Ali roshan Ali roshan

tp3 celta
intermediate level

Description

By the end of this lesson ss will have practiced how to use articles (a,an,the) in the context of stereotypes

Materials

Abc English file SS BK U3b p29by Christina Latham Oxford University Press
Abc English file SS BK U3b p30 by Christina Latham Oxford University Press
Abc W.B

Main Aims

  • To provide clarification and practice of Using articles in the context of stereotypes

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in a Conversation in the context of Stereotype
  • To provide review and practice of Pronunciations of article (the) in the context of Stereotype

Procedure

Warmer/Lead-in (3-5 minutes) • To generate interest in the context of the txt

T introduces himself T recalls the previous context " stereotypes " T brings up another stereotype "who usually looks after children at home ? Fathers or mothers!" Ss will answer "Mothers " T tells them about his friend who used to be a commando and he changed an stereotype

Pre-teaching vocabulary (4-5 minutes) • To unblock the vocabulary ss might not know

T elicit the words manual and tiny " what do we call the book telling us how to work with a machine ". Manual. (N) /ˈmænjuəl/ " what do say when something is very very small." Tiny. (Adj). /ˈtaɪni/ T gives elicits part of speech and tells them the pronunciation

Reading (2-4 minutes) • To practice reading for gist to contextualise the target language

T asks ss to find the answer to the question written on W/B and H/O the TXT "What stereotype did he change?" He look after hi baby

Highlighting TL and clarifying It (10-15 minutes) • To highlight the TL so that learners are focused on it and clarify meaning, form and pronunciation

T asks ss to highlight the articles (a/an,the ) and the words after them T asks ss to discuss in groups why the get this articles T regroup ss to share ideas T gives FB T asks ss to look at the txt again and see if the words (work, home) get articles GW FB T shows a H/O and asks ss to listen and underline five phrases where "the" is pronounced /ðiː/ ( not /ðə;/). And asks why does the pronunciation changes? GW FB If time activity : T gives ss a H/O for further practice to get more exposure with the TL

Language practice (4-7 minutes) • To provide controlled written practice focused on using the TL

T gives a gap fill H/O ex 2a on page 29 T Asks ss to fill the gaps with articles on zero article T asks ICQs " are you going to do it alone or with partners?" "Are you going to write or read?" "Do you have to write something in all gaps or some of them need no articles ?" PW Swap PW FB

Freer Language practice and error correction (7-10 minutes) • To provide freer oral practice and use the language productively and correct some of SS' errors

T gives ss freer topic to talk about related to the context GW "Do you think it is a stereotype that women are better than men at looking after small children?" "Do you know any men who stay at home and look after their children?" "How do they manage?" PW T monitors and takes some notes about ss errors T writes Errors on the W/B and asks ss to correct the errors FB

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