Jesse Scifres Jesse Scifres

TP 5
Upper Intermediate level

Description

Incredibly short stories

Materials

Main Aims

  • To provide practice of adverbs and adverbial phrases in the context of short stories

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about unexpected endings in the context of short stories
  • To provide deduction listening practice using a text about unexpected situations in the context of sound effects and diaogues

Procedure

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

Orson Welles Quote "If you want a happy ending, that depends, of course, on where you stop your story." Display image on WB from computer. Ss in pairs to discuss what the quote means (2 min). Monitor to see if Ss understand the instructions in the work they are producing. WC FB to share ideas generated (2 min).

Exposure (6-7 minutes) • To provide context for the target language through a text or situation

4 Story Pictures Grammar a Display 4 pictures on the WB from computer. Ss in pairs discussing what the stories are about (3 min - 45 seconds each). Monitor to see if Ss understand the instructions in the work they are producing. Ss in groups to share ideas (3 min - 45 seconds each). 1 representative write their ideas on WB.

Exposure 2 (5-6 minutes) • To provide context for the target language through a text or situation

Read 4 Stories Grammar a Each story is from a special website where people submit their own story of exactly 50 words. Ss reading 4 stories SOLO to match the heading with the correct story. Point out glossary box to help with vocab (3 min). Monitor to see if Ss understand the instructions in the work they are producing. Display answers on WB from computer. Ss in pairs, talking about which story is their favorite & least favorite and why, in 1 sentence (2 min). Demonstrate my favorite/least favorite. (My favorite short story is....because....) ICQ - Are you writing? (NO) How many sentences is each person saying? (2) Monitor to see if Ss understand the instructions in the work they are producing.

Highlighting & Clarification (10-11 minutes) • To clarify the meaning, form and pronunciation of the target language

Types of Adverbs Task Grammar b T to highlight 4 categories of adverbs. Be prepared with Language Analysis (7 min). Ss in pairs to complete the chart. Early finisher to write answers on the WB (3 min). Monitor to see if Ss understand the instructions in the work they are producing.

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

Grammer c Ss in new pair to complete the 5 sentences (3 min). (Emphasize the location of adverbs and adverbial phrases.) ICQ - Are you working alone or with a partner? (partner) Are you working with the same partner? (No, new) What are you doing with the bold adverb? (putting it in the correct order) Monitor to see if Ss understand the instructions in the work they are producing. Check answers with answer key handout (1 min).

Controlled Practice 2 (FLEX) (4-5 minutes) • To concept check further and prepare students for free practice

Grammar d (a) Ss in pairs to correct the sentences (3 min). Monitor to see if Ss understand the instructions in the work they are producing. Ss check answers in pairs using answer key handout (2 min).

Free Practice (9-10 minutes) • To provide students with free practice of the target language

Grammar e Ss listening to audio SOLO, completing the 6 sentences (3 min) (offer to listen again (x2) if necessary). Demonstrate 1st sentence. Monitor to see if Ss understand the instructions in the work they are producing. Ss in pairs to check answers & an early finisher to write answers on the WB (3 min). Display answers on WB from computer if necessary. Ss in pairs to speak. Each create 2 unique sentences by using 2 adverbs or adverb phrases from the day's lesson. (3 min)

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