Tag: guest post

Posted in Advanced C1, C1 Reading, Guest Posts, Proficiency

Guest Post: C1/C2 – Collin’s Word of the Year 2023 by Suzy Ratcliff

Posted on by Tim Warre

It’s that time of year again! No, not Thanksgiving or Christmas, time for Collins Dictionary to choose its word of the year for 2023! And time for Suzy Ratcliff to write another great guest post on the topic! Download the student handout and teacher’s notes below:

While you’re here, check out Suzy’s company English Boost and follow her on Linkedin for more teaching materials.

Collins-Word-of-the-Year-2023-Student-materialsDownload
Collins-Word-of-the-Year-2023-Student-materialsDownload
Collins-Word-of-the-Year-2023-Teachers-notesDownload
Collins-Word-of-the-Year-2023-Teachers-notesDownload

Blog post

The acceleration of AI and other 2023 trends

1st Nov 2023

Did you worry quite so much about a robot takeover before the advent of ChatGPT?

The revolutionary AI-powered language model burst into the public consciousness in late 2022, wowing us with its ability to mimic natural human speech.  It could do much more than that, actually – need copy for a presentation tomorrow morning? No problem. A recipe for dinner using only what you’ve got left in the cupboard? Done. And while people were understandably fascinated, they also started to get a bit anxious. If computers were suddenly experts in that most human of domains, language, what next? Cue an explosion of debate, scrutiny, and prediction, and more than enough justification for Collins’ 2023 Word of the Year: AI.

Collins defines artificial intelligence, for which AI is the now-familiar abbreviation, as “the modelling of human mental functions by computer programs”. This rather captures the profound nature of challenge facing us. Can machines really become human-like? And how will that pan out for our species?

Until we find out the answer to that question, though, life carries on. And, as the Collins shortlisted words show, it carries on in often peculiar and fascinating ways. Take digital culture. We’re all familiar with the influencer: a person who leverages their popularity on social media to spark new trends and earn money from endorsements. The word has its own family of variants: mega-influencer, micro-influencer, even nano-influencer. To which we can now add de-influencing – when one of these oracles uses their power “to warn followers to avoid certain commercial products, lifestyle choices, etc”, as the dictionary definition puts it.

One recent attempt at de-influencing concerns another of the shortlist’s highlights, the deliciously waspish nepo baby, a label applied to someone “whose career is believed to have been advanced by having famous parents”. The would-be de-influencer in this case was film star Gwyneth Paltrow, who last month judged the phrase an “ugly moniker”. Paltrow’s mum and dad? Actress Blythe Danner and producer Bruce Paltrow. We can only assume that seeing her parents make their way in the industry was something of a canon event for the young Paltrow – an experience “essential to the formation of an individual’s character or identity”.

As well as obsessing over the lifestyles of the rich and famous, we’ve been increasingly focused on our own health and wellbeing. Scientists and public health experts have warned of the dangers of ultra-processed foods, which are “prepared using complex industrial methods” and frequently made up of “ingredients with little or no nutritional value”. These empty calories can lead to multiple problems, including diabetes and obesity. One potential treatment for both of those conditions is the apparent “wonderdrug” semaglutide, also known by its tradename, Ozempic. Semaglutide seems to be effective at suppressing people’s appetites, allowing them to lose weight – but it simply hasn’t been around long enough for us to know quite what the long-term effects might be. Incidentally, the prefix “ultra” – Latin for “beyond” – forms part of another shortlisted word. ULEZ, the acronym for ultra-low emission zone, will be familiar to Londoners, who have to pay a charge if they drive a polluting vehicle into the city.

ULEZ became particularly contentious in 2023 as a result of the Uxbridge and South Ruislip by-election, in which voters seemed to reject plans for its expansion. It isn’t the only political hot potato in the shortlist, though. The UK’s cost of living crisis has been driven by inflation – rising prices – with some convinced that businesses are making excessive hikes in order to boost their profits, so-called greedflation.

