Fazi Fazi

CELTA TP4 VOCABULARY
ENGLISH UNLIMITED B1+ level

Description

In this lesson, Ss will practice some adverbs that helps to make an story interesting for a listener. The adverbs are of different nature such as manner, feeling and time. Further, Ss will try to include the adverbs in the story they are going to finish using their own imagination in the speaking stage.

Materials

Abc HO1
Abc HO3
Abc HO4
Abc PPT
Abc HO5
Abc WB
Abc HO2

Main Aims

  • To provide clarification and practice of some adverbs used to tell stories (adverbs of manner/feeling/time) in the context of personal experiences.

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in telling a story in the context of describing a personal experience.

Procedure

Warmer/Lead-in (1-3 minutes) • To recall lesson context and engage students

1. T greets the Ss and commences the session 2. T projects a slide showing 2 pictures (tsunami and eclipse) to recall the context 3. T points out to Fren and Antonio's stories

Vocabulary #1 (3-5 minutes) • To present meaning and form of the TL

1. T forms 3 groups 2. T gives instruction for Act1: - Fren and Antonio used a number of adverbs in their stories to make it more dramatic or interesting - Here are a set of adverbs they used and their meanings - Match them with each other 3. T ICQs - 3 minutes 4. T gives out HO1 5. T projects the answers: check your answers with the board.

Vocabulary #2 (5-7 minutes) • To practice pronunciation and check understanding of the lexical items

1- T projects the phonemic scripts of lexical items 2- T drills chorally/individually 3- T projects the CCQs and asks the questions from the class 4- Ss try to answer and may show undrestanding 5- T does exactly the same for all lexical items

Vocabulary #3 (5-7 minutes) • To further check Ss' understanding and highlight the position of the adverbs in a sentence

1. T forms pairs 2. T gives instruction for Act2 : There are 8 sentences from Fran and Antonio’s stories, put words from Act1 in the correct place in the sentences. 3. T gives HO2 (one for each pair) 4. T plays the audio: listen and check your answers 5. T projects the answers to ensure the right answers

Vocabulary #4 (1-3 minutes) • To further highlight the differences in meaning

1. T projects questions B and C 2. T tries to elicit the difference between two groups of adverbs 3. T project the anwer

Vocabulary #5 (3-5 minutes) • To check and clarify the understanding of the position of the adverbs in a sentence

1. T forms pairs 2. T gives instructions for Act3: - Here we have a table - We need to decide where in a sentence we can put the adverbs - Look at the sentences in Act2 for help - Put a tick or a cross in the table 3. T ICQs /2 minutes 4. T gives out HO3 (one for each pair) 5. T projects the answers

Controlled Practice - FLEXISTAGE (4-6 minutes) • To concept check and prepare students for more a meaningful practice

1. T forms pairs 2. T gives instructions for Act4: - Work with your neighbor - Read David’s story about flooding in the are where he lives - Make it more interesting or dramatic by adding the adverbs from the box. 3. T ICQs/3 minutes 4. T projects the answers

Semi-controlled Practice #1 (4-6 minutes) • To provide Ss with a less controlled activity and prepare them for a more meaningful practice

1. T forms pairs 2. T gives instructions for Act5: - Here we have 5 sentences and 5 adverbs - Put the adverbs in the right place in sentences 3. T ICQs/3 minutes 4. T gives out HO4 5. T models the first sentence 6. T asks for WCFB 7. T projects the answers

Semi-Controlled Practice #2 (3-5 minutes) • To provide Ss with a semi-controlled speaking practise and prepare them for free practice

1. T gives instructions for Act5 B: - Change the bold parts of the sentences to make them true for you - Tell your sentences to your partner 2. T ICQs/2 minutes 3. T gives out HO4 (each student has one HO now) 4. T monitors and provides FB

Pronunciation (4-6 minutes) • To practice chunking in a sentence

1. T projects a slide showing 3 sentences 2. T explains that to have a more natural speech we need to pause for a little while at some places in our speech 3. T plays the recording and asks Ss to repeat the sentences If time: 1. T gives instruction for Act6: - Listen to the text below - Put a slash mark where you hear there is a pause, and a double slash where you hear there is a full stop. 2. T ICQs 3. T plays the audio 4. Ss pair check 5. T projects the answers

Freer Practice: Speaking (8-10 minutes) • To provide students with free practice of the target language and attempt some correction

1. T gives instructions for Act7: - Choose one of the beginnings - Complete the story using your imagination, try to make it more interesting or dramatic using the adverbs we learnt today 2. T ICQs/2 minutes 3. T gives out HO5 4. T gives more instructions: - Now everyone stand up please - Find someone you haven't talk to today and tell your story 5. T monitors and provides delayed FB on WB (peer correction/T correction) 6. T wishes everyone a good day!

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