New lesson plan: A Circus Family

Amin

A Circus Family - Lower Intermediate level

A Circus Family
Lower Intermediate level

Description

In this lesson, the Ss will practice personality adjectives, hobby VOC, and family VOC through a listening activity.

Materials

No materials added to this plan yet.

Main Aims

To provide gist, specific information and detailed listening practice using a text about Circus Family in the context of Family VOC, Personality Adjs.

Subsidiary Aims

To provide review and practice of Circus Family in the context of Family VOC, Personality Adjs.

Procedure (45-55 minutes)

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

To review and practice some previously taught VOC, T gives the Ss a pantomime activity. T asks the Ss to mime the presented VOC on the WB. T checks Ss actions and gives corrections if needed. As the VOC are related to the lesson context, this stage can also work as a lean-in.

Pre-Listening (10-12 minutes) • To prepare students for the text and make it accessible

T shows singular photos of HO.1 to the Ss and elicits any related words such as "tent, circus, clown, etc." T sets the context by showing the photos and reviewing the necessary VOC.

While-Listening #1 (10-12 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

T puts the Ss into 4 Gs. T gives HO.1 to the Ss and instructs them to listen carefully to audio No.26 and try to match the photos with the numbers in the blank boxes on the sheets as they listen. T monitors the Ss as they do the activity. T gives feedback.

While-Listening #2 (14-16 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

T has the Ss change their teammates with the game of "chocolate, banana, apple, cake". Before giving the HO.2, T points out the T/F activity sentences and reads them out loud for the Ss. T plays file 27 and has the Ss mark them as T/F while listening. T gives FB.

Post-/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T writes the sample sentences given in part 16 and answers them as modeling. T gives another Q and elicits the answer from the Ss. T puts the Ss in pairs to practice short dialogues as desired.