Hossein Hossein

TP1
Intermediate, B1 level

Description

In this lesson, vocabulary related to age and stages of life is introduced and given. The teacher introduces the vocabulary in context, and a controlled practice follows that. Then the age-related adjectives are presented. Freer speaking follows this part. Students do a task to personalize their newly acquired information. If there is enough time, students will do an exercise which involves correcting mistakes on the whiteboard.

Materials

Abc pictures
Abc hand-outs

Main Aims

  • To introduce and practice vocabulary related to age and stages of life

Subsidiary Aims

  • speaking

Procedure

Lead-in (3-5 minutes) • elicit the age range of the people in pictures

The teacher shows the pictures one by one. Stick them on the wb after each one. The teacher elicits from the Ss how old you think each person is. The teacher elicits from the Ss words to describe the age groups. The teacher shouldn't write these words on the wb.

Matching (7-10 minutes) • introduction of the life stages in context

The teacher puts Ss into small groups of 3 and gives them the cut-up sentences and gets Ss to look at the sentences. The teacher asks the students to match the sentences with the pictures on the wb and to stick them next to the pictures on the wb. The teacher has to make sure that the students know the difference between problematic words. At this stage, the teacher has to drill the the words with the more difficult pronunciation.

Controlled practice of vocabulary (5-7 minutes) • to make sentences using the words

The teacher has to ask Ss to make sentences using the words about people they know, e.g. in their families. The teacher has to monitor the students and should help them make accurate sentences. The students should work in pairs and tell each other about the people they wrote about. The teacher has to take some general fb.

introduction of age-related adjectives (10-12 minutes) • to find words which are typical characteristics of the different age groups

The teacher has to ask Ss what characteristics are typical of the different age groups. The teacher elicits a few ideas and writes them under the pictures. The teacher writes the words from exercise 3 on the side of the wb. The teacher asks Ss to look at them and say if they know them. Encourage Ss to explain to each other if they know the answers and the teacher should explain the words that the students did not know. The teacher puts Ss into small groups and asks them to discuss which words are typical characteristics of the different age groups and asks for reasons. The teacher takes some whole class FB and asks for explanations.

Freer Speaking (5-7 minutes) • making notes about the advantage and disadvantages of the other life stages

The teacher asks Ss what the advantages and disadvantages of each life stage are. The teacher chooses one age groups and elicits a few ideas from the whole class. Then he should get the students to work alone and make notes about the advantages and disadvantages of the other life stages. The teacher puts the Ss into small groups and gets them to discuss and compare ideas. Later, the teacher takes some general whole class FB; e.g. did any age have more disadvantages than advantages?

Freer Speaking and personalization (5-7 minutes) • the students mingle and discuss the words in groups

The teacher asks students about some questions and writes them on the wb or gives them handouts with the questions. The questions are "what stages are you in at the moment? What do you like or dislike about it?" and "What stage are you most looking forward to?" Ss can either discuss these words in groups or they can mingle and ask a few people in class about it. The teacher should not interfere while monitoring the Ss. The teacher can take some general FB on what they learnt about each other.

Delayed FB (3-5 minutes) • error correction

The teacher writes some of the errors on the wb and gets the Ss to correct them,

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