COACHING

COMPLEMENTARY CLASS 4

SELF-AWARENESS

Your teacher will share the whiteboard with you. Write things you are afraid of and things you
have courage to do or deal with. Do you agree with your peers? How similar or different are
you?

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TG (Group Dynamics) after time is up, the idea is to promote a debate about things they have in
Duration: 10-15 minutes common and things they are different at. Give one example about yourself:
e.g., height and insects. Don’t forget to allow students to annotate. After that,
Setting: U-shape promote a debate about the different feelings we have upon different activities.
Grouping: Mixed Levels If nobody mentioned public speaking, bring up this topic, explaining that while
Procedures: Start the class by exploring the picture with all students. Divide the many people are afraid of speaking in public, others feel comfortable with it, so
whiteboard in 2 parts using the Annotation tools, and give students 2 minutes to using the techniques studied in the previous class can be very helpful.
write on the whiteboard things they are afraid of and things they have courage Correction Technique: Recasting
to do or deal with. They will have different opinions, which is okay, because

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 COACHING
COMPLEMENTARY CLASS 4

TG (Knowledge Sharing)
Duration: 25-30 minutes
Settings: Pairs or Groups
Groupings: Same Level and
Mixed Levels
Procedures: Explain the
activity to students, and
remind them that after they
do it, they will present the
In pairs or groups, prepare a presentation on the topics your teacher will assign to you. main linguistic topics to the
class. Split the students
in same-level groups into
Breakout Rooms and give
them 10 minutes to do the
exercises and prepare a
presentation about the
linguistic topics listed below,
BEGINNER giving an example, and
explaining the use. Visit the
Breakout Rooms to help
them with their topics and
to provide them with hints
for the presentation. Remind
students that you can visit
only one group at a time, but
they can ask for help anytime
they want (explain to them
how to use the tool). Visit
students in their Breakout
Rooms and make sure all
students are participating.
When students are in groups,
they can produce together
by sharing a Google Doc,
and then share their screen
with you. The Annotation
tool can also be used in the
Breakout Rooms. When time
Write sentences about things these people in the pictures like to do with their family is up, make sure all students
return to the Main Room.
in their free time. Make sure to use: Then, allow 15 minutes for
- Connectors: “and”, “but” students to present the main
linguistic topics they used
- Plural forms during the activity. For the
presentations, share the
- Vocabulary related to family members whiteboard screen, and
tell them to write using the
Annotation tool. You can
also divide the whiteboard
into parts using the “Draw”
function. Remember to
allow students to annotate.
Make sure to divide the time
according to the number of
groups you have in class.
Use Class Correction when students make mistakes or ask questions. Close Beginner: Connectors – “and”, “but” Help shy and insecure ones
the activity by reminding them that speaking in public is essential in all areas Basic: Talking about existence – There + to be during the presentations. It
of their lives, so in class, they can participate as much as they can so they is important to help students
will feel more prepared to speak out of the classroom. Lower Intermediate: Making comparisons – Superlatives
overcome their fears. Besides
Correction Techniques: Group Correction and Class Correction Intermediate: Expressions to introduce an opinion and to call the listener’s that, constantly provide them
attention with positive reinforcement
Upper Intermediate: Expressions to give advice and talk about preferences based on their effort and
Knowledge Sharing Presentation achievements. If there are
Advanced: Expressing excitement and surprise
Ask students to write examples using the linguistic topics described below, no students at a certain
and explain their uses: Upper Advanced: Expressing disapproval or irritation level, the presentation of the
corresponding content will
not be necessary.

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 COACHING
COMPLEMENTARY CLASS 4

BASIC

Describe which objects you can see in the pictures. Make sure to use:
- Connectors: “and”, “but”
- There + to be
- Vocabulary related to objects and parts of the house

LOWER INTERMEDIATE

Talk about places you enjoy visiting and other activities you like or dislike to do.
Make sure to use:
- Superlatives
- Intensifiers

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 COACHING
COMPLEMENTARY CLASS 4

INTERMEDIATE
Match the expressions to their categories and write your opinion about something
you enjoy doing and you would like to convince other people to do.

( ) You know 1. Introduce the topic

( ) Let me tell you something 2. Get the listener’s attention
( ) Did you get that? 3. Take time while thinking
( ) What do you mean? 4. Check understanding
( ) I believe 5. Ask for clarification
( ) Anyway 6. Change the topic

UPPER INTERMEDIATE

Write a piece of advice to a person who is in a difficult situation. Mention what you
would rather do if you were in their shoes, and give them a piece of advice. Make
sure to use:
- Expressions to give advice and talk about preferences: “had better”, “would rather”,
“ought to”
- One strategy to develop an argument: E.g., comparing and contrasting, telling
stories, referring to scientific facts, quoting, analyzing pros and cons, or giving real-life
examples.

