This is a lesson plan based on the Common European Framework of Reference and the European Language Portfolio, which can help students to reflect upon their history as language learners, their goals, beliefs and interests, and to do informal self-assessment of their language level using the Self-Assessment Grid of the CEFR. It can be used the first or the second day of the course, before starting with the textbook, but it can also be used as distance conversation practice in the topic "Languages". The questionnaire is supposed to be for C1 students, but, with minimum changes, it can be adapted for B2 and even C2 learners.
The less frequent vocabulary includes the following words and expressions: concening, current affairs, delivery, [to be] implied, predictable [information], attitudes, viewpoints, prose, with ease, rate [of speech], to handle [social exchanges], to keep the conversation going, to search for [expressions], [for social and professional] purposes, skilfully, to convey finer shades of meaning, to backtrack, [my educational] background, events, to round off [with an appropriate conclusion], a [clear] smooth-flowing [description or argument], the recipient, a wide-range [of subjects], to highlight, a wellstructured [text], at [some] length, salient [issues], [to present] a case.
December is a good month for oral presentations. Students have a long bank holiday in Spain and not many university exams yet, so they can prepare a short, five-minute presentation about a topic of their choice. This activity takes only three lessons, one to give them encouragement and basic guidelines and two lessons for the presentations themselves, all in all, from 5/ 6:30 hours of classroom time and the results are always impressive.
Some of the words you will find in the Interacative Exercise Key are: to churn, to wring [wet], to spell disaster, to dispel, the flow [of your points], setting, reservations to overcome, the adrenaline rush, to tighten, self-defeating, to discard, time constraints, time slot, to disrupt, an issue, to undermine, to strive [for comfort], a cap with a bill, overly loose clothing, blousy sleeves, smooth, to mar [the flow of speech], to interject, to stare, to scan, to dwell, the prevailing [norm], to avert from [direct eye contact], to pace [back and forth], to sway [to and fro], the culprit, to set up [a display table], a slide show, to enhance [my presentation], to engage [the audience], a rule of thumb, the razzle and dazzle, a back up [plan], a [computer] crashes, a bulb blows, overhead [transparencies].
Autumn is coming to the Northern hemisphere, children are going back to school and coughing, sneezing or runny noses are also back in our households. If you have any of those symptoms, you may also worry that you have caught the coronavirus. You can watch this short BBC News video (1':51") below to find out the differences between these three respiratory illnesses. It is not very difficult, and there are automatic subtitles, so it is recommended for B2 students and above.
You will come across basic health vocabulary like: a blocked nose, a runny nose, a sore throat, a cough, flu, (a) temperature, (a) fever, to self-isolate with your household, sneezing, to catch your sneeze, the spray, to infect [others], tissues, a loss of taste, a coughing episode, to have trouble breathing, to spread [covid 19], a nasty cold, to put you down, social distancing, masks, handy.
