BDA model speaking lesson 2NO

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• Engels
• Middelbare school
• vwo
• Leerjaar 2

BDA model speaking lesson 2NO

I would welcome students to class as they come in.

Resolving conflict

I would start a classroom discussion about resolving conflict and ask how this shows up in their lives.

I would ask questions such as:

-What do you think of when you hear resolving conflict'?

-How do you do this?

-When/where would you encounter conflicts?

-What kind of language would you use to express or explain yourself?

I would instruct the students to take some time to think about this before they answer individually on their iPads. I would have the answers show up anonymously and make this clear to the students as well.

Once the answers are in I would stress the language structures that I'd like to see and are also used in the answers. I would also highlight the importance of being able to resolve conflict and being able to express your feelings and reasons for your actions.

I would then translate this to the task of this cycle, a ‘mini-courtroom’. As I introduce this I would acknowledge that this is of course an ‘extreme’ version of resolving conflict but the language used in this context is fairly the same as language used when trying to express yourself in conflict.

What is the goal?

1. I can express my feelings clearly.

2. I can explain why I made certain choices clearly.

You are going to show you are capable of doing this by:

Simulating a 'mini-courtroom'

After the classroom discussion I would clarify the goals for this lesson cycle and relate the goals to the end task (a ‘mini-courtroom’.)

As I introduce this I would acknowledge that this is of course an ‘extreme’ version of resolving conflict but the language used in this context is fairly the same as language used when trying to express yourself in conflict.

I would also stress that they will get clear instructions on the task later on and to not worry about it.

Let's get started

1. Make groups of 4. You're free to choose who you work with.

2. Watch the video and write down what 'roles' the different people have. What is each person doing or trying to do?

3. Now let's watch the video again and take notes on what kind of language/words you hear.

Following the instruction and goals I’d have them form groups of 4 on their own. Then I’d show them a video of Judge Judy and ask them to write down what they see in terms of structure/roles.

We would discuss the outcome together so they get an idea of how this ‘mini-courtroom’ would work.

Then I would show them the video again and tell them to pay attention to the language used and to write some keywords/sentences down.

We would, again, discuss this together and I'd write important words/phrases down on the whiteboard.

What is the 'mini-courtroom'?

You have practiced with the roles and simulating a mini-courtroom within your groups.

You will be 'performing your case' in front of the jury who will give the final verdict.

I will be listening and you will get timeslots for individual feedback afterwards.

--> see the handout!

After the input phase, I would explain what my expectations of them are.

I would explain in detail what they are supposed to do and what they will be 'judged' on.

They'll receive the handout and I will stress that they'll get individual feedback after they 'perform the hearing'.

Time to prepare!

1. You will receive a scenario from me. This describes what happened in your 'case'. Read this and make sure your group understands the scenario.

2. Now you will receive a role card from me. Take a look at it and share your role with your group members.

3. Work together to plan out your 'case'. You can do this by e.g.:

• Adding more to the story (possible events that happened, how you felt etc.).

• Having the judge ask questions to the plaintiff, defendant or witness. (So, I heard correctly that you...? / How come you were there when ....?)

After I explain the bigger picture, we would go onto the preparing for the task.

Each group receives a card with a scenario on it. I'll instruct them to read it and discuss it together so they're all on the same page and understand the scenario.

Following this, I would give each student a role card. They would read it and share their role with their group members so they're at the same page again.

Now they know they role within the group they would get instructed to 'plan out the case'. They talk about it together to expand on the scenario and follow the tips I have on the screen.

While they do this I'd walk around to answer any questions or give suggestions.

Time to speak!

Now it's time to practise what you've prepared.

I will be walking around to answer any questions and listen along. :)

! Listen carefully when you group members speak and write down feedback for them. !

After they've had time to prepare a little, I would instruct them to practice.

They'll be sitting in their own groups and have the handout as reference for how the structure of their performance assessment should go.

Before they start I would highlight that they should listen to each other and write down feedback or challenges that they encounter. I would clarify that I don't want to hear any names or 'she said this but..'. I want to hear about general challenges and feedback.

I would walk around again as they practice and respond to questions and possibly make suggestions.

Let's discuss.

What did you notice? What feedback did you write down? What challenges did you encounter?

During the practice phase they should have written down some challenges they encountered and/or feedback.

I would have the students answer on their iPads, again I would tell them the answers will be anonymous/

Based on what challenges/feedback come up, I would explain relevant strategies or input that would help them along in their proces.

I would encourage them to take notes as well.

Time to dive deeper!

Before we practice in groups...

1. Read the scenario again.

2. Think for yourself about:

• What kind of words are relevant in this scenario?

• What kind of phrases could you use?

• Use the internet to look for examples of what the person in your role does and says.

3. Write down some words or phrases which could help you.

E.g. If you have a scenario about something going on in the toilets.

You could use words like: toilet, sink, stall, flushing the toilet etc.

Before they practice again, I would instruct them to work individually for about 10-15 minutes and do research on their individual role and what kind of lexis they would need.

I would instruct them to take notes.

Let's practice again!

• Keep in mind the challenges we discussed!

• Look at your notes if you get stuck.

• Good luck!

Now that they've had time to process the feedback/strategy phase and to look for more input, it's time to practice again.

I'd encourage them to use their notes as they practice and walk around to respond if they have any questions.

Timeslots for 'performance assessment'

• I will use the spinner to decide which group gets to pick a date and time first!

Tuesday 09-05

12.00 -

12.20 -

Friday 13-05

9.30 -

9.50 -

10.10 -

To end the class, I would have the pupils sign up for a timeslot to 'perform' based on the spin the wheel option.

The group that the wheel lands on gets to pick a timeslot which we do until all timeslots are filled.