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.

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.

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.

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” .

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.

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

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.

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.

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.

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.

·       “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.)

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.

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.

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

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.