Jesse Scifres Jesse Scifres

TP 2
Pre-Intermediate level

Description

Memories of School

Materials

Wqjqz9nwqt6kmtxzxk3p tp 2 school memories Powerpoint
Suwuibcbs4zbzk2tzvle functions analysis tp 2 Functions Analysis
Cqmgcqgyqoovfrv7hsbh ho1 vocab & learning 1 2 3 HO1 - Vocab & Speaking
Gx5vvtelqhsllpqwcly3 ho2 listening 1 2 3 HO2 - Listening
Mt6dceqis4ichqg2zeq3 audioscript Audio Script

Main Aims

  • To give Ss practice in listening for specific information and detail in the context of memories of school.

Subsidiary Aims

  • To provide clarification of good at, bored with, afraid of, fond of, interested in, terrible at, keen on, worried about in the context of adjective and preposition collocations
  • To provide fluency speaking practice in a conversation in the context of movies about schools or teachers

Procedure

Warmer/Lead-in (4-5 minutes) • To set lesson context and engage students

Mind Map Write "school" in the middle of the WB in a bubble with "subjects, verbs, people, & in class" bubbles attached. Ask Ss to provide vocabulary for the categories. Assist as needed by writing additional vocabulary. Check understanding by drilling (drawings on WB, miming, realia, verbal explanations). "What is a principal? How is a test different from an exam?"

Exposure (4-5 minutes) • To provide context for the target language through a text or situation

Vocab & Speaking 1 Say "These sentences have a positive or negative meaning." "Good or Bad" "Smile vs Frown" Tell Ss to work individually, write a "+" or "-" next to the sentence if they think the sentence has a positive or negative meaning. Demonstrate first 2 examples. Nominate 1 S to write answers on WB. Ss correcting Ss.

Highlighting (8-9 minutes) • To draw students' attention to the target language

Vocab & Speaking 2 Personal anecdote about a short memory of my schooling. Ask Ss to work individually, marking which of the 8 statements are true/false for them. Demonstrate 2 statements. Explain the structure for "not" sentences. Direct Ss to write 8 new sentences from their schooling. Demonstrate 2 sentences (1 positive & 1 negative "not"). Check instructions understanding. Monitor. WC FB from 4 Ss.

Controlled Practice (8-9 minutes) • To concept check and prepare students for more meaningful practice

Vocab & Speaking 3 Ask Ss to work in pairs, each reading 1 sentence at a time and then alternating. Tell Ss to determine if their partner's experience was similar to theirs. Demonstrate w/ a S. Check instructions understanding. "What are you doing?" "Is this PW or SOLO?" Monitor.

Controlled Practice (4-5 minutes) • To concept check and prepare students for more meaningful practice

Listening 1 Show statements on WB. Tell Ss to listen to the audio and match the speaker with the statement. Demonstrate Ss task on WB. Check instructions understanding. "Is the PW or SOLO?" Monitor. FB from 1 S. Ss correcting Ss.

Semi-Controlled Practice (8-9 minutes) • To concept check further and prepare students for free practice

Listening 2 Tell Ss to work individually and listen to the audio recording a 2nd time and then match the correct "column A" and "column B" phrases to make sentences (4 min). Check instructions understanding. "Is the PW or SOLO?" Monitor. Ss work in pairs to check (3 min). Check instructions understanding. "Is the PW or SOLO?" "What are you checking?" Monitor. Early finishers write answers on WB. Ss correcting Ss.

Free Practice (7-8 minutes) • To provide students with free practice of the target language

Listening 3 Tell Ss to work in groups and discuss their school experiences. Check instructions understanding. "What are you talking about?" "Are you using Turkish?" Monitor.

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