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How will you find out what students know already?

How can you use this phase to motivate students for the topic?

What prior knowledge is relevant to activate?

What ways could be used to activate this knowledge?

Add your groups Warming-up Lesson outcome.

Add your idea for an activity that matches your lesson outcome and builds towards the Output (main speaking) activity.

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(semi) authentic material: Short description

Introduction: "We chose a travel vlog about visiting Paris..."

Target Group: This authentic material is relevant to the target group because...

Vocabulary: "Sightseeing," "museum," "Eiffel Tower," "café."

Phrases: "What is your favorite tourist spot?", "How much does it cost to enter the museum?"

Grammar: "Present simple for routines, 'I visit Paris every summer.'"

Activity summary: Watch a 1-minute clip, answer comprehension questions, discuss personal travel experiences in pairs using the new phrases.

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In your groups, add an outline of a practice activity that involves communicative and creative use of the new language structures.

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Show us which Information Gap framework you chose.

Give the outline of your output activity that involves an information gap or creative use of the new language they practiced in the processing phase AND the prior knowledge necessary.

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1. The students know how to describe what they like or dislike and communicate in a general/basic way. Students also know simple past tense.

2. We can use this by stimulating conversation based on their personal experience.

3. students know how to ask basic questions and express base level communication.

4. We will have students form groups based on the music they enjoy.

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Video shows people discussing music review.

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Students form groups based on similar music tastes.

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Students can describe/give opinion /likes/dislikes on music.

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through the CEFR descriptors for B1 (what they are expected to know) and through the warming up activity in which they will be shown images of what the future may or may not look like and they have to describe it, we can find out what their prior knowledge is.

To motivate students we can use interactive activities that would make them participate. The theme future developments relates to their interests and personal experiences.

The prior knowledge that is relevant to the theme : “ future developments “ like ‘going to’ and ‘will’ as well as futuristic vocabulary.

Warming-up: By encouraging them to ask and answer questions after describing cards with future predictions. By asking interesting questions related to theme future developments, thereby stimulating curiosity and interest. ‘ What do you think your school will look like in 2030? ‘Are we going to live in smart cities in 30 years? ‘

Lesson outcome for the warming up stage: students can apply their prior knowledge by describing a future-oriented picture and form questions, utilising basic future structures, just like “ will “ and “ going to” .

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1- Lesson outcome: Students can identify (at least) 5 carnival-related words from previous shown pictures.

Activity: This could be activated through a class activity, where we create sentences on the board with pre-made flashcards. Students come to the board and change the flashcards on the board to make a correct sentence.

2- Lesson outcome: Students can explain the difference between the superlative and the comparative.

Activity: Brainstorm words that the students feel like relate to carnival.

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1. Ask students about their favourite restaurant and what they love to order

2. Show students flash cards of different menu items and words related to restaurants

3. Students know basic greeting and manners (good evening, good afternoon, please and thank you), they can name different foods and drinks (water, burger, soft drink)

4. Ask students to divide into groups and discuss what their restaurant would be like e.g., food items they’d have, name of the restaurant

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Through a short interactive game, students will activate their prior knowledge, they will have to use small sentences and vocabulary where I will see what they already know.

In this phase they will they will already start talking about familiar topics which will make it easier for them to interact and later to participate in the role play.

For this lesson, clothing vocabulary and present simple is important to activate which it will be the base of ther next activity.

A short quiz but interactive game will be used for the students to make it easy and fun to activate their prior knowledge.

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By showing them the new language structure and vocabulary. They will work in pairs and have around 10 min to finish a kahoot game where they will use vocabulary and an information gap activity where they have to ask each others questions and answer with present continuous to fill in those gaps.

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By writing down words on the board such as screen time, influencer, and blogging, we will activate the students’ A2 level vocabulary and help them think about the topic. Students will talk for one minute about what these words make them think of. Then, they will share and compare their ideas with a partner. After that, we will ask a few students to share their answers with the class, for example, what they think is a healthy amount of screen time.

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Authentic material: A short 5-minute video of predictions made by The Simpson about the future.

Introduction: We chose a Simpsons video about future predictions to familiarize students with our theme on future developments.

Target group: This authentic material is relevant to our target group of B1 students( Havo 3) because it reflects their interests and curiosity about future events thereby linking it to their personal experiences.

Vocabulary: technology, AI, advancements, innovation, developments, smart cities.

Phrases and grammar: What will future look like in 10 years?(future simple) How education is going to change in the following decades? (going to) Where people will be living in 2050? (future continuos) How technology would have change by the end of 2100? (future perfect).

Activity summary: Watch 5-minutes video on the theme Future Development. After watching, complete the questions based on the video through the interactive digital activity collaboratively by asking and answering short questions. Class discussion to check correct answers to check on the authentic material.

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In a role play, students will form pairs, one being the journalist and the other one the celebrity. With the grammar and vocabulary they already have, like present simple and emotions, they both need to ask clear questions to get the information they need and answer correctly using what they already know and adding the new grammar and vocabulary.

For example:

Journalist: How are you?

Celebrity: I’m good and excited thank you!

Journalist: what are you wearing?

Celebrity: Tonight I’m wearing a top and a long sleeve shirt from Prada.

