Osman Osman

Different type of books
B1 level

Description

In thislesson, the students will learn the vocabulary related to books, genres and adjectives to describe an auther

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of genre words in the context of different genres

Subsidiary Aims

  • To provide gist
  • To provide fluency and accuracy speaking practice in a conversation in the context of different genres

Procedure

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

T shows the image "book genres" T: WHAT IS IT? WHAT DOES IT REMIND YOU?(MOVIES,BOOKS) WHAT DO WE CALL ALL OF THESE?(GENRES(JARA)) WHAT IS YOUR FAVOURITE GENRE(JARA)? WHAT IS YOUR FAVOURITE AUTHOR?

Exposure (8-10 minutes) • To provide a model of production expected in coming tasks through reading/listening

T shows the handout "Listening 3.1" T: LOOK AT PAGE 32, PART 2 READ THE DIALOG AND FILL THE BOX DO IT ALONE ICQ: WHAT DO YOU DO? T; CHECK WITH YOUR PARTNER T reveals the key. T: LISTEN TO THE AUDIO THINK ABOUT THE GENRE(JANRA) PAY ATTENTION TO THE PLOT AND THE CHARACTERS T plays the audio. T: WHAT IS THE GENRE?(HORROR, GHOST, SUSPENCE) WHAT DO YOU THINK ABOUT MIRANDA'S CHARACTER TRAIT?(WEAK, IMPOTENT, DEPENDENT, ANXIOUS, DISCONTENT, DEPRESSED, MISERABLE, AGITATED, FEARFUL) WHAT DO YOU THINK ABOUT CHARLES'S CHARACTER TRAIT?(AT TIMES REASSURING, CALM, CONFIDENT, CONTENT, POTENT AND AT TIMES WEAK) WHAT DO YOU THINK ABOUT THE PLOT?(SUSPENSEFUL, IRRITATING, BORING) WHAT DO YOU THINK ABOUT THE ENDING?(PREDICTABLE, UNSATISFYING)

Useful Language (8-10 minutes) • To highlight and clarify useful language for coming productive tasks

T gives the handout "antonyms" T shows the handout "Antonyms" T: LOOK AT THE WORDS FIND THEIR ANTONYMS WORK AS A TEAM T reveals the key: 1-D, 2-A, 3-E, 4-B, 5-I, 6-J, 7-C, 8-F, 9-G, 10-H, 11-L, 12-M, 13-K T DRILLS THE PRONUNCIATION FOR THE VOCAB T: SOMETIMES WE CAN'T REMEMBER THE WORDS WE WANT TO SAY. WHAT DO YOU DO?( SOMETIMES WE TRY TO THINK OF THE SYNONYMS OR ANTONYMS, AND WE SAY IT'S A BIT LIKE..., OR IT IS THE OPPOSITE OF.....OR IT'S ON THE TIP OF MY TONGUE)

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

T: LOOK AT PAGE 32, PART 3 LOOK AT THE EXAMPLE MAKE SIMILAR CONVERSATION USE ADJECTIVES FROM THE VOCABULARY LIST SAY IT IS ON THE TIP OF MY TONGUE AS WELL WORK IN PAIRS T MONITORS AND NOTES FOR THE ERROR T: LOOK AT PART 2. WHAT ELSE CAN YOU SAY FOR GENRE, THE CHARACTERS,PLOT, THE ENDING? T: LOOK AT PART 3. WORK IN PAIRS TELL EACH OTHER ABOUT THE KIND OF BOOKS YOU READ TELL EACH OTHER ABOUT THE LAST NOVEL YOU READ TRY TO USE THE SPEAKING EXERCISE YOU DID BEFORE YOU CAN USE USEFUL LANGUAGE BOX ICQ: WHAT DO YOU DO? T MONITORS AND NOTES FOR THE ERROR

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

T WRITES THE ERRORS ON THE BOARD FOR THE STUDENTS TO CORRECT THEM

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