| LESSON OVERVIEW
This lesson plan deals with synchronous and asynchronous communication. Apart from doing listening comprehension tasks, students will build adjectives with negative prefixes and learn some communication idioms.
This is a Flipped Classroom lesson plan. In a nutshell, it means that first part of the lesson needs to be done by students at home. Learn more about flipped classroom and how we implement it in those lesson plans in our post.
PRE‐CLASS ACTIVITIES
The pre‐class part is all about word formation with prefixes. Students get a list of adjectives and have to match them to the correct negative prefixes. Of course, they can use a dictionary if necessary. Next, they practise them by completing the gaps in the sentences in the next exercise. The idea here is that students should decide on their own which adjectives require a prefix and which don’t. The list of adjectives practised in this part of the lesson plan includes, e.g. irrelevant, dishonest, asynchronous, misleading, uneventful, etc.
IN‐CLASS ACTIVITIES
Discussion & Vocabulary
The in‐class worksheet starts with a few statements about communication that students need to complete with the correct prefixes. Next, they discuss them and say whether they agree or disagree with them. Before watching a video, students learn a couple of phrases that will help them do listening comprehension tasks. First, they match halves to create the phrases and then, they rewrite a few sentences using one of the phrases.
Video
Students watch the video about synchronous and asynchronous communication and in their own words say what these types of communication are. Next, they just listen to the first part of the video and complete a table with the missing information. Finally, they watch the second part and discuss a few questions about different types of communication and express their preference.
Communication idioms
The worksheets ends with three exercises on communication idioms. First, students match the idioms to their meanings. Then, they complete some sentences using the correct forms of the idioms to get more context when we can use them. The last activity is a discussion which can be done in pairs or as an open discussion. In this part of the worksheet, we want students to learn the following idioms: clear the air, keep someone posted, put someone on the spot, touch base, and beat (AmE)/flog (BrE) a dead horse.
WORKSHEETS
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Great lesson!
Love it! Love your work! Keep it up, team!
Thank you! We’re happy to hear that 🙂
there’s a misprint in the second task point six: the e-lesson plan has the answer ‘uneventful’
Thanks for spotting it! Just fixed that!
Exercise 2, g There’s a mistake – it should be “your”.
Oh, what a typo! We’ve just fixed that. Thank you very much for letting us know.
Typo in section 2
g) Can you elaborate on this point? You explanation is a bit unclear.
Already fixed! Clear your cache if you don’t see new versions.
Go ahead!
Excellent!
I love this lesson, but I would suggest a different title; how about “Negative prefixes; synchronous and asynchronous communication”
Error Alert! 😉
Slide 34
“put me on the spot” not “put me one the spot”
Best,
Tim
Thanks for spotting that! Already fixed 🙂