TP5 - Vocabulary
To provide clarification and practice of vocabulay in the context of society and change
To provide fluency speaking practice in a debate in the context of society and change
To provide specific information listening practice using a text about news items in the context of society and change
Procedure (38-49 minutes)
Write "2011" on WB and ask: "What's the first thing that comes to your mind when you see this date?" (personal memories / the Tunisian Revolution) Focus on the "Revolution" context. Show picture 1 and ask "What do you think about it?" "Did it affect the society/economy/prices/services... " (various answers) Ss might use some of TL, in this case I will try to include the "pre-teach" stage and concept-check the words they use.
Give HO1. Explain to the ss that they are about to listen to a recording of news items about different subjects. Make sure that all the headings under column A are clear. Elicit the meaning from the ss as much as possible and try to not intervene unless there is some blocking or confusion.
Give intructions (matching A&B). Play the recording continuously/all at once. Some ss might not be able to figure out all the answers. Play the recording again but this time in segments. Ask ss to peer-check. Give feedback by displaying the answer key on the IWB. Concept-check and answer ss questions if there are any.
Part 1: Swatters (vocabulary game) Divide ss into two groups. Have them stand up in two lines. Explain the activity and demo it. Ss have to swat the green arrow if the word carries a positive meaning and the red one if it carries a negative meaning. (This should be fun!) Part 2: Vocabulary practice Give ss the answer key for the game and explain that they will use it for this activity. Give them HO2. Explain that they need to use those words to complete the bits of articles on the HO. Draw their attention that there can be more than one possiblity for each gap, and point out that they also need to watch out for the form. Monitor quietly and answer their questions if they have any. Once finished, ask them to compare and discuss their answers with their friends. Give feedback / hand them the answer key and ask them to check their answers.
Divide the ss into three groups of three (possibly one group will have four ss). Assign two points for each group to be discussed (from HO1, column A). Ask them to exchange view with each other. Monitor and answer their questions if needed. To develop a debate, I will ask the groups one by one to share their views and have the rest of the class ask agree, desagree or ask questions to each other. (During this activity I have to remain neutral and as quiet and as possible.)