New lesson plan: Tips about 'How to'

PELİN TAŞLICA

Tips about 'How to' - Upper-intermediate level

Tips about 'How to'
Upper-intermediate level

Description

In this lesson, students will be able to talk about giving tips on 'how to ..' via reading text which includes useful language. The lesson starts with a discussion about the things that they are really good at doing. This will be followed by reading a text about the topics what some experts said as an advice. Finally, they are going to practise the target language with help of the topics that were given to them.

Materials

Reading text about 'How to..'

Powerpoint presentation

Questionare handout

Reading text about 'How to..'

Powerpoint presentation

Questionare handout

Main Aims

To provide accuracy and fluency speaking practice in a conversation in the context of giving advices.

Subsidiary Aims

To provide clarification of useful language in the context of giving advise.

Procedure (36-48 minutes)

Warmer/Lead-in (3-7 minutes) • To set lesson context and engage students in the topic of giving advice.

T teacher welcomes the students. T gives them cut-outs and wants them to memorise the sentence. Then T gives Ss a handout about the activity and wants them to fill in the blanks with the sentences that their friends say. But they should understand the content of the sentence and write them in the correct place. Ss also have to write the names of the person. It is a whole class activity. Are you going to show your papers? (No) Are you going to fill in the blanks with the sentences that you've heard? (Yes) Are you going to write the name of the person? (Yes) T wants the students to share what they have heard from their classmates.

Exposure (9-10 minutes) • To provide a model of production expected in coming tasks through reading a text about advices from some experts.

T this time gives them a handout. The text is about pieces of advice. Ss are going to read this text and they are going to match the pictures with the paragraphs in 4 minutes. What are you going to do?( Match the pictures with the pictures.) How many minutes do you have? ( 5 min) And now check your answers in pairs. T reflects the correct answers on the board.

Useful Language (3-6 minutes) • To highlight and clarify useful language for coming productive tasks

T shows some bullet points about some different points. Students this time going to match the paragraphs with the bullet points in 3 minutes. There will be some extra sentences. Are you going to speak? (NO) How many minutes do you have ?( 3 minutes) Discuss your answers in pairs in 1 minute. Then they will listen to the recording and decide whether the decision is good or bad? What are you going to write? ( No)

Productive Task(s) (18-20 minutes) • To provide an opportunity to practice target productive skills.

T shows the bulletin points again wants them to choose their own topic and wants them to take notes or make a list on do's and don't for the topic in 5 Minutes. What are you going to do?( Make list) How many minutes do you have? ( 5 minutes) T then wants Ss to share their ideas with their partners. Are you going to write something? (No) What are you going to do? (Talk about our topic) Are you going to use 'do's and don't ' in your talk? (Yes) T this time wants them to change their pairs and give advices about their own topic.

Feedback and Error Correction (3-5 minutes) • To provide feedback on students' production and use of language.

This time teacher wants students to reflect what they have learned. T asks: Did you learn how to ....? Was it interesting? Was it useful to speak with your friend's classmates?