Mohamed Mohamed

TP_3_Mohamed_Sabah
Intermediate level

Description

In this lesson Ss will practice speaking and revise vocabulary to consolidate what has been learned in unit 2. It will start with a song about money (Boys and Girls), then there will be a vocabulary game to revise previously taught vocab (Board Rush). After that, the teacher will remind Ss of how to form questions and will help them elicit the importance of asking follow-up questions. Finally, a communicative AB activity will be given to Ss to work on.

Materials

Abc T.'s DEC
Abc Communicative task: Student B
Abc Communicative Task: Student A sheet
Abc PPT
Abc Vocab cards
Abc Audio track 1.34

Main Aims

  • To provide fluency speaking practice in a an AB communicative activity (using question forms and follow-up questions) in the context of Money

Subsidiary Aims

  • To review previously studied vocabulary

Procedure

Lead in (3-4 minutes) • To activate Ss' existing knowledge of the of the topic of money and create interest in this theme

- T. asks Ss to listen to a song and answer a question. "Please listen to the song and answer this question: What are the things that a man pays for according the song?" - T. asks Ss to check their answers with their partners, gets FB from them and quickly shows them an answer key. (the man will basically foot the bill for vacations, shopping sprees, all what a woman wants, etc.)

Preparing to Speak: Stage 1 (7-10 minutes) • To provide an opportunity to prepare for the speaking task

- To help Ss with vocabulary, T. will play a vocabulary game called (Board Rush). - T. will stick some previously studied vocab to the board and will divide the class into two teams with each team standing in a line facing the board. - T. will provide the definition of one vocab item and the first one in each line should find the word and take it first. - The winning team will be the one with more words.

Preparing to speak: Stage 2 (7-7 minutes) • To provide an opportunity to prepare for the speaking task

- T. uses some examples from the PPT to elicit the importance of asking follow-up questions and answering more than yes/no. - T. helps the Ss with the question forms in the present simple, present perfect, and past simple by analysing MPF where necessary.

Useful Language (5-7 minutes) • To provide language which Ss may find useful for completing the task.

- T. divides the Ss into As and Bs - T. asks As and Bs to work in pairs to write follow up questions using the appropriate tense in their respective sheets - T. distributes HOs - T. monitors and offers help

Speaking (10-10 minutes) • to practice oral fluency by asking and answering questions within the context of money

- T. asks As and Bs to stand in an inside-outside circle or a ladder position (where both As and Bs stand facing each other in two parallel lines. The number of Ss in class will decide on which one the T. will go for. - In either case, each A S will be facing B S - Both A and B will take turns asking each other the questions in their respective sheets. When any of them gets an answer they are supposed to ask their partner a follow-up question. - Once they hear the T. clapping, Ss need to move forward so that they face another partner and do the same. - T. may demonstrate this - Ss start the speaking activity T. monitors and uses the DEC sheet for taking notes

Feedback: Error Correction on Oral Task (5-5 minutes) • To allow learner to compare results of the task; To provide content FB on results of the task; To provide language FB based on the task

- T. asks learners to post their sheets on the board and walls so that other Ss see them - T. also has a look at Ss' work - T. uses DEC notes to handle Ss' problematic language areas faced during the activity

Web site designed by: Nikue