New lesson plan: Vocabulary and Speaking / Parents and Children

MohammadReza

Vocabulary and Speaking / Parents and Children - Upper-Intermediate B2 level

Vocabulary and Speaking / Parents and Children
Upper-Intermediate B2 level

Description

In this lesson, students will be exposed to and learn vocab items related to both the difficulties and the advantages of being a parent. Lesson starts with a WC discussion on whether being a parent is challenging or rewarding. The teacher elicits some of the adjectives in the box (part 1). Then, s/he asks the Ss match the adjectives with the definitions HOs (individually/solo). They share answers (GW). The MPFs of the adjectives are worked on. Students then discuss what parents mean by the above adjectives (GW), which sets the context for Ss to use the words. Next, comes part 3 in an adapted form. The 2 columns (1-8 & a-h) are presented in sentences, rather than single words. Ss do the matching. Finally, Ss discuss the statements in part 5 (Agree? Why? Disagree? Why? Explain.)

Materials

1iybi4hstiqtarp5ulpq global unit 5 vocab

Pictures projected on the screen; HOs; Extracts

Main Aims

To focus on the vocabulary to describe the hardships and rewards of parenthood in a student-centered way

Subsidiary Aims

To provide Ss with speaking practice on the subject in a personalized way

Procedure (23-37 minutes)

Warmer/Lead-in (5-7 minutes) • To provide context for the target language through a picture and then a group discussion

2 pictures (one of happy parents and ,another, of exhausted parents) are shown on the screen and Ss are asked to tell their partner what they see. INSTRUCTIONS: In pairs, compare the 2 pictures. You have 2 minutes. ICQs: You do it in groups? NO/PAIRS. How much time for this activity? 2 min. Then Ss see 3 questions on the board. They are told to discuss them in groups of 4. INSTRUCTIONS: Eyes on the board, everybody! Get into groups (T groups them). Discuss the Qs. You have 3 minutes. ICQs: Do you do it in pairs or groups? GROUPS. How much time? 3 min. OFF YOU GO!

Highlighting (3-5 minutes) • To draw students' attention to the target language

Ss are told to look at the board. The words in part 1 are on the board. They are sked if they used any of those words while discussing the questions(to get them to go back to what they just did). Maybe they didn't use many of those adjectives and, instead, just explained what they meant in other ways. Here it is a good time to present new vocabulary. T elicits which one describes a good thing about being a parent and which one is challenging. T & Ss complete the chart. CCQs: Is this adjective about the advantages of being a parent or the challenge? How about ...? How about ...?

Clarification (Guided Discovery) (5-10 minutes) • To clarify the meaning, pronunciation, and form of the target language

T asks the Ss to put the adjectives in one of the two columns in a chart, one for challenges and the other for rewards. Ss do this in pairs and check it in pairs. T runs feedback. Eliciting the meaning of the words from the Ss and using CCQs, T works on the MPF on the vocab items.

Guided Discovery & Controlled Practice (3-5 minutes) • To promote learner autonomy by looking up words in a dictionary & to review and extend Ss' vocab

Ss are given the HOs and are told to match the words/phrases on the left with a synonym version on the right. They are encouraged to use their dictionaries. INSTRUCTIONS: There are 8 items on the left, and 8 on the right. Match one on the left with one on the right. Do this in pairs. You can use your dictionary. 3 min. ICQs: Can you use your dictionary? YES. You do it alone? NO, IN PAIRS. How much time? 2 min. TEACHER DEMONSTRATES THE TASK BY DOING ONE OF THEM.

Free Pracctice (7-10 minutes) • To have extra oral practice on the subject/To personalize learning

Ss get into groups of 4 or 5 depending on how many are present (according to the color of their extracts) and discuss the questions. Those who have the same color get into the same group (e.g. all the reds in one group). T hands out the colorful papers. OK! Now, get into groups with those who have the same color as yours. Discus ONLY one of the statements with your partners. Do you agree or disagree? Why? You have 7 min. ICQs: How many Qs are there? 3. How many of them do you discuss? ONLY ONE! How much time will you have? 7 min. OFF YOU GO!