Speaking focus 'Collaborative task - Part 3' (unit 4)

• Engels
• Voortgezet speciaal onderwijs
• Leerroute 4

Welcome to Mrs Everstijn's (online) classroom

Materials :

• Coursebook (p45 + 190)
• Pen, marker & paper = notes + answers
• laptop + MEL
  

Learning objectives:

• Students can use prior knowledge on speaking strategies.
  
• Students can use speaking strategies.
• Students can take turns in a discussion.
• Students can listen for the main idea, a speaker's attitude or opinion or for  specific information.
  
• Students can participate in a 2-minute discussion.
  
• Students can come to a mutual decision.
  

Decide if one or both verbs are possible: I ... to ski before I went to Switzerland.

1. had learnt
2. learnt
3. both
4. none

A) to refer to a time earlier than another point in the past.

B) to talk about a sequence of finished events in chronological order.

Decide if one or both verbs are possible: When he ... some years working in Southeast Asia he decided to return to England.

1. had spent
2. spent
3. both
4. none

A) to refer to a time earlier than another point in the past. It is needed to make sense of the order of events.

Decide if one or both verbs are possible: I started to work as a teacher after I... Niels.

1. had married
2. married
3. both
4. none

A) to refer to a time earlier than another point in the past.
B) to talk about a sequence of finished events in chronological order.

Decide if one or both verbs are possible: I ... Lex when I was working for an antique furniture company in Veghel, but then we lost touch.

1. had first met
2. first met
3. both
4. none

B) to talk about a finished event that happened at a specific time in the past.

Introduction:

Speaking: Collaborative task - part 3

Go to CB page 190

Ask after reading what's being tested? the 4 points mentioned

Explain what a prompt is.

clip of discussion exam next slide.

Introduction:

What is seen on these pictures?

raft

fishing rod

Black Rod

making a shelter

finding water

building a boat/raft

fishing without a rod

making a fire

Most important for survival.

Least important for survival

Speaking strategies / before:

• Read the introduction to the task to get information about  what will be discussed = retrieving prior knowledge & key aspects.
• Read the questions and prompts + think about the kind of information you need to listen for, decide whether you agree or disagree etc
  

Speaking strategies / during:

• Listen for paraphrases of the words and phrases.
• Show that you listen, agree or disagree in a respectful manner.
• Involve your partner
  
• Use fillers such as 'Okay' and 'right' instead of pauses. Or repeat what the other person just said or what is written on the instructions to buy time.
• If you do not agree in the end use the phrase "lets agree to disagree."
  

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

in pairs

Ex. 1 & 2  (CB p.45)

Discuss in pairs

Each other

5 minutes

Class check

Keep calm & wait

Speaking:

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

individual

Exercise 3, 4 & 5 (p.45)

Jot down your answer in notebook.

none

10 minutes

Class check

Read exercise 2 again and the diagram in preparation of exercise 6.

Speaking:

Activity 3 audio file 14

Who:  

What: 

How:  

Help:  

Time: 

Result:

Done:  

in pairs

Ex. 6  (CB p.45)

Discuss in pairs

Each other

5 minutes

Class check

Do exercise 8.

Speaking:

quizlet.com

quizlet.com

What have you learnt today?

What needs more instruction or practice?

Extra assignment:

Watch a music video of a famous singer/band who  perform as a street artist. Comment on the performance, include reasons.