Eleni Papadopoulou Eleni Papadopoulou

demo lesson - yildiz university
pre-intermediate level

Description

In this lesson Ss will get familiar with the structure of be able to. The reading activity at the beginning of the lesson will set the context for the grammar clarification. The vocabulary activity will help Ss practice on the prepositional phrases wiht at. Through the semi-controlled grammar activity Ss will practice their new TL. The lesson will continue with a listening activity and speaking if time permits.

Materials

Abc Grammar Answer Key, Hand Out 3
Abc Vocabulary Answer Key, Hand Out 2
Abc Vocabulary and Grammar Hand Out 1

Main Aims

  • To provide clarification of language used for expressing ability in the context of space tourism

Subsidiary Aims

  • To provide clarification of prepositional phrases with at in the context of space tourism
  • To provide clarification of be able to in the context of space tourism

Procedure

Lead-in (2-3 minutes) • To set the lesson context and engage the students

Show two pictures on the WB. Ask Ss to discuss with their partner these two pictures and also answer the two questions that are under the pictures.

Pre-Reading (4-6 minutes) • To prepare Ss for the text and make it accessible

Pre-teach blocking vocabulary via eliciting: orbital/sub-orbital, require, afford, gravity, eager. orbital: M: When the space flight travels all the way round the earth, we call it _________. F: The space flight is orbital (adjective) P: \ˈȯr-bət-əl\ sub-orbital: M: When the space flight travels some of the way but not all the way, we call it _________. F: The space flight is sub-orbital (adjective). P: /ˌsʌbˈɔː(r)bɪt(ə)l/ to require: M: to need/to demand F: Working with these chidren requires a lot of patience (verb). P: /rɪˈkwaɪə/ to afford: M: to have money to do/buy something F: I can't afford a large house (verb). P: /əˈfɔːd/ eager: M: When we want something, we are __________ F: I am eager to learn English (adjective). P: /ˈiːɡə(r)/

While-Reading #1 (2-3 minutes) • To provide Ss with less challenging gist and spesific information reading task

Ss have 2 minutes to read the text and do activity B from the Student's Book individually. They listen to check their answers.

While-Reading #2 (5-6 minutes) • To provide Ss with more challenging specific reading task

Ss have 4 to 6 minutes to read the text again and do acivity C from the Student's Book individually. Show the Answer Key on the WB.

Controlled practice (5-6 minutes) • To introduce the Ss with new vocabulary from the text

Ss have 5 minutes to work in pairs and do activity D from the Student's Book. Show Answer Key on the WB.

Controlled Practice (4-5 minutes) • To concept check and provide the Ss for a more meaningful practice

T shows a gap-fill hand out with prepositional phrases to the Ss and instructs them on how to precede with the activity. Also, the T directs the Ss to the small table at the very end of the activity in order the S to check the meaning of some of these phrases. Ss are given the gap-fill hand out. They do the activity in pairs. They have 4 minutes. An Answer Key is given to them.

Clarification and Controlled Practice (7-10 minutes) • To clarify the meaning, form and pronunciation of the target language (be able to)/To concept check and prepare Ss for more meaningful practice

Ss are given the Grammar Hand Out. They read the five sentences and they answer the questions in pairs. Then, they move on to the next activity where they need to rewrite the sentences using the correct form of be able to. They work in pairs. An Answer Key is given to them. They have 7 to 10 minutes.

While Listening (4-5 minutes) • To provide the Ss with less challenging activity and specific information listening task

Ss have 3 minutes to do the listening activity from the Student's Book. First, they read through the questions and the answers. T makes sure that the Ss don't have any unknown words. Play the recording twice if needed. The Answer key is given to them on the WB.

Post-Reading/Listening (4-6 minutes) • To provide Ss an opportunity to respond to the text and expand on what they have learned

Depending on the number of Ss, they work in groups or in pairs and they make a list of things that they think they will be able to do 100 years from now which are not possible today. T reads the sample sentence given in the activity to make sure that the Ss have understood the instructions. T monitors and then has the groups/pairs compare their ideas and see if they are similar. T gives delayed FB on the WB.

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