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    • #6550
      Manuel Flores Lasarte

        The following materials are taken from an upper intermediate coursebook to teach phrases for casual conversations. Choose one of the following class profiles and explain how you would adapt the materials for that particular group of learners for a 60-minute lesson.

        Group profiles – choose one

        1. A group of teenagers in their final year before going to university. They are all from China and some of them might study in the UK the following year. They are doing an upper-intermediate coursebook but the average level is actually strong intermediate. They work well in small groups but they don’t like speaking in front of the whole class. They are not confident in speaking so they need a lot of controlled practice before they can actually feel confident with the language. 

        2. A group of business people from different nationalities doing an intensive course in the UK. They feel comfortable with each other and enjoy speaking activities. They are a strong upper intermediate group and some of them are lower advanced. 

        3. A group of young Spanish adults doing evening lessons twice a week in Spain. They are all from the same nationality and enjoy speaking activities but need to work on their pronunciation. They all have the same level, which is upper-intermediate. 

        You don’t need to provide a lesson plan, just notes such as the following: 


        When you have submitted your ideas, comment on at least one other post. You can comment on the similarities and differences between your adaptations and explain what you like about your classmates’ adaptation of materials. 

        You can do this activity on your own or with the same people you did the grammar task in week 5. 

        Deadline: by the end of Wednesday 16th June

      • #22669

          I pick number 3 .


          lead-in: As they are all the same level and they are the same nationality. One of the focus things is pronunciation. Such as let them watch more videos and do more listening tests.


          Activity1: record their voice and after the speaking practice let them listen to it, compare it to the original

          Acticity2: show them a short clip of the movie, and then let them practice the dialogue they have in the movie.

        • #22892
          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.

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