Activities you can develop to 9th grade (New Syllabus M.E.P)

Listening and Speaking Activities

General Objective

Elaborate  virtual activities based on the National Syllabus from the M. E.P for nineth grade students.

Learning English through fun activities makes second language acquisition an engaging, joyful, and interactive experience, building students’ motivation and ensuring they’re always looking forward to their next English lesson.

In using these activities, your main goal will be to develop great enthusiasm in the learner for listening and speaking English as a Second Language.

Theme: Virtual Communities and Networks

Level: 9th  Unit: 2  from The National New Syllabus M.E.P

Domain: Socio-Interpersonal & Transactional       Scenario: Online & Connected 

Enduring Understanding: 

Essential Question: How important are virtual communities nowadays?

Objetives

LISTENING

- Understand the main idea and key points/details of audio related to media, virtual communities, apps and media safety.

-Extracts the main idea and key points/details of audio text if the topic is familiar and the text can be replayed.

SPEAKING

- Describes media, apps, virtual communities networks.

- Describe media, apps, virtual communities and networks.

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LISTENING

Engaging 

Activation of Prior Knowledge:  T asks students what social media they use the most and which one is less used by teenagers. Ls talk about the social media and apps they use and the purpose of them. 

Introducing

T describes key information about the history of the most used virtual communities including information about: what it is about, when it started, who create it, what is it for, how many people use it? How long people spend using it, etc. 

Pre-listening 

Teacher asks students the following question: What do you know about virtual communities?  Learners share their prior knowledge about the topic.

Listening for the first time

Students watch the video, Virtual Communities taken from www.youtube.com/watch?v=PvZB2iz0JGo 

Pair/group Feedback

Teacher writes on the board: What was the video about? In groups, students discuss the video and share  ideas with the whole class. 

Listening for the second time

Students watch the video again and are required to pay attention to specific details like definition, goal, advantages and disadvantages. In the same groups students answer some questions. 

What is a Virtual Community?

1. What are the purposes of a virtual community?

2. What are some advantages and disadvantages?

Post – listening.  Learners share their ideas with the whole class orally.

Activity number three. 

Many teachers usually have concerns about students' use of cell phones al school and in the classroom, so we have a good reason for use it as a tool in the process of learning. 

Let's see this activity:

Explain your students that in today's world a smartphone means a necessity for many people of all ages, but also it could be, maybe just a luxury item? Then ask them. Why or why not? How do people who grew up without mobile phones feel about this?. Invite them to listen the following conversation and answer the exercise.

It could be much fun if you use your smart cells phones to find the audio with the QR code🔎🆀🆁🈡 

👀Note: if you can't scan the QR Code, click on this link https://www.youtube.com/watch?v=zpKE2Yb5XSI  😉

LISTENING EXERCISE

Write a X at the end of the correct answer.

The young man needs a new phone because...

1. someone stole his last one
2. his phone is an older model
3. his parents took his last one

How many phones does the young man already have?

1. two
2. three
3. four

According to the conversation, what are the young man's parents like?

1. friendly
2. kind
3. generous

What do his parents want their son to do to get a phone

1. take out money from his bank account
2. find a job and work to earn money
3. ask his brother if he can use an old phone

What is the BEST word to describe the young man's personality?

1. self-centered
2. talkative
3. mean

SPEAKING

Spoken production 

Planning

The class is divided into 4 groups, each group is assigned a virtual community (Facebook, Twitter, LinkedIn and Instagram). 

Organizing

Using their cell phones, students look for basic information related to each virtual community. For example: the date it was created, the creator and who uses it. Also, they talk about an advantage and a disadvantage of each. 
The students are guided with the following video:

And also with this internet source: https://www.pewresearch.org/internet/2018/05/31/teens-social-media-technology-2018/

Rehearsal

Students have some time to practice their ideas, and the teacher helps them by giving               feedback correcting mistakes like grammar, vocabulary, pronunciation, among others. 

Producing

Each group gives its oral presentation to the rest of the group. At the end of the presentations, teacher asks students for personal experiences using those virtual communities.

Others Activities you can develop to improve speaking skill

1. Tell students they are going to do a speaking task and record themselves. The task could be done as homework or as part of a lesson.

 2. Give them the photograph and task outlined below.

 3. Explain to students how you want them to share the recording by email.

Follow up

1. Listen to each student’s recording.

 2. Prepare feedback and follow up tasks. Consider the following options:

a. In class, highlight some  language errors and suggest some words and phrases they could have used.

Ask the students to do the task again in pairs.

b. Send an email to each student showing corrections of some of their errors and suggesting some useful language.

Ask them to do the task again, correcting these errors.

 c. Listen to the students’ recordings and make notes of some words or phrases that they could have used to make their speaking better.

 Make a recording of yourself doing the same task, using the language you have prepared. In class, ask students to listen to your recording and make notes.

Introduce the new language.

Students do the task again as homework, using some of the new words and phrases.

3. Follow up discussion: Ask students questions to guide reflection:

a. How did you feel while doing the task?

 b. What did you find difficult?

c. What did you notice when you listened to yourself speaking? d. What did you learn?

Look carefully at this photograph.

What’s happening?

 • You are going to speak for one minute and record yourself.

 • Prepare for this task by making some notes using the questions below.

 What can you see in the picture?

Where do you think this is?  Explain why.

What do you think is happening? Explain why.

 Some people are using their smartphones.

Why do you think they are doing this?

What do you think they will they do with the photos or videos?

• Look carefully at this photograph.

• Using your notes and the photograph, speak for one minute. Time yourself. 

• When you feel confident, make a recording.

• Listen to the recording. Is it good enough, or could you do better?

• Re-record yourself until you think it is good enough.

• Share the recording with your teacher  by email.

Impact in the students in times of coronavirus 

The decision to cancel classes has affected an important number of students around the world. The Educational System has tried, when it is possible, adjust and not eliminate student activities in order to avoid a bad impact consequence in the education and the students are facing anxiety over their prospects to complete their courses.

In conclusion, consider, for example, that you can develop this activities to support your students' learning and help them to get a funny and successful outcome   whether students may be able to complete at least part of their  with this in mind, consider using one or more of these strategies to adapt your students’ work in the community.