Kamila Mammadova Kamila Mammadova

Kamila Mammadova TP-4
Upper-Intermediate level

Description

In this Lesson student will learn new vocabulary about "And the moral is..." which is the follows one of the previous lesson. Student does also have an opportunity to use both productive skills to practice new vocabulary.

Materials

Abc HO-3
Abc HO-2
Abc HO-1

Main Aims

  • To provide clarification, review and practice of vocabulary in the context of sayings

Subsidiary Aims

  • To provide process and product writing practice of vocabulary in the context of sayings.
  • To provide fluency and accuracy speaking practice of vocabulary in the context of sayings

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-T writes on the board "Every cloud has a silver lining" -T gives 2 minutes Ss to think and discuss what it means -T stress the word cloud and silver whether they are positive or negative words during eliciting

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

-T gives 3 minutes and asks Ss to match the sayings in 6A to to their meaning in 6B GW - Peer-checking -T asks Ss to compare these saying in their own language during eliciting. -T asks Ss to complete conversation individually in ex. 6C with one of the sayings in ex. 6A - When checking answers, ask pairs of Ss to read out loud parts A and B.

Highlighting (2-4 minutes) • To draw students' attention to the vocabulary in the context of saying

-T reads the tip with the class and asks Ss why people only say the first part of saying -T asks Ss to cross out the part they think people don't need to say

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the vovabulary in the context of saying

-T starts by telling Ss a personal story that illustrates a saying as a model (- I will tell you a story and you need to guess which saying am I referring - I prepared 8 key words to help you to guess -You can comment during I tell the story - Do not guess until I finish my story) - Before the lesson T prepare a list of key words to include in the story -List word will help Ss to guess which saying does T's story refer -T gives Ss 3-4 minutes to prepare their stories alone. -Ss tells the stories to their peer -Ss listen carefully and looks at the key written by story teller and guess which sayings does S refer

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

-T asks Ss to look at the headline and the picture on reading passage in ex 8 -T gives Ss a few minutes to read the story and answer the question alone -Ss checking their answer with partners

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

-T asks Ss to circle eight adverbs ending in-ly in the story ex 8 -T ask Ss to match the ex 9 B to the adverbs in the story -Ss discuss answers in pairs before the feedback with WC - T asks Ss to write adverbs in the correct place in the table -WC feedback -T asks student where most of the adverbs occur in the story

Free Practice (8-10 minutes) • To provide students with free practice of the target language

-T asks to make notes and do a rough first draft of their story ex 10 A -T shows ex 10B and asks Ss to choose one of the category to write their story -T asks Ss to use a sayings as a title -T monitors and help as necessary -Ss put their stories on the wall and decide which one is the most interesting

Error Correction (2-3 minutes) • To provide MFPA criteria in vocabulary

-During the lesson T takes notes on what Ss made a mistake -T corrects answers with correction codes and techniques -T might use error correction techniques during the lesson or at the end of the lesson depending on the error Ss make.

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