A different type of financial problem, debanking, also makes the list, after populist politician Nigel Farage claimed his bank, Coutts, tried to close his account because of his political views. The issue was thrust into the spotlight and many others subsequently came forward to complain of having been debanked without explanation.

After all that heavy stuff you might like to sit back and enjoy watching a sedate game of cricket. Except that Bazball – the newly energetic (some say aggressive) form of the game named for England Test coach Brendon “Baz” McCullum – is currently in vogue. Perhaps 2024 will prove more relaxing? We can only hope.

Written by David Shariatmadari, author of Don’t Believe A Word: From Myths to Misunderstandings – How Language Really Works

Ex 1. Complete the sentences with your own ideas, then compare and discuss with your partner.

  1. ….. really wowed me in 2023.
  2. This year, …. was thrust into the spotlight.
  3. …. was a canon event in my life because …

Ex 2. Discuss these questions:

  1. Can machines really become human-like? How do you think that will pan out for our species?
  2. What is it exactly that sparks our obsession over the lives of the rich and the famous?
  3. What were the top political hot potatoes this year? Why were they so contentious?
  4. Are there any ULEZs where you live? Do you think they are a good idea? Why (not)?
  5. What potential problems could arise from semaglutide and other new drugs and medicine which burst into the market?
  6. In what ways have you noticed greedflation where you live? How have the hikes in prices impacted you?
  7. Have you ever had to deal with someone waspish? Have you ever felt waspish yourself?

Ex 3. Can we learn from AI?

  1. Work in pairs. Type this prompt into ChatGPT (edit it to include the language you want to use):

Write a short dialogue using the phrases ‘a hot potato’, ‘to pan out’, and ‘to burst into’.

  • Read the dialogue out loud and look up any new vocab.
  • Now ask it to change the dialogue in some way and read it again.

(Make it more formal/informal/jokey/fun…)

  • Compare both texts. What changes did ChatGPT make? What do you notice is different and why?
  • Reflect on this activity. What did you learn?
Posted in Advanced C1, Conversation Classes, Guest Posts, Proficiency, Reading Classes, Vocabulary Classes

Guest Post: C1/C2 – Collin’s Word of the Year by Suzy Ratcliff

Posted on by Tim Warre

This is a guest post by teacher, teacher trainer, director of studies and materials writer Suzy Ratcliff. The lesson plan is based around the Collin’s Dictionary’s annual blog post revealing the shortlist for the words of the year. It’s a great example of how to exploit a piece of authentic materials to the max!

Download the student’s handout and teacher’s notes below:

Collins-Word-of-the-Year-2022-Student-materialsDownload
Collins-Word-of-the-Year-2022-Student-materialsDownload
Collins-Word-of-the-Year-2022-Teachers-notesDownload
Collins-Word-of-the-Year-2022-Teachers-notesDownload

Blog post

A year of ‘permacrisis’

1st Nov 2022

The 2020s have certainly seen their fair share of upheaval – and we’re only two years in! Already this decade we’ve had to contend with a pandemic and its aftermath, a brutal new war in Europe, and in the UK an economic crisis that saw the Bank of England warning of a “material risk to financial stability”. We’ve also had three prime ministers – so far.

How fitting, then, that 2022’s Word of the Year is permacrisis, a term that perfectly embodies the dizzyingsense of lurching from one unprecedented event to another, as we wonder bleakly what new horrors might be around the corner. Collins defines it as “an extended period of instability and insecurity” and that certainly rings true. Much more of this and we might have forgotten what stability and security ever felt like.

The current permacrisis also happens to be responsible for some of the other words on this year’s shortlist – not surprising given its all-consuming nature. Partygate, of course, is one of the events that set off the period of political turbulence whoseramifications are still playing out. It proves that the “-gate” suffix – made famous by the discovery of secret recordings in Washington DC’s Watergate Hotel – still has some life in it.

