https://padlet.com/jli2331/t4mmoseza8d3du5i Poster of Learning Set 2 en-us 2021-03-12 11:27:46 UTC 2025-02-21 22:19:50 UTC hello@padlet.com jli2331 https://padlet.com/jli2331/t4mmoseza8d3du5i/wish/1302362049 2021-03-12 13:13:13 UTC https://padlet.com/jli2331/t4mmoseza8d3du5i/wish/1302362049 jli2331 https://padlet.com/jli2331/t4mmoseza8d3du5i/wish/1302445700

Step 1: Share experiences of attending or organizing parties.

Step 2: Review and discuss the unfamiliar words and fill in blanks.

Step 3: work in groups to plan a party and present to the class. 

Step 4: Feedback – mistake/error correction - The teacher gives feedbacks in different ways after identifying their natures, which is  results from incomplete knowledge while the latter can occur due to a lack of attention, tiredness 

 Step 5: Rapport building – Students take out what they have brought and start a real party. 

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Students: CEFR B1

Class size: 30 

Teacher:  two-year teaching experience 

Focus:  Reading & speaking

Objectives: after the class, students will be able to: 

1. Understand the main idea of the article and achieve vocabulary application; 
2.  Design the steps for organizing a party, group discussion and give a presentation; 
3. Develop speaking ability 

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Possibility of unbalanced numbers in each group

Classroom management

Time management. 

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Step 1: Activate previous experiences and knowledge to organize the party.

Step 2: According to Zone of Proximal Development, learning is firstly and necessarily accomplished interactionally between the learner and a more knowledgeable other (Hedegaard, 2005).

Step 3: Implement differentiation in content, process and product (Tomlinson, 2001)

Step 4: Gain feedback from teachers about error and mistake (Brown, 2016) and elicitation (Lyster & Ranta, 1997)

Step 5: Take out some materials relevant to party to have a real engagement

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Brown, D (2016) The type and linguistic foci of oral corrective feedback in theL2 classroom: A meta-analysis. Language Teaching Research, 20:4, 436–458 

Center for Advanced Student Learning. (2001). C.A.S.L. Cache: A collection of tools and templates to differentiate instruction, Centennial BOCES: Author. 

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Hedegaard, M. (2005). The zone of proximal development as basis for instruction. An introduction to Vygotsky, 2.

 Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.

Lyster, R. and Ranta, L. 1997.  'Corrective feedback and learner uptake: negotiation of form in communicative classrooms.'  Studies in Second Language Acquisition 19: 37-66. 
 
 

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