ADVANCED

Expressing feelings – You are running a workshop about a topic you like, and it is
time to express excitement or surprise. How would you do so? Make sure to use:
- Expressions used to show excitement and surprise

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 COACHING
COMPLEMENTARY CLASS 4

TG (Interaction and
Production)
UPPER ADVANCED Duration: 20-25 minutes
Setting: U-shape / Groups
Grouping: Mixed Levels /
Expressing feelings – Share your opinion about a topic. Make sure to use: Nearby Levels
- Expressions to show disapproval or irritation Procedures: Start the activity
exploring the picture with
students, asking them what
the picture reminds them of.
Remember to ask questions
to different students at a
time, so you can listen to
all of them, and ask other
students to agree or disagree
to make this moment more
student-centered. Then,
explain to students they will
work in groups to prepare
a presentation to the class.
Each nearby-level group
will prepare a presentation
in a collaborative manner
using the topics described
in the activities. Give them
about 7 minutes for this
preparation. Visit students in
their Breakout Rooms, and
make sure they are using
the linguistic elements from
BEGINNER – UPPER ADVANCED their levels and working
collaboratively. Students
can produce together by
WARM-UP sharing a Google document,
and then when you visit
their groups, they can share
their screen with you. Within
the Breakout Rooms, you
can also use the Annotation
function to explain and
answer their questions and
write or circle words on the
screen. Remember you can
determine time and set a
countdown in the “Options”
section of “Breakout Rooms”.
Remind them that you can
only visit one room at a
time, and that they can
call you using the function
“Ask for Help”. When time is
up, make sure all students
return to the Main Room.
This is the moment for the
Have you ever hosted an event or a course? What was the experience like? If not, would presentations: Allow students
to share their screen if they
you like to have the chance to talk to a great number of people? want to make the main topics
of their presentation visual.
Start from lower levels,
While students present, take notes of pieces of production considering the 4 topics of the activity “Feedback and Closing”, including not only mistakes, but also moving on to higher levels.
sentences that can be improved, and proper uses of language.
Make sure students interact about the presentations. You can set a task, such as asking students who are watching to ask questions to the ones presenting, or ask
them to give their opinion about a certain topic presented.
Correction Techniques: Group Correction and Note-taking + Feedback

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 COACHING
COMPLEMENTARY CLASS 4

PRESENTATIONS

BEGINNER – LOWER INTERMEDIATE

Imagine you are going to be one of the hosts of a meeting about something you
are good at. You will have a few minutes with your peers to prepare a personal
presentation containing the following:

- Full name, profession, age

- Likes, dislikes, fears
- Important moments in your life story using superlatives

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 COACHING
COMPLEMENTARY CLASS 4

INTERMEDIATE – UPPER ADVANCED

You are taking part in a meeting about fears and emotions. As one of the hosts, you
are going to give people advice on how to deal with fears when speaking in public.
You will have a few minutes to plan your presentation.

Use the strategies you learned to:

- Give and support your opinion, give advice and express preferences
- Deal with feelings by using expressions to show excitement, surprise, and
disapproval or irritation.

FEEDBACK

GRAMMAR USE

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 COACHING
COMPLEMENTARY CLASS 4

VOCABULARY SELECTION
TG (Feedback and Closing)
Duration: 10-15 minutes
Setting: U-shape
Grouping: Mixed Levels
Procedures: Select stretches
SENTENCE ORGANIZATION of language from the notes
you took during the previous
activity. Ask students to
spot the mistakes and try to
correct them by themselves.
Make it a student-centered
SOCIOLINGUISTICS moment. Also, present
correct and appropriate
examples of language.
Then, move on to the Closing
section.
Go through the options,
rephrasing the sentences if
they don’t understand them.
CLOSING If students want to, they
can share their answers.
Promote a debate about
the importance of taking
Discuss with your teachers and your classmates: risks and making mistakes
during classes. Talk about
opportunities they can take
How do you feel about making mistakes? during classes to participate
more, and also ways to
( ) I know it is part of the learning process, so I take risks and participate in practice the language at
class. I’m not afraid of making mistakes. home using the tools we
offer (Number One Online).
( ) I feel a little afraid of making mistakes, but I try to participate. Talk to students about what
they are supposed to do for
( ) I don’t like to make mistakes, so I try not to take risks in class. I speak only the following class.
when I’m sure the sentence is correct. Correction Techniques:
Note-taking + Feedback for
the Feedback, and Recasting
What can you do to participate more often in class and take more risks? for the Closing portion when
communication is blocked.
Remember that the focus
of the Closing section is
not to correct language
structures. Keep the flow of
the conversation, and lead
students to reflect upon the
topics.

Watch the language video according to your level (Class N05) and do the
extra activities on your platform.

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