Russia’s invasion of Ukraine produced an energy shock to which warm banks – places where those too poor to heat their own homes can gather in the event of a cold snap –are one proposed solution. The lexical analogy here is with another grim indicator of economic crisis, the food bank. The invasion also meant that we all quickly learned the Ukrainian spelling and pronunciation of the city of Kyiv. And while warfare may be Russia’s preferred tactic, increased scrutiny of Russia’s super-rich has led to a crackdown on lawfare, the use (or abuse) of legal powers to silence opponents.

In the labour market, changes have been afoot too. There’s been a vibe shift away from the culture that defined the world of work pre-pandemic: now people are less concerned with climbing the greasy pole, and more with quality of life. This has led to an epidemic of so-called quiet quitting, which, as Collins puts it, involves “doing no more work than one is contractually obliged to do”. For burnt-out millennials, it’s a third way between making your job your life and quitting altogether. Work-life balance is important, so why not relax as the year draws to a close by watching some football? The FIFA World Cup is due to start this month in Qatar – but beware the spectre of sportswashing, which some have accused the Qatari authorities of doing, given concerns around human rights and the welfare of migrant workers. This follows the pattern that has given us “greenwashing“, and of course goes back ultimately to “whitewashing“– blotting out imperfections with a thin coat of paint.

All in all, it’s a difficult note on which to begin the Carolean era, which the new king, Charles III, will preside over (the medieval Latin for Charles is, of course, Carolus). Let’s hope this is just a shaky start, and things will improve soon, Your Majesty. In the meantime, we all could be forgiven for just wanting to join our furry friends in splooting – which, Collins explains, is the act of lying flat on the stomach with the legs stretched out – until all of these problems have gone away.

Written by David Shariatmadari, author of Don’t Believe A Word: From Myths to Misunderstandings – How Language Really Works

Ex 1. Complete the sentences with your own ideas, then compare and discuss with your partner.

  1. In 2023, I’d like to see a crackdown on…
  2. The way I see it, … is just around the corner.
  3. In my life, I’ve had my fair share of …
  4. The idea that …. really rings true to me
  5. The word …. perfectly embodies 2022 for me, because…

Ex 2. Discuss these questions:

  1. To what extent do you agree that 2022 has been a year of upheaval? Is it fair to say that the future looks grim or bleak? Why (not)?
  2. Have you witnessed someone close to you or a public figure lurching from one crisis to another? Have you ever experienced this sensation yourself?
  3. How do you predict the aftermath of the World Cup controversy will play out? Could changes be afoot in the world of big sporting events?
  4. In which industries do you think it’s necessary to ‘climb the ‘so-called’ greasy pole’? Have you ever felt that way in your career? Why (not)?
Posted in Advanced C1, Exam Preparation Class, Guest Posts, Listening Classes, Reading Classes

C1: Halloween Special – Spoopy Season

Posted on by Tim Warre

This is a guest post by Soleil García Brito just in time for Halloween. This lesson plan is for C1 students. They will discover the spooky origins of the jack-o-lantern and then learn about the new phenomenon of “spoopy” by doing a gapped text reading exercise. Download the handout and teacher’s notes below:

spoopy-season-c1-students-handoutDownload
spoopy-season-c1-teachers-notesDownload
  1. What are the similarities and differences between these two images?
  • Which of these images do you find the spookiest?
  1. Listening (Part 2) VIDEO – The Messed Up Origins™ of Jack-o’-Lanterns

Watch the video (x2) until 5:17 and fill the gaps (1 to 3 words):

  1. Once you think about the name “Jack-o’-lantern”, it becomes evident that this tradition comes from ____________.
  2. Stingy Jack’s personal qualities made the devil ____________.
  3. On his way home Jack saw _______________ on the ground.
  4. The mutilated corpse’s voice was _____________ Satan himself.
  5. The devil was surprised by Jack’s ______________.
  6. Jack prevented the devil from climbing down the tree by surrounding it with ___________.
  7. The devil gave Jack a glowing ember as a _____________.
  8. According to the legend, Jack walks around _____________________ on October 31st.
  • Reading and Use of English (Part 7)

Read the text and choose the correct paragraph from [A]-[G] to fill in the gaps [1]-[6]. There is one extra paragraph, which you do not need to use.

