Martin Krueger Martin Krueger

Vocab unit 7.3
beginner A1 level


in this lesson students will become familiar with a short list of new words and collocations around the theme of "films, books, and restaurants"


Abc phrases of liking
Abc half sheet from p58
Abc realia

Main Aims

  • To provide clarification and review of films restaurants, books in the context of talking about common simple past weekend activities

Subsidiary Aims

  • To provide fluency speaking practice in a the "writing game" in the context of books, dining out and films


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

New faces! T will ask the students who have joined the class since thursday to stand in front of the class and announce; there are some new students today, lets practice; T pulls one older student volunteer to the front of the class and introduces self. " My name is Martin. " if student doesn't respond, T tries again "My name is ______" and gestures to the student to share their name. Once T is able to elicit this response from the student, T orients the old student toward the new face and gestures. It may be required to model once more for the old student. Once the example is clearly set, *only then* T motions for whole class to rise and to the same.

Exposure (5-8 minutes) • To provide context for the target language through a text or situation

Gallery style discovery, T will create four areas marked with ABC and D each area will contain some item of realia, a book, a film schedule etc Ss will go on a tour, have them match to the folded side of their assignment ICQs; Can I look at the paper? NO When students have completed tour, T will direct them to sit Point out that the book is by Paulo Coelho have them complete 1a. in pairs, then elect 1 student to check answers for the class, one who got them right bring the S to the front, ask them to read A, loudly read it a second time. ask Ss "do you agree??" have the same student do the other 3. write "1 a" on the board. say "open the paper now" mime and unfold the paper on the desk of a student. put Ss in pairs. "talk for 1 or 2 minutes" theres no feedback stage here since the answers coincide with the realia exercise.

Highlighting (6-10 minutes) • To draw students' attention to the target language

teach the meaning of agree on the whiteboard, draw 4 heads with 4 thought bubbles and checkmarks in each bubble. wrtie "1b" on the board. "listen" play the segments of recording 2.23 two times each, stopping each time to ask Ss to talk with each other between each segment AND picking a pair to share with the class. ie. Meral, what do you have ? Class do you agree? if there is huge confusion, play segment a 3rd time

Clarification (6-8 minutes) • To clarify the meaning, form and pronunciation of the target language

read is the past tense form of read choral drilling /red/ vs /rid/ “I read the newspaper every day “ (present) “I read the newspaper last night” (past) ....what other ways can I finish this sentence… Last night, I went to ____ (a cinema, a restaurant) how else can I finish this sentence? it’s a book by ____... a film called _______ Iftarlik Gazoz the Martian Everest also drill whole phrases for intonation

more vocabulary introduction (4-6 minutes) • introduce phrases of liking (optional stage)

On WB, draw a scale with several "+" signs on one end and several "-" signs on the other. divide students into 2 groups and give each group the list of works and phrases to describe goodness with the task of arranging them in order; terrible very bad not very good OK quite good very good wonderful explain "very" and keep the exercise on the board

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

writing exercise from page 91 T will elicit Ss to come up with short sentence using the model; time expression + verb + noun + called then T will pass out half sheets of paper and ask Ss to write ONLY 1 of the steps of the process on the paper. Then T will hold up paper dramatically and pass it to one of the studnets, pick up their paper and pass to another student and motion for the process to continue when the writing game is complete, each S will read what they ended with to the class, standing up. if correction is needed, T will write sentence on the board and ask other Ss for correction

Free Practice (6-8 minutes) • To provide students with free practice of the target language

in pairs, have Ss do exercise 3 a. first, T will write categories Model with one student in front of the class, the have others produce independently eg. a shop, hmmmmm Migros, Migros is quite good. once Ss undersand, T will ask to them to work in pairs. Ss can share answers if time permits

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