Manuel Flores Lasarte

    Thank you Ella for starting the discussion. As you mentioned, having students with the same nationality and level can help us anticipate the problems learners will have with the new language, which makes our life easy when planning the lesson. However, it is important to remember that we will also need to put strategies in place in class so that learners don’t end up speaking their own language (scaffolding activities and spending long enough in the target language can help here).

    You also indicate some good ideas about using videos and focusing on pronunciation for this particular lesson. Videos can certainly work well with role-plays so having a silent video and asking students to perform a role play using the target language is a really nice task to keep learners engaged and encourage them to practise the language.

    Let’s now think a little more about the practicalities of this lesson. (Please note that these questions are addressed to any of the participants in the course)

    1. How would you start the lesson? would you arrive in the lesson and say to students: ‘right everybody, let’s watch a video’. If so, what would be the task with the video?

    2. How would you introduce the target language? Would you do the matching activity as it is done in the book or something different? Would you present all of the language or just some exponents? Why?

    3. How would you make sure students can use the language accurately before moving to a free practice task?

    4. What would the final free practice task be?

    These are some of the questions we need to ask ourselves when adapting materials. I look forward to reading your ideas.