Beyhan Ince Arslan Beyhan Ince Arslan

TP7
Intermediate level

Description

In the first part of this lesson, ss will learn about word families. They will work in pairs to complete a word family chart, as well as, a gap fill exercise regarding word families. In the second part of the lesson, ss will learn new vocabulary pertaining to conspiracy theories and secrets. Ss will discuss multiple well known conspiracy theories. They will also have the chance to make up their own theories in pairs.

Materials

Abc Smart board
Abc HO
Abc Powerpoint with answer key
Abc Powerpoint with vocab words
Abc Smart board
Abc Straightforward Intermediate Student book, page 98
Abc Powerpoint with 7 theories
Abc Powerpoint with word family chart

Main Aims

  • To provide clarification, review and practice of vocabulary in the context of secrets and conspiracy theories

Subsidiary Aims

  • To provide fluency and accuracy speaking practice in a discussion in the context of secrets and conspiracy theories

Procedure

Warmer/Lead-in (1-2 minutes) • To set lesson context and engage students

*Ask ss what word families are. Do you know what word families are? Can you tell me any words that can be classified with word families?

Exposure (10-12 minutes) • To provide a model of production expected in coming tasks

*Show 2 examples of word families on the smart board. Explain to students how they are completed. *Show chart of word families containing gap fill areas, explain to ss what should be done. *Give each student a couple of the gap fill exercise. Instruct ss to keep the hand out folded in half. Instruct students to work together in pairs to complete the word family chart (part 1 of handout). *CCQ's - Are we opening the page? No - Are we working in pairs? Yes *Monitor while ss complete chart, answer questions as they arise. *When ss are finished working in pairs and filling out the chart, teacher will project the answers on the smart board. *Go over any questions that may have arisen during PW time. *Instruct ss to open the handout and complete the bottom half, working with a partner. *CCQ's - are we working alone? No - are we working in pairs? Yes *When ss are finished, teacher will project answer key on smart board. *Go over any questions that may arise during part b of the exercise.

Useful Language (6-8 minutes) • To highlight and clarify useful language for coming productive tasks

*Show ss powerpoint slides containing pictures. (to elicit the word from ss) *These words will be needed for the second part of the lesson. *Elicit the words from the ss, if they absolutely don't get the words, the teacher will give it to them and explain the meaning with examples.

Productive Task(s) (10-12 minutes) • To provide an opportunity to practice target productive skills

*Teacher will project a series of 7 conspiracy theories on the smart board. *Give ss a minute to read all of the theories. *Ss will be instructed to work in pairs and discuss the theories one by one. *They will have to talk about how true they think these theories are and why. *CCQ's - Are you working alone? No - Are you writing anything down? No - Are you working in pairs? Yes *Monitor ss as they are discussing with their partners, take notes for error correction points.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language

*Give feedback to ss regarding their use of the target language. *Go over any errors, on smart board, that were noticed during monitoring.

Productive Task(s) (7-9 minutes) • To provide an opportunity to practice target productive skills

*Distribute gap fill handout. *Ss will work in pairs to complete a gap fill exercise. The purpose of this exercise is to use the target language to create a conspiracy theory using guidelines provided. *CCQ's - Are you working alone? No - Are you working in pairs? Yes *Monitor for errors and positive feedback while ss are working in pairs. *When ss have completed the task, volunteers will share their theories with the class.

Feedback and Error Correction (2-3 minutes) • To provide feedback on students' production and use of language

*Give feedback to ss regarding their use of the target language. *Go over any errors, on smart board, that were noticed during monitoring.

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