Oznur Oznur

Oznur Altuntas- TP 7
Upper Intermediate level

Description

In this lesson sts will be introduced cleft sentences, an emphatic structure, and will practice cleft sentences with various activities. They will also practice semi controlled speaking by using cleft sentences.

Materials

Abc Cleft sentences HO

Main Aims

  • To provide clarification and practice of cleft sentences in the context of laughter

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a conversation in the context of laughter

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students, to prepare the materials for a future activity

Write the sentence " who is the funniest person in your family and why" on the WB. Tell sts to think about the funniest person in their family, the person that make them laugh most, and the reason why they laugh to him/her. Tell sts to talk about this person in pairs, tell their pairs a memory about this person, and take notes about the funniest person in their pairs families.

Test #1 (8-10 minutes) • To gauge students' prior knowledge of the target language

Write the sentences “ What has also changed is the way people laugh” and “The thing that American producers liked most was the fact that the laff box allowed them to simulate an audience” on the WB. Tell sts that they are going to listen these two sentences and identify where there is a pause in these sentences. After the listening, ask sts the place of pauses. Tell sts that they are going to listen again but this time they will try to find the stressed words in each sentence. After the listening, get FB. Ask sts the reason why the speaker stressed those words. Try to elicit the function and form of cleft sentences.

Teach (10-12 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

Explain that it is possible to emphasize a particular part of a sentence using cleft sentences. Get sts' attentions to the sentences on the WB from the previous stage and ask them to write the usual way of saying these sentences. Get the answers and if no one says the correct usual way, give it then write it on the WB. Point out the changes between the usual ways and the cleft sentences. Write the general form of cleft sentences on the WB: " it is/was + person/ thing + relative clause what/ the thing that + clause + is/ was.." Drill the sentences on the WB to draw sts' attention on the stresses in the sentences. Try to get some sample sentences from sts and change these sentences into cleft sentences.

Test #2 (6-8 minutes) • Check students' use of the target language again

Divide sts into pairs( the same pairs as in the lead in activity). Ask students to write cleft sentences by using the information they gained from the lead-in activity. Tell them to check the answers with their pairs. Monitor sts and correct them if they make a mistake. Get WCFB and make some general error-corrections on the board if necessary.

Free practice # 1 (8-10 minutes) • To provide students with free practice of the target language

Give sts the cleft sentences HO. Tell them to write cleft sentences by using the information in the HO. When they finish, tell them to compare their answers in pairs. Tell them to practice reading the sentences aloud in pairs. Monitor sts during the all parts of the task. At the end, hear some good examples from sts as a whole class.

Free practice # 2 (5-6 minutes) • To provide students with free practice of the target language

Tell sts to read the text in the box and fill the gaps using the information in the box. When they finish tell them to check their answers in pairs. Monitor them during the task.

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