ADAPTED FROM CULTURE DESK – San Francisco Chronicle

What is spoopy? Your guide to the Internet’s favorite Halloween aesthetic

For the past few years, October has not only heralded the return of Halloween and pumpkin spice lattes, it has also marked the dawning of spoopy season. For a small group of people who belong in the center of a Venn diagram of mellowed-out goths and the “extremely online,” the spoopy aesthetic has become a source of joy and comfort in turbulent times.

[1]

“Spookiness is campy, but spoopiness is campy in a very specific way,” says John Paul Brammer, a New York City writer and advice columnist whose popular memes about the demonic goat from the movie “The Witch” are more of the former. “Spoopy’s whole thing is that it is not frightening. It’s not threatening, not arcane, but uses the trappings of the threatening and the arcane to make the joke: OoOoOooOo!!! SpoooOOoooOOooky!!”

[2]

Its origin is much more straightforward than its meaning. In 2009, the word was spotted on a skeleton-theme sign displayed at a Ross Dress For Less store. Though its ascent took some time, the term gained popularity on niche social media communities like Tumblr until it finally reached escape velocity to spread even further.

[3]

Though it might seem random, the delight of this sort of banal creepiness stems from the desire to look an object of fear in the eye — and laugh.

[4]

In political discourse, Prevas points to anti-transgender activists using the image of Frankenstein’s monster to demonize transgender people. Historically, monsters have often stood in for types of people who were undesirable: racial minorities, immigrants, queer people, anyone outside the “normal.” “I love the unsettling part of (spoopiness),” Prevas says, “that disconnect between seeing the creatures which we expect to see in a horror scenario in a perfectly quotidian scene.”

[5]

I don’t think it’s a coincidence that it resonates so well right now, at a time when marginalized people’s status feels extremely fraught and political rhetoric insists on estranging us from polite society. This aesthetic defies the imperative to be afraid: Instead, we embrace the monsters as part of ourselves, as neighbours. To let the monster out is, in a sense, letting oneself out. 

[6]

When we look at the skeleton riding a bike, it almost feels aspirational: This is what life could look like if our cloistered selves were set free. As it turns out, spoopiness might be just what we need right now.

[A] Because I’m a restaurant critic, my gauge of whether or not something has hit the mainstream is “The Great British Bake-Off.” In the 10th season, currently airing on the British Channel 4 and Netflix, Spanish contestant Helena Garcia has emerged as a fan favourite thanks to her memorably macabre but cute creations like a chocolate orange tarantula flanked by macadamia nut spider eggs, eldritch horror pies and bloody green “witch finger” biscuits.

[B] What is “spoopy”? It’s the coupling of wildly absurdist humour with terror — an aesthetic unto itself that, like camp, can be hard to articulate.

[C] Spoopy is a reclamation and reframing of these monsters, a mind-set that boasts, “You say I should be scared of this? Hilarious!”

[D] In fables and literary fiction, monsters are the embodiments of everything that society represses: a “warning system” of sorts, says Christine Prevas, a Columbia University Ph.D. candidate whose research focuses on applying queer theory to contemporary horror. The monster is a taboo made flesh: A prepubescent girl turned foul-mouthed, vomiting demon in “The Exorcist”; a bad sexual encounter run amok in “It Follows.”

[E] When I look at this stuff, it reminds me of how I like to “watch” horror movies by reading their plot summaries on Wikipedia: a digital version of peeking at Medusa’s face by holding up a mirror.

