TEACHERLY English
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Free Lesson Plan
Introduction
A primary problem with Advanced and Proficient Students is that they lack motivation. They have already acquired a language level at which they feel comfortable communicating and expressing ideas freely. Yet, most of them avoid using more complex grammar structures, struggle with applying more sophisticated vocabulary, or generally feel indifferent towards the process or the classes since it is hard to see any progress. On top of that, teaching those levels might be draining for us teachers, mainly if we focus on grammar or vocabulary implementation, either of which they may have seen before.
Obviously, there is no magical solution to reviving the dormant desire of learning or improving. However, there are some things we can do.
Firstly, it is good to remind them from time to time that not many natives are proficient in their language. To obtain this level, even English-born speakers need to work on their vocabulary.
Secondly, practicing English systematically outside the classroom is of paramount importance. Students ought to realize that it is up to them whether they want to enhance and therefore use more sophisticated lexis or not.
It is all great, but let’s cut to the chase. How can we encourage students to work at home and improve their language skills? How do we revive the spark and make them want to use more complex structures and vocabulary?
The answer is simple: by exposing them to a wide range of authentic reading and listening materials. Unfortunately, it means tons of work for us teachers, and it won’t guarantee that learners, who at this level are most probably university students or working adults, will actually read or listen more in their spare time.
What is the solution, then? In my opinion, introducing short study habits helps. Making students realise that just by attending English classes, they won’t miraculously learn how to use more sophisticated language might as well trigger something in them.
Procedure
#1 WARM-UP:
Individual work: tell students to think about conversations they have in English.
When do they happen? (school, friends, parties, work)
What kind of language do they use? (formal/informal)
Tell them to write words or expressions that they commonly use:
two verbs
four adjectives
four adverbs
In pairs: once they have finished, they compare the lists with their partners and come up with synonyms.
All the class: write on the board the most common words/expressions and their synonyms.
If one of the students suggests the word IMPORTANT or THINK, go directly to the diagram in the PDF PRESENTATION, or write it on the board, including the first letters of its synonyms.
Tell students to work in pairs and find as many as they can.
Compare the ideas with all the class.
#2 PRACTICE:
This part is perfect to practise PART 3 of the Cambridge Proficiency Exam or PART 2 Cambridge Advanced Exam.
Students will have to answer one of the questions without using the word IMPORTANT or THINK (if you want, show them the slide with a sample answer).
Firstly, they look at the list of questions and choose one to talk about in pairs. Give them as much time as they need.
CPE: Once they have finished selected person in pair will have to speak for two minutes, answering one of the questions their partner asks them. They can, if they want, use the ideas in the brackets.
CAE: Once they have finished selected person in pair will have to speak for one minute, answering one of the questions their partner asks them. (Show them the slide without the prompts).
The partner has to listen as they will need to agree or disagree with the speaker.
Switch the roles.
#3 NEW VOCABULARY:
Hopefully, at this point, students realize how crucial it is to learn more sophisticated vocabulary and practice it. This parts includes ten randomly selected adjectives, but obviously, you can introduce whatever you want.
Show students the slide with ten new words (or write them on the board) and ask if they are familiar with any of them. Don’t say if they are right or not.
Hand out the WORKSHEET, or show them the slide. In pairs, they match the words with their definitions.
Check the answers.
Now, they should substitute the words in italics with newly learned adjectives.
Check the answers.
#4 DISCUSSION:
In this part, students work on self-realization. Sometimes they study English because someone expects it from them, and in the end, they do not do it for their personal goal. On other occasions, they do not remember why they are learning the language.
Students first should answer some questions on their own and then share the ideas with their partners:
Why are you studying English?
What do you want to use English for?
What English level would you like to have?
Think of other motives people would want to have a high level of English. Write the main ideas on the board.
Show the quote (“All big things come from small beginnings. The seed of every habit is a single, tiny decision.” – James Clear) to your students and ask questions:
Do you agree with the quote?
Can you change a habit by making just tiny adjustments?
What kinds of habits are difficult to break?
Can habits make you become a different person? How?
In pairs, students should answer further questions:
Are you a creature of habits? Is it easy for you to break some bad habits or implement new ones?
What habits are you currently having that embody your identity or actions you are specifically doing to try to change your identity?
What is a successful life? What habits should you have to have a successful life?
#5 VIDEO:
Tell your students that they will see a video titled: “Atomic Habits: How to Get 1% Better Every Day”. Ask them if it is possible to get 1% better every day.
Hand out the WORKSHEET. Students work individually and answer the questions while watching the video.
Once they have finished all the exercises, ask if they understood everything.
#6 MAKING TINY CHANGES:
Students work individually. Tell them to think about a usual weekday.
They should list all of their habits, even the most mundane tasks.
Instruct them to analyse the habits and categorise them into three groups:
Once they have finished, make them think about habits they would like to have to improve their English. Let them suggest some habits, like reading, watching TV in the original version, etc.
Tell them to look for a time in the day when they could implement short, easy study habits.
Propose some; mine include:
Learning ten new words on Quizlet (which I prepare separately, check out the one from this class HERE).
Doing tests on ReadTheory (I wrote about this platform in my EdTech section).
Listening to a podcast.
Playing online vocabulary games, such as Freerice.
Now tell your students to look at the list of their habits they made before and let them think about a specific time when they could implement any of the proposed activities.
Tell them to think about the time, place, and activity and write it down, for instance: For example:
I WILL do two tests on ReadTheory (action) AT 3:30 pm (time) ON the train back home (location).
#7 WRAP-UP:
Tell your students to do any of the proposed short study activities in the class.
I make my students download Quizlet and sign up. I tell them to join my class, which I previously had created, and practice the vocabulary learned in the lesson.
They can challenge their classmates in the pair-matching game.
# CONCLUSION:
At this level, students very often feel discouraged and unmotivated. They have probably been studying English for years and see very little progress. It is necessary to challenge them and make them realise how much more they can learn.
Enjoy!