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Our video is about different carnivals around Europe and how different they are. This authentic material is relevant to the target group because it has adequate vocabulary for a A2+/B1 class and has relevant general structures that students can use more often. The video has vocabulary such as “parade”, “costumes”, “float”, “torch”, etc. And phrases like “the carnival takes place in…”, “During the festival, people often…”, “The streets are full of people”, etc. The video uses present simple for facts (people wear masks) and present continuous for current actions (they are dancing), it also uses comparative and superlatives (bigger, more colourful).

The activity would be watching the video once to try and understand it without any help, and then watch once more but with questions stopping the video in between. Students should discuss (simply) what they would answer.

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In our authentic material, different people are being asked about their experiences with social media

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Firstly, we will be teaching students new future tenses (future continuos and perfect) and future oriented vocabulary. They will be provided prompts in a form of modelled expressions such as "How will AI have transformed technology by the year 2050?" Students engage in future oriented interviews by asking and answering questions on targeted future tenses( future continuos, future simple, future perfect, going to) and apply vocabulary on the theme 'future development' like: robots, AI, smart cities, developments, global change, virtual reality, inventions, probability. This all happens in a small group discussions where students actively practice target knowledge while applying it in the communicative activity

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Students complete an information gap activity. Students work in pairs. They have different pieces of information about future innovations/future holiday itinerary and must ask questions using their prior knowledge (will, going to), newly gained future structures( future continuos, future perfect) and future oriented vocabulary to complete the form. Students actively communicate and exchange information to complete the informational-gap task. Completion of this communicative activity supports the activation of prior knowledge and helps gain understanding of the usage of new tenses and vocabulary.

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Firstly we will need to teach them the new vocabulary and the new general phrases. Wordwall activity (sort by group/by carnival) – there will be different columns with vocabulary about the carnivals but jumbled up. Students have to first describe the carnivals to sort them in the correct columns, then they will have to compare the two carnivals (the columns) in pairs using the general phrases seen before doing the activity.

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My secret carnival – each student has a card with a carnival (and a little info about the carnival) written on it. In pairs, they will have to guess each other’s carnival by asking questions such as yes/no or comparative questions:

·       “Is your carnival bigger than the Venice Carnival?”

·       “Is it colder than Rio?”

·       “Is your carnival the most famous one in Europe?”

Once they guess correctly, they give opinions:

·       “I think your carnival sounds more interesting than mine.”

·       “In my opinion, Rio is the best carnival in the world.”

(The prior knowledge would be the countries, the basic knowledge about comparatives and superlatives and the basic vocabulary about festivities and parties. They will have new phrases that they can use that we taught them in the processing phase.)

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Our authentic material is a 1 minute skit on how waiters act

Introduction

We chose this video a video about a waiter and customer because it is relevant to our topic. It shows what happens between a customer and waiter

Target group

This authentic material is relevant to the target group because it matches their language level (A1-A2). The video uses simple language that is easy for them to understand

Vocabulary and phrases

are you ready to order, server, can I get you anything, How’s everything tasting, what can I get you

Grammar

Present simple eg. Can I get you anything

Activity summary

Watch a 1 minute video, after watching the video ask students to discuss with a partner what happened on the video.

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Students will exchange five new words and five new grammar structures about their social media habits using present perfect, present continuous, and conditionals. They will talk in small groups, ask each other simple questions, and compare their answers. The goal is to help them use the new vocabulary and grammar in short conversations about their own experience with social media.

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The authentic material shows Met Gala interview.

We chose Met Gala because secondary school students like to watch these events and talk about fashion.

This authentic material is relevant to the target group because at that age they like to talk about how they feel, fashion brands…

Vocabulary: leather jackets, collection,

fun, friends, feelings, daily routine.

Grammar:

Present simple: I’m so excited.

Present continuous: I’m wearing Prada.

Activity summary: Watch a 2- minute video, asking and answering short questions between each other.

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For the processing activity, we will have the students in a group or pair use flash cards with different situations related to restaurant scenarios. The student will have a situation card and in the group/ pair they will have to discuss together how they will answer the scenario. For example, Scenario card: A customer just sat down at a table. What do you do? Students will discuss and answer it like "Good morning/afternoon or Hello, what can I get you"

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During the output activity students are going to perform a role-play between a customer and waiter. They will use their prior knowledge over food, drink names (hamburger, pizza, pasta, cola, water, apple juice) and grammar structures such as “I want … .”, “Can I get … ?”. Use greeting phrases such as good morning, thank you, have a nice day, etc. During the processing activity, with flash cards they will build up on what they already know and use the new language structures from the authentic material.

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We will divide the students into groups of four, and each group will receive a social media platform (for example: Instagram, TikTok, YouTube, or X). We will also give them flashcards with agree, disagree, and neutral. Each student will choose one card and share their opinion about statements related to their platform. We provide the first two sentences to help them start the discussion.

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After watching our applicable material we have a small class discussion of music and artist that are relevant to the vocabulary list.

Then in groups they sort themselves into groups based of genres they like and discuss songs that they think applies to vocabulary given.

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Students get assigned a term from the vocab list and go to Billboard website and decide a song under the label of their assigned vocab.

They then move around the classroom and go up to peers and show them the song and describe it, the other student can ask questions about the song then deducts what vocabulary term the other person has been assigned.