This is a simple and effective lesson. I like the idea of giving students choice to find and describe a product which interests them. Two questions: 1. Do you expect students to use sentences in passive when they describe the iPhone? 2. In the last stage of the lesson, what kind of answer/reaction would you expect from students if they don't know something? E.g. They get a question "Where is product X sold?" and they don't know.
Roman Ociepa Hi Roman thanks for your feedback! In answer to your questions: 1. Yes I would hope and encourage them to use the passive, as the focus in this situation would be on the phone not the company, designer etc. (I suppose if they did use active it wouldn't be the end of the world though!) 2. Yes good point. For that maybe I could pre-teach phrases like "let me get back to you" or "one moment please" then they could quickly look up the necessary info on their smartphone, and tell them there and then or at the end.
Gareth Powell Thank you for clarification. Maybe this idea would work: add a information in the last instructions "If you don't know the answer to your partner's question, try to find it online?"
I like how you get the students to talk about their own interests.Going online should be simple enough as getting out their phones for a quick search... chances are they have they favorite items bookmarked.
This worksheet is very interesting and I like the idea of having the students walk around and find out how many "made in" they made be surrounded by. Interesting not only for grammar but also from a cultural point of view.
Using the classroom as resource is such a good idea! I love the way you incorporate technology in a meaningful way to make this task relevant and useful to the learners.
Thanks Gareth. I wasn’t able to edit the Google doc unfortunately so I’ve added some comments here. 1. Great to include some simple (expected) answers in the lesson plan for teachers. 2. Great to use the profile of a product – this one is particularly motivating for your students, I’m sure. I’d change this instruction slightly to avoid ambiguity: Work together to make a full sentence for the above information: To something like this: Work together to make full sentences for each piece of information above.
A logical sequence building up to the presentation. Great! I like the support you provide too. It’s useful and helps students seee exactly what is expected of them.
I love the connection of subject and engineers. I would make sure I have some sort of prop in the classroom by bringing my own. That way I'd know exactly what I have and where to find it. Another thing, is the tenses and form. I would either focus on one tense (past simple or present simple) rather than mixing both at this stage - just because of the level.
I really loved this, especially the idea of using product labels - thank you for the inspiration :)
ReplyDeleteThis is a simple and effective lesson. I like the idea of giving students choice to find and describe a product which interests them.
ReplyDeleteTwo questions:
1. Do you expect students to use sentences in passive when they describe the iPhone?
2. In the last stage of the lesson, what kind of answer/reaction would you expect from students if they don't know something? E.g. They get a question "Where is product X sold?" and they don't know.
Roman Ociepa Hi Roman thanks for your feedback! In answer to your questions:
ReplyDelete1. Yes I would hope and encourage them to use the passive, as the focus in this situation would be on the phone not the company, designer etc. (I suppose if they did use active it wouldn't be the end of the world though!)
2. Yes good point. For that maybe I could pre-teach phrases like "let me get back to you" or "one moment please" then they could quickly look up the necessary info on their smartphone, and tell them there and then or at the end.
Gareth Powell Thank you for clarification.
ReplyDeleteMaybe this idea would work: add a information in the last instructions "If you don't know the answer to your partner's question, try to find it online?"
I like how you get the students to talk about their own interests.Going online should be simple enough as getting out their phones for a quick search... chances are they have they favorite items bookmarked.
ReplyDeleteThis worksheet is very interesting and I like the idea of having the students walk around and find out how many "made in" they made be surrounded by. Interesting not only for grammar but also from a cultural point of view.
ReplyDeleteUsing the classroom as resource is such a good idea! I love the way you incorporate technology in a meaningful way to make this task relevant and useful to the learners.
ReplyDeleteThanks Gareth. I wasn’t able to edit the Google doc unfortunately so I’ve added some comments here.
ReplyDelete1. Great to include some simple (expected) answers in the lesson plan for teachers.
2. Great to use the profile of a product – this one is particularly motivating for your students, I’m sure.
I’d change this instruction slightly to avoid ambiguity:
Work together to make a full sentence for the above information:
To something like this:
Work together to make full sentences for each piece of information above.
A logical sequence building up to the presentation. Great! I like the support you provide too. It’s useful and helps students seee exactly what is expected of them.
I love the connection of subject and engineers. I would make sure I have some sort of prop in the classroom by bringing my own. That way I'd know exactly what I have and where to find it.
ReplyDeleteAnother thing, is the tenses and form. I would either focus on one tense (past simple or present simple) rather than mixing both at this stage - just because of the level.