[F] This disruption of the narrative of otherness mirrors the way people actually want to be seen. For instance, queer people can be queer outside of designated contexts like gay bars and the privacy of one’s bedroom, Prevas says. “We’re also queer in the grocery store. We’re also queer on a bicycle.”

[G] Much easier than defining it is sorting through what is and isn’t spoopy. As a start, think of it as friendly and somewhat sarcastic horror: A skeleton isn’t, but a skeleton riding a bike? Definitely spoopy. The Babadook isn’t, but the memes that claim that the monster is a proud gay man? Super spoopy.

  • Language focus (15 min)
  1. Vocabulary

Look at the words in bold in the text and discuss the meaning with a partner:

Former 
Somewhat 
Spotted 
Gauge 
Embodiments 
Unsettling 
Mirrors 

Next, fill in the gaps with the vocabulary words in the correct form to fit the context:

  • Jack saw a mutilated corpse with a(n) _____________  look on its face.
  • His mood ___________ the gloomy weather on that Halloween night.
  • Between risking being tricked and facing Jack’s grumbling stomach for the rest of the trip, the devil chose the _________.
  • Some consider him the very _____________ of evil.
  • The devil was ____________ confused by Jack’s request to pay the bill at the bar.
  • Jack ___________ a mutilated corpse on the ground on his way home from the bar.
USEFUL CHUNKSUse the trappings of (sth) Stem from Run amok In a sense
  • After Jack __________ the level of danger he was in, he decided to trap the devil by using crosses.
Posted in Conversation Classes, Guest Posts, Reading Classes, Vocabulary Classes

B1/B2: First Class 2021

Posted on by Tim Warre


*unsplash.com

This is a guest post by online language tutor and ELT writer Ned Widdows. Ideal for the first class back after Christmas, it is a B1-B2 lesson with reading, vocabulary and speaking, asking learners to reflect on their experiences of 2020 and to look forward to the year ahead.

Download the teacher’s notes and student handout below:

first-class-2021-student-handout-1Download
first-class-2021-teachers-notesDownload

Warmer

Write New Year’s Eve on the board / in the chat and ask students to share:

  1. 5 words connected with New Year (in general)
  2. 5 words connected with New Year 2021

Optional: share this image and ask students to describe what they see.

Briefly discuss how Christmas and New Year this year have been affected by the pandemic.

Procedure:

A – D on Student’s Handout is self-explanatory.

Optional ideas:

  1. Dictate the questions in A.
  2. Check the pronunciation of some of the trickier vocabulary in B, e.g. /ˌpɪktʃəˈresk/ /pəˈreɪd/
  3. Get learners to write new sentences with the verb patterns in C, e.g. I’m trying to learn how to play chess at the moment; She misses spending time with her cousins; etc.
  4. Share a link for a padlet and ask learners to post their texts on it. They can read each other’s and see what they have in common.
Posted in Conversation Classes, Guest Posts, Vocabulary Classes

Guest Post: Long time, no see! – Adjacency Pairs

Posted on by Tim Warre

Image result for long time no see

Image credit: Language Boat – WordPress.com

Follow me on twitter @RobbioDobbio

This is the second in a series of guest posts by my friend and colleague Josh Widdows, an English teacher and teacher trainer at International House Barcelona.

This is a speaking lesson for strong intermediate/upper-intermediate students aimed at helping our learners to respond more appropriately to each other´s utterances. It highlights the importance of listening carefully and how to reply with better intonation and stress in a natural way. An enjoyable speaking lesson that gives students fun controlled and freer speaking opportunities in a ´mingling´ activity.

Download the PowerPoint, lesson procedure, audio and handout below. There are two different version, one for adults and one for teenagers:

Tapescript

 

Complete the gaps with 1 or 2 words:

 

Conversation 1

 

A:     Good evening.

B:      Hi.

A:     Is anyone sitting here?

B:      No.

A:     Would you _____­­­­__ if I joined you?

