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Race Across London, Vocabulary&Speaking
Intermediate, B1+ level

Description

In this lesson students will be engaged in S focused vocabulary building exercises on transport with a focus on how to pronounce compound words. e.g. car crash, seat belt etc. Productive skills will be developed through varied activities in which students need to talk about different forms of public transport in their countries. Pronunciation of compound words, related to transport topic, will be provided after students are familiar with the meanings first.

Materials

Abc handouts, PPT, OHP, English File Intermediate Student's Book, 3rd Edition, Oxford

Main Aims

  • To provide specific information and detailed exercises on Vocabulary items of the topic transport through different kinds of materials. To differentiate between the pairs of words. To practice using compound words and phrasal verbs to describe transport.

Subsidiary Aims

  • To practice listening to reinforce pronunciation of the lexical items. To give practice in Speaking for fluency in the context of asking questions on using different kinds of transport.

Procedure

Warmer/Lead-in (3-5 minutes) • To introduce the lesson and make the context interesting for the Ss

-Have projector ready to project the coursebook. Have handouts ready to deliver. -Brainstorming on transport to elicit students' answers and to check their existing knowledge on the topic. -Ask Ss to discuss in their groups about four different forms of public transport in their cities. -Monitor and take general FB.

Exposure (5-8 minutes) • To provide new vocabulary that can be applied in the context of transport and travel

-Pass the handouts. (Part 2 On The Road exercise a.) -Explain what compound nouns are and give an example. Compound nouns are two nouns together where the first noun describes the second. e.g. child seat=a seat for a child. -Ask students to study in pairs to complete the compound nouns. -Open the slideshow and for each word, firstly, show only pictures to elicit some answers and then show the compound word for it. -Drilling to pronounce the words correctly. -Monitor and check their answers.

Useful Language (5-8 minutes) • To highlight and clarify useful language for productive tasks

-Ask Ss to look at the Part 3 How Long Does It Take? -Give an example to make the meaning clear. For me, it takes about twenty mins to get from Taksim to Levent by subway. -Ask Ss to use the information in two boxes and ask the following two questions in groups. How do you get to work/school? How long does it take to get from your house to the town centre?

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice pronunciation of different sounds

-Ask Ss to look at the pictures and say the words. part a 2.4 -Have Ss listen and pronounce each sound. -Ask Ss to write three words from the list in each column in pairs. part b adventure bridge catch coach crash -Take FB from groups. -Ask Ss to listen to the pairs of words and practice saying them. -Monitor and help when necessary. -Ask Ss to circle the word they hear. Ask them to check their answers in pairs. -Monitor and help when necessary.

Feedback and Error Correction (5-8 minutes) • To provide feedback on students' production and use of language

-Ask Ss to listen and write five sentences. -Have them change their papers and check their answers. -Give feedback and correct where necessary.

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