it. Discuss your plan with your partner and get feedback on how to make it more effective."

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

provide gentle feedback if necessary/ if time permits.

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