B:      Not _____­­­­__ . That would be lovely.

A:     Can I get you a drink?

B:      That’s very _____­­­­__ . I’d love one.

 

Conversation 2

 

A:     It was lovely to see you again, Sue. We really enjoyed ourselves.

Thank you so _____­­­­__  for having us to stay.

B:      Not at all. It’s _____­­­­__ .

A:     But it was really kind of you to put up with all of us, and the animals.

B:      It’s no problem at all. You must come again soon.

A:     Thanks for the offer. We’ll do that. See you again soon, then!

B:      Yes. Have a good trip.

 

Conversation 3

 

A:     I passed!

B:      Oh, well done…at last! Congratulations! We’ll have to celebrate.

A:     Yes. How _____­­­­__ opening a bottle of champagne?

B:      Brilliant _____­­­­__ .

 

Conversation 4

 

A:     Do you fancy _____­­­­__ with us to the

theatre to see Murder in the Garden?

B:      I _____­­­­__ , but you’ll never _____­­­­__ what. My sister saw it yesterday.

A:     Really?

B:      Yes, and I’m afraid she said it wasn’t very good.

 

 

Now listen and check.

 

 

 

Look at the 6 underlined pairs of phrases in the dialogues.

What is their function?

 

Conversation 1

 

A:       Good evening.

B:       Hi.

A:       Is anyone sitting here?

B:       No.

A:       Would you mind if I joined you?

A     B:       Not at all. That would be lovely.

A:       Can I get you a drink?

B     B:       That’s very kind. I’d love one.

 

Conversation 2

 

A:       It was lovely to see you again, Sue. We really enjoyed ourselves.

Thank you so much for having us to stay.

C     B:       Not at all. It’s a pleasure.

A:       But it was really kind of you to put up with all of us and the animals.

B:       It’s no problem at all. You must come again soon.

A:       Thanks for the offer. We’ll do that. See you again soon, then!

B:       Yes. Have a good trip.

 

Conversation 3

 

A:       I passed!

D     B:       Oh, well done…at last! Congratulations! We’ll have to celebrate.

A:       Yes. How about opening a bottle of champagne?

E     B:       Brilliant idea.

 

Conversation 4

 

A:       Do you fancy coming with us to the

theatre to see Murder in the Garden?

F     B:       I would, but you’ll never guess what. My sister saw it yesterday.

A:       Really?

B:       Yes, and I’m afraid she said it wasn’t very good.

 

Match the function to the sentences:

                                                                                Letter

  1. Saying thanks/responding to thanks ______
  2. Giving good news/responding to good news ______
  3. Asking permission/giving permission ______
  4. Inviting/declining an invitation ______
  5. Making a suggestion/responding to a suggestion ______
  6. Making an offer/accepting an offer ______

 

Now think about the sentence stress and connected speech:

 

 

Posted in Guest Posts, Vocabulary Classes

Guest Post: Meet the Parents – Expressions with “Take”

Posted on by Tim Warre

Image result for meeting parents for the first time

Image credit: Neatorama

Follow me on twitter @RobbioDobbio

This is the first in a series of guest posts by my friend and colleague Josh Widdows, an English teacher and teacher trainer at International House Barcelona.

This is a vocabulary lesson plan for strong intermediate/upper-intermediate students based on the idea of meeting your partner’s parents for the first time. It highlights the importance of strong collocations that are rich in the English language, using ‘take’ expressions. A fun and discussion based lesson that allows students to create their own ‘guide’ for meeting the parents for the first time.

Download the PowerPoint, lesson procedure and handout below.

Meet The Parents Presentation

Meet The Parents Task Sheet

Meet The Parents Lesson Procedure

Meet The Parents Lesson Procedure

 

 

Stage Time Focus Procedure Aim
 

Reading

 

 

 

 

 

 

 

  

0-5

 

  

O/C

 

 

 

 

Individ.

