Reza Vasa Reza Vasa

B1 level




Abc HO 2 Gap-fill Activity
Abc HO 4
Abc Using Dictionary
Abc Face2face

Main Aims

  • To provide fluency and accuracy practice by encouraging learners speculate on the reasons why people plan to stay or leave a place

Subsidiary Aims

  • To use TBLT for teaching the Phonemic chart


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

1. What kind of lesson do you like? Grammar, Speaking, for instance? 2. Why do you like it?

Exposure (8-10 minutes) • To provide a model of the task and highlight useful words and phrases

The students through a problem solving task are given some reasons why people choose to live in a place or leave there. 1. What are the most important reasons for living in a certain place? a. the climate b. having family members nearby c. employment opportunities d. one's ancestors lived there. e. environmental quality (clean air, water, etc.) -------------------------------- ------------------------------- (Add two reasons. Then rank the reasons below.)

Task (8-10 minutes) • To provide an opportunity to practice target productive skills

Teacher forms two or three groups depending on the number of students: T gives instruction: You should talk about the reasons why people plan to stay or leave a place. Everyone in the group should talk about one minute. Are you talking together? Ss: No. How much time does each person speak? Ss: One minute. Music is played

Planning (4-5 minutes) • To provide an opportunity to plan students' reports

1. How many reasons did you find? 2. Now in your groups you have 3 minutes to prepare one speaker for your group. (each group is assigned to either talk about the reasons why people stay or leave a place.) Groups are divided into A or B groups. 3. A's should find the reasons why people choose to stay somewhere and B's should say why people choose to leave somewhere. Remember you should choose one person. Now choose two most important reasons for staying in a place. 4. ICQs are asked: Is everyone going to talk after 3 minutes? No. Are you choosing two speakers? No. How many? One. Time is set. Teacher monitors and provides help as monitoring.

Report (6-8 minutes) • To allow students to report on how they did the task and how it went

Teacher asks each speaker provide the report. Teacher gives feedback and asks follow-up questions. Teacher records the words that the learners are mispronouncing.

Language Analysis (6-8 minutes) • To clarify the meaning, form and pronunciation of the task language

Some questions are asked: Is pronunciation important? Why is it that we mispronounce words? Is it not because we have one letter and different sounds for it? Now we are going to learn this chart. We are going to learn how to pronounce them. The phonemic chart is presented.

Language Practice (8-10 minutes) • To provide students with practice of the task language

A handout from face2face is given to the learners. (HO) Some words are given so that the students write their phonemic symbols. (HO) Some words from what they said as they were speaking are taken and place on the board. These words are also phonetically transcribed.

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