Humam Alfares Humam Alfares

TP3
B1 level

Materials

Abc pictures of a "motorboat","the tube", a "race"
Abc Verbs/verb phrases cards
Abc tapescipt, TsB
Abc SB, NE inter.
Abc map, part of London, SsB, EF Inter.

Main Aims

  • Receptive skills

Subsidiary Aims

  • To provide clarification of verbs and verb phrases in the context of Race across London

Procedure

Lead-in (3-4 minutes) • To generate interest in the theme of the lesson

T asks ss to set back to back, one of them is facing the WB. T plays a video about Top Gear with no sound. ss facing the WB describe what they are watching to their partners. At second 00:42, ss wasp roles. FB: WC

pre-teach vocabulary (1-2 minutes) • To unblock the key lexis needed to help ss understand the text

T shows pictures of a "motorboat","the tube", a "race" and elicit the words from ss. FB: Indev.

Prediction and ask (5-6 minutes) • To encourage ss to predict about the content of the text and give them a reason to read the text

T gives ss HO of the introductory text (3a, p24, SB.) with the questions and asks them to answer the questions.T shows the answer of the first two questions on WB. For questions 3 and 4, T asks ss find people who they share the prediction with and sit with them having groups like Jermey Group, Richard Group, James Group, Stig Group. FB: Answer key on WB, WC

Reading for gist (3-4 minutes) • To encourage ss to read for gist and find about their prediction

T gets ss do 3b, p25, SB. SS read the text in three minutes. Ss then check in their groups and mark the position of Stig on the map. FB: Indv

Reading for specific information (4-5 minutes) • To practise reading for sepecific information (scanning)

SS read 3c, p25, SB and answer the questions and check within their groups. FB: T writes answers on WB

Vocabulary (5-6 minutes) • To clarify meaning so learners know how to understand it.

T gets ss do 3d, p25, SB in a game. SS will sit in three groups; Jeremy's, Richard's, and James's (Stig's group will sit among other groups). Jeremy's group will be working on the text about Jeremy only. Richard's group will be working on the text about Richard only and so on.T chooses four verbs and verb phrases from each text, sticks them on the WB.T gives ss the definitions of them. Ss read the definitions, find the verb or verb phrase, go the board, pick the card, and attach it the definition. The fastest to finish this with correct matching are the winners. FB: SS check the other groups matching.T gives answer key for final check.

Listening for gist (3-5 minutes) • To encourage ss to listen for gist

T gets ss do 3e, p 25. SS listen to the audio, follow Stig route on the map. Ss then check in their groups and mark the position of Stig on the map. FB: WC

Listening for specific information (4-5 minutes) • To practise listening for sepecific information (scanning)

T gets ss do 3e, p25, SB. T asks ss what they hear when they are travelling on the metrobus and the metro in their country. T plays the recording (2.9) for the ss to check and compare. T pauses after each announcement to elicit the answer. pair check than WC. FB: WC

Listening for inference (2-3 minutes) • To practise listening for inferred meaning

T gets ss do 3g, p25, SB. In their groups, ss write the order in which they think the four people arrived. SS listen to audio. 2.10, SB. FB: s to ss

Post-reading (4-5 minutes) • To develop oral fluency on the topic

T gets ss do 3 i. T gives ss their role play cards (I'm a tourist- can you help me?) page 104,109 SB. T models the task, and in pairs ss ask and answer the questions. T moves around the class while doing the activity taking notes of mistakes for DEC.

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