 

O/C

  

(Slide 1): Film poster of ‘Meet The Parents’. Ask:  Have you seen it?

        What’s it about?

        Why can this be a difficult situation?

 

Ss read the article and decide on best ‘tip’.

 

Ss compare and debate which ‘tip’ is the best. Facilitate and direct conversation.

Answer any questions about other lexis.

  

Topicalise lesson and activate schemata about the first meeting of your partner’s parents.

 

Reason to read and gather ideas.

Allow them to share ideas and debate the items.
 

Vocabulary

Focus 1

 

  

5-20

  

Pairs

 

 

 

 

Individ.

 

 

 

Pairs

 

 

Individ.

 

 

 

O/C

 

 

 

 

  

Highlight the first tip’s take expression and get them to underline the other 9. Encourage noticing of whole lexical chunk.

Monitor and mediate.

 

Project article (Slide 2) with underlined expressions. Ss check and notice full form of the expressions.

 

Ss discuss the meaning of each identified item. Model first in o/c.

 

(Slide 3); Ss match the ‘take’ expressions to their meaning. Do first one in o/c and then encourage autonomy.

 

Write up answers and check. Notice the ones they have difficulties with and clarify any misunderstandings.

 

 

  

Allows ss to notice the multiple expressions in the text.

 

 

Notice all particles of the expressions.

 

 

They work out meaning from context.

 

Notice their ‘meaning gap’ and leads them to understanding the true meaning.

Allow ss to check their understanding and question any uncertainties.
 

Vocabulary

Focus 2

 

 

  

20-30

  

Pairs

 

 

 

 

O/C

 

 

 

 

 

Pairs

 

 

Pairs

  

Focus ss on the form of the first ‘take’ expression and discuss form together, eg. take+prep+noun. They then highlight and discuss the forms of the others: NB Poss. Adjs

 

(Slide 4): Project form table, focusing on ‘singular nouns’ and other patterns.

Elicit the meta-language from ss. Talk about plurals and ask queries.

 

 

Notice which phoneme areas they struggle with and highlight weak forms.

 

Ss mumble practice the phrases. Notice any problem areas and then top-up in o/c.

 

 

Model: Give definition of one expression in o/c and elicit the take expression: ‘Which take expression means “to participate”?’

 

One student has the definition table and the other folds theirs in half. The one with open paper, gives the definition, the other gives the take expression. Monitor pronunciation.

 

  

Get them to identify and notice the different forms of the expressions.

 

Allows them to notice that some of the expressions are fixed that some particles cannot be changed.

 

Highlight the connected speech and word stress.

 

Lets ss practice the expressions and notice problem areas.

 

Reinforce form and recycle/practise meaning.

 

Testing encourages more clarity and cognitive depth.
 

Vocabulary Practice

  

30-40

  

Individ.

  

SS complete 10 sentences with the noun extracted.

 

(Slide 5) Project up the full sentences and ss check. Discuss any uncertainties or queries.

 

  

Draw attention to the lexical value and evaluate the form.

Clarify answers.
 

Personal-ised

Practice

 

 

  

40-55

  

3s

 

 

 

 

 

 

 

 

 

O/C

  

In small groups students discuss and share their own ideas and experiences about ‘How to Survive Meeting Your Partner’s Parents for The First Time and ss decide on best tips.

 

Monitor and ensure ss are using the target language appropriately. Feed in and shape any extra language.

 

 

Ss decide on best tip(s) and then feedback in open class. T reformulates language and ss debate their ideas.

 

 

Feedback to whole group and discuss best tips and personalised ideas that have come up.

 

Top-up on learning and answer any queries.

 

  

Ss gain cognitive depth through personalised answers and practice.

 

 

Allows T to check ss are using the items correctly and reinforce confidence in the ss.

 

Further cognitive depth by learning others’ use of the expressions.

 

 

Shared learning opportunities expands knowledge.