Kourtney Wilson TS #16

Date/Time:Halimah Alnakhli

Location: Zoom Meeting

Topic Discussed: Idioms/informal language


 For our last lesson, I made an agenda and began with warm-up speaking tasks. The warmup questions were - 

1.     How much time do you spend on meetings at work daily/weekly? 

2.     What type of meetings do you have? Are they teleconferences, online meetings, 1- on-1 meetings, kitchen meetings, stand- up meetings? Which ones are most common? 

3.     How much of your day do you spend sitting? Think about your work life, commuting, and your free time? Do you think it is too much? 

4.     Would you prefer to have a job in which you sit or stand and walk? Why? 

I revolved the lesson around the “TED talk “Got a meeting? Take a walk” video. It speaks about how sitting affects our health and what we can do about it as mentioned on the website. The video is divided into two parts which is a cool feature in case she didn’t get it the first time. The first listening comprehension task was focused on identifying figures and what they refer to, whereas the second one is a fill-in-the-gap task, where Halimah had to listen for one word. The informal/slang language reinforced the new vocabulary that I introduced. The colloquial/idiomatic expression vocab – tush, get off your duff, huff, and puff, out-of-the-box, thinking the bottom line. These are all phrases that were used in the video. She had to match them to the proper meaning for a comprehension check. Then, to conclude the lesson I used some of the discussion questions from the website to end the discussion and recap what was just learned. Some of these discussion questions were similar to –

  • Why do you think that walking may stimulate out-of-the-box thinking?

·       What’s the bottom line of this TED talk that you will remember? 

Comments

Post a Comment

Popular posts from this blog

Carelyn Tiburcio CP#5

Dojun and I spoke a little bit more about cultural aspects in our respective countries. Something that I found very interesting was about Kimchi and how much it took to prepare the dish. Dojun talked about his first time making it and it was just honestly very fascinating to hear about. I've done previous research about it, but listening to him speak about it was extremely different than what I had initially anticipated. We also spent a good portion of our time speaking about American greetings. He asked me about "How are you" and the difference in those types of salutations. I told him that they mainly mean the same thing and that they don't hold a significant meaning. This is just something that Americans are conditioned to say. He was amazed by that and kept asking questions about it. I realized that this is something that I could definitely use in future lesson plans with advanced students. 
Read more

Kourtney Wilson TS #15

Date/Time: Halimah Alnakhli Location: Zoom Meeting Topic Discussed:  Formal and informal language For lesson #15 I wanted to incorporate skills that would be useful to Halimah outside of this lesson. I was able to find a topic about writing effective emails, formal and informal language. Formal and informal language isn’t a topic I have previously covered and thought it could be useful to her. This email lesson has a lot of exercises to help learn about email forms, listen to some rules presented in a short video, learn some email vocabulary and practice writing emails. It looks at the structure of an email as well as distinguishes between formal and informal email style and language. First, I covered what formal and informal is. As well as using the videos to help guide and reinforce what I was teaching. I then used the worksheet given I had her divide them into two groups: formal and informal. The next exercise of this email lesson plan includes two emails (informal and formal) t...
Read more

Class Observation, Grammar Group 4

 This was solely an interactive class. The instruction required the five students to actively participate with each other. There was no formal instruction nor educational materials for the first part of the class. The instructor had a moderately controlled lesson plan. A student would be sent a word via chat and asked to describe the meaning using clues, thereafter, the other students guessed the word discussed. The difficulty of the vocabulary increase causing the students to rely upon each other. This was followed by another fun activity using fill in the blank to determine when to use do vs. make (for this second part, student were dived into groups). This final active was highly controlled and included a review of the right answers. The instructor corrected students directly by asking to state a sentence using do vs. make to get better comprehension. In conclusion, this interactive class was a fun way to learn using the inductive teaching